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Georgia Performance Standards

By Brent Austin,2014-04-11 22:25
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Georgia Performance Standards

    CLAYTON STATE UNIVERSITY TEACHER EDUCATION PROGRAMS

    GEORGIA PERFORMANCE STANDARDS ALIGNED WITH COURSE CONTENT KNOWLEDGE

    Georgia Performance Course(s) Specific Evidence or Field Clinical Content Knowledge That Teacher Standards Where Assignments to Assess Experiences That Candidates Need to Know to Meet Strands Standards Teacher Candidates Have Demonstrate Teaching Standards Middle Grades (4-8) Taught Needed Content Knowledge GPS

    ENGLISH / LANGUAGE ARTS

    --Know literary elements of each LART 3010, --Test construction activity --Use of literature units ; Reading (4-5)

    literary genre (novel, short story, LART 3120, that assesses pre-teacher’s during full-time internship Habits of Good

    drama, poetry, biography, etc.) ENGL 4114, ability to ask questions that that incorporate GPS Readers

    appropriate for each grade level ENGL 3100, require higher level thinking --Pedagogy labs during the Poetry/Drama/Novels--Demonstrate effective strategies for ENGL3000- on the part of the students junior year /Short Stories

    teaching literary elements of the or 4000-level taking the test --Mini lessons during spring Response to

    various genres listed above elective --Development of an literary semester of the junior year Literature

    --Analyze literary selections read in course unit (web) that meets the --Teacher Work Sample Comprehension

    various courses ENGL 1102, learning styles of all students Vocabulary

    --Understand critical frameworks for 2000-level --Pedagogy labs devoted to ; Reading &

    interpreting fiction, nonfiction, poetry, literature the teaching of reading in the Literature (6-8)

    and drama courses middle grades Response to

    --Analyze selections read in --Written and oral Literature

    Adolescent Literature in order to assessments in all required Poetry/

    develop appropriate instructional classes Drama/Novels/Short strategies for creating student --Journal reflections about Stories/Mythology

    interest in each work and for teaching content and application of Informational Text

    the selections in the middle level content Comprehension

    classroom --Summaries of important Vocabulary

    --Demonstrate how to apply literary works and how to use

    adolescent literature to a literary web them in the classroom

    or unit by developing such a unit --Games, activities, and

    --Demonstrate an understanding of assignments created by the

    how particular adolescent literature pre-service teacher

    and classic literature selections are --Journal abstracts on recent

    related to social issues in research in literature, the

    contemporary society and/or to teaching of literature, and best

    historical periods so that the practices

    selections can be placed in a --Internet research on literary

    chronological context for the middle lesson plans for various works

    grade student taught in local school systems

    4/11/2012 page 1 of 35 380623618.doc

    CLAYTON STATE UNIVERSITY TEACHER EDUCATION PROGRAMS

    GEORGIA PERFORMANCE STANDARDS ALIGNED WITH COURSE CONTENT KNOWLEDGE

    Georgia Performance Course(s) Specific Evidence or Field Clinical Content Knowledge That Teacher Standards Where Assignments to Assess Experiences That Candidates Need to Know to Meet Strands Standards Teacher Candidates Have Demonstrate Teaching Standards Middle Grades (4-8) Taught Needed Content Knowledge GPS

     --Demonstrate how to use literary --Literary analyses

     selections to teach communication --Research papers on

     skills by integrating them within a literature

     literary framework --Lesson plans for teaching

     --Know how to locate and evaluate adolescent literature, including

     the usefulness of scholarly, peer- novels, short stories, poetry,

     reviewed journal articles in print and biographies and

     on-line text autobiographies, and other

     non-fiction; tests on content

     and interpretation of literary

     --Understand how learners construct works.

     meaning by interacting with text

     --Understand how to diagnose

     problems that arise during meaning

     construction

     --Understand reading as an active

     process dependent upon prior

     knowledge and experience

     --Use specific strategies to overcome

     incorrect or inadequate background

     knowledge

     --Know and be able to use a variety

     of reading/writing learning strategies

     appropriate for use before, during,

     and after reading to assist middle

     grades students in reading and

     writing effectively in various content

     areas

     --Understand the connection between

     reading and writing and why this

     connection is important to reading

     skills development

     --Understand that writing and reading LART 3010 --Use of appropriate

     are recursive processes that require LART 3120 reading and writing

    4/11/2012 page 2 of 35 380623618.doc

    CLAYTON STATE UNIVERSITY TEACHER EDUCATION PROGRAMS GEORGIA PERFORMANCE STANDARDS ALIGNED WITH COURSE CONTENT KNOWLEDGE

    Georgia Performance Course(s) Specific Evidence or Field Clinical Content Knowledge That Teacher Standards Where Assignments to Assess Experiences That Candidates Need to Know to Meet Strands Standards Teacher Candidates Have Demonstrate Teaching Standards Middle Grades (4-8) Taught Needed Content Knowledge GPS

     reflection strategies during part-time

     --Be able to create activities and and full-time internship, assessments that involve authentic especially during six-week ; Reading Across the

    reading and writing tasks for students unit. Curriculum (6-8)

    who have diverse learning styles and --Diagnosis of reading Informational and

    ability levels problems during part-time fictional texts in a

    --Know and demonstrate how to --Lesson plans, including age- and full-time internship variety of genres and

    evaluate textbooks and other and ability-appropriate reading --Use of cooperative modes of discourse,

    curricular materials to assess their strategies and learning learning groups during including technical

    readability strategies part-time and full-time texts related to

    --Be able to assess students’ reading --Test construction activity internship various subject areas

    (comprehension and vocabulary) and that assesses pre-teacher’s --Teacher Work Sample writing skills ability to ask questions that --Create reading lesson plans for all require higher level thinking content areas on the part of the students --Understand and use appropriate taking the test

    cooperative learning techniques --Development of an when teaching reading and writing interdisciplinary unit that

     meets the learning styles of all

     students across all content

    areas

    --Pedagogy labs devoted to

    the teaching of reading in the

    middle grades.

    --Written and oral

    assessments in all required

    classes

    --Journal reflections about

    content and application of

    content

    --Games, activities, and

    assignments created by the

    pre-service teacher

    --Journal abstracts on recent

    4/11/2012 page 3 of 35 380623618.doc

    CLAYTON STATE UNIVERSITY TEACHER EDUCATION PROGRAMS GEORGIA PERFORMANCE STANDARDS ALIGNED WITH COURSE CONTENT KNOWLEDGE

    Georgia Performance Course(s) Specific Evidence or Field Clinical Content Knowledge That Teacher Standards Where Assignments to Assess Experiences That Candidates Need to Know to Meet Strands Standards Teacher Candidates Have Demonstrate Teaching Standards Middle Grades (4-8) Taught Needed Content Knowledge GPS

    research in reading, the

    teaching of reading, and best

    practices

--Demonstrate knowledge of the ENGL 1101, --Essays and other writing --Use of appropriate ; Writing (4-5)

    writing process and appropriate 1102, 3100, formats for various audiences reading and writing Habits of Good

    strategies for each aspect of the 3210, 4011, and purposes strategies during part-time Writers

    process 4114, a 3000 --Research papers and full-time internship, Writing Process

    --Understand that writing and reading or 4000-level --Pedagogy labs devoted to especially during six-week Narrative Texts

    are recursive processes that require literature teaching writing in the middle unit Informational Texts

    reflection elective, school --Preparation of students, Persuasive Texts

    --Demonstrate strategies for teaching LART 3010 --Lesson plans that include with help from the mentor ; Writing (6-8)

    writing skills, including planning and LART writing strategies for use in teacher, for the state Narrative Texts

    instructional activities and providing 3120 language arts and across the writing test Expository Texts/

    meaningful feedback to students curriculum --Use of a variety of writing Research

    --Understand how to facilitate --Assessment of middle assignments, both creative Persuasive Texts

    revision of others’ writing and how to grades students’ papers, and expository, during Research/ Technical

    use readers’ feedback to revise one’s using the statewide writing internship Writing

    own writing test rubric as well as a self---Use of cooperative Analyzing & Creating

    --Plan and complete several different developed rubric learning groups for peer Non- Fiction Texts

    types of writing projects for different --Written and oral editing during part-time and

    purposes (including narrative, assessments in relevant full-time internship

    informative, persuasive, and courses --Assessment of student

    research/technical) and audiences writing using rubrics and/or

    --Write well-organized, coherent other instruments papers with detailed support for one’s --Teacher Work Sample assertions

    --Know how to incorporate quotes to

    support one’s own ideas

    --Know MLA format

    --Reflect upon one’s own strengths

    and weaknesses as a writer

    --Use a variety of sentence types and

    4/11/2012 page 4 of 35 380623618.doc

    CLAYTON STATE UNIVERSITY TEACHER EDUCATION PROGRAMS GEORGIA PERFORMANCE STANDARDS ALIGNED WITH COURSE CONTENT KNOWLEDGE

    Georgia Performance Course(s) Specific Evidence or Field Clinical Content Knowledge That Teacher Standards Where Assignments to Assess Experiences That Candidates Need to Know to Meet Strands Standards Teacher Candidates Have Demonstrate Teaching Standards Middle Grades (4-8) Taught Needed Content Knowledge GPS

    combinations to add interest to one’s writing and enhance one’s writing style

    --Know and be able to use a variety of reading/writing learning strategies appropriate for use before, during,

    and after reading to assist middle grades students in reading and

    writing effectively in various content areas

    --Understand the connection between reading and writing and why this connection is important to reading skills development

    --Be able to create activities and assessments that involve authentic reading and writing tasks for students who have diverse learning styles and ability levels

    --Demonstrate a knowledge of

    essential grammar skills

    (conventions)

    --Know how to locate and evaluate

    the usefulness of scholarly, peer-

    reviewed journal articles in print and on-line text

    4/11/2012 page 5 of 35 380623618.doc

    CLAYTON STATE UNIVERSITY TEACHER EDUCATION PROGRAMS

    GEORGIA PERFORMANCE STANDARDS ALIGNED WITH COURSE CONTENT KNOWLEDGE

    Georgia Performance Course(s) Specific Evidence or Field Clinical Content Knowledge That Teacher Standards Where Assignments to Assess Experiences That Candidates Need to Know to Meet Strands Standards Teacher Candidates Have Demonstrate Teaching Standards Middle Grades (4-8) Taught Needed Content Knowledge GPS

    --Know the rules of traditional ENGL 1101, --Mini-lesson/presentation to --Lesson plans for teaching ; Conventions (4-5)

    grammar and demonstrate how ENGL 1102, peers in ENGL 3210 class on grammar during part-time Understanding and

    knowledge of traditional grammar can various an aspect of grammar and full-time internship control of the rules of

    be effectively integrated into writing literature --Various tests and other --Teacher Work Sample the English language

    instruction to improve writing skills courses, assessments in both written and

    --Know parts of speech, basic parts LART 3010, --Essays in ENGL 1101 and spoken formats

    of sentences (subject, verb, etc.), and LART 1102, LART 3010 and 3120 ; Conventions (6-8)

    types of phrases and clauses, kinds 3120 --Essay on each candidate’s Building on skills

    of sentences, appropriate use of This area is philosophy for teaching of mastered in grades 4

    mechanics, appropriate punctuation, most grammar in the middle & 5, sentence

    and common spelling rules specifically schools in ENGL 3210 structure knowledge

    --Understand and be able to addressed --Interns’ appropriate use of is added

    articulate the similarities and and assessed conventions in their teacher

    differences among traditional, in ENGL 3210 work sample structural, and transformational (Advanced

    grammar Grammar)

    --Demonstrate how knowledge of each type of grammar impacts improvement in writing and speaking skills

    --Practice various traditional and innovative strategies for teaching grammar

    --learn and use error analysis

    --learn and use a variety of sentence types and combinations to add interest to writing and enhance style

    --understand the differences inherent in spoken and written English

    --Demonstrate effective use of conventions in one’s own writing

    4/11/2012 page 6 of 35 380623618.doc

    CLAYTON STATE UNIVERSITY TEACHER EDUCATION PROGRAMS GEORGIA PERFORMANCE STANDARDS ALIGNED WITH COURSE CONTENT KNOWLEDGE

    Georgia Performance Course(s) Specific Evidence or Field Clinical Content Knowledge That Teacher Standards Where Assignments to Assess Experiences That Candidates Need to Know to Meet Strands Standards Teacher Candidates Have Demonstrate Teaching Standards Middle Grades (4-8) Taught Needed Content Knowledge GPS --Know how to ask relevant questions COMM 1001, --Cooperative groups --Mini-lessons taught in ; Listening/

    --Know how to respond appropriately COMM 1002, throughout language partner school reading Speaking/ Viewing

    to questions COMM 1110, arts/English courses classes (4-8)

    --Work well with others in group LART 3010, --Oral presentations --Interactions with students, Habits of Good

    situations, knowing when to yield to LART 3120, --PowerPoint presentations parents, administrators, Listeners

    another person’s opinion ENGL 4114, --Mini-lessons taught to colleagues, and staff Listening to and

    --Express one’s opinion in an ENGL 3100, classmates throughout part-time and Viewing Visual and

    appropriate way and any --In LART 3010, a unit on full-time internship Oral Texts

    --Use appropriate body language elective note-taking and other study --Part-time and full-time

    when listening and speaking literature skills used across the internship --Maintain eye contact course curriculum to enhance --Organize presentations effectively requiring oral learning

    --Employ group decision-making presentation

    techniques

    --Know how to clarify, illustrate, or expand on ideas in a group situation

    --Analyze, interpret, and evaluate

    visual media of various types (radio, film, television, art, etc.)

    --Create rubrics for assessment of

    visual media

    4/11/2012 page 7 of 35 380623618.doc

    CLAYTON STATE UNIVERSITY TEACHER EDUCATION PROGRAMS

    GEORGIA PERFORMANCE STANDARDS ALIGNED WITH COURSE CONTENT KNOWLEDGE

    Georgia Performance Course(s) Specific Evidence or Field Clinical Content Knowledge That Teacher Standards Where Assignments to Assess Experiences That Candidates Need to Know to Meet Strands Standards Teacher Candidates Have Demonstrate Teaching Standards Middle Grades (4-8) Taught Needed Content Knowledge GPS

    MATHEMATICS

    a. Apply factors and multiples. MATH 3010 Daily assignments, classwork ; NUMBER &

    b. Decompose numbers into their activities, performance tests, OPERATIONS

    prime factorization (Fundamental exams M6N1. Students will

    Theorem of Arithmetic). understand the

    c. Determine the greatest common meaning of the four

    factor (GCF) and the least common arithmetic operations

    multiple (LCM) for a set of numbers. as related to positive d. Add and subtract fractions and rational numbers and

    mixed numbers with unlike will use these concepts denominators. to solve problems.

    e. Multiply and divide fractions and

    mixed numbers.

    f. Use fractions, decimals, and

    percents interchangeably.

    g. Solve problems involving fractions,

    decimals, and percents.

a. Find the absolute value of a MATH 3010, Daily assignments, homework

    number and understand it as the MATH 3020 portfolios, performance tests,

    distance from the origin on a number exams M7N1. Students will

    line. understand the

    b. Compare and order rational meaning of positive

    numbers including repeating and negative numbers

    decimals. including rational

    c. Add, subtract, multiply and divide numbers and will

    positive and negative rational compute with them.

    numbers.

    d. Solve problems using rational

    numbers.

    4/11/2012 page 8 of 35 380623618.doc

    CLAYTON STATE UNIVERSITY TEACHER EDUCATION PROGRAMS

    GEORGIA PERFORMANCE STANDARDS ALIGNED WITH COURSE CONTENT KNOWLEDGE Georgia Performance Course(s) Specific Evidence or Field Clinical Content Knowledge That Teacher Standards Where Assignments to Assess Experiences That Candidates Need to Know to Meet Strands Standards Teacher Candidates Have Demonstrate Teaching Standards Middle Grades (4-8) Taught Needed Content Knowledge GPS Number & Ops cont’d

    M8N1. Students will a. Find square roots of perfect MATH 3020, Daily assignments, classwork understand different squares. MATH 3030 activities, projects, representations of b. Recognize the (positive) square presentations, performance numbers including root of a number as a length of a side tests, exams

    square roots, of a square with a given area.

    exponents, and c. Recognize square roots as points

    scientific notation. and as lengths on a number line.

     d. Understand that the square root of

     0 is 0 and that every positive number

     has two square roots that are

     opposite in sign.

     e. Recognize and use the radical

     symbol to denote the positive square

     root of a positive number.

4/11/2012 page 9 of 35 380623618.doc

    CLAYTON STATE UNIVERSITY TEACHER EDUCATION PROGRAMS

    GEORGIA PERFORMANCE STANDARDS ALIGNED WITH COURSE CONTENT KNOWLEDGE

    Georgia Performance Course(s) Specific Evidence or Field Clinical Content Knowledge That Teacher Standards Where Assignments to Assess Experiences That Candidates Need to Know to Meet Strands Standards Teacher Candidates Have Demonstrate Teaching Standards Middle Grades (4-8) Taught Needed Content Knowledge GPS

     ; Measurement (4-8)

     MATH 3030, Daily assignments, classwork M6M1. Students will

     MATH 3020 activities, projects, convert from one unit

     presentations, homework to another within one

     portfolios, exams system of

     measurement

     (customary or metric)

     by using proportional

     relationships.

    a. Students measure length to the MATH 3030, Daily assignments, classwork

    nearest half, fourth, eighth, and MATH 3020 activities, projects, M6M2. Students will

    sixteenth of an inch. presentations, homework use appropriate units b. Students select and use units of portfolios, exams of measure for finding appropriate size and type to measure length, perimeter, area

    length, perimeter, area and volume. and volume and will

    c. Students compare and contrast express each quantity units of measure for perimeter, area, using the appropriate and volume. unit.

a. Students determine the formula for MATH 3030, Daily assignments, classwork

    finding the volume of fundamental MATH 3020 activities, projects,

    solid figures. presentations, homework M6M3. Students will

    b. Students determine the formula for portfolios, exams determine the volume finding the volume of fundamental of fundamental solid

    solid figures. figures (right

    c. Students compute the volumes of rectangular prisms,

    fundamental solid figures, using cylinders, pyramids

    appropriate units of measure. and cones).

    d. Students estimate the volumes of

    simple geometric solids.

    4/11/2012 page 10 of 35 380623618.doc

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