Field 117–120: Lower Elementary (PK–3) Education Content Correlation Table

Correlation to the Michigan Standards for the Preparation of Teachers of Lower Elementary (PK–3) Education

The table below indicates the section or sections of State, National, and other Professional Standards that are addressed fully or in part by each test objective.

MTTC Test Objectives
Fields 117–120: Lower Elementary (PK–3) Education

Michigan Standards for the Preparation of Teachers of Lower Elementary (PK–3) Education

Field 117: Lower Elementary (PK–3) Education Subtest 1: Professional Knowledge and Skills
001 The Whole Child P.1. Learner-Centered Supports: a, b, c, g, m
002 The Learning Environment P.1. Learner-Centered Supports: d, e, f, h, i, j
003 Instructional Practice P.1. Learner-Centered Supports: k, n, o, p, q
004 Ethics and Professional Growth P.2. Ethics and Professional Growth: a, b, c, d
005 Strategic Partnerships P.3. Strategic Partnerships: a, b, c, d, e, f
Field 118: Lower Elementary (PK–3) Education Subtest 2: Literacy
001 Literacy Learning Environments L.1. Literacy Learning Environments: a, b, c, d, e, g, h, i, j
002 Culturally Responsive Practices in Literacy L.1. Literacy Learning Environments: f
L.2. Culturally Responsive Practices in Literacy: a, b, c, d
003 Literacy Curriculum Design and Assessment L.3. Literacy Curriculum Design and Assessment: a, b, c, d, e, f, g, h
L.4. Overall Literacy: b, c, d
004 Motivation and Engagement L.5. Motivation and Engagement: a, b, c, d
005 Print Concepts L.6. Print Concepts: a, b
006 Phonological Awareness and Phonics L.7. Phonological Awareness: a, b, c, d
L.8. Phonics: a
007 Spelling and Handwriting L.9. Spelling: a, b, c, d
L.15. Handwriting: a, b, c, d
008 Word Recognition L.10. Word Recognition: a, b, c, d
009 Morphology L.11. Morphology: a, b, c, d
010 Syntax L.12. Syntax: a, b, c, d
011 Reading Fluency L.13. Reading Fluency: a, b, c, d
012 Vocabulary L.14. Vocabulary: a, b, c, d
013 Comprehension L.16. Comprehension: a, b, c, d
014 Composition L.17. Composition: a, b, c, d
Field 119: Lower Elementary (PK–3) Education Subtest 3: Mathematics
001 Build and draw on relationships with children, caregivers, and communities in ways that support children's mathematics learning. M.1. Build and draw on relationships with children, caregivers, and communities in ways that support children’s mathematics learning.: a, b, c, d
002 Plan mathematics lessons and sequences of lessons. M.2. Plan mathematics lessons and sequences of lessons.: a, b, c
003 Use formative and summative mathematics assessments to gauge children's learning and to make instructional decisions. M.3. Use formative and summative mathematics assessments to gauge children's learning and to make instructional decisions.: a, b, c, d, e
004 Enact instruction that allows all children to engage with significant mathematics and to develop productive dispositions toward mathematics. M.4. Enact instruction that allows all children to engage with significant mathematics and to develop productive dispositions toward mathematics.: a, b, c, d
005 Unpack mathematical content and identify mathematical competence for attribution. M.5. Unpack mathematical content and identify mathematical competence for attribution.: a, b, c, d
006 Perform mathematical explanations and support children's mathematical explanations for attribution. M.6. Perform mathematical explanations and support children’s mathematical explanations for attribution.: a, b, c, d
007 Choose, interpret, and talk with representations for attribution. M.7. Choose, interpret, and talk with representations for attribution.: a, b, c, d
008 Elicit, interpret, support, and extend others' mathematical thinking for attribution. M.8. Elicit, interpret, support, and extend others’ mathematical thinking for attribution.: a, b, c
009 Unpack mathematical content and identify mathematical competence for counting and whole number representation. M.9. Unpack mathematical content and identify mathematical competence for counting and whole number representation.: a, b, c, d, e
010 Perform mathematical explanations and support children's mathematical explanations for counting and whole number representation. M.10. Perform mathematical explanations and support children’s mathematical explanations for counting and whole number representation.: a, b, c
011 Choose, interpret, and talk with representations for counting and whole number representation. M.11. Choose, interpret, and talk with representations for counting and whole number representation.: a, b, c
012 Elicit, interpret, support, and extend others' mathematical thinking for counting and whole number representation. M.12. Elicit, interpret, support, and extend others’ mathematical thinking for counting and whole number representation.: a, b, c, d, e, f
013 Unpack mathematical content and identify mathematical competence for early fraction representation. M.13. Unpack mathematical content and identify mathematical competence for early fraction representation.: a, b, c
014 Perform mathematical explanations and support others' mathematical explanations for early fraction representation. M.14. Perform mathematical explanations and support others’ mathematical explanations for early fraction representation.: a, b, c
015 Choose, interpret, and talk with representations for early fraction representation. M.15. Choose, interpret, and talk with representations for early fraction representation.: a, b, c
016 Elicit, interpret, support, and extend others' mathematical thinking for early fraction representation. M.16. Elicit, interpret, support, and extend others’ mathematical thinking for early fraction representation.: a, b, c, d, e
017 Unpack mathematical content and identify mathematical competence for whole number operations. M.17. Unpack mathematical content and identify mathematical competence for whole number operations.: a, b, c, d, e
018 Perform mathematical explanations and support children's mathematical explanations for whole number operations. M.18. Perform mathematical explanations and support children’s mathematical explanations for whole number operations.: a, b, c, d
019 Choose, interpret, and talk with representations for whole number operations. M.19. Choose, interpret, and talk with representations for whole number operations.: a, b, c, d
020 Elicit, interpret, support, and extend others' mathematical thinking for whole number operations. M.20. Elicit, interpret, support, and extend others’ mathematical thinking for whole number operations.: a, b, c, d
Field 120: Lower Elementary (PK–3) Education Subtest 4: Science and Social Studies
001 Scientific Phenomena S.1. Scientific Phenomena: a, b
002 Engaging Children in Science and Engineering Practices S.2. Engaging Children in Science and Engineering Practices (SEPs) as Identified in the Framework: a, b
003 Engaging Children in Developing and Using Disciplinary Core Ideas S.3. Engaging Children in Developing and Using Disciplinary Core Ideas (DCIs) as Identified in the Framework: a, b
004 Engaging Children in Developing and Using Crosscutting Concepts S.4. Engaging Children in Developing and Using Crosscutting Concepts as Identified in the Framework: a
005 Selecting and Modifying Instructional Materials for 3-Dimensional Learning S.5. Selecting and modifying instructional materials for 3D learning: a, b
006 Children's Scientific Sense-making S.6 Children's scientific sense-making: a, b
007 Pedagogical Strategies that Support Culturally Relevant Sense-making in 3-Dimensional Learning S.7. Pedagogical strategies that support culturally relevant sense-making in 3D learning: a, b, c, e, f
008 Equity and Access S.8 Equity and Access: a, b
009 Civic Engagement SS.1. Civic Engagement: a, b, c
010 History SS.2. History: a, b, c
011 Geography SS.3. Geography: a, b, c
012 Civics and Government SS.4. Civics and Government: a, b, c
013 Economics SS.5. Economics: a, b, c

 

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