Field 121–124: Upper Elementary (3–6) Education Content Correlation Table
Correlation to the Michigan Standards for the Preparation of Teachers of Upper Elementary (3–6) 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 |
Michigan Standards for the Preparation of Teachers of Upper Elementary (3–6) Education |
|---|---|
| Field 121: Upper Elementary (3–6) Education Subtest 1: Professional Knowledge and Skills | |
| 001 The Whole Child | P.1. Learner-Centered Supports: a, b, 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 122: Upper Elementary (3–6) Education Subtest 2: Literacy | |
| 001 Literacy Learning Environments | L.1. Literacy learning environments: a, b, c, d, f, g, h, i |
| 002 Culturally Responsive Practices in Literacy | L.2. Culturally responsive practices in literacy: a, b, c, d |
| 003 Overall Literacy and 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 |
| 004 Motivation and Engagement | L.5. Motivation and Engagement: b, c, d |
| 005 Print Concepts and Decoding: Phonological Awareness, Phonics | L.6-8. Foundational Skills of Print Concepts and Decoding: Phonological Awareness, Phonics: a, b, c, d |
| 006 Spelling | L.9-11. Spelling: a, b, c, d |
| 007 Syntax | L.12. Syntax: a, b, c, d |
| 008 Vocabulary | L.14. Vocabulary: a, b, c, d |
| 009 Reading Fluency | L.13. Reading Fluency: a, b, c, d |
| 010 Comprehension | L.16. Comprehension: a, b, c, d |
| 011 Composition | L.17. Composition: a, b, c, d |
| 012 Speaking and Listening | L.18. Speaking and Listening: a, b, c, d |
| Field 123: Upper Elementary (3–6) Education Subtest 3: Mathematics | |
| 001 Build and draw on relationships with children, caregivers, and communities in ways that support all children's mathematics learning. | 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. | 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 whole numbers and operations. | M.5. Unpack mathematical content and identify mathematical competence for whole numbers and operations.: a, b, c, d, e, f |
| 006 Perform mathematical explanations and support children's mathematical explanations for whole numbers and operations. | M.6. Perform mathematical explanations and support children’s mathematical explanations for whole numbers and operations.: a, b, c, d, e, f |
| 007 Choose, interpret, and talk with representations for whole numbers and operations. | M.7. Choose, interpret, and talk with representations for whole numbers and operations.: a, b, c, d |
| 008 Elicit, interpret, support, and extend others' mathematical thinking for whole numbers and operations. | M.8. Elicit, interpret, support, and extend others’ mathematical thinking for whole numbers and operations.: a, b, c, d, e |
| 009 Unpack mathematical content and identify mathematical competence for fractions, decimals, and operations. | M.9. Unpack mathematical content and identify mathematical competence for fractions, decimals, and operations.: a, b, c, d, e |
| 010 Perform mathematical explanations and support children's mathematical explanations for fractions, decimals, and operations. | M.10. Perform mathematical explanations and support children’s mathematical explanations for fractions, decimals, and operations.: a, b, c, d, e, f |
| 011 Choose, interpret, and talk with representations for fractions, decimals, and operations. | M.11. Choose, interpret, and talk with representations for fractions, decimals, and operations.: a, b, c, d, e, f |
| 012 Elicit, interpret, support, and extend others' mathematical thinking for fractions, decimals, and operations. | M.12. Elicit, interpret, support, and extend others’ mathematical thinking for fractions, decimals, and operations.: a, b, c, d, e, f |
| Field 124: Upper Elementary (3–6) Education Subtest 4: Science and Social Studies | |
| 001 Scientific Phenomena | S.1. Scientific Phenomena: a, b |
| 002 Engaging Learners in Science and Engineering Practices | S.2. Engaging Learners in Science and Engineering Practices (SEPs) as Identified in the Framework: a, b, c |
| 003 Engaging Learners in Developing and Using Disciplinary Core Ideas | S.3. Engaging Learners in Developing and Using Disciplinary Core Ideas (DCIs) as Identified in the Framework: a, b |
| 004 Engaging Learners in Developing and Using Crosscutting Concepts | S.4. Engaging Learners in Developing and Using Crosscutting Concepts as Identified in the Framework: a, b |
| 005 Selecting and Modifying Instructional Materials for 3-Dimensional Learning | S.5. Selecting and modifying instructional materials for 3D learning: a, b |
| 006 Learners' Scientific Sense-making | S.6 Learners' 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, c |
| 009 Supporting Learners' Understanding of 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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