Business (Grades 5–12) Subtest 2

Subarea III. Career Planning, Student Development, and Reading

0013

Demonstrate knowledge of business-related careers, career planning, and student and professional development.

demonstrating knowledge of the purposes and nature of work, skills and attitudes that promote success in the global workplace, the relationship of individual work to broader business goals, types of business-related career options, and skills needed for each career
applying knowledge of career development theory, the job procurement process, communication strategies used in the pursuit of a career, and other career development and transition skills
demonstrating an understanding of the characteristics and skills shared by most entrepreneurs; the advantages and disadvantages of owning a business; and the knowledge and skills necessary for starting, owning, and managing a successful business
demonstrating an understanding of the role and purpose of cocurricular and extracurricular business activities and other strategies for helping students acquire skills, learn about careers, connect their schooling with the workplace or further education, and embark on a first job
demonstrating knowledge of how to involve business, industry, and community organizations in education and how to access business-related information through professional organizations, publications, and journals

0014

Understand the content and methods for developing students' content-area reading skills to support their reading and learning in business.

demonstrating knowledge of key components and processes involved in reading (e.g., vocabulary knowledge, including orthographic and morphological knowledge; background knowledge; knowledge of academic discourse, including the syntactic and organizational structures used in print and digital academic texts; print processing abilities, including decoding skills; use of cognitive and metacognitive skills and strategies)
demonstrating the ability to plan instruction and select strategies to support all students' content-area reading (e.g., differentiating instruction to meet the needs of students with varying reading proficiency levels and linguistic backgrounds, identifying and addressing gaps in students' background knowledge, scaffolding reading tasks for students who experience comprehension difficulties)
demonstrating knowledge of explicit strategies for facilitating students' comprehension before, during, and after reading content-area texts and for promoting their use of comprehension strategies
demonstrating knowledge of explicit strategies for promoting students' academic language and vocabulary development, including their knowledge of business-specific vocabulary words