Family and Consumer Sciences (Grades 5–12) Subtest 2

For example:

• demonstrating knowledge of practices and procedures for managing a family and consumer sciences laboratory
• identifying commonly used fiscal, budgetary, and purchasing practices for operating a comprehensive family and consumer sciences educational program
• demonstrating knowledge of ways to involve representatives of business, industry, and community organizations as active partners in creating educational opportunities
• demonstrating knowledge of marketing techniques for student recruitment and retention in family and consumer sciences programs
• understanding the role and alignment of district, school, and department mission and goals in program planning
• demonstrating knowledge of s
trategies and opportunities for integrating the core academic areas with family and consumer sciences
• understanding the influence of career and technical education and public policy on the curriculum

For example:

• demonstrating knowledge of the 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; fluency, including accuracy and word recognition)
• demonstrating the ability to plan instruction and select strategies to support all students' subject-area reading (e.g., differentiating instruction to meet the needs of students with various 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 of subject-area texts before, during, and after reading and for promoting their use of comprehension strategies (e.g., using textual features such as graphs and diagrams; identifying learned concepts that build within a chapter or across chapters)
• demonstrating knowledge of explicit and implicit strategies for promoting students' academic language and vocabulary development, including their knowledge of domain-specific vocabulary words
• demonstrating knowledge of explicit strategies for developing students' critical literacy skills (e.g., encouraging students to question texts, developing students' ability to analyze texts from multiple viewpoints or perspectives)
• demonstrating the ability to plan instruction and select strategies that support students' reading and understanding of family and consumer sciences resources (e.g., developing students' ability to follow steps; developing students' ability to explain diagrams, graphs, and meanings of abbreviations and symbols)