GACE Elementary Education Test I
GACE Elementary Education Test I is comprised of three subareas:
- Reading and Language Arts
- Social Studies
- Analysis
Overview
The Reading and Language Arts subarea makes up about 50% of Test I.
This part has five objectives:
- Literature and Informational Text
- Reading Foundational Skills
- Writing
- Speaking, Listening, and Presenting
- Grammar and Vocabulary
Literature and Informational Text
This objective tests your knowledge of how to evaluate and improve student’s reading abilities. You’ll be asked questions related to the structures of informational texts, the use of context clues, vocabulary-building skills, and story elements.
Let’s take a look at some concepts that may appear on the real test.
Expository Text Structures
The following list gives an overview of some common expository (informational) text structures. Understanding the structure of a text gives students the ability to understand how information in the text relates. Interacting with a wide range of text structures builds students’ abilities to read, write, and learn about subjects from all areas of the curriculum.
Here are a few examples of expository text structures:
- Description:In this type of text, the author describes a topic in detail. One example of a descriptive text is an encyclopedia article about tree frogs.
- Sequence of Events:The author uses a chronological order to show the sequence in which events happen or should occur. An example of this type of text is a passage describing how to make a peanut butter and jelly sandwich.
- List:The author uses numerical or chronological order to list items or ideas. For example, most recipes begin with a list of ingredients.
- Compare and Contrast:The author compares and/or contrasts two or more events, objects, or other ideas. A comparison shows how two ideas are alike. When an author contrasts ideas, he/she is showing you how the ideas are different. A web page explaining the similarities and differences between cheetahs and leopards is an example of this type of text.
- Cause and Effect:The author introduces one or more causes and then describes the effects of the cause(s). Students should be able to differentiate between causes and effects. A news article about how a hurricane caused a flood is an example of this type of writing.
- Problem and Solution:The author describes a problem or asks a question and then gives possible answers or solutions. An example of this type of writing is a chapter in a health book that tells children how to deal with sunburns.
Context Clues
Context clues are hints that an author inserts into a text to help readers determine the meaning of a word or phrase. Students should be taught to use context clues when they encounter a difficult word. A reader should consider what the information surrounding that word is saying.
Here are a few examples of how to use context clues to find the meaning of unknown words:
- Definition clues:The author gives the meaning of a term outright. Consider the term “eastern white pine” in the example below.
“The eastern white pine, a type of tree with long white needles, remains green even in winter.”
Notice that you need no knowledge of eastern white pines to determine that they are a type of tree.
- Synonym clues:The author includes a synonym to help the reader understand the meaning of a word.
“That dog is just horrible! She tore into the birthday presents and ruined the rug. I cannot believe what a bad dog she is.”
In this example, “bad” helps the reader determine the meaning of “horrible.”
- Antonym clues:The author includes an antonym to help the reader understand the meaning of a word.
“The top of the table was illuminated, but the rest of the room was dark.”
In this example, “dark” helps the reader determine the meaning of “illuminated.”
Story Elements
The main elements of a fiction story are the setting, characters, problem/conflict, and solution/resolution. Students should be able to identify each of these elements and explain how they impact one another. In order to explore this concept a little more, we’ll examine the fairytale of The Three Little Pigs.
- Setting: When and where does the story occur?
In this case, the story occurs in a few different locations: a house made of straw, a house made of sticks, and a house made of bricks. The “when” may vary depending upon the version of the story you’re reading, but for our purposes, we can say “a long time ago” or “last Tuesday;” you get the idea!
- Characters: Who is in the story?The characters in the story are the three pigs and the Big Bad Wolf.
- Conflict: What is the main problem in the story?The Big Bad Wolf harasses the pigs by trying to enter their homes without their consent. Maybe he’s trying to eat them, but he might just be a nosy neighbor.
- Resolution: How is the problem solved?Eventually, the pigs enter a brick home. Though gifted with amazing lung capacity, the wolf is unable to blow down this new house which shelters the pigs. No pork chops for the bad guy!
Reading Foundational Skills
This objective tests your ability to understand key ideas relevant to the foundations of literacy, reading development, and early orthographic development. You will be tested on your knowledge of phonological awareness, phonics, and word-recognition skills. The test will also assess your understanding of the role of fluency in supporting comprehension.
Take a look at these concepts.
Early Orthographic Development
Orthographic processing is how words appear visually to readers; you might depend in part on orthographic processing to quickly know that “dog” is a real word while “dgo” is not. The ability to automatically process strings of letters as words develops over time as readers gain experience with words.
Let’s take a look at the stages of early orthographic development together:
(Ages 1-7 and/or Pre-kindergarten to middle first grade)
At this stage, the student conveys thoughts by scribbling, drawing shapes, and writing letter-like forms. Sometimes, one letter is used to represent an entire word. The student generally lacks knowledge of the alphabet and lacks left-to-right directionality in writing. At this stage of development, writing only conveys meaning for the student who wrote it.
- Letter Name-Alphabetic Stage
(Ages 4-7 and/or Kindergarten to middle second grade)
At this point, students begin to understand letter-sound correspondences (the idea that sounds in spoken words correspond to letters). During this stage, students are learning to become phonemic spellers. For example, they may use single letters to represent sounds, words, and syllables (e.g., “I” for “eye”).
(Ages 6-12 and/or First to middle fourth grade)
Students at this stage spell most single-syllable words correctly. At this stage of development, they begin using long vowel markers in their spelling (e.g., “gaim” for “game”). During this stage, students begin reading with greater speed and can read silently. They can also begin to write extended texts.
Phonological Awareness
Phonological awareness is the ability to recognize and work with spoken language. Keep in mind that phonological awareness refers to what students hear, not what they read. Long before children learn to read, they learn the meaning of spoken words. This important auditory skill is actually the very beginning of learning to read!
There are a lot of activities that you can use to teach phonological awareness. Here are a few examples:
- Reading stories with rhyming words aloud to students
- Helping students count out the syllables in a word
- Asking students to identify alliterative phrases
- Asking students what new word is made when a new phoneme (unit of sound) is put in front of an existing word
Fluency
In order to be fluent in the English language, students must first develop automaticity. Automaticity is the ability to automatically recognize words, instead of sounding them out.
It’s important to remember that fluency is not a particular milestone. Fluency varies over time and depends upon the text. Even a proficient reader may read unfamiliar words slowly.
Once students reach fluency, they move beyond labored decoding and are able to think more deeply about the meaning of the text. It is after achieving fluency that students really begin to enjoy reading. At this point, reading is automatic and no longer a complicated chore.
There are multiple ways to boost and monitor fluency. Here are a few ideas:
- Try “round-robin” style reading in your classroom
- Partner students and have them listen to one another read
- Give students periods of time in which to read silently, at their own pace
- Ask students to record themselves while reading
- Direct students to read the same text more than once
Writing
This objective tests your knowledge of the writing process and on how to use writing tools and resource materials. You will demonstrate that you know how to help students write clearly and coherently. You’ll also be asked about applying the stages of the writing process to compose various styles of writing, such as persuasive writing. This section of the exam will also allow you to show that you are able to promote students’ use of resource materials and digital tools to produce writing.
Take a look at some concepts that may appear on the test.
The Writing Process
No matter what type of writing you are teaching (whether formal or informal), there are usually basic steps that are followed. With formal writing assignments, these steps are called the writing process. The writing process includes the following five steps:
- Prewriting: This is the “planning” step of the writing process, when students brainstorm, research, and gather ideas. During this phase, students often use diagrams for mapping out their thoughts.
- Drafting: Students create a rough draft by writing down their ideas in an organized way to convey ideas or to present arguments.
- Revising: Students will review and modify their drafts during this phase. During the revision phase, students may rearrange, add, or delete content. It is important that students receive feedback from a teacher or peer before revising their drafts.
- Editing: At this point in the writing process, students will proofread and correct errors in grammar.
- Publishing: During this phase, the final drafts are shared with others. Sharing can be implemented in a variety of ways. For example, students can use computers to share their work online with their classmates.
Persuasive Writing
Persuasive writing is a type of non-fiction writing used to convince readers to agree with the writer about a topic. Authors, including student writers, use persuasive writing to change the minds of readers about a topic. Students should be
directed to use facts to support their opinions. For more helpful pointers, read
other tips for teaching persuasive writing below:
Tips for Teaching Persuasive Writing:
- Ask students to brainstorm and list ideas to strengthen their arguments
- Ask students to think of potential counterarguments and how to address them
- Remind students that statements, like “just because” or “because I think so,” are not valid arguments
- Teach students to write strong topic sentences and conclusions which summarize their arguments
- Direct students to use persuasive phrases, such as “wouldn’t you agree,” “have you honestly considered,” and “evidence shows”
Digital Tools for Writing
Information and digital literacy are just as important as language literacy.
Fortunately, digital tools can help students improve their language literacy.
Let’s take a quick look together at some examples:
- Students can use tools such as Edmodo, Seesaw, and Google Docs to share their writing with others.
- Microsoft Word, Google Docs, and many other platforms include built-in spell-check tools.
- A variety of online thesauruses and dictionaries can allow students to use precise language in their writing.
- Many online resources can provide students with examples of formal writing upon which to base their own informational or narrative texts. A few helpful sites for this purpose include TweenTribune.com, Time Magazine for Kids (timeforkids.com), KidsHealth.org, Curriculet.org, and FreeChildrenStories.com.
Speaking, Listening, and Presenting
This objective tests your knowledge of how to facilitate student listening and participation in verbal communication about grade-appropriate topics. It will also test your knowledge of ways to help students develop skills necessary for speaking, listening, and presenting appropriately to an audience, including peers.
Here are some concepts that are likely to pop up on the test.
Active Listening
So, what’s active listening, anyway? Active listening is the act of giving full attention to the speaker in order to understand the complete message being relayed.
An active listener may show verbal or nonverbal signs of listening. Making related comments and asking related questions are verbal signs of active listening. Non-verbal signs of active listening include nodding, facing the speaker, and avoiding distractions, such as side conversations.
You can reinforce your students’ active listening skills by encouraging them to
follow these 5 rules:
- Maintain eye contact.
- Do not interrupt the speaker.
- Ask questions to achieve clarification.
- Repeat information given by the speaker.
- Listen for the speaker’s total meaning.
How can you improve your students’ speaking and listening skills? Implement some of the following activities:
- Read stories to your students. Ask them to make predictions.
- Allow your students to engage in group conversations. This gives your students an opportunity to practice both speaking skills and listening skills.
- Play the telephone game. Have one student whisper a sentence to the next student. Each student repeats the sentence to the next. Ask the final student to say the sentence aloud to see how much the sentence has changed during the game.
- Create a list of questions with your students to ask one another in small groups. After each student in the group has answered, see how many answers the others can remember.
- Play the “spot the change” game. Read students a short story or an article. Then read it again, changing some details. Each time your students hear a change, they can clap or raise their hands.
Engaging Presentations
Presentation skills need to be taught from an early age before students really have an awareness of “being in the spotlight.” By presenting to others at a young age, students can avoid stage fright and develop the natural skills needed to give engaging presentations. Activities, like conducting “show and tell,” reenacting events or stories, and sharing slideshows, can each help students become accustomed to giving presentations.
Here are some pointers for helping students give engaging presentations:
- Make sure that students thoroughly research topics before giving classroom presentations
- Encourage students to use visuals
- Ask students to make eye contact with classmates and to speak clearly and at an appropriate volume
- Tell students to avoid vocal interruptions, such as “uh,” and “um”
- Model good presentation skills for students
- Teach students to use technology to enhance presentations with sounds, videos, and graphics
Grammar and Vocabulary
This objective tests your knowledge of English grammar, punctuation, and spelling. As an elementary educator, you will teach students to use these skills when writing, reading, speaking, and listening. During this section of the exam, you’ll also be tested on your ability to teach vocabulary words and skills to students.
Let’s look at some specific concepts that you are likely to see on the test.
Homophones
Homophones are words that sound the same but have different meanings and different spellings. Understanding homophones helps build students’ vocabulary and spelling skills.
Here are a few examples of homophones:
Now, let’s try an example question:
A student hears the word “break,” but he writes down the word “brake” instead. This is an example of why students need to learn to differentiate between different ________.
A. homophones (correct answer)
B. homographs
C. homoglyphs
D. homonyms
Subject-Verb Agreement
When writing and speaking, students should use verbs and subjects that agree. When a subject is plural, the verb describing its action should also be plural. If a subject is singular, the corresponding verb should also be singular. Let’s look at some examples:
Incorrect:
The cups is on the desk.
Correct:
The cups are on the desk.
Incorrect:
The rock are under a tree.
Correct:
The rock is under a tree.
Incorrect:
My mom, along with my aunts, were cooking dinner.
Correct:
My mom, along with my aunts, was cooking dinner.
Incorrect:
Everyone are going to the party.
Correct:
Everyone is going to the party.
And that’s some basic info about the Reading and Language Arts subarea.
Overview
The Social Studies subarea makes up about 25% of Test I.
This part has four sections:
- Information Processing Skills
- History
- Geography
- Government, Civics, and Economics
So, let’s start with Information Processing Skills.
Information Processing Skills
This objective tests your ability to help students find, analyze, and apply information about social studies topics, including information from primary sources.
Primary versus Secondary Sources
You should be able to teach students the difference between primary and secondary sources and how to gather and analyze information from both. If you’ve forgotten the difference between these two types of sources, don’t worry – here’s a quick review:
Primary sources are first-hand accounts of a topic. Secondary sources are sources that are not primary sources. Examples of primary sources are interviews, speeches, and paintings. Keep in mind that secondary sources can be based on primary sources or on other secondary sources.
Here are a few tips for incorporating primary and secondary sources as you teach social studies:
- Take advantage of the Internet. Today, it is easier than ever for social studies teachers to teach students how to find primary resources. You teach students to use online tools such as databases and the Library of Congress website (https://www.loc.gov) to search for information.
- Allow students to experience multiple formats of primary and secondary sources. Introduce students to videos, online articles and magazines, social studies games designed for tablets, and sound clips.
- Ask students to compare primary and secondary resources. After presenting students with a primary resource, ask them to search for a secondary resource about the same topic. Students can then compare and contrast the two resources.
- Create opportunities to test students’ understanding of primary versus secondary sources. Provide students with examples of primary and secondary resources. Ask them to determine which category each example belongs in and explain how they know.
History
This objective tests your knowledge of the important people, historical figures, and events that are considered significant to the United States and to Georgia. Students should understand why historically significant people and events are important.
Let’s look at some concepts that are likely to appear on the real test.
The Stamp Act
The Stamp Act was passed on March 22, 1765, when America was still a British colony. The British Parliament required American colonists to pay a tax on all printed paper. As a result, American colonists paid taxes on licenses, newspapers, and even playing cards. The money collected by the Stamp Act was to be used to help pay the costs of defending and protecting the American frontier near the Appalachian Mountains (10,000 troops were to be stationed on the American frontier for this purpose).
Previously, taxes were placed on colony members as a way to regulate commerce, not as a way to raise money. The Stamp Act was created for the purpose of raising money to defend the American frontier.
The Virginia House of Burgesses
was the first democratically-elected legislative entity in the American colonies. In 1765, the
Virginia House of Burgesses adopted Patrick Henry’s Stamp Act Resolves.
The Stamp Act Resolves declared that American colonists had the same rights as British people and that anyone taxing Virginians against their consent was an enemy of the colony. Virginia Governor Fauquier did not approve of the Resolves, and he dissolved the House of Burgesses in response.
However, after months of protest and an appeal by Benjamin Franklin, the Stamp Act was repealed in 1766.
Dr. Martin Luther King, Jr.
Dr. Martin Luther King, Jr. was born in 1929 in Atlanta, Georgia. He is an important American figure because of his relentless activism during the Civil Rights Movement in the 1950s and 1960s. Dr. King led non-violent protests to fight for all Americans, including African Americans. He was considered one of the best orators of modern times, and he is best known for his “I Have a Dream” speech, which he gave in 1963 during the “March on Washington.”
The “March on Washington” was extremely successful. The Civil Rights Act was passed in 1964, a year after the march.
Dr. King died as a hate crime victim in 1968 in Memphis, Tennessee. While he stood on a hotel room balcony, he was shot and killed by James Earl Ray. King’s death is considered a terrible American tragedy and his life is celebrated on the 3rd Monday each January.
James Oglethorpe
James Oglethorpe was born December 22, 1696, in Surrey, England. He is most known for founding the colony of Georgia. Oglethorpe was originally a soldier in the British army. After deciding to end his military career, he followed his father and became a member of Parliament.
In the early 1700s, England had problems with unemployment and poverty. Oglethorpe, however, proposed a solution to King George II. Oglethorpe suggested that a new British colony be established between South Carolina and Florida. This new colony would consist of unemployed and low-income British citizens.
In 1732, his idea was approved. The new colony was named Georgia after King George II. In 1733, Oglethorpe and the first settlers established the city of Savannah. Savannah became the capital of Georgia. Oglethorpe led the Trustees of Georgia and is generally considered to be Georgia’s first governor.
During the next few years, the British colony of Georgia faced attacks from the Spanish colony of Florida. In 1740, Georgia invaded Florida and attempted to capture the city of St. Augustine but was unsuccessful. In 1742, Oglethorpe defeated the Spanish at the Battle of Bloody Marsh.
Oglethorpe returned to England in 1743 when Parliament paid him back for the personal money he had used to help establish Georgia. James Oglethorpe died on June 30, 1785, in Cranham, England.
Geography
This section tests your knowledge of geographical concepts concerning Georgia, the United States, and the world.
Here are some concepts that may appear on the real test.
Major Rivers in Georgia
Georgia has seven major rivers. Let’s take a look at each one now:
- The Altamaha River: This river, which is located in South Georgia, is the largest river in Georgia. It was named for a Native American chief, Altamaha. In the early days of Georgia’s history, several large cotton plantations were located along the banks of Altamaha. This river creates several marsh and swamp habitats in the Coastal Plain region of Georgia. A variety of wildlife, including turtles and alligators, make their home in the Altamaha.
- The Chattahoochee River: Over half of Georgia’s population depends upon this river as a main source of water. The Chattahoochee River begins in the Blue Ridge Mountains, flows through Atlanta, and finally meets and joins the Flint River.
- The Flint River: The Flint River is 344 miles long and drains an area of 8,460 square miles of western Georgia. Near the Florida state line, at Bainbridge, the Flint River connects to Lake Seminole.
- The Ocmulgee River: This river begins near Atlanta in North Central Georgia. The sections of the Ocmulgee on the Coastal Plain are popular with fishermen.
- The Oconee River: The Oconee River is home to several state-protected species of fish. This river begins in Northeast Georgia and flows south, where it joins the Ocmulgee River. Together, both rivers form the Altamaha River.
- The Savannah River: The Savannah River begins in the Blue Ridge Mountains and forms most of the border between South Carolina and Georgia. Two major cities are located along the river: Savannah, Georgia and Augusta, Georgia. They were the central part of English Settlements in early Georgia history. In 1733, James Oglethorpe built the first Georgia settlement in Savannah.
- St. Marys River: The area around this river was home to many early Spanish settlers. St. Marys River begins as a small stream in the Okefenokee Swamp and it empties into the Atlantic Ocean. More than 65 different species of fish have been identified in this river.
Maps versus Globes
Both maps and globes deserve a place in the classroom. The main importance of a globe is that it allows students to develop a better sense of perspective and to see that the world is round. Globes are typically used when discussing modern-day geography and events and understanding the world as a whole.
Maps, including digital maps, are more useful when discussing specific places. For example, a map of Georgia would be more useful than a globe when teaching students about Georgia’s rivers. Maps are also very useful when teaching students about the past. A map can show how the world has changed in terms of political boundaries, population growth, forest density, and a number of other specific topics.
Types of Landforms
Here are a few types of landforms that you’ll need to know about as you take the test:
- Mountains: A mountain is a landform that is elevated above its surroundings. It has peaks at the top and is sometimes covered in snow at its highest altitudes.
- Canyons: A canyon, such as the Grand Canyon, is a narrow, steep valley that is carved out by water. Some canyons still have rivers flowing through them.
- Hills: A hill is similar to a mountain, but it is not as large. Usually, a hill has a rounded top.
- Valleys: Valleys are low-lying spaces around mountains. Sometimes, valleys are caused by the movement of the earth’s crust.
- Plateaus: A plateau is similar to a mountain, but it has a flat top instead of peaks.
Government, Civics, and Economics
This objective tests your knowledge of the economy, good citizenship, and the government.
Let’s look at some specific concepts.
The Four Major Sectors of the U.S. Economy
Let’s look at the four major sectors of the U.S. economy.
- Household: This is the simplest form of economy. Household economy refers to the production of goods for one’s own consumption. For example, think of gardening or making clothes by hand.
- Private business: Private businesses create job opportunities and boost the economy by promoting consumerism.
- Banks: Banks lend money to businesses and individuals. They can also make investments, which in turn boosts other sectors of the economy.
- Government: The government uses people’s taxes in order to provide for them. The government also regulates banks and private businesses.
Opportunity Cost
Opportunity cost is an important concept in economics. It relates to the basic relationship between scarcity and choice. When an individual or business makes a choice and gives up other options, the individual or business experiences an opportunity cost.
For example, imagine going to a sandwich shop, where each sandwich costs the same amount of money. You usually choose a turkey sandwich, but today you choose a cheese sandwich.
So, what’s the opportunity cost? The cheese sandwich does not cost you any extra money, but it does cost you the experience of eating the turkey sandwich. Missing out on that experience is the opportunity cost. When asked to find the opportunity cost on the test, just look for what an individual or business loses when a choice is made.
The Four Types of Productive Resources
The following are the four basic types of productive resources:
- Land: Natural resources such as gold, diamonds, and oil
- Labor: Human resources; wage-earning workers
- Capital: Factories and equipment used to produce goods, such as assembly lines, trucks, and heavy-duty machinery
- Entrepreneurship: The ability to organize the other three resources; people who start businesses are entrepreneurs (ex. Steve Jobs)
And that’s some basic info about the Social Studies subarea of Test I.
Overview
The Analysis subarea makes up about 25% of Test I.
This part has two sections:
- English Language Arts Instruction
- Social Studies Instruction
So, let’s start with English Language Arts Instruction.
English Language Arts Instruction
Your English Language Arts constructed-response essay will receive a score between 0 and 3. Here’s a look at the rubric:
Be sure to read each constructed-response question carefully before you begin writing your response. Organize your thoughts and form a plan before writing to ensure that you address all components. You should write according to the standard conventions of written English and use details as needed to support your ideas. Read over your essay after you have completed it to check for spelling, grammar, and general clarity.
Here’s an example of an English Language Arts constructed-response question:
A third-grade class is exploring the theme of friendship in language arts. One of the stories the class will be reading is Angelina and Alice by Katherine Holabird. The book is about two friends who help each other learn gymnastic tricks to perform at the town fair. The friends learn that by working together and helping each other, they not only improve their performance but also become closer friends.
- Describe ONE instructional technique or strategy that you would use during the reading of the story to enhance the students’ comprehension of the theme.
- Explain what you would do to determine if the strategy was successful in helping the students understand the theme.
Social Studies Instruction
Your Social Studies constructed-response essay will be scored using the same rubric as your English Language Arts constructed-response essay:
Your Social Studies constructed-response essay will be scored using the same rubric as your English Language Arts constructed-response essay:
Just like the English Language Arts constructed-response essay, be sure to read each question carefully before you begin writing your response. Organize your thoughts and form a plan before writing to ensure that you address all components. You should write according to the standard conventions of written English and use details as needed to support your ideas. Read over your essay after you have completed it to check for spelling, grammar, and general clarity.
Here’s an example of a Social Studies constructed-response question:
1. Scenario:
A second-grade teacher gives students the following assignment:
Put the important events in the history of Alaska in order by year.
- 1867 – United States buys Alaska from Russia.
- 1959 – Alaska is granted statehood.
- 1896 – Gold is discovered in Alaska.
- 1912 – Alaska becomes a United States territory.
- 1989 – Exxon Valdez oil spill takes place.
2. Draw a timeline with a scale.
3. Put the events on your timeline.
Tasks:
- Evaluate the student’s work, listing strengths and errors.
- Explain how you would help the student correct one of the errors
And that’s some basic info about the Analysis subarea.
