Study Guide
Field 128: Russian CST
Pedagogical Content Knowledge
Recommendation for individuals using a screenreader: please set your punctuation settings to "most."
Review the IME tutorial video
and the
IME instructions for Russian
. The IME instruction document
will be available to you during the actual test.
Directions for Pedagogical Content Knowledge Assignment
For the Pedagogical Content Knowledge section of the test, you will write a response of approximately 400 to 600 words start bold in English end bold to an assignment.
Read the assignment carefully before you begin to write. Think about how you will organize your response. You should use your time to plan, write, review, and edit your response to the assignment. Your final response must be typed in the on-screen response box presented with the assignment.
Please note that, if needed, you will be able to type words in the target language in your response using Input Method Editor (IME) technology. You may access specific instructions for IME use by selecting the
button above the response box.
Your response will be evaluated according to the following criteria:
- start bold COMPLETENESS: end bold The degree to which the response addresses all parts of the assignment
- start bold ACCURACY: end bold The degree to which the response demonstrates the relevant knowledge and skills accurately and effectively
- start bold DEPTH OF SUPPORT: end bold The degree to which the response provides appropriate examples and details that demonstrate sound reasoning
Your response will be evaluated on the criteria above, not writing ability. However, your response must be communicated clearly enough to permit valid judgment of your knowledge and skills. Your response must be your original work, written in your own words, and not copied or paraphrased from some other work.
Be sure to write about the assigned topic. Remember to review what you have written to ensure that you address all aspects of the assignment and make any changes you think will improve your response.
Select the start bold Next end bold button to continue.
Sample Pedagogical Content Knowledge Assignment
Competency 0005
Pedagogical Content Knowledge
start bold Use the information below and the exhibit provided to complete the assignment that follows. end bold
You are planning instruction for a Russian language class. Your instruction includes a specific learning goal aligned to the following New York State Learning Standard for Languages Other Than English.
Standard 1: Students will be able to use a language other than English for communication.
You will use the exhibit provided as part of your instruction. To view the exhibit, click the "Exhibit" button on the right above the response box.
Using your knowledge of Russian and your pedagogical knowledge related to teaching modern languages, write a response in English of approximately 400 to 600 words in which you:
- state the grade level (middle school or high school) of your instruction;
- state the NYS Checkpoint level (A, B, or C) that aligns to your instruction;
- identify a specific learning goal that aligns with the given standard and the grade level and NYS Checkpoint you have identified, and that relates to the given exhibit;
- provide a rationale for the learning goal you have identified;
- describe a research- or evidence-based instructional strategy or activity you would use to promote student achievement of the specified learning goal and explain how you would use the given exhibit to support your instruction; and
- describe an effective formative or summative assessment tool, strategy, or activity you would use to measure student achievement of the specified learning goal.
start italics [The examinee will see the Exhibit
button on screen:
] end italics
To view the exhibit, the examinee will click the Exhibit button. The pop-up window can then be resized and/or repositioned on the screen so that the examinee can access the information while completing their response.
Exhibit
Recipe in russian the name of the recipe is Рецепт русских блиновthe next section has a picture of a pan with a pancake type item being slid out of the pan and has a list that saysИнгредиенты 2 стакана молока 2 яйца 2 столовых ложки растительного масла 1 столовая ложка сахара 200 г муки соль Вам также будет нужен миксер, хорошая сковорода, половник и лопатка.the next section has images of a ladel and a spatula and says Приготовление 1. Взбейте миксером яйца с солью и сахаром. 2. Добавьте растительное масло, перемешайте. 3. Добавьте молоко, хорошо перемешайте. 4. Добавьте муку, хорошо перемешайте всё миксером. 5. Разогрейте сковороду, немного смажьте её маслом. 6. В середину сковороды налейте тесто, покрутите сковороду, чтобы тесто равномерно распределилось. 7. Жарьте на среднем огне 2-3 минуты. 8. Лопаткой переверните блин и жарьте его ещё 1-2 минуты. then there is one final section saying Блины можно подать с вареньем, мёдом, сгущённым молоком или просто с маслом. Приятного аппетита!
Floortje. Breakfast Ingredients: Pancakes. Collection: E+. Getty Images.
xxmmxx. Spatula. Collection: E+. Getty Images.
Arne Thaysen. Ladel. Collection: E+. Getty Images.
Sample Strong Response to Pedagogical Content Knowledge Assignment
In a high school Russian course at Checkpoint C, students can work with this blini recipe to achieve the learning goal of using formal and informal command forms of verbs. It is appropriate at this level to expand the ability to understand, form, speak, and follow commands in a culturally relevant context to prepare Russian blinis.
At the beginning of the unit, students should know vocabulary for the foods used in the recipe as well as the verbs взбить, добавить, перемешать, разогреть, смазать, налить, покрутить, жарить, and перевернуть. They also know a limited number of command forms that they hear and follow daily in the classroom; for example, слушай/те, скажи/те, читай/те, повтори/те, извини/те, and спроси/те. I will have a set of kitchen tools and representations (toys, images, actual packages) of ingredients to use as props to teach the unfamiliar nouns and verbs used in the recipe. Adding manipulatives and Total Physical Response (TPR) activities to spoken and visual vocabulary presentation and practice is especially effective for kinesthetic learners, and these strategies are also particularly well-suited to teaching and practicing imperative verb forms.
The exhibit is a good example of structured input for instruction in command forms, since all the verbs (взбей/те, добавь/те, перемешай/те, разогрей/те, смажь/те, налей/те, покрути/те, жарь/те, переверни/те) are in the imperative. Students will work in pairs using highlighters to mark all the verbs in the exhibit and I will write the verbs on the board as they share. A next step will be analyzing the forms and deducing the morphological patterns for forming imperatives. Practice activities will include forming and issuing meaningful and feasible commands that other students, individually and in groups, will perform. Commands could include: Налейте чай в мою чашку! (Pour tea in my cup.) Добавьте туда сахар! (Add some sugar.) Переверните страницу! (Turn the page.) Покрутите головой! (Rotate your head.)
The assessment for the unit will be a video cooking show segment in which the students use the command forms and vocabulary to demonstrate preparation of the variation on blinis that they find most appealing. Parts of the design of the assessment—individual, paired, or small group; video recording and editing platforms, equipment, and logistics—will be determined by the composition of the class. However, the instructions will clearly indicate the expectations and scoring criteria, which will include a required number of command forms and new vocabulary words, as well as commentary on the culturally appropriate time to serve this version of blinis. Ideally, the making of each video will also produce an edible batch of blinis for a class taste-off, further deepening the experience of this aspect of Russian culture.
Performance Characteristics for Pedagogical Content Knowledge Assignment
The following characteristics guide the scoring of responses to the Pedagogical Content Knowledge assignment.
| COMPLETENESS | The degree to which the response addresses all parts of the assignment |
|---|---|
| ACCURACY | The degree to which the response demonstrates the relevant knowledge and skills accurately and effectively |
| DEPTH OF SUPPORT | The degree to which the response provides appropriate examples and details that demonstrate sound reasoning |
Score Scale for Pedagogical Content Knowledge Assignment
A score will be assigned to the response to the Pedagogical Content Knowledge assignment according to the following score scale.
| Score Point | Score Point Description |
|---|---|
| 4 | The "4" response reflects a thorough command of the relevant knowledge and skills. |
| 3 | The "3" response reflects a general command of the relevant knowledge and skills. |
| 2 | The "2" response reflects a partial command of the relevant knowledge and skills. |
| 1 | The "1" response reflects little or no command of the relevant knowledge and skills. |
| U | The response is unscorable because it is unrelated to the assigned topic or off-task, unreadable, written in a language other than English or contains an insufficient amount of original work to score. |
| B | No response. |