NBPTS EA/ELA cheat sheet

Narrative arc: exposition, rising action, climax, falling action, resolution; the climax is the turning point of highest tension, not necessarily the final event.

Poetry: meter is a pattern of stressed and unstressed syllables; free verse lacks regular meter and rhyme; a sonnet has 14 lines.

Figurative-language decision rule: a comparison using like or as is a simile; a direct comparison without those connectors is a metaphor; human traits given to nonhuman things is personification.

Informational text structures include cause-effect, compare-contrast, problem-solution, chronological, and description; transition words signal the structure.

Argument structure: claim plus evidence plus warrant; a counterclaim that is acknowledged and answered strengthens the argument.

Rhetorical appeals: ethos = credibility, pathos = emotion, logos = logic and evidence.

Grammar rule: an independent clause has a subject and verb and expresses a complete thought; a comma splice joins two independent clauses with only a comma.

Reading comprehension levels: literal (stated), inferential (implied), and evaluative (judged); inference combines text evidence with prior knowledge.

Young-adult text selection criteria: literary quality, developmental appropriateness, cultural authenticity, and student interest or choice.

Tiered instruction holds the learning objective constant while varying task complexity, pacing, or support; it does not change the standard.

Gradual release sequence: modeled instruction, shared practice, guided practice, independent practice; scaffolds are removed as competence grows.

Flexible grouping decision rule: form temporary groups from formative assessment data, reteach the targeted skill, then regroup after reassessment.

Accommodations change how content is accessed (extended time, text-to-speech, preferential seating); modifications change what is learned or assessed.

English-language-learner supports include comprehensible input, visuals, sentence frames, native-language connections, and explicit academic vocabulary.

Text-complexity matching uses three factors: quantitative readability, qualitative features such as structure and levels of meaning, and reader/task considerations.

Universal Design for Learning provides multiple means of representation, action and expression, and engagement.

Culturally responsive text selection includes mirror texts reflecting students' own experiences and window texts offering views of others' lives.

Reading/writing workshop routine: a short minilesson, sustained independent work with teacher conferring, and a closing share.

Writing conference structure: research the student's work, decide one teaching point, teach it, and link it to the student's future writing.

Discussion participation rule: brief turn-and-talk before whole-class sharing increases the number of students prepared to contribute.

Wait time of three to five seconds after a question increases response length, reasoning quality, and participation.

Socratic seminar is student-led and text-based; the teacher prepares open-ended questions and facilitates rather than lectures.

Formative assessment is ongoing evidence used to adjust instruction; summative assessment judges learning at the end of a sequence.

A rubric lists criteria and performance levels and communicates expectations before and during a task.

A print-rich, flexible classroom environment with accessible books and quiet writing spaces supports independent literacy work.

Reflection cycle: describe the situation, analyze causes, evaluate outcomes, and plan next steps using evidence from student work and observations.

Data decision rule: triangulate at least two sources, such as observations, assessments, and work samples, before changing instruction.

Action research cycle: pose a question, collect data, implement an intervention, analyze results, and share findings.

SMART professional goal: specific, measurable, achievable, relevant, and time-bound.

Professional learning communities use shared norms, common assessments, and collaborative examination of student work to improve instruction.

Job-embedded, sustained, collaborative professional learning is generally more effective than one-time workshop attendance.

Mandated reporting: educators must report suspected child abuse or neglect to designated authorities within the required time.

Family communication is strengthened by plain language, translated materials, interpreters, and multiple contact modes.