NBPTS EA/ELA study plan

Map the major literary genres and text structures you will be expected to analyze, listing defining features and representative adolescent-appropriate titles for each

Annotate three short literary passages to identify craft elements (imagery, syntax, figurative language, point of view) and explain how each element builds meaning

Rank a set of twelve texts by qualitative complexity and justify each ranking with two text-based criteria

Define in your own words the literary and rhetorical terminology you would need to teach and assess

Sequence the stages of the reading process and describe what proficient and struggling adolescent readers do at each stage

Outline the writing process across narrative, informational, and argumentative modes, naming the genre-specific moves writers must control

Apply conventions of standard English grammar, usage, and mechanics to edit five flawed student-style sentences and state the rule violated

Compare how language acquisition and dialect variation affect written production in adolescent learners

Design tiered entry points for one shared text so that below-grade, on-grade, and above-grade readers each work at an appropriate level of challenge

Identify the reading and writing demands embedded in a single task and predict where three distinct learner profiles would break down

Construct formative assessment prompts that reveal comprehension without depending on a single response format

Adapt one text for multilingual learners by selecting scaffolds that preserve cognitive demand

Profile four learner types (multilingual learner, student with an IEP in reading, advanced learner, reluctant reader) and name their instructional implications

Match specific accommodations and modifications to each profiled learner, distinguishing between the two

Plan flexible grouping and text-access options that let students reach the same standard by different routes

Audit a lesson for cultural responsiveness, revising at least three points where the text or task assumes unshared background knowledge

Establish a set of classroom routines and norms that support discussion, risk-taking, and independent reading

Compare three discussion protocols and specify which learning goal each best serves

Design a classroom library and text-selection policy that reflects students' interests and identities

Plan a writing workshop structure with mini-lesson, independent work, and feedback cycles clearly sequenced

Interpret formative and summative assessment data to identify a specific gap between intended and demonstrated learning

Revise an instructional sequence in response to the data, naming the evidence that drove each change

Write a structured reflection on one instructional decision using evidence of student learning rather than impression

Design a feedback loop in which students use criteria to assess their own and peers' writing

Articulate a personal stance on professional learning and how you use research and colleagues to improve practice

Map six pieces of your own evidence to the four domains, explaining what each piece demonstrates

Draft responses to reflective prompts in the first person, grounding each claim in a concrete classroom example

Identify a professional collaboration or advocacy action you have taken and describe its effect on student learning

Synthesize all four domains into a timed, integrated written response to a classroom-scenario prompt

Self-score every practice response against a criteria rubric and log each point deduction by domain

Re-teach your two weakest objectives and re-test them

Finalize and package all deliverables into a single organized study binder