Study Guide
Field 120: Cantonese CST
Pedagogical Content Knowledge
Recommendation for individuals using a screenreader: please set your punctuation settings to "most."
Review the hand-draw tutorial video 
and scanning instructions 
. These scanning instructions, which include a sample response sheet from a Mathematics test, will be made available during your test.
For your reference, a sample response sheet from a Cantonese test is provided on this website to show you what your response may look like.
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. You may use the booklet of yellow erasable sheets to make notes, write an outline, or otherwise prepare your response. start bold However, your final response must be either: end bold
- typed into the on-screen response box,
- written on a response sheet and scanned using the scanner provided at your workstation, or
- provided using both the on-screen response box (for typed text) and a response sheet (for any Cantonese characters needed in your response) that you will scan using the scanner provided at your workstation.
start bold Instructions for scanning your response sheet(s) are available by clicking the "Scanning Help" button at the top of the screen.end bold
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.
Any time spent responding to the assignment, including scanning the response sheet(s), is part of your testing time. Monitor your time carefully. When your testing time expires, a pop-up message will appear on-screen indicating the conclusion of your test session. Only response sheets that are scanned before you end your test or before time has expired will be scored. Any response sheet that is not scanned before testing ends will NOT be scored.
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 Cantonese 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 Cantonese 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
[Simplified]
Restaurant Menu in simplified Cantonese at the very top of the menu in the header section it says 5?22? ???? D8 ????? ?????? ???Then the first section of the menu says ?????? ??:?? ????:11:00–15:00, 17:00–23:00 ?????????????????,??????,??????????????????????????,??????????????,?????????????????????????????????,?????????? next to this text there is an image of a fish dish with vegetables. The next section of the menu has images of two desserts with chocolate sauces and fruit and says ???? ??:????? ????:10:00–23:00 ????????????,????????,??,??????????????,?????????,?????????,??????????????‘???????’?‘?????’ ?????????????????????,?????????????????????,?????,?????????????,?????????The third and final section of the menu has an image of a clear broth soup with dumplings and says ???? ??:??? ????:16:00–22:00 ??????,?????????????????????,??????????????????????????,???????????????????????????????????,????????,???????????
[Traditional]
Restaurant Menu in simplified Cantonese at the very top of the menu in the header section it says 5?22? ???? D8 ????? ?????? ???Then the first section of the menu says?????? ??:?? ????: 11:00–15:00, 17:00–23:00 ?????????????????,??????,??????????????????????????,??????????????,?????????????????????????????????,??????????next to this text there is an image of a fish dish with vegetables. The next section of the menu has images of two desserts with chocolate sauces and fruit and says ???? ??:????? ????:10:00–23:00 ????????????,????????,??,??????????????,?????????,?????????,??????????????‘???????' ?‘?????' ?????????????????????,?????????????????????,?????,?????????????,?????????The third and final section of the menu has an image of a clear broth soup with dumplings and says ???? ??:??? ????:16:00–22:00 ??????,?????????????????????,??????????????????????????,???????????????????????????????????,????????,???????????
400. Chinese food, Sweet and sour fish. Collection: Moment Open. Getty Images.
Chua, Jowena. Wonton Soup. Collection: Moment. Getty Images.
Ingelhart, Robert. Strawberry Chocolate Mousse with Whipped Cream. Collection: E+. Getty Images.
Sillaste, Kelly. Crepes with chocolate sauce. Collection: Moment. Getty Images.
Sample Strong Response to Pedagogical Content Knowledge Assignment
[Simplified]
This exhibit is an appropriate resource to use in a high school Cantonese class at checkpoint B. The specific learning goal is for students to communicate in Cantonese by making plans to go to a restaurant and expressing food and dining out preferences using previously learned phrases such as ????......, ????......? ???......, ???......? Students will already be familiar with some of the food vocabulary and phrases used to order in a restaurant. The rationale for this goal is to expand the students' range of food vocabulary and ability to make dining out plans in Cantonese.
First, I will assess comprehension of basic food vocabulary using flash cards and asking students to name the food represented on each card. While doing that, I will help them with their Cantonese pronunciation as needed. At the same time, I will introduce the grammar of likes and dislikes by asking a few students if he or she likes this food or not. ????......?? ??????? The students should answer me with ????......, ????......? After I do that with all the vocabulary, I will let the students play a vocabulary Bingo or matching game to get more familiar with the new vocabulary.
The next day of instruction, I will display the exhibit and vocabularies on the big display screen (PPT, or Smart Board, etc.) First, I will ask two students to come up to the board to point to the vocabulary that their classmates say out loud. This instruction will help the students who are at the board to practice their listening and reading skills, and the students who are sitting and giving instructions, to practice their speaking and reading skills. Then, I will ask one student in class the same four questions we did in the previous class, ??????? ???????? ??????......?? I will then take out the brochure (exhibit) and demonstrate how to expand the conversation to make an arrangement to have lunch or dinner together by asking what time should we meet? (??????? ??????????) and which restaurant should we go to? (??????????,???????). Once the demonstration is done, I will ask everyone to pair up with a partner, and arrange a dining date together. I will give students fifteen minutes to practice, and then they will demonstrate their dialogues one pair at a time. The rationale of this activity is for students to use what they just learned in a simulated real-life situation so that they are ready for a future real-life similar situation.
As an assessment, I will have each student write a short email to another student, inviting the student to go out for lunch or dinner and proposing two choices of restaurant. Then each student will respond by accepting the invitation, indicating the restaurant that they prefer, and providing a rationale for their choice (such as what food they are looking forward to eating at the restaurant of their choosing). Students could also expand the rationale if they wish to do so. Their emails should cc me, so that I can keep track of the progress.
[Traditional]
This exhibit is an appropriate resource to use in a high school Cantonese class at checkpoint B. The specific learning goal is for students to communicate in Cantonese by making plans to go to a restaurant and expressing food and dining out preferences using previously learned phrases such as ????......, ????......????......, ???......? Students will already be familiar with some of the food vocabulary and phrases used to order in a restaurant. The rationale for this goal is to expand the students' range of food vocabulary and ability to make dining out plans in Cantonese.
First, I will assess comprehension of basic food vocabulary using flash cards and asking students to name the food represented on each card. While doing that, I will help them with their Cantonese pronunciation as needed. At the same time, I will introduce the grammar of likes and dislikes by asking a few students if he or she likes this food or not. ????......? ? ??????? The students should answer me with ????......, ????......? After I do that with all the vocabulary, I will let the students play a vocabulary Bingo or matching game to get more familiar with the new vocabulary.
The next day of instruction, I will display the exhibit and vocabularies on the big display screen (PPT, or Smart Board, etc.) First, I will ask two students to come up to the board to point to the vocabulary that their classmates say out loud. This instruction will help the students who are at the board to practice their listening and reading skills, and the students who are sitting and giving instructions, to practice their speaking and reading skills. Then, I will ask one student in class the same four questions we did in the previous class, ??????? ???????? ??????......?? I will then take out the brochure (exhibit) and demonstrate how to expand the conversation to make an arrangement to have lunch or dinner together by asking what time should we meet? (??????? ??????????) and which restaurant should we go to? (??????????,???????). Once the demonstration is done, I will ask everyone to pair up with a partner, and arrange a dining date together. I will give students fifteen minutes to practice, and then they will demonstrate their dialogues one pair at a time. The rationale of this activity is for students to use what they just learned in a simulated real-life situation so that they are ready for a future real-life similar situation.
As an assessment, I will have each student write a short email to another student, inviting the student to go out for lunch or dinner and proposing two choices of restaurant. Then each student will respond by accepting the invitation, indicating the restaurant that they prefer, and providing a rationale for their choice (such as what food they are looking forward to eating at the restaurant of their choosing). Students could also expand the rationale if they wish to do so. Their emails should cc me, so that I can keep track of the progress.
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. |