Early Childhood

Specialization
Year 2020
Tests
Study Guide
Core Academic Competencies
(KG1 – Grade 2) Teachers
 Table of Contents
Test Overview…………………………………………………………………….…….……Page 2

Numeracy Section Overview..…… ….. ………………………………………….…….Page 3

Numeracy Section specifications……..….…………….………………….………...…Page 4

Numeracy Sample Questions ……….……………………………………………..….…Page 7

Numeracy Answer Key…………………………..…………………………….……....…Page 22

Literacy Section Overview ……………..…………………………………………..…….Page 23

Literacy Section specifications……..……………….……………….………..…..….…Page 24

Literacy Sample Questions ……….………………………………………..………..……Page 25

Literacy Answer Key………………………..…………………………….………….…..…Page 34

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 Educational Professions Licensure

Specialization Test Guide

KG1 to Grade 2 Teachers

The Teacher Licensing System in the Ministry of Education of the United Arab Emirates is one of the
educational priorities that aim at optimizing investment in teachers in order to help them achieve the
objectives of the ministry and to improve educational outcomes.

In addition to the Early Childhood Pedagogy test, the Specialization Test is a requirement for teachers
teaching KG1 through Grade 2, the test is composed of 2 section:

• English or Arabic Literacy section, where the Arabic section is for teachers who teach most of
their classes in Arabic, whereas English literacy is for those who teach most of their classes in
English
• Numeracy section
The two sections are delivered separately and consecutively using different test codes.

Candidates will be required to pass both the Numeracy and Literacy tests. In case a candidate did not
pass one of the two tests, the candidate will have to repeat both tests.

The English Literacy and Numeracy tests are computer delivered with Adaptive test design.

Understanding Computer Adaptive Test (CAT)

The test is adaptive. Test content and difficulty is customized to the individual test taker. When a test
taker answers a question correctly, they will be given more difficult content; when they answer a
question incorrectly, they will be given easier content. This process of continuous adjustment delivers
optimized content for each test taker throughout the exam, maximizing their opportunity to perform at
their best and providing a more accurate measure of their ability. Test takers should do their best to
answer each question correctly; answering more difficult questions correctly reflects higher ability and
therefore higher score. Once a question is answered, and the next question given, they will not be able
to go back and change the answer.

For detailed information regarding Computer Adaptive Testing please visit “Understanding Computer
Adaptive Test ” section on the website

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 Numeracy Section
The Numeracy Section for teachers is one of the subsets of the Early childhood Specialization Test which is a
requirement for obtaining the teaching license for teachers who are teaching KG1 through grade 2.

Section Overview

Test Section Name Numeracy Test KG1-Grade2

Number of questions 40
Test Duration 80 minutes
Format of questions Multiple Choice questions and Fill in the blank
Test Delivery Computer delivered
Test design Adaptive with No Calculator Permitted
Once you move to the next question, you will not be
Test Instructions
able to go back and change the answer.

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Section specifications

I. Number and Quantity 2. Rational Numbers - Fractions

Candidates must:
Teachers must be able to:
• demonstrate an understanding of base-ten
system, fractions, decimals, and percentage • understand how to extend number
• be able to apply understanding of place operations to fractions and performs
value and properties of operations operations (+, −, ×, ÷) on fractions
• be able to utilize the properties of numbers • apply properties of signed rational
and operations with comprehensive numbers, ordering, and the absolute value
understanding of arithmetic as a coherent of rational numbers
and logical subject • apply and extend understanding of
• be able to recognize how number theory operations with fractions to add, subtract,
forms the basis for further learning in multiply, and divide rational numbers
algebra • solves mathematical and real-world
• demonstrate knowledge of different problems involving the four basic
number systems and use rational numbers operations with rational numbers
to model and solve real-world problems, • apply knowledge of numbers that are not
like problems involving money and time rational and find rational approximations of
irrational numbers
1. Whole Numbers
3. Rational Numbers - Decimals
Teachers must be able to:
Teachers must be able to:
• demonstrate knowledge of pre-numeracy
concepts and characteristics of the • demonstrate the ability to analyze and
mathematical development of children perform operations (+, −, ×, ÷) with
• apply understanding of place value and decimals
properties of operations to round, add, • analyze decimal notation and compare
subtract, multiply, and divide multi-digit decimals, decimal fractions, and fractions
numbers and justify computational • apply properties of repeating decimal
algorithms expansions and converts between repeating
• apply number theory concepts: write decimal expansions and rational numbers
numbers in expanded form, find and use
multiples or factors of numbers, identify
prime numbers
• evaluate powers of numbers and square
roots of perfect squares up to 144, work
with radicals and positive integer exponents

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II. Algebra
Candidates must:
2. Patterns
• have a comprehensive understanding of
operations and algebraic thinking Teachers must be able to:
• demonstrate the ability to make
connections between numerical operations • understand how to generate and analyze
and algebraic thinking patterns and relationships
• be able to utilize operations and algebraic • identify inherent features of patterns that
thinking to model and solve real-world are not explicit in the rule used to generate
problems and demonstrate fluency with them
operations, algebraic expressions, • use properties of operations to generate
equations and functions equivalent expressions
• demonstrate the ability to make
connections between multiplication, 3. Linear Expressions and Functions
division, ratios and rates of change in order
Teachers must be able to:
to have a comprehensive understanding
involving ratios and proportional reasoning • extend and apply properties of arithmetic
to algebraic expressions, equations, and
1. Operations and Algebraic Thinking inequalities
Teachers must be able to: • analyze and solve linear equations,
inequalities and systems of linear equations
• demonstrate the ability to apply operations • solve mathematical and real-world
and relationships between operations problems using numerical and algebraic
• apply strategies for writing and interpreting expressions and equations
numerical expressions • define, evaluate and compare functions,
• analyze properties of factors and multiples and use functions to model relationships
both numerical and algebraic between quantities
• demonstrate the ability to analyze and • identify or write expressions of number
apply properties of integers, exponents, sentences to represent problem situations
square roots involving unknowns
• represent solutions to problems and
equations in algebraic and graphical form
• perform operations with numbers
expressed in scientific notation
• find the value of an expression when given
values of the variables

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4. Rational Expressions and Functions 1. Geometry

Teachers must be able to: Teachers must be able to:

• demonstrate the ability to solve problems • understand how to analyze attributes of

involving unit rate, constant speed, ratios of shapes, including symmetry and properties
lengths, areas, and other quantities in same of their lines and angles
and dissimilar units • solve mathematical and real-world
• interpret percentage of a quantity as rate problems involving angle measure,
per 100 and solve real-world problems perimeter, area, surface area, and volume
involving percentage • solve problems involving congruence and
• identify the constant of proportionality in similarity
tables, graphs, equations, diagrams, and • describe congruence in terms of a sequence
verbal descriptions of proportional of rotations, reflections, and translations
relationships • describe similarity in terms of a sequence of
• represent proportional relationships by rotations, reflections, translations, and
equations dilations
• use proportional relationships to solve • graph points and shapes on the coordinate
multistep ratio and percent problems plane to solve mathematical and real-world
• analyze the connections between problems
proportional relationships, lines, and linear • use elementary properties to describe and
equations compare common two- and three-
dimensional geometric shapes, including
III. Geometry and Measurement line and rotational symmetry
Candidates must: • relate three-dimensional shapes with their
two-dimensional representations (e.g., nets,
• have a comprehensive understanding of two-dimensional views of three-
measurement and geometry dimensional objects)
• be able to understand how to use
measurement concepts and standard units 2. Measurement
to interpret geometry as a system based on
definitions and mathematical logic and Teachers must be able to:
reasoning
• demonstrate the ability to solve problems
• demonstrate the ability to model and solve
involving measurement and conversions of
real-world problems using measurement
measurement units
and geometry
• draw, measure and estimate lengths of line
• be able to solve problems involving angle
segments
measure, perimeter, area, surface area, and
• draw and estimate the size of given angles
volume
• estimate perimeters, areas and volumes

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IV. Statistics and Probability
Candidates must:
2. Measures of Central Tendency
• demonstrate the ability to model and solve
real-world problems using statistics and Teachers must be able to:
probability
• demonstrate fluency in using data, • demonstrate knowledge of statistical
measures of central tendency and variability and measures
variability, and draw inferences from the • summarize and describe data distributions
data distributions • demonstrate knowledge of the use of
• apply knowledge of probability and random sampling to draw inferences about
statistics to understand how chance events a population
are used to make inferences • draw informal or comparative inferences
about two populations using data
1. Data distributions and measures of centrality and
variability
Teachers must be able to:
3. Counting and Probability
• demonstrate the ability to represent,
analyze, and solve problems with data Teachers must be able to:
presented in various forms (like tables, bar
graphs, pictographs, line graphs and pie • use chance to investigate processes to
charts) evaluate probability models (situations)
• use information from data displays to • judge chances of outcomes as certain, more
answer questions that go beyond directly likely, equally likely, less likely, or
reading the data displayed (e.g., solve impossible in general terms
problems and perform computations using • given a random experiment determine the
the data, combine data from two or more chance of a certain outcome
sources, make inferences, and draw • solve basic problems of dependent and
conclusions based on the data) independent events
• utilize patterns of association in bivariate
data using scatter plots, linear models, and
two-way tables

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Sample Questions

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Answer Key

Question Answer
1 C
2 A
3 D
4 A
5 B
6 A
7 D
8 B
9 B
10 A
11 C
12 A
13 D
14 B
15 A
16 C
17 B
18 A
19 D
20 B
21 A
22 C
23 D
24 A
25 B

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 English Literacy Section

KG1 to Grade 2 Test Guide

The Literacy Section for Teachers assesses the English reading and writing proficiency of UAE’s educators and
prospective educators. It is a computer‐based exam and has seven question types – Grammar, Vocabulary,
Sentence Builder, Paragraph Builder, Cloze Reading, Single-Question Reading, and Writing.

The Literacy Section is part of the Specialization test for teachers which is one of the Professional teacher’s
license requirements for those who are teaching from KG1 through grade 2.

Section Overview

Test Section Name Literacy Test KG1-Grade2

Number of questions 72, including one essay (250 words)
Test Duration 100 minutes
Format of questions Multiple Choice, Drag and Drop, Essay, Reading, Sentence Builder,
Paragraph Builder
Test Delivery Computer delivered
Test design Adaptive
Once you move to the next question, you will not be able to go back
Test Instructions
and change the answer.

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Test specifications

I. Reading
Candidate must: environment. Vocabulary content is primarily based
on the English Vocabulary Project
• understand written information (www.englishprofile.org). The list has been
• understand and use a variety of reading screened to ensure that the words are culturally
and note-taking skills and strategies to
appropriate and useful in an academic context.
assist the reading process
Questions can be multiple-choice, drag and drop, or
1. Grammar re-ordering words to form a sentence.
Grammar items assess the test-taker’s ability to
Teachers must be able to:
select the correct word or words to complete a
sentence. Grammar content is primarily based on • Recognize and understand the meaning of
the English Grammar Profile Project high-frequency words and phrases
(www.englishprofile.org). Questions can include
multiple-choice, drag and drop, re-ordering words 3. Cloze Reading Passages
to form a sentence, and re-ordering sentences to In Cloze reading passage sections, test-takers see
form a paragraph. blanks in short (90 to 120-word) readings where
Teachers must be able to: level‐appropriate words have been removed. The
removed words are presented above the text and
•
use structural analysis to guess meaning test-takers drag the words to fill the blanks.
•
identify parts of a sentence, phrases and
clauses and their relation to meaning Teachers must be able to:
• recognize and decode grammatical
• use structural analysis to guess meaning
connectors
• identify parts of a sentence, phrases and
• recognize academic discourse patterns and
clauses and their relation to meaning
identify logical connectors
• recognize and decode grammatical
2. Vocabulary
connectors
Vocabulary items consist of short multiple-choice • recognize academic discourse patterns and
vocabulary questions which assess the extent to identify logical connectors Recognize and
which test-takers know the high‐frequency words understand the meaning of high-frequency
needed to function effectively in an English‐medium words and phrases
• use contextual clues and known vocabulary
to guess the meaning of unknown words

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4. Single-Question Readings

These items include short descriptive, narrative, or

expository texts, ranging from 90 words to 150
words, with a single multiple-choice question.
Reading skills tested include identifying the main
idea, simple factual details, pronoun reference,
finding the meaning of an unfamiliar word,
inference (understanding what is implied), and
sequencing (understanding the order of events).

Teachers must be able to:

• use specified features of a text to predict

content, organization and context
• tolerate irrelevant printed information
• scan text for salient and specific
information
• recognize the main idea of a text
• read critically to make inferences
• use contextual clues and known vocabulary
to guess the meaning of unknown words
• identify grammatical connectors such as
subject and object pronouns, this/that, and
subject and object relatives
• recognize discourse patterns and
comprehend logical, chronological and
spatial connectors

5. Paragraph Builder

For Paragraph Builder items, test-takers must

construct a prose paragraph or dialogue by dragging
3-6 sentences into their correct locations.

Teachers must be able to:

• use specified features of a text to predict

content, organization and context
• tolerate irrelevant printed information
• recognize discourse patterns and
comprehend logical, chronological and
spatial connectors

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II. Writing
The Writing component of the exam consists of a
single writing task. The response is word‐processor
mediated, and test takers are expected to write
200‐250 words. The prompt is given in English.

candidates must:

• demonstrate sufficient language for clear

descriptions, and to express viewpoints
and arguments on general topics
• use a good range of generally accurate
vocabulary about general topics
• use grammar and mechanics with
reasonable accuracy so as not to impede
meaning

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Sample questions

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 16.

Question 17:

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Question 18:

Question 19:

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Answer Key

Question Number Correct answer

1 D
2 C
3 D
4 B
5 locked / out
6 My younger brother is nearly as tall as I am.
7 B
8 My new car is faster than my old one.
9 B
10 C
11 C
12 B
13 B
14 A
15 C
16 at, quite, their, have, but
17 Icebergs are huge chunks of ice that have broken off from glaciers and fallen
into the ocean. They are commonly found near Antarctica and in the North
Atlantic Ocean near Greenland. Because they come from glaciers, and not
frozen seawater, the icebergs are made up of freshwater, which is full of
nutrients. These nutrients provide food for fish of all sizes who come to feed
around the new iceberg. Holes in the iceberg also provide places for fish to
escape from predators, and the ice provides a resting place for penguins or
seabirds. As a result, although they may last just a few years, icebergs form an
important habitat for wildlife.

18 Doctor: Take this medicine for a week and you'll start to feel better.
Patient: But I've used it before and it did not help at all.
Doctor: Are you sure? Most of my patients seem to like it.
Patient: Yes I am. Can you please prescribe another one?
Doctor: OK - let's try this one, and see if it helps you.
19 Essay

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