1. (a) To be licensed as an elementary education teacher for grades K-6, the candidate shall:

   1. (1) Have at least a bachelor’s degree;
   2. (2) Qualify for licensure under one of the alternatives in Ed 505.05 – Ed 505.07; and
   3. (3) Complete the requirements in (c) below.

2. (b) To be licensed as an elementary education teacher for grades K-8 the candidate shall:

   1. (1) Have at least a bachelor’s degree;
   2. (2) Have a content concentration in English language arts, mathematics, social studies, or general science;
   3. (3) Have a passing middle school content Praxis II score in the given content area listed in (2);
   4. (4) Qualify for licensure under one of the alternatives in Ed 505.05 – Ed 505.07; and
   5. (5) Complete the requirements in (c) below.

3. (c) A candidate for licensure as an elementary education teacher for grades K-6 or K-8 shall have the following skills, competencies, and knowledge developed through a combination of academic and supervised practical experiences in the following areas:

   1. (1) In the area of curriculum and assessment, demonstrate the ability to promote student learning in:

      1. a. Literacy and language arts across media, genres, and content areas through knowledge and application of:

         1. 1. Five components of basic early literacy:

            1. (i) Phonemic awareness;
            2. (ii) Phonics;
            3. (iii) Fluency;
            4. (iv) Vocabulary; and
            5. (v) Comprehension;
         2. 2. Text complexity measures, qualitative, quantitative, reader and task, and other strategies to identify and select appropriate text;
         3. 3. The writing process to compose a variety of text types and structures including informational, opinion, research, and narrative, in print and digital formats on and off-line;

         4. 4. Standard English and English language conventions to speaking and writing including:

            1. (i) Usage;
            2. (ii) Spelling;
            3. (iii) Grammar;
            4. (iv) Mechanics;
            5. (v) Syntax; and
            6. (vi) Semantics;
         5. 5. Speaking and listening skills through the use of effective communication, collaboration, and presentation skills demonstrated in diverse formats, for varied audiences and purposes;
         6. 6. Gross motor, fine motor, and graphomotor skills and their relationship to reading, writing, handwriting, and other literacy learning; and
         7. 7. Characteristics of the 3 tiers of words, every-day language, general academic words, and domain-specific words;

      2. b. Mathematics across content areas through knowledge and application of:

         1. 1. Conceptual and procedural knowledge with:

            1. (i) Counting and cardinality;
            2. (ii) Operations and algebraic thinking;
            3. (iii) Number and operations;
            4. (iv) Measurement and data;
            5. (v) Geometry;
            6. (vi) Ratios and proportional relationships;
            7. (vii) Number systems;
            8. (viii) Expressions and equations; and
            9. (ix) Statistics and probability; and

         2. 2. Mathematical practices to include:

            1. (i) Solving to mastery;
            2. (ii) Abstract and quantitative reasoning;
            3. (iii) Constructing arguments and critiquing student reasoning;
            4. (iv) Modeling and strategic use of mathematical tools and manipulatives;
            5. (v) Attention to precision;
            6. (vi) Finding and making use of structure; and
            7. (vii) Expressing regularity in repeated reasoning;

      3. c. Social studies through knowledge and application of:

         1. 1. Basic concepts in the 5 strands of social studies:

            1. (i) Civics;
            2. (ii) Economics;
            3. (iii) Geography;
            4. (iv) NH, US, and world history; and
            5. (v) Contemporary issues;

         2. 2. The 10 themes of social studies:

            1. (i) Culture;
            2. (ii) Time, continuity, and change;
            3. (iii) People, places, and environments;
            4. (iv) Individual development and identity;
            5. (v) Individuals, groups, and institutions;
            6. (vi) Power, authority, and governance;
            7. (vii) Production, distribution, and consumption;
            8. (viii) Science, technology, and society;
            9. (ix) Global connections and civic ideals and practices; and
            10. (x) Their interdisciplinary nature;

      4. d. Science through knowledge and application of:

         1. 1. Basic concepts, structure of knowledge, and history in the 4 domains of science:

            1. (i) Earth and space science;
            2. (ii) Life science;
            3. (iii) Physical science; and
            4. (iv) Engineering, technology, and applications of science; and
         2. 2. The scientific method through the use of the observation and inquiry processes; and

      5. e. Technology and information literacy through knowledge and application of:

         1. 1. The ability to develop and use spreadsheets, data systems, analysis tools, and statistical measures;
         2. 2. Digital citizenship, ethics, and internet safety; and
         3. 3. How to use changing instructional technologies in daily instruction;

   2. (2) In the area of communication and collaboration, demonstrate the ability to promote student learning through:

      1. a. Knowledge of the roles, responsibilities, and interdependency of personnel indigenous to elementary schools; and
      2. b. Application of technology as a tool to communicate with members of the professional community and parents; and

   3. (3) In the area of integration across content areas, demonstrate the ability to promote student learning through knowledge and application of:

      1. a. Visual arts, music, theatre, dance, and media arts; and
      2. b. Health, wellness, and safety.

Source. #6349, eff 10-5-96; rpld by #7923, eff 7-24-03 New. #8725, eff 9-9-06; ss by #10558, eff 3-27-14; ss by #14047, eff 8-15-24, EXPIRES: 8-15-34