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NCTE/NCATE=20 STANDARDS

for

Initial = Preparation of=20 Teachers of Secondary English Language Arts

Grades=20 7=E2=80=9312 
 
 

This document contains = standards=20 for prospective teachers who seek to complete English language = arts=20 teacher preparation programs at the initial secondary level. There = are two=20 types of standards: a programmatic standard and multiple candidate = performance standards. The programmatic standard is designed to = assure=20 that there is a program in place which provides the experiences = and=20 resources necessary to prepare English language arts teacher = candidates=20 effectively. The candidate performance standards focus directly on = what=20 English language arts teacher candidates should know and be able = to=20 do. 

The = Programmatic=20 Standard (1.0 ELA Candidate Program Structure) addresses the = nature of=20 English language arts, including overall structure, nature of = field=20 experiences, qualifications of program faculty members, and the = program=E2=80=99s=20 candidate performance assessment system. Documentation = demonstrating=20 compliance with this standard could include, but is not limited = to, (a) a=20 brief description of the English language arts teacher preparation = program=20 from catalogs and/or other sources; (b) the required course of = study for=20 English language arts candidates, including both English and = education=20 and/or other courses with catalog descriptions, course outlines, = and/or=20 syllabi; (c) brief descriptions of qualifications of English = language arts=20 program faculty members; (d) a detailed description of the = program=E2=80=99s=20 candidate performance assessment system with appropriate = aggregated=20 candidate performance data; (e) other information that might help=20 reviewers better understand the program. A rubric for the = assessment of=20 the programmatic standard is provided. 

Candidate Performance=20 Standards describe the specialized knowledge, = dispositions/attitudes, and=20 performances needed to teach English language arts successfully to = adolescents. These standards include 2.0 ELA Candidate Attitudes, = 3.0 ELA=20 Candidate Knowledge, and 4.0 ELA Candidate Pedagogy. For these = standards,=20 English language arts teacher preparation programs must = demonstrate, with=20 assessment information, that degree candidates are proficient in = the full=20 scope of the standards and show evidence of positive effects on = student=20 learning. Such information could include, but is not limited to, = (a)=20 representative performance tasks complete with assessment process, = criteria and aggregated performance data where appropriate; (b) = reference=20 to course outline/syllabi content; (c) benchmark/gateway = performances with=20 aggregated student data keyed to specific NCTE/NCATE Standards. = Rubrics=20 for the assessment of candidate performance standards and a sample = evidence matrix are=20 provided.

 


 

 

NCTE/NCATE=20 STANDARDS

for

Initial = Preparation of=20 Teachers of Secondary English Language Arts

Grades=20 7=E2=80=9312 
 

  1. ELA Candidate Program=20 Structure
 

    Candidates follow a = specific=20 curriculum and are expected to meet appropriate performance = assessments for=20 preservice English language arts teachers.  AS A RESULT,=20 CANDIDATES 

 

NOT=20 ACCEPTABLE

ACCEPTABLE

TARGET

1.1 
 
 
 
  
 

1.2 
 
 
 
  
 
 
 
 
 
 
&n= bsp;
 
 

1.3 
 
 
 
  
 
 
 
 
 
 
&n= bsp;

1.4 
 
 
 
  
 
 
 
 

 Complete a program = without a=20 clear conceptual framework and with little specific attention to=20 ELA; 
 
 
 

Explore little = theory and=20 current practice related to English language arts in their = preparation and=20 meet only limited performance requirements in field experiences, = including=20 less than 10 weeks of student=20 = teaching; 
 
 
 
 
&nb= sp;
 

Work with college, = university,=20 and school faculty in English and education who demonstrate = through the=20 courses they teach and their professional development activities = that they=20 are not current in their content knowledge and in their practice = of=20 effective pedagogy and attitudes appropriate to preparing ELA=20 teachers; 
 

Perform within a = program that=20 bases decisions about candidate=E2=80=99s continuation and = completion of the=20 program on unclear performance assessments and without the benefit = of a=20 systematic candidate performance assessment=20 system; 
 

 Complete a program of = study=20 reflecting a frame-work that encompasses both the content and = practice=20 appropriate for ELA teachers; 
 

Explore both theory = and practice=20 in their ELA preparation and meet performance requirements in a = range of=20 field experiences, including a minimum of ten weeks of student = teaching in=20 ELA classrooms, that are supervised and assessed as a part of the = overall=20 preparation program by ELA licensed=20 teachers; 
 
 

Work with college, = university,=20 and school faculty in English and education who demonstrate = through the=20 courses they teach and their professional development activities = that they=20 are current in their content knowledge and in their practice of = effective=20 pedagogy and attitudes appropriate to preparing ELA=20 teachers; 

Meet performance = criteria within=20 an assessment system that assesses candidates' performances at = appropriate=20 transition points throughout the ELA program;

 Complete a program of = study=20 with a clear conceptual framework that reflects a strong = integration of=20 content, current theory, and practice in ELA; 

Explore a strong = blend of theory=20 and practice in their ELA preparation with evidence of completing = assessed=20 performances in fully supervised field experiences that reflect a = variety=20 of settings and student populations and which include more than 10 = weeks=20 of student teaching in classrooms with ELA licensed=20 teachers; 

Work with college, = university,=20 and school  faculty in English and education who collaborate = on a=20 regular basis to strengthen their teaching, develop curriculum, = and pursue=20 knowledge in the con-tent, pedagogy, and attitudes appropriate to = the=20 preparation of ELA teachers; 

Meet performance = benchmarks=20 and/or gateways within an ELA program assessment system that = regularly=20 evaluates candidate performances by using multiple forms of = assessment=20 which demonstrate validity and reliability and which are common to = all=20 = candidates.

 

2.0 ELA Candidate=20 Attitudes 

    Through modeling, = advisement,=20 instruction, field experiences, assessment of performance, and = involvement in=20 professional organizations, candidates adopt and strengthen = professional=20 attitudes needed by English language arts teachers.  AS A RESULT, = CANDIDATES 

 

NOT=20 ACCEPTABLE

ACCEPTABLE

TARGET

2.1 
 
 
 
  

2.2 
 
 
 
 

2.3 
 
 
 
  
 
 
 
 
 
 
&n= bsp;
 

2.4 
 
 
 
  

2.5 
 
 
 
  
 

2.6 
 
 
 
  
 

 Show little evidence = of=20 creating an inclusive and supportive learning environment in which = all=20 students can engage in learning;  

Show little evidence = in using=20 ELA for helping their students to become familiar with their own = and=20 others=E2=80=99 cultures; 

Demonstrate = inconsistency in=20 reflective practice and seldom pursue professional growth and=20 collaboration with colleagues and involvement with appropriate=20 professional=20 = organizations; 
 
 
 
  
 
 

Engage in few = practices designed=20 to assist students in developing habits of critical thinking and=20 judgment; 
 
 

Show a lack of = understanding of=20 how the English language arts curriculum, teachers, students, and=20 education in general are influenced by culture, social events, and = issues; 

Demonstrate little = evidence of=20 promoting the arts and humanities in the learning of their=20 students;

 Create an inclusive = and=20 supportive learning environment in which all students can engage = in=20 learning; 
 

Use ELA to help = their students=20 become familiar with their own and others=E2=80=99=20 cultures; 
 

Demonstrate = reflective practice,=20 involvement in professional organizations, and collaboration with = both=20 faculty and other=20 = candidates; 
 
 
 
 
&= nbsp;
 
 
 

Use practices = designed to assist=20 students in developing habits of critical thinking and=20 judgment; 
 
 

Make meaningful = connections=20 between the ELA curriculum and developments in culture, society, = and=20 education; 
 
 

Engage their = students in=20 activities that demonstrate the role of arts and humanities in=20 learning;

 Create and sustain an = inclusive=20 and supportive learning environment in which all students can = engage in=20 learning; 
 

Use ELA extensively = and=20 creatively to help their students become more familiar with their = own and=20 others' cultures; 

Use the results of = reflective=20 practice not only to adapt instruction and behavior to assist all = students=20 to learn but also to design a well-conceived plan for professional = development that features collaboration with the academic = community,=20 professional organizations, and others;

 

Design and implement = instruction=20 and assessment that assist students in developing habits of = critical=20 thinking; 

Make meaningful and = creative=20 connections between the ELA curriculum and developments in = culture,=20 society, and education;  
 

Plan and carry out = frequent and=20 extended learning experiences that integrate arts and humanities = into the=20 daily learning of their = students.

  1. ELA Candidate = Knowledge=20
 

    Candidates are = knowledgeable about=20 language; literature; oral, visual, and written literacy; print and = nonprint=20 media; technology; and research theory and=20 findings. 

    1. Candidates = demonstrate knowledge=20 of, and skills in the use of, the English language. AS A RESULT,=20 CANDIDATES
 
  NOT = ACCEPTABLE ACCEPTABLE TARGET
3.1.1 
 
 
 
 <= BR> 
 

3.1.2 
 
 
 
 <= BR> 
 
 

3.1.3 
 
 
 
 <= BR> 
 

3.1.4 
 
 
 
 <= BR> 
 
 
 
 
 
 
=

3.1.5 
 
 
 
 <= BR> 
 

3.1.6 
 
 
 
 <= BR> 
 

3.1.7 
 
 
 
 <= BR> 

 Demonstrate a limited = knowledge=20 of students=E2=80=99 language acquisition and development=20 processes; 
 
 
 

Demonstrate little=20 under-standing of how reading, writing, speaking, listening, = viewing, and=20 thinking are interrelated areas of the ELA=20 experience; 
 

Demonstrate little = knowledge of=20 how to recognize the impact of cultural, economic, political, and = social=20 environments on language; 

Show a lack of = respect for, and=20 little knowledge of, diversity in language use, patterns, and = dialects=20 across cultures, ethnic groups, geographic regions, and social=20 = roles; 
 
 
 
 
 =

Demonstrate little = knowledge of=20 the evolution of the English language and the historical = influences on its=20 various forms; 
 

Exhibit a lack of = knowledge of=20 English grammars and their application to=20 teaching; 
 
 
 

Show little = knowledge of=20 semantics, syntax, morphology, and phonology or their applications = to=20 teaching; 
 
 

 Use knowledge of = students'=20 language acquisition and development as a basis for designing = appropriate=20 learning activities that promote student=20 learning; 
 

Demonstrate how = reading,=20 writing, speaking, listening, viewing, and thinking are = interrelated in=20 their own learning and in their students=E2=80=99 learning of = ELA;

  
 

Demonstrate an = awareness in=20 their teaching of the impact of cultural, economic, political, and = social=20 environments on language; 
 

Know and respect = diversity in=20 language use, patterns, and dialects across cultures, ethnic = groups,=20 geographic regions and social roles and show attention to = accommodating=20 such diversity in their=20 teaching; 
 
 
 

Demonstrate = knowledge of the=20 evolution of the English language and the historical influences on = its=20 various forms and use this knowledge in their = teaching;

 

Use their knowledge = of English=20 grammars in teaching students both oral and written forms of the=20 language; 
 
 

Use their knowledge = of=20 semantics, syntax, morphology, and phonology in teaching their = students=20 how to use oral and written language;

 Integrate their = knowledge of=20 students' language acquisition and development into instruction = and=20 assessment designed to enhance their students=E2=80=99=20 learning; 

Design, implement, = and assess=20 instruction that engages all students in reading, writing, = speaking,=20 listening, viewing, and thinking as interrelated dimensions of the = learning experience in ELA;  

Use both theory and = practice in=20 helping students under-stand the impact of cultural, economic, = political,=20 and social environments on = language; 
 

Show extensive = knowledge of how=20 and why language varies and changes in different regions, across = different=20 cultural groups, and across different time periods and incorporate = that=20 knowledge into classroom instruction and assessment that = acknowledge and=20 show consistent respect for language = diversity; 

Demonstrate in-depth = knowledge=20 of the evolution of the English language and historical influences = on its=20 forms and how to integrate this knowledge into student=20 learning; 

Incorporate an = in-depth=20 knowledge of English grammars into teaching skills that empower = students=20 to compose and to respond effectively to written, oral, and other=20 texts; 

Demonstrate an = in-depth=20 knowledge of semantics, syntax, morphology, and phonology through = their=20 own effective use of language and integrate that knowledge into = teaching=20 their students to use oral and written language=20 = effectively.

 
    1. Candidates = demonstrate knowledge=20 of the practices of oral, visual, and written literacy. AS A RESULT, = CANDIDATES
 
  NOT = ACCEPTABLE ACCEPTABLE TARGET
3.2.1 
 
 
 
 <= BR> 
 

3.2.2 
 
 
 
 <= BR> 
 

3.2.3 
 
 
 
 <= BR> 

3.2.4 
 
 
 
 <= BR> 

 Demonstrate a lack of = understanding of the influence that language and visual images = have on=20 thinking and composing; 
 
 

Show infrequent use = of writing,=20 speaking, and observing throughout the program as major forms of = inquiry,=20 reflection, and expression; 
 

Exhibit infrequent = use of the=20 processes of composing to create various forms of oral, visual, = and=20 written literacy; 
 

Use writing, visual = images, and=20 speaking for a variety of audiences and=20 = purposes; 
 
 
 
 
&nb= sp;

 Use their = understanding of the=20 influence of language and visual images on thinking and composing = in their=20 own work and in their teaching; 
 

Use writing, = speaking, and=20 observing as major forms of inquiry, reflection, and expression in = their=20 coursework and = teaching; 
 
 

Use composing = processes in=20 creating various forms of oral, visual, and written literacy of = their own=20 and engage students in these processes; 

Demonstrate, through = their own=20 learning and teaching, how writing, visual images, and speaking = can=20 effectively perform a variety of functions for varied audiences = and=20 purposes;

 Create opportunities = and=20 develop strategies that permit students to demonstrate, through = their own=20 work, the influence of language and visual images on thinking and=20 composing; 

Create opportunities = and develop=20 strategies for enabling students to demonstrate how they integrate = writing, speaking, and observing in their own learning=20 processes; 

Demonstrate a = variety of ways to=20 teach students composing processes that result in their creating = various=20 forms of oral, visual, and written = literacy; 

Engage students in = activities=20 that provide opportunities for demonstrating their skills in = writing,=20 speaking, and creating visual images for a variety of audiences = and=20 = purposes; 
 

 


 

  NOT = ACCEPTABLE ACCEPTABLE TARGET
3.2.5 Show little knowledge = of=20 language structure and conventions in creating and critiquing = print and=20 nonprint texts; Demonstrate their = knowledge of=20 language structure and conventions by creating and critiquing = their own=20 print and nonprint texts and by assisting their students in such=20 activities; Use a variety of ways = to assist=20 students in creating and critiquing a wide range of print and = nonprint=20 texts for multiple purposes and help students understand the = relationship=20 between symbols and meaning.=20
 
    1.      =20 Candidates demonstrate their knowledge of reading processes.  = AS A=20 RESULT, 

          &nb= sp; =20 CANDIDATES

          &nb= sp;  =20

  NOT = ACCEPTABLE ACCEPTABLE TARGET
3.3.1 
 
 
 
 <= BR> 
 
 
 

3.3.2 
 
 
 
 <= BR> 
 
 
 

3.3.3

 Show limited ability = to respond=20 to and interpret what is=20 = read; 
 
 
 
 
 <= BR> 

Show a lack of = knowledge of ways=20 to discover and create meaning from=20 = texts; 
 
 
 
 
 =

Use few strategies = to=20 comprehend, interpret, evaluate, and appreciate = texts;

 Respond to and = interpret, in=20 varied ways, what is read, teaching their students how to do this = as=20 well; 
 
 
 
 

Discover and create = meaning from=20 texts and guide students in the same=20 = processes; 
 
 
 
 
&n= bsp;

Use a wide variety = of strategies=20 to comprehend, interpret, evaluate, and appreciate texts and teach = those=20 strategies to students;

 Integrate into their = teaching=20 continuous use of carefully designed learning experiences that = encourage=20 students to demonstrate their ability to read and respond to a = range of=20 texts of varying complexity and difficulty; 

Use a wide range of = approaches=20 for helping students to draw upon their past experiences, = sociocultural=20 backgrounds, interests, capabilities, and under-standings to make = meaning=20 of texts; 

Integrate into = students'=20 learning experiences a wide variety of strategies to interpret, = evaluate,=20 and appreciate texts and assess the effectiveness of such = strategies in=20 promoting student=20 learning.

 
 <= BR> 
 
    1. Candidates = demonstrate knowledge=20 of different composing processes. AS A RESULT, CANDIDATES =
 
  NOT = ACCEPTABLE ACCEPTABLE TARGET
3.4.1 
 
 
 
 <= BR> 

3.4.2 
 
 
 
 <= BR> 

 Use a limited number = of writing=20 strategies to generate meaning and clarify=20 understanding; 
 
 

Produce a very = limited number of=20 forms of written discourse and show little understanding of how = written=20 discourse can influence thought and action;

 Use a variety of = writing=20 strategies to generate meaning and clarify understanding and draw = upon=20 that knowledge and skill in their teaching; 

Produce different = forms of=20 written discourse and understand how written discourse can = influence=20 thought and action;

 Develop in their = students an=20 ability to use a wide variety of effective composing strategies to = generate meaning and to clarify = understanding; 

Teach students to = make=20 appropriate selections from different forms of written discourse = for a=20 variety of audiences and purposes and to assess the effectiveness = of their=20 products in influencing thought and=20 action.

 
    1.    = Candidates=20 demonstrate knowledge of, and uses for, an extensive range of = literature. AS=20 A RESULT, CANDIDATES

          &nb= sp; =20

  NOT = ACCEPTABLE ACCEPTABLE TARGET
 
 
 
 
 
3.5.1 
 
 
 
 <= BR> 
 

3.5.2 
 
 
 
 <= BR> 

3.5.3 
 
 

3.5.4

 Show little knowledge = of, or=20 use of, a variety of teaching applications=20 for: 
 

Works representing a = broad=20 historical and contemporary spectrum of United States, British, = and world,=20 including non-Western, literature; =  
 

Works from a wide = variety of=20 genres and cultures, works by female authors, and works by authors = of=20 color; 
 

Numerous works = specifically=20 written for older children and younger adults;

A range of works of = literary=20 theory and criticism;

 Know and use a = variety of=20 teaching applications for:  
 

Works representing a = broad=20 historical and contemporary spectrum of United States, British, = and world,=20 including non-Western, literature; 

Works from a wide = variety of=20 genres and cultures, works by female authors, and works by authors = of=20 color; 

Numerous works = specifically=20 written for older children and younger adults;

A range of works of = literary=20 theory and criticism;

 Demonstrate an = in-depth=20 knowledge of, and an ability to use, varied teaching applications=20 for: 

Works representing a = broad=20 historical and contemporary spectrum of United States, British, = and world,=20 including non-Western,=20 literature; 
 
 

Works from a wide = variety of=20 genres and cultures, works by female authors, and works by authors = of=20 color; 
 

Numerous works = specifically=20 written for older children and younger = adults; 

A range of works of = literary=20 theory and criticism and an understanding of their effect on = reading and=20 interpretive=20 approaches.

 
    1. Candidates = demonstrate knowledge=20 of the range and influence of print and nonprint media and = technology in=20 contemporary culture. AS A RESULT, CANDIDATES=20
 
  NOT = ACCEPTABLE ACCEPTABLE TARGET
3.6.1 
 
 
 
 <= BR> 
 
 

3.6.2 
 
 
 
 <= BR> 
 
 
 
 

3.6.3

 Exhibit a lack of = understanding=20 of the influence of media on culture and on people=E2=80=99s = actions and=20 communication; 
 
 

Show little = understanding of how=20 to construct meaning from media and nonprint=20 = texts; 
 
 
 
 
 =
 

Demonstrate limited = knowledge of=20 how to incorporate technology and print/nonprint media into=20 instruction;

 Understand how media = can=20 influence constructions of a text=E2=80=99s meaning, and how = experiencing various=20 media can enhance students' composing processes, communication, = and=20 learning; 

Show an ability to = construct=20 meaning from media and nonprint texts, and to assist students in = learning=20 these=20 = processes; 
 
 
 
 
&n= bsp;

Incorporate = technology and=20 print/nonprint media into their own work and=20 instruction;

 Understand = media=E2=80=99s influence on=20 culture and people=E2=80=99s actions and communication, reflecting = that knowledge=20 not only in their own work but also in their=20 teaching; 
 

Use a variety of = approaches for=20 teaching students how to construct meaning from media and nonprint = texts=20 and integrate learning opportunities into classroom experiences = that=20 promote composing and responding to such = texts; 

Help students = compose and=20 respond to film, video, graphic, photographic, audio, and = multimedia texts=20 and use current technology to enhance their own learning and = reflection on=20 their = learning.

 
    1. Candidates = demonstrate knowledge=20 of research theory and findings in English language arts. AS A = RESULT,=20 CANDIDATES
 
  NOT = ACCEPTABLE ACCEPTABLE TARGET
3.7.1 
 
 
 
 <= BR> 
 

3.7.2

 Show a lack of = knowledge of the=20 major sources of research and theory related to English language=20 arts; 
 
 

Show little evidence = of using=20 teacher-researcher models of classroom inquiry in their = preparation=20 program;

 Use major sources of = research=20 and theory related to English language arts to support their = teaching=20 decisions; 
 
 

Use = teacher-researcher models of=20 classroom inquiry to inform their own study and=20 teaching;

 Reflect on their own = teaching=20 performances in light of research on, and theories of, how = students=20 compose and respond to text and make adjustments in their teaching = as=20 appropriate; 

Use = teacher-researcher models of=20 classroom inquiry to analyze their own teaching practices so they = can=20 better understand what enables students to speak, listen, write, = read,=20 enact, and view effectively in varying learning=20 = situations. 

  1. ELA Candidate Pedagogy=20
 

    Candidates acquire and = demonstrate=20 the dispositions and skills needed to integrate knowledge of English = language=20 arts, students, and teaching.  AS A RESULT,=20 CANDIDATES 

  NOT = ACCEPTABLE ACCEPTABLE TARGET
4.1 
 
 
 
  
 
 
 
 

4.2 
 
 
 
  
 
 
 
 

4.3 
 
 
 
  

4.4 
 
 
 
  
 
 
 
 

4.5 
 
 
 
  
 
 
 
 

4.6 
 
 
 
  

4.7 
 
 
 
  
 

4.8 
 
 
 
 

4.9 
 
 
 
  
 

4.10 
 
 
 
  
 
 
 
 
 
 
&= nbsp;
 

 Show limited = experience in=20 examining, and selecting resources for instruction, such as = textbooks,=20 other print materials, videos, films, records, and software, = appropriate=20 for  supporting the teaching of English language arts;=20  
 

Demonstrate limited = ability to=20 design instruction to meet the needs of all students and provide = for=20 students=E2=80=99 progress and=20 = success; 
 
 
 
 

=

Use few = interdisciplinary=20 teaching strategies and=20 materials; 
 
 
 

Show limited ability = to create=20 learning environments that promote respect for, and support of, = individual=20 differences of ethnicity, race, language, culture, gender, and=20 ability; 
 
 

Demonstrate limited = ability to=20 engage students effectively in discussion for the purposes of = interpreting=20 and evaluating ideas presented through oral, written, and/or = visual=20 forms; 
 
 

Show limited ability = to enable=20 students to respond critically to different media and = communications=20 technologies; 
 

Demonstrate = infrequent use of=20 instruction that promotes understanding of varied uses and = purposes for=20 language in communication; 
 

Demonstrate limited = ability to=20 engage students in making meaning of texts through personal=20 response; 
 

Demonstrate limited = ability to=20 provide students with relevant reading strategies that permit = access to,=20 and understanding of, a wide range of print and nonprint=20 texts; 

Use assessment in = instruction=20 by: 
 

  • Failing to use = formal and=20 informal assessment activities and instruments to evaluate = student=20 work; =
 
 
 
 
  • Failing to employ = a variety=20 of means to interpret and report assessment methods and results = to=20 students, administrators, parents, and others; =
Examine and select = resources=20 for instruction such as textbooks, other print materials, videos, = films,=20 records, and software, appropriate for supporting the teaching of = English=20 language arts; 
 
 

Align curriculum = goals and=20 teaching strategies with the organization of classroom = environments and=20 learning experiences to promote whole-class, small-group, and = individual=20 work; 
 
 
 

Integrate = interdisciplinary=20 teaching strategies and materials into the teaching and learning = process=20 for students; 
 

Create and sustain = learning=20 environments that promote respect for, and support of, individual=20 differences of ethnicity, race, language, culture, gender, and=20 = ability; 
 
 
 
 

=

Engage students = often in=20 meaningful discussions for the purposes of interpreting and = evaluating=20 ideas presented through oral, written, and/or visual=20 forms; 
 
 
 

Engage students in = critical=20 analysis of different media and communications=20 technologies; 
 
 

Engage students in = learning=20 experiences that consistently emphasize varied uses and purposes = for=20 language in = communication; 
 
 

Engage students in = making=20 meaning of texts through personal=20 response; 
 
 

Demonstrate that = their students=20 can select appropriate reading strategies that permit access to, = and=20 understanding of, a wide range of print and nonprint=20 texts; 

Integrate assessment = consistently into instruction by: 

  • Using a variety = of formal and=20 informal assessment activities and instruments to evaluate = processes and=20 products;=20
 
 
 
 
 
  • Creating regular=20 opportunities to use a variety of ways to interpret and report=20 assessment methods and results to students, parents, = administrators, and=20 other audiences; =
 
 
 
 Understand the = purposes and=20 characteristics of different kinds of curricula and related = teaching=20 resources and select or create instructional materials that are = consistent=20 with what is currently known about student learning in=20 ELA; 

Create literate = classroom=20 communities by presenting varied structures and techniques for = group=20 interactions by employing effective classroom management = strategies and by=20 providing students with opportunities for feedback and=20 reflection; 

Work with teachers = in other=20 content areas to help students connect important ideas, concepts, = and=20 skills within ELA with similar ones in other=20 disciplines; 

Create opportunities = for=20 students to analyze how social context affects language and to = monitor=20 their own language use and behavior in terms of demonstrating = respect for=20 individual differences of ethnicity, race, language, culture, = gender, and=20 ability; 

Help students to = participate in=20 dialogue within a community of learners by making explicit for all = students the speech and related behaviors appropriate for = conversing about=20 ideas presented through oral, written, and/or visual=20 forms; 

Engage students in = critical=20 analysis of different media and communications technologies and = their=20 effect on students=E2=80=99 = learning; 
 

Integrate throughout = the ELA=20 curriculum learning opportunities in which students demonstrate = their=20 abilities to use language for a variety of purposes in=20 communication; 

Engage students in = discovering=20 their personal response to texts and ways to connect such = responses to=20 other larger meanings and critical stances;

Demonstrate how = reading=20 comprehension strategies are flexible for making and monitoring = meaning in=20 both print and nonprint texts and teach a wide variety of such = strategies=20 to all students; 

Integrate assessment = consistently into instruction by: 

  • Establishing = criteria and=20 developing strategies for assessment that allow all students to=20 understand what they know and can do in light of their = instructional=20 experiences;
 
  • Interpreting the = individual=20 and group results of any assessments and drawing upon a variety = of=20 information in these assessments to inform = instruction;=20
 
  • Assisting all = students in=20 becoming monitors of their own work and growth in speaking, = listening,=20 writing, reading, enacting, and viewing; =
 
  • Explaining to = students,=20 parents, and others concerned with education how students are=20 assessed.=20