Section 27.100 English Language Arts
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Illinois Administrative Code › Title 23 EDUCATION AND CULTURAL RESOURCES › CHAPTER I: STATE BOARD OF EDUCATION › Part 27 STANDARDS FOR ENDORSEMENTS IN SPECIFIC TEACHING FIELDS › Section 27.100 English Language Arts
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Section 27.100 English Language Arts
By October 1, 2024, all candidates for an endorsement in English
Language Arts will be required to complete a program aligned to the NCTE/NCATE
Standards for Initial Preparation of Teachers of Secondary English Language
Arts, Grades 7-12 (2012), published by the National Council of Teachers of
English, 1111 Kenyon Rd., Urbana IL 61801-1096, and available at
http://www.ncte.org/standards. (No later amendments to or editions of these
guidelines are incorporated.) The standards effective until September 30, 2024
are as follows:
a) The competent English language arts teacher understands and
uses good pedagogical skills.
1) Knowledge Indicators – The competent English language arts
teacher:
A) understands how to design, select, modify, and evaluate
materials that reflect curriculum goals, current knowledge, and the interests,
motivation, and needs of individual learners.
B) understands and is sensitive to the diversity that exists among
learners and how differences influence reading, learning, and communicating.
C) understands cultural, linguistic, and ethnic diversity and
recognizes the positive contributions of diversity.
D) understands the role of motivation and interest in learning to
read.
E) understands the influence of school programs (e.g., remedial
programs, gifted programs, and tracking) on students' learning.
F) recognizes and understands that assessment must take into
account the complex nature of reading, writing, and language and must be based
on a range of authentic literacy-related tasks using a variety of texts and
resources.
G) recognizes and understands the importance of aligning
assessment with curriculum and instruction.
H) recognizes and understands the importance of technological
resources in teaching and learning
nt must take into
account the complex nature of reading, writing, and language and must be based
on a range of authentic literacy-related tasks using a variety of texts and
resources.
G) recognizes and understands the importance of aligning
assessment with curriculum and instruction.
H) recognizes and understands the importance of technological
resources in teaching and learning.
2) Performance Indicators – The competent English language arts
teacher:
A) promotes the development of an environment that fosters
interest and growth in all aspects of literacy.
B) models reading aloud.
C) uses good grammar and appropriate sentence construction in both
oral and written communication.
D) practices effective listening techniques.
E) provides students with appropriate and constructive evaluation
and feedback.
F) uses a variety of instructional strategies and devices to be
inclusive of all learners' needs.
G) promotes students' understanding of interdisciplinary
relevancy.
H) uses literature and instructional materials relative to all
disciplines in appropriate fictional and non-fictional contexts.
I) models sensitivity to the cultural, linguistic, and ethnic
diversity of all learners.
J) uses technological resources to enhance teaching and learning.
b) The competent English language arts teacher understands the
nature of reading, how it develops, and the implications of its many uses for
instructional programs. Knowledge Indicators – The competent English language
arts teacher:
1) knows that literacy is a lifelong activity that enables
personal fulfillment and successful functioning in society, including
participation as a citizen.
2) understands, respects, and values cultural, linguistic, and
ethnic diversity and their relationship to learning to read
es for
instructional programs. Knowledge Indicators – The competent English language
arts teacher:
1) knows that literacy is a lifelong activity that enables
personal fulfillment and successful functioning in society, including
participation as a citizen.
2) understands, respects, and values cultural, linguistic, and
ethnic diversity and their relationship to learning to read.
3) understands reading as a process of constructing meaning
through the interaction of the reader's existing knowledge and experience, the
information suggested by written language, and the context of the reading
situation.
4) understands the roles of motivation and interest in learning
to read.
5) understands language development, cognition, and learning as
applied to reading development.
6) understands the role that various language components play in
reading development: phonemes (sounds of the language); morphemes (words and
meaningful parts of words); semantics (meaning); and syntax (sentence structure
and parts of speech); as well as the pragmatic aspect of language (how language
works in social contexts).
7) recognizes the relationships among the four language arts
(reading, writing, listening, and speaking) and knows how to provide
opportunities to integrate these through instruction.
8) understands the importance of using reading and writing in all
content areas, including social studies, mathematics, and science.
9) understands emergent literacy and home and school experiences
that support it.
c) The competent English language arts teacher knows the benefits
and limitations of various materials and selects and uses these materials
appropriately
on.
8) understands the importance of using reading and writing in all
content areas, including social studies, mathematics, and science.
9) understands emergent literacy and home and school experiences
that support it.
c) The competent English language arts teacher knows the benefits
and limitations of various materials and selects and uses these materials
appropriately.
1) Knowledge Indicators – The competent English language arts
teacher:
A) knows a variety of materials that can be used for teaching
reading, including trade books (both fiction and nonfiction), commercially
available basal readers or anthologies, magazines, predictable and decodable
texts, and electronic media.
B) knows how to create, organize, and use a classroom library.
2) Performance Indicators – The competent English language arts
teacher:
A) analyzes and evaluates the quality and appropriateness of
instructional materials in terms of readability, content, length, format,
illustrations, and other pertinent factors.
B) uses students' interests, knowledge and experiences, cultural
backgrounds, and developmental levels as the basis for selecting materials.
C) selects and uses high-quality technological materials as a
resource for reading and learning (CD-ROM, Internet, etc.).
d) The competent English language arts teacher uses and extends
oral language to develop reading.
1) Knowledge Indicators – The competent English language arts
teacher:
A) understands similarities and differences in oral and written
language learning.
B) is aware of students' dialects and language differences and
understands the implications of these differences in teaching children to read
standard English.
C) knows how oral language activities can be used effectively to
teach reading
ators – The competent English language arts
teacher:
A) understands similarities and differences in oral and written
language learning.
B) is aware of students' dialects and language differences and
understands the implications of these differences in teaching children to read
standard English.
C) knows how oral language activities can be used effectively to
teach reading.
D) knows a variety of approaches for developing and assessing
phonemic awareness, including activities that encourage rhyming and the
blending, manipulation, and segmentation of phonemes.
2) Performance Indicators – The competent English language arts
teacher:
A) provides oral language experiences that extend language growth
and support reading development.
B) engages students in various types of discussion and talks about
texts that are read to them.
C) engages students in readers' theater, choral reading, and other
oral language activities that are related to reading.
e) The competent English language arts teacher plans, teaches,
and assesses student knowledge in multiple areas of word identification.
1) Knowledge Indicators – The competent English language arts
teacher:
A) recognizes the types of words that should be learned as sight
words and is aware of various lists of sight words.
B) knows the common letter-sound correspondences and English
spelling patterns.
C) knows the organization of phonics instruction.
D) knows how to teach basic concepts of print (where to begin
reading on a page and that print refers to speech, directionality, text format,
concept of word, punctuation, etc.).
E) knows how to teach the letters of the alphabet.
F) knows ways to teach sight vocabulary effectively.
G) knows ways to teach phonics effectively, including word
analogies, word sorting, and systematic explicit instruction
concepts of print (where to begin
reading on a page and that print refers to speech, directionality, text format,
concept of word, punctuation, etc.).
E) knows how to teach the letters of the alphabet.
F) knows ways to teach sight vocabulary effectively.
G) knows ways to teach phonics effectively, including word
analogies, word sorting, and systematic explicit instruction.
H) knows how spelling and phonics relate and how to use children's
writing to stimulate phonics learning and to evaluate its progress.
2) Performance Indicators – The competent English language arts
teacher:
A) assesses emergent reading abilities including phonemic
awareness, concepts of print, and letter knowledge.
B) assesses students' sight word knowledge.
C) encourages students to use phonics knowledge together with
context to help figure out unknown words.
D) teaches students to use common affixes to aid word
identification.
f) The competent English language arts teacher plans, teaches,
and assesses lessons to enhance reading fluency.
1) Knowledge Indicators – The competent English language arts
teacher:
A) knows that oral reading fluency requires accuracy, speed, and
expression and understands its role in reading development.
B) understands the relationship between oral and silent reading.
C) knows how to use predictable books, poetry, and songs as the
basis for early fluency development.
2) Performance Indicators – The competent English language arts
teacher:
A) responds to dialect differences or developmental speech
problems in oral reading.
B) reads to students in ways that support fluency development.
C) encourages independent reading by students.
D) uses strategies for developing fluency, including shared
reading, choral reading, repeated reading, and dramatization.
E) assesses students' fluency by listening to them read
responds to dialect differences or developmental speech
problems in oral reading.
B) reads to students in ways that support fluency development.
C) encourages independent reading by students.
D) uses strategies for developing fluency, including shared
reading, choral reading, repeated reading, and dramatization.
E) assesses students' fluency by listening to them read.
g) The competent English language arts teacher knows how to plan
and teach effective vocabulary lessons and how to encourage the types of
reading likely to stimulate progress in vocabulary learning.
1) Knowledge Indicators – The competent English language arts
teacher:
A) understands the role of vocabulary in reading comprehension and
learning from text in subject areas.
B) knows how to use technology to enhance and encourage vocabulary
skills.
2) Performance Indicators – The competent English language arts
teacher:
A) uses teacher reading effectively to build new vocabulary
knowledge.
B) engages students in word play, games, and dramatization
activities that teach word meanings.
C) develops knowledge of concepts and knowledge of words and
recognizes when each would be appropriate.
D) teaches students to use context and reference materials for the
learning of word meanings.
E) teaches the meanings of common word structures (affixes and
common roots).
F) teaches students to define words in a variety of ways,
including categories, synonyms, antonyms, definitions, contexts, pictorial
representations, and analogies.
G) teaches students to develop connections or relationships among
words, contexts, and personal experiences.
H) teaches students to review vocabulary to increase retention.
I) encourages both a breadth and depth of reading experiences to
build new vocabulary
of ways,
including categories, synonyms, antonyms, definitions, contexts, pictorial
representations, and analogies.
G) teaches students to develop connections or relationships among
words, contexts, and personal experiences.
H) teaches students to review vocabulary to increase retention.
I) encourages both a breadth and depth of reading experiences to
build new vocabulary.
h) The competent English language arts teacher plans and teaches
lessons that support and extend students' comprehension abilities with a
variety of materials and assesses students' reading comprehension.
1) Knowledge Indicators – The competent English language arts
teacher:
A) knows the relationship between listening comprehension and
reading comprehension.
B) knows how types of questions affect reading comprehension and
how they can be used to promote comprehension and learning.
C) recognizes the types of questions and levels of understanding
expected in different subject areas.
2) Performance Indicators – The competent English language arts
teacher:
A) encourages students to respond personally to literary and
informational materials and helps them to connect their prior knowledge and
experiences to text.
B) plans and teaches guided reading lessons that model and guide
students' use of comprehension strategies before, during, and after reading
text.
C) encourages a variety of students' responses to text, including
dramatization, art, discussion, and multi-media presentation.
D) teaches students to use a variety of book features (such as
table of contents and index) and organizational patterns common to
informational text to improve understanding and recall of text.
E) plans and teaches lessons on how to preview and prepare to read
a text effectively.
F) plans and teaches lessons on how to monitor comprehension and
how to correct confusions and misunderstandings that arise during reading
f book features (such as
table of contents and index) and organizational patterns common to
informational text to improve understanding and recall of text.
E) plans and teaches lessons on how to preview and prepare to read
a text effectively.
F) plans and teaches lessons on how to monitor comprehension and
how to correct confusions and misunderstandings that arise during reading.
G) plans and teaches lessons that enable students to summarize,
analyze critically, evaluate, and synthesize information read.
H) plans and teaches units that require students to conduct
research or inquiry using multiple texts and other sources of information.
I) encourages students to write about what they read in order to
improve understanding.
J) teaches students to identify a variety of literary elements to
enhance comprehension.
i) The competent English language arts teacher knows that all
instruction should be based upon an assessment of students' current knowledge
and abilities.
1) Knowledge Indicators – The competent English language arts
teacher:
A) understands the use of standardized and informal reading
assessments, including on-going observations.
B) knows how to conduct a parent interview to gain the parent's
perspective on the child's reading development.
C) understands the implications of cultural, linguistic, and ethnic
differences for interpretation of assessments.
D) recognizes technological resources appropriate to students'
knowledge and ability.
2) Performance Indicators – The competent English language arts
teacher:
A) determines students' independent, instructional and
frustrational reading levels.
B) interprets appropriately the results of standardized reading
tests, including the State assessment.
C) provides continuous monitoring of students' progress through
observations, work samples, and various informal assessments
ance Indicators – The competent English language arts
teacher:
A) determines students' independent, instructional and
frustrational reading levels.
B) interprets appropriately the results of standardized reading
tests, including the State assessment.
C) provides continuous monitoring of students' progress through
observations, work samples, and various informal assessments.
D) assesses students' reading attitudes, motivation, and interest
through observations and other informal means.
E) utilizes assessment information to plan instruction.
F) encourages and supports students' evaluation of their reading
ability.
j) The competent English language arts teacher plans, organizes,
and manages reading instruction to create a positive environment that
encourages independent reading.
1) Knowledge Indicators – The competent English language arts
teacher:
A) knows ways to encourage independent reading.
B) knows ways to involve parents and communicates with them.
C) knows how or when technology can contribute to a positive
learning environment.
D) recognizes when a student's reading problems justify referral
to various special services and initiates referral.
2) Performance Indicators – The competent English language arts
teacher:
A) establishes a physical environment appropriate for the instructional
strategies being used.
B) plans lessons that provide sufficient instructional time for
all aspects of reading development and that are sufficiently varied to hold
students' attention.
C) differentiates instruction to meet students' varying needs.
D) organizes students effectively by reading abilities and
interests.
E) uses cooperative grouping techniques.
F) establishes a positive literacy environment that encourages
interest and learning, and that highlights students' work and progress
nd that are sufficiently varied to hold
students' attention.
C) differentiates instruction to meet students' varying needs.
D) organizes students effectively by reading abilities and
interests.
E) uses cooperative grouping techniques.
F) establishes a positive literacy environment that encourages
interest and learning, and that highlights students' work and progress.
G) engages parents in the educational process within and outside
the classroom.
H) summarizes evaluative information about children's learning and
communicates it effectively to parents.
I) assigns appropriate homework that supports reading growth.
J) models independent reading.
k) The competent English language arts teacher understands,
models, and teaches how writers convey meaning through literary elements and
techniques in a variety of genres and media.
1) Knowledge Indicators – The competent English language arts
teacher:
A) identifies characteristics and authors of various literary
forms (e.g., short stories, novels, drama, fables, myths, biographies,
autobiographies, essays, poetry, folk tales, legends, fiction, nonfiction,
fantasy, documentaries).
B) identifies literary elements including character, plot,
setting, theme, conflict, resolution, climax, and mood and explains their
influence on the effectiveness of the literary piece.
C) identifies point of view in a literary text (e.g.,
distinguishes between first and third person) and explains its effect on the
reader.
D) identifies and explains ways in which an author uses language
structure, literary form, word choice style, and format to convey the author's
viewpoint and to elicit an emotional response from the reader
effectiveness of the literary piece.
C) identifies point of view in a literary text (e.g.,
distinguishes between first and third person) and explains its effect on the
reader.
D) identifies and explains ways in which an author uses language
structure, literary form, word choice style, and format to convey the author's
viewpoint and to elicit an emotional response from the reader.
E) identifies and describes a variety of literary techniques and
devices (e.g., figurative language, allusion, foreshadowing, flashback,
suspense, dialogue, description, word choice, dialect, characterization,
narration, symbolism) in classic and contemporary literature representing a
variety of genres and media.
2) Performance Indicators – The competent English language arts
teacher:
A) demonstrates competence in general skills and strategies for
reading literature.
B) formulates inferences and conclusions about story elements
(e.g., main and subordinate characters, setting, theme, missing details).
C) analyzes complex elements of plot (e.g., conflict and
resolution).
D) analyzes devices used to develop characters in a variety of
literary texts and genre (e.g., character traits, motivations, changes, and
stereotypes).
E) analyzes and evaluates the development of form (e.g., short
stories, essays, speeches, poetry, plays, novels), style, and point of view and
their purpose in American, British, and world literature.
F) analyzes a variety of literary techniques, devices, and
structures (e.g., figurative language, allusion, foreshadowing, flashback,
suspense, dialogue, description, word choice, images, dialect,
characterization, narration, symbolism, and stream of consciousness) in classic
and contemporary literature representing a variety of genres and media.
l) The competent English language arts teacher reads and
interprets a variety of literary works and genres
s (e.g., figurative language, allusion, foreshadowing, flashback,
suspense, dialogue, description, word choice, images, dialect,
characterization, narration, symbolism, and stream of consciousness) in classic
and contemporary literature representing a variety of genres and media.
l) The competent English language arts teacher reads and
interprets a variety of literary works and genres.
1) Knowledge Indicators – The competent English language arts
teacher:
A) identifies and explains the defining characteristics of a
variety of literary forms and genres (e.g., short stories, novels, drama,
fables, myths, biographies, autobiographies, essays, poetry, folk tales,
legends, fiction, nonfiction, fantasy, documentaries).
B) recognizes the importance of using a wide variety of print and
electronic materials throughout the curriculum, including high-quality
literature for children and adolescents and diverse expository materials
appropriate to the age and developmental level of the learners.
C) identifies recurring themes across literary works from a
variety of eras, cultures, traditions and genres.
D) recognizes the value of reading aloud to learners using a
variety of genres.
E) recognizes the importance of providing time for reading of
extended text for authentic purposes.
F) recognizes that literature can be a means for transmitting
moral and cultural values within a community.
G) recognizes that people experience varying responses to
literature.
2) Performance Indicators – The competent English language arts
teacher:
A) demonstrates a familiarity with selected literary works of
enduring quality.
B) analyzes and expresses an interpretation of literary work from
a variety of eras, cultures, traditions, and genres.
C) selects literature appropriate to the level and interests of
the student.
D) creates a literature-rich environment
tors – The competent English language arts
teacher:
A) demonstrates a familiarity with selected literary works of
enduring quality.
B) analyzes and expresses an interpretation of literary work from
a variety of eras, cultures, traditions, and genres.
C) selects literature appropriate to the level and interests of
the student.
D) creates a literature-rich environment.
E) provides opportunities for students to be exposed to various
purposes for reading.
F) critiques ideas and impressions generated by oral, visual,
written, and electronic materials.
G) reads aloud from a variety of genres to demonstrate appropriate
interpretation and appreciation.
H) models and teaches students to apply reading skills and
strategies to analyze, comprehend, and appreciate a variety of literary genres
(e.g., short stories, novels, drama, fables, myths, biographies,
autobiographies, essays, poetry, folk tales, legends, fiction, nonfiction,
fantasy, documentaries).
I) models and teaches students how to draw on experience,
interaction with other readers and writers, word-identification strategies,
knowledge of word meaning, and their understanding of textual features (e.g.,
sound-letter correspondence, sentence structure, context, and graphics) to
better understand literature and electronic media.
J) models responses to literary material and teaches students to
respond by making inferences; drawing conclusions; making comparisons from
personal, creative, and critical points of view; and sharing responses with
peers.
K) models responses and teaches students to respond to and
interpret what they read in a constructive or transactional process.
L) reads and provides opportunities for students to read a wide
variety of literature from many periods and genres to build an understanding of
the many dimensions (e.g., philosophical, ethical, aesthetic) of human
experience
aring responses with
peers.
K) models responses and teaches students to respond to and
interpret what they read in a constructive or transactional process.
L) reads and provides opportunities for students to read a wide
variety of literature from many periods and genres to build an understanding of
the many dimensions (e.g., philosophical, ethical, aesthetic) of human
experience.
M) designs and demonstrates a variety of examples and multiple
learning activities to teach students to identify, explain, compare, and
contrast common literary themes across various societies, eras, and genres and
to identify recurring themes across literary works.
N) understands and teaches students to understand and relate
literary works and their elements (characters, theme, setting, plot, conflict,
and resolution) to current and historical events, people, perspectives, and
personal experiences.
O) analyzes form, content, purpose, and major themes of American,
British, and world literature in their historical perspectives.
P) applies knowledge gained from literature as a means of
understanding contemporary and historical economic, social, and political
issues and perspectives.
m) The competent English language arts teacher understands,
models, and teaches recognition of rhetorical sensibilities within the writing
process.
1) Knowledge Indicators – The competent English language arts
teacher:
A) recognizes that different writing situations, as determined by
varying purposes and audiences, call for different forms, organizational
strategies, styles, formats, rules of evidence, and composing processes.
B) recognizes various response strategies for helping students
revise texts for appropriateness in a variety of rhetorical situations.
C) understands how to compose writing assignments that challenge
students to practice writing for a variety of rhetorical situations
, call for different forms, organizational
strategies, styles, formats, rules of evidence, and composing processes.
B) recognizes various response strategies for helping students
revise texts for appropriateness in a variety of rhetorical situations.
C) understands how to compose writing assignments that challenge
students to practice writing for a variety of rhetorical situations.
D) understands how technology may be used to enhance written
documents for various and specific rhetorical situations.
2) Performance Indicators – The competent English language arts
teacher:
A) models and teaches analysis of various and specific rhetorical
situations.
B) models and teaches writing processes for a variety of writing
modes (e.g., narrative, expository, and persuasive).
C) enables students to write for real or potentially real
situations and audiences that dictate a variety of rhetorical analyses.
n) The competent English language arts teacher understands,
models, and teaches prewriting strategies necessary for the student to meet a
variety of rhetorical situations.
1) Knowledge Indicators – The competent English language arts
teacher:
A) understands the importance and value of prewriting as a
component in the writing process.
B) recognizes that different writing situations, as determined by
varying purpose and audiences, call for different prewriting strategies.
C) recognizes that learning styles of individual students are
variable factors in using prewriting strategies within the writing process.
D) understands how to compose writing assignments that challenge
students to practice a variety of prewriting strategies.
E) understands the role of pre-composition in creating
computer-generated documents.
2) Performance Indicators – The competent English language arts
teacher:
A) explains and reinforces the importance of prewriting as a
component in the writing process
understands how to compose writing assignments that challenge
students to practice a variety of prewriting strategies.
E) understands the role of pre-composition in creating
computer-generated documents.
2) Performance Indicators – The competent English language arts
teacher:
A) explains and reinforces the importance of prewriting as a
component in the writing process.
B) explains the importance of pre-composition in creating
computer-generated documents.
C) models and teaches a variety of prewriting strategies as a
means of generating and organizing ideas within the writing process (e.g.,
mapping, listing, outlining, and drafting).
D) enables students to analyze learning styles and rhetorical
situations and apply appropriate prewriting strategies.
o) The competent English language arts teacher understands,
models, and teaches strategies within the writing process that enable students
to progress from prewriting to drafting documents for various and specific
rhetorical situations.
1) Knowledge Indicators – The competent English language arts
teacher:
A) understands that drafting is an important, recursive component
in the writing process.
B) commands knowledge of spelling and grammar conventions (e.g.,
capitalization, punctuation, appropriate use of the eight parts of speech,
syntax, diction).
C) understands the elements of composition (i.e., thesis
development, focus, organization, support and elaboration, paragraph unity, and
coherence).
D) understands how to compose writing assignments that provide
opportunities to practice drafting documents.
E) understands conference techniques that assist students with the
drafting of documents.
2) Performance Indicators – The competent English language arts
teacher:
A) explains and reinforces the recursive nature of drafting within
the writing process
erence).
D) understands how to compose writing assignments that provide
opportunities to practice drafting documents.
E) understands conference techniques that assist students with the
drafting of documents.
2) Performance Indicators – The competent English language arts
teacher:
A) explains and reinforces the recursive nature of drafting within
the writing process.
B) models and teaches the elements of composition in a variety of
rhetorical situations (e.g., short stories, essays, letters, and reports).
C) models and teaches strategies that enable students to spell
frequently occurring words accurately.
D) enables students to write complete sentences and effective
paragraphs using standard English conventions.
E) models and teaches the use of modifiers to expand ideas,
transitions to produce an effective control of language and ideas, and
effective paragraph organization.
F) enables students to write multi-paragraph documents that
convey ideas and information in a clear and concise style.
G) enables students to discover and improve a distinct voice in
their writing.
H) confers with students to help them with the drafting of written
documents.
I) enables students to use technology to facilitate recursive
drafting of composition.
p) The competent English language arts teacher understands,
models, and teaches strategies within the writing process that enable students
to revise drafts of documents written for a variety of rhetorical situations.
1) Knowledge Indicators – The competent English language arts
teacher:
A) understands the importance and value of revision as a recursive
component of the writing process.
B) understands that English conventions, style, diction, voice,
and rhetorical situation drive the revision component of the writing process.
C) commands knowledge of revision strategies appropriate to a
variety of writing modes and rhetorical situations
guage arts
teacher:
A) understands the importance and value of revision as a recursive
component of the writing process.
B) understands that English conventions, style, diction, voice,
and rhetorical situation drive the revision component of the writing process.
C) commands knowledge of revision strategies appropriate to a
variety of writing modes and rhetorical situations.
D) understands how to compose writing assignments that provide
practice of revision techniques.
2) Performance Indicators – The competent English language arts
teacher:
A) explains and reinforces the value of revision as an important,
recursive component in the writing process.
B) models and teaches revision strategies affecting diction,
syntax, transitions, organization, and point of view.
C) models and teaches revision strategies affecting paragraph
coherence and organization.
D) models and teaches revision strategies addressing various and
specific rhetorical situations.
E) models and teaches revision strategies using contemporary
technology.
q) The competent English language arts teacher understands,
models, and teaches proofreading and editing techniques for documents that
address various and specific rhetorical situations.
1) Knowledge Indicators – The competent English language arts
teacher:
A) understands the importance and value of editing as a component
in the writing process.
B) commands an understanding of standard English conventions
including grammar, semantics, syntax, morphology, and phonology.
C) understands the application of language structure and
conventions in the critiquing and editing of written documents.
D) commands an array of strategies used to comprehend, interpret,
and evaluate written documents.
E) understands the value and practice of editing by writers and by
their peers as strategies within the writing process
s, syntax, morphology, and phonology.
C) understands the application of language structure and
conventions in the critiquing and editing of written documents.
D) commands an array of strategies used to comprehend, interpret,
and evaluate written documents.
E) understands the value and practice of editing by writers and by
their peers as strategies within the writing process.
F) understands how to compose writing assignments to provide
students practice in editing techniques with a variety of documents.
2) Performance Indicators – The competent English language arts
teacher:
A) explains and emphasizes editing as an important component in
the writing process.
B) models and teaches proofreading and editing techniques for
standard English conventions, clarity, and style in various and specific
rhetorical situations.
C) models various strategies for creating written documents and
for evaluating their effectiveness, including editing by writers and by their
peers.
D) models and teaches editing techniques using contemporary
technology.
r) The competent English language arts teacher understands,
models, and teaches the preparation of written documents for publication.
1) Knowledge Indicators – The competent English language arts
teacher:
A) understands the importance and value of publishing as an
integral component of the writing process.
B) understands the importance of providing hands-on experience
with the technology required for preparing documents for publication.
C) understands specific formats required for publishing a variety
of written documents for variable and specific rhetorical situations.
D) commands the technological awareness necessary to produce
written documents suitable for submission or publication
understands the importance of providing hands-on experience
with the technology required for preparing documents for publication.
C) understands specific formats required for publishing a variety
of written documents for variable and specific rhetorical situations.
D) commands the technological awareness necessary to produce
written documents suitable for submission or publication.
2) Performance Indicators – The competent English language arts
teacher:
A) explains and emphasizes the importance of preparing documents
for submission or publication.
B) models and teaches text formats appropriate for submitting and
publishing written documents.
C) models and teaches the use of contemporary technology to produce
documents of publication quality.
D) enables students to produce grammatically correct documents
using standard manuscript specifications for a variety of rhetorical
situations.
E) provides students the opportunity to publish their written
documents.
s) The competent English language arts teacher recognizes the
components of the communication process and understands the importance of
effective communication in the classroom.
1) Knowledge Indicators – The competent English language arts
teacher:
A) understands the communication process (speaker, listener,
message, medium, feedback, and noise).
B) understands audience analysis.
C) knows the differences among oral, written, and electronic
communication processes.
D) knows the role of feedback in communication.
E) knows the relationship between nonverbal and verbal
communication.
F) knows different purposes for communicating.
G) understands the shared responsibilities of speakers and
listeners.
H) understands stated and implied meanings of a message
fferences among oral, written, and electronic
communication processes.
D) knows the role of feedback in communication.
E) knows the relationship between nonverbal and verbal
communication.
F) knows different purposes for communicating.
G) understands the shared responsibilities of speakers and
listeners.
H) understands stated and implied meanings of a message.
2) Performance Indicators – The competent English language arts
teacher:
A) models and teaches vocal qualities (pitch, rate, tone, volume,
etc.) and nonverbal cues to create and interpret meaning.
B) models and teaches audience analysis to adapt message and
communication behaviors to the audience and situation.
C) demonstrates and teaches the ability to focus attention on a
speaker's message.
D) models and teaches appropriate and effective feedback.
E) models and teaches listening behaviors to accommodate the
listening situation.
F) models and teaches differences among oral, written, and
electronic communication.
t) The competent English language arts teacher understands the
influence presented by people, their relationship to each other, and the
ability to adapt their communications to the needs of their constituencies and
the situations or settings in which they communicate.
1) Knowledge Indicators – The competent English language arts
teacher:
A) understands the importance of adapting communication to the
situation and setting.
B) understands strategies for appropriate and effective
small-group communication, including components and group variables (roles,
norms, and leadership).
C) understands the influence of context on communication.
D) knows the delivery types and their uses and impacts.
E) knows a variety of organizational formats appropriate for different
speaking situations.
F) knows questioning skills for interviewing and gathering
first-hand information
cation, including components and group variables (roles,
norms, and leadership).
C) understands the influence of context on communication.
D) knows the delivery types and their uses and impacts.
E) knows a variety of organizational formats appropriate for different
speaking situations.
F) knows questioning skills for interviewing and gathering
first-hand information.
G) knows problem-solving strategies that can be used in group
situations.
H) knows how to use electronic media for effective communication.
2) Performance Indicators – The competent English language arts
teacher:
A) models and teaches how to organize appropriate and effective
messages to support a clearly stated thesis.
B) models and teaches how to adapt messages to fit the audience.
C) models and teaches selection of appropriate and effective
supporting material considering topic, audience, occasion, and purpose.
D) models and teaches appropriate and effective participation in a
problem-solving group discussion.
E) models and teaches the use of various electronic media and
suggests modes of improvement.
F) models and teaches effective leadership of group discussion.
G) models and teaches uses of electronic messaging and other
Internet-based informational resources.
H) models and teaches uses of nonverbal techniques to enhance
messages in personal, group, and public communication situations.
I) models and teaches how to adapt language for specific
audiences and settings.
J) models and teaches uses of feedback to improve future
communication.
u) The competent English language arts teacher understands and is
aware of diversity as he/she communicates.
1) Knowledge Indicators – The competent English language arts
teacher:
A) understands the concepts of individual, social, and cultural
diversity and their impact on communication.
B) recognizes when others do not understand
to improve future
communication.
u) The competent English language arts teacher understands and is
aware of diversity as he/she communicates.
1) Knowledge Indicators – The competent English language arts
teacher:
A) understands the concepts of individual, social, and cultural
diversity and their impact on communication.
B) recognizes when others do not understand.
C) understands the role of self-concept, disclosure, and conflict
in relationships.
D) recognizes the importance of diverse individual perceptions in
interpersonal relationships.
E) understands the role of constructive criticism in interpersonal
relationships.
F) understands strategies for analyzing audiences and how to use
appropriate strategies in communicating with them.
G) understands the difference between supportive and
non-supportive audiences.
H) knows various problem-solving strategies.
2) Performance Indicators – The competent English language arts
teacher:
A) models and teaches how information about audience members is
used to create and deliver messages.
B) models and teaches the recognition of and response to cultural
and social differences within audiences.
C) models and teaches creation and use of messages that are
culturally inclusive.
D) models and teaches appropriate and effective negotiation
skills.
E) models and teaches use of constructive criticism.
F) models and teaches making adjustments in presentations to
promote understanding.
v) The competent English language arts teacher knows how to
evaluate oral messages on the basis of their purpose, quality, and
appropriateness.
1) Knowledge Indicators – The competent English language arts
teacher:
A) knows functions of communication and oral presentations
(informing, influencing, relating, imagining, appreciating, and ritualizing)
promote understanding.
v) The competent English language arts teacher knows how to
evaluate oral messages on the basis of their purpose, quality, and
appropriateness.
1) Knowledge Indicators – The competent English language arts
teacher:
A) knows functions of communication and oral presentations
(informing, influencing, relating, imagining, appreciating, and ritualizing).
B) understands criteria for selecting content and support for a
given communication situation.
C) understands criteria (topic, context, and goals) for evaluating
the content, organization, and support of communication strategies.
D) knows the various types and strengths of supporting materials.
2) Performance Indicators – The competent English language arts
teacher:
A) recognizes appropriately organized and supported presentations
in various contexts.
B) recognizes strategies used in a given communication situation
according to their function and appropriateness.
C) evaluates the short- and long-term effects of speaking by
others in various communication contexts.
D) evaluates the quality of presentations by applying
authoritative criteria.
w) The competent English language arts teacher understands the
role of communication in relation to ethical issues in a democratic society.
1) Knowledge Indicators – The competent English language arts
teacher:
A) understands the importance of freedom of speech in a democratic
society.
B) understands the importance of ethical communication.
C) knows how to use inclusive language when addressing others.
D) understands the ethical responsibility to challenge harmful
stereotypical or prejudicial communication.
E) knows the effects of his or her communication choices on
others.
2) Performance Indicators – The competent English language arts
teacher:
A) models and teaches how to communicate in a manner that respects
the rights of others
anguage when addressing others.
D) understands the ethical responsibility to challenge harmful
stereotypical or prejudicial communication.
E) knows the effects of his or her communication choices on
others.
2) Performance Indicators – The competent English language arts
teacher:
A) models and teaches how to communicate in a manner that respects
the rights of others.
B) models and teaches how to interpret the behaviors of others
without making stereotypical or prejudicial judgments.
C) models and teaches the importance of accuracy and relevance of
material to be quoted.
D) models and teaches how to cite sources of evidence accurately.
E) models and teaches modification of messages to remove
stereotypical and prejudicial language.
x) The competent English language arts teacher knows and uses
oral messages that inform, clarify, persuade, and/or inspire while respecting
differences in listeners' backgrounds.
1) Knowledge Indicators – The competent English language arts
teacher:
A) understands that communication choices should be sensitive to
listeners' backgrounds.
B) understands how verbal and nonverbal messages clarify meaning,
organization, and the goals of speaking.
2) Performance Indicators – The competent English language arts
teacher:
A) models and teaches a variety of effective presentations that
meet standards of accuracy, timeliness, support, and clarity of explanation.
B) models and teaches vivid, clear and concise communication of
ideas.
C) models and teaches selection of language that is appropriate to
the occasion, purpose, audience, and context.
D) models and teaches adaptation of messages according to feedback
received.
E) models and teaches effective and interesting delivery
techniques appropriate to the situation
planation.
B) models and teaches vivid, clear and concise communication of
ideas.
C) models and teaches selection of language that is appropriate to
the occasion, purpose, audience, and context.
D) models and teaches adaptation of messages according to feedback
received.
E) models and teaches effective and interesting delivery
techniques appropriate to the situation.
y) The competent English language arts teacher manages or
overcomes communication anxiety and helps assist students manage and control
their anxiety.
1) Knowledge Indicators – The competent English language arts
teacher:
A) understands that anxiety is a normal response to many
communication situations but may vary in impact among various communication
contexts.
B) knows and understands strategies to help minimize and/or manage
communication anxiety.
C) understands physiological and psychological reactions to
anxiety.
D) understands the individual and social factors that may lead to
communication anxiety.
2) Performance Indicators – The competent English language arts
teacher:
A) models and teaches strategies that can help alleviate
communication anxiety.
B) models and teaches how to appear confident while speaking.
C) creates experiences for students to address, manage, or
overcome their communication anxieties.
z) The competent English language arts teacher uses appropriate
and effective listening skills.
1) Knowledge Indicators – The competent English language arts
teacher:
A) knows various types and purposes of listening.
B) understands skills unique to each listening type and purpose.
C) understands the listener's role and responsibility in a
communication situation.
D) understands appropriate and effective listening responses
across a variety of communication situations
wledge Indicators – The competent English language arts
teacher:
A) knows various types and purposes of listening.
B) understands skills unique to each listening type and purpose.
C) understands the listener's role and responsibility in a
communication situation.
D) understands appropriate and effective listening responses
across a variety of communication situations.
2) Performance Indicators – The competent English language arts
teacher:
A) models and teaches skills appropriate to each type and purpose
of listening.
B) models and teaches how to monitor his or her own listening
behaviors.
C) demonstrates and teaches attentiveness through verbal and
nonverbal behaviors.
D) models and teaches questioning, perception checking,
summarizing, and paraphrasing to understand a message.
E) understands and teaches respect for the rights of others to
have opposing viewpoints.
F) models and teaches evaluation of his or her own listening
behavior.
aa) The competent English language arts teacher identifies and
manages barriers to listening.
1) Knowledge Indicators – The competent English language arts
teacher:
A) knows listening barriers such as bias, close-mindedness,
preconceived attitudes, indifference, and emotional involvement in
communication situations.
B) understands the effects of physical conditions and
physiological ability on listening.
C) knows the effects of receiver apprehension on listening.
2) Performance Indicators – The competent English language arts
teacher:
A) models and teaches management of internal and external
distractions.
B) models and teaches validation of others by listening to them.
bb) The competent English language arts teacher understands how to
locate, organize, and use information from resources representing diverse
perspectives and a variety of media and modalities
– The competent English language arts
teacher:
A) models and teaches management of internal and external
distractions.
B) models and teaches validation of others by listening to them.
bb) The competent English language arts teacher understands how to
locate, organize, and use information from resources representing diverse
perspectives and a variety of media and modalities.
1) Knowledge Indicators – The competent English language arts
teacher:
A) understands methods for acquiring information, including a
variety of sources such as books, interviews, CD-ROMs, websites, library
reference materials, etc.
B) understands organizational strategies (e.g., graphic
organizers, sequencing, notes) in both print and electronic formats.
C) understands practical uses of information from a variety of
sources.
D) understands how to relate to the needs of a diverse community
of learners and various perspectives/approaches of sources.
E) recognizes diversity issues within reference materials,
distinguishes among them, and addresses diverse student needs.
2) Performance Indicators – The competent English language arts
teacher:
A) demonstrates and teaches methods for identifying, formulating,
and answering questions and for acquiring information from a variety of sources
relative to a research topic.
B) illustrates and teaches the development of a research plan to
aid in the solution of problems ranging from personal, to local, to global in
nature.
C) models and teaches organization and integration of data from a
variety of sources in an effective, efficient manner, as with graphic
organizers to sequence, prioritize, and plan in both print and electronic
formats.
D) illustrates and teaches the capacity to relate referenced
information cohesively from and within many different genres, concepts, and
situations into reports and projects
odels and teaches organization and integration of data from a
variety of sources in an effective, efficient manner, as with graphic
organizers to sequence, prioritize, and plan in both print and electronic
formats.
D) illustrates and teaches the capacity to relate referenced
information cohesively from and within many different genres, concepts, and
situations into reports and projects.
E) promotes and facilitates appropriate design and development of
multi-faceted, student-driven projects based on contemporary issues.
F) promotes and provides a climate conducive to the presentation
of a class or individual product to an academic, business, or community
audience.
G) provides structure and support for the writing of a formal
research product, including a thesis statement and synthesis of information in
logical sequence.
cc) The competent English language arts teacher understands the
process of discriminating between types of information by analyzing and
evaluating that information from a variety of sources and perspectives.
1) Knowledge Indicators – The competent English language arts
teacher:
A) understands methods of analysis and evaluation of research
sources and information gathered from a variety of sources.
B) understands appropriate sources from a variety of locations and
modalities.
C) understands the importance of discriminating between credible
primary and secondary sources.
D) understands the ethical attributes of responsible research and
reporting.
E) recognizes credible information that will enable the learner to
distinguish between viable and flawed information.
2) Performance Indicators – The competent English language arts
teacher:
A) demonstrates and teaches the ability to select, analyze, and
evaluate information and sources that aid in the solution of problems ranging
from personal, to local, to global
rting.
E) recognizes credible information that will enable the learner to
distinguish between viable and flawed information.
2) Performance Indicators – The competent English language arts
teacher:
A) demonstrates and teaches the ability to select, analyze, and
evaluate information and sources that aid in the solution of problems ranging
from personal, to local, to global.
B) models and teaches the distinction between credible and
non-credible research data, sources, and reports using critical analysis of
information and sources.
C) models and teaches discrimination among sources by evaluating
the purpose, credibility, reliability, validity, perspectives of author, and
content quality of the source.
D) demonstrates and teaches source citation format (works cited,
bibliography) as appropriate to various genres and explains the importance of
ethical standards when preparing research products in various situations.
E) demonstrates and teaches effective and efficient models of
research analysis and evaluation using the integration of multiple forms of
data.
F) promotes and provides for a climate conducive to honest and
open critical analysis and evaluation.
dd) The competent English language arts teacher understands the
methodology for applying acquired information, concepts, and ideas to
communicate in a variety of formats for various purposes and acknowledges the
power and potential of print and non-print media in the understanding of
contemporary culture.
1) Knowledge Indicators – The competent English language arts
teacher:
A) understands practical application of information within the
context of the intended task.
B) understands various modalities available for effective
communication of documented information, including electronic media.
C) understands how to synthesize information gathered into
letters, stories, reports, or other communicated products
mpetent English language arts
teacher:
A) understands practical application of information within the
context of the intended task.
B) understands various modalities available for effective
communication of documented information, including electronic media.
C) understands how to synthesize information gathered into
letters, stories, reports, or other communicated products.
D) recognizes effective communication modes such as research
papers, debates, narratives, expositions, and multi-media presentations.
E) recognizes critical attributes of effective oral and written
communication.
F) distinguishes among different communication modalities and
ascertains which modality will be most effective for different purposes.
G) recognizes expectations for students' proficiency in technology
skills such as word processing, Internet access and function, PowerPoint, Hyper
Studio, etc.
2) Performance Indicators – The competent English language arts
teacher:
A) demonstrates and teaches the use of print, non-print, human,
and technological resources to acquire and use information in the planning, composition,
editing, and revision stages of a research product relating to real-life
topics.
B) provides the opportunity for learners to recognize,
acknowledge, and use diversity and related issues within reference materials,
modalities, and individual experiences to strengthen and enrich the research
product.
C) provides the opportunity for learners to support and defend a
thesis statement using a variety of sources and expressive modalities.
D) provides multiple information acquisition and dissemination
opportunities for student-designed products with support for oral, visual,
and/or electronic formats.
E) designs a forum allowing students the opportunity to prepare
for and participate in formal debates about contemporary issues using sound
research skills.
This is a copy of a public record, reproduced as it was published. It is not legal advice, and it may not be the version a court would rely on. Check the official source before you cite it.