Core
Language Arts Standards
Standard
1: All teachers must
know a broad range of literacy techniques and strategies for every aspect of
communication and must be able to develop each student's ability to read,
write, speak and listen to his or her potential within the demands of the
discipline.
Knowledge
Indicators: The competent teacher
1A. Understands and can
articulate the needs for literacy development in general and in specific
disciplines or at specific grade levels.
1B. Understands effective literacy techniques to activate prior student knowledge and build schema to enhance comprehension of "text.”
1C. Knows strategies and
techniques for teaching communication skills to those students' whose first
language is not English.
Performance Indicators: The competent teacher
1D. Practices
effectively the language processes of reading, writing, and oral communication
in the daily classroom exchange between student and teacher, between student
and student, between teacher and "text," and between student and
"text".
1E. Practices effective literacy techniques to make reading
purposeful and meaningful.
1F. Uses a variety of
"text" and research resources with students/ in an attempt to enhance
student learning from reading, learning from writing, and learning from oral
communication.
Standard
2: All teachers should
model effective
Knowledge
Indicators: The competent teacher
2A. Knows and
understands the rules of English grammar, spelling, punctuation,
capitalization, and syntax for both written and oral contexts.
2B. Understands how to communicate ideas in writing to accomplish a variety of purposes..”
Performance Indicators: The competent teacher
2C. Models the rules of
English grammar, spelling, punctuation, capitalization, and syntax in both
written and oral contexts.
2D. Reads, understands,
and clearly conveys ideas from texts or other supplementary materials.
2E. Writes and speaks in a well-organized and coherent manner
that adapts to the individual needs of readers/listeners.
2F. Expresses ideas
orally with explanations, examples, and support in a clear, succinct style.
2G. Expresses ideas
orally with explanations, examples, and support in a clear, succinct style.
2H. Listens well.
Standard
3: All teachers should
give constructive instruction and feedback to students in both written and oral
contexts while being aware of diverse learners' needs. Teachers should effectively provide a variety
of instructional strategies, constructive feedback, criticism, and improvement
strategies.
Knowledge
Indicators: The competent teacher
3A. Understands how to
analyze an audience to determine culturally appropriate communication
strategies to share ideas effectively in both written and oral formats with
students and their families, other faculty and administrators, and the
community and business in general.
3B. Understands how to use diverse instructional strategies and assessments that include an appropriate balance of lecture, discussion, activity, and written and oral work.
Performance Indicators: The competent teacher
3C. Analyzes content
materials to determine appropriate strategies and techniques to create
successful learning through reading, writing, speaking, and listening.
3D. Assists students whose communication skills may be impeded by
learning, language, and/or cultural differences, especially those whose first
language is not English.
3E. Conducts effective
classroom discussions by managing groups, asking questions, eliciting and
probing responses, and summarizing for comprehension.
3F. Uses a variety of
media to enhance and supplement instruction.
3G. Uses multi-disciplinary instructional approaches.