Middle Grades English Language Arts Framework with National Standards

**206: Middle Grades English Language Arts**
Competency	Standards
0001: Apply knowledge of the developmental reading skills of vocabulary acquisition and reading comprehension.	International Reading Association (IRA)/National Council of Teachers of English. Standards for the English Language Arts 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). National Council of Teachers of English (NCTE)/National Council for Accreditation of Teacher Education (NCATE). NCTE/NCATE Standards for Initial Preparation of Teachers of Secondary English Language Arts, Grades 7-12 1. Candidates demonstrate knowledge of English language arts subject matter content that specifically includes literature and multimedia texts as well as knowledge of the nature of adolescents as readers. Element 2: Candidates are knowledgeable about how adolescents read texts and make meaning through interaction with media environments. National Council of Teachers of English (NCTE). NCTE Guidelines for the Preparation of Teachers of English Language Arts Chapter 4: Content Knowledge for Effective English Language Arts Teachers Reading 1. Explain and illustrate (a) the various theories of the nature of reading and the elements involved in the teaching of reading, and (b) the basic findings of research on the developmental nature of how we learn to read, including phonemic, morphemic, semantic, syntactic, and pragmatic systems of language and their relationship to the reading process.
0002: Apply knowledge of informational and argumentative texts	International Reading Association (IRA)/National Council of Teachers of English. Standards for the English Language Arts 1. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works National Council of Teachers of English (NCTE)/National Council for Accreditation of Teacher Education (NCATE). NCTE/NCATE Standards for Initial Preparation of Teachers of Secondary English Language Arts, Grades 7-12 1. Candidates demonstrate knowledge of English language arts subject matter content that specifically includes literature and multimedia texts as well as knowledge of the nature of adolescents as readers. Element 1: Candidates are knowledgeable about texts—print and non-print texts, media texts, classic texts and contemporary texts, including young adult—that represent a range of world literatures, historical traditions, genres, and the experiences of different genders, ethnicities, and social classes; they are able to use literary theories to interpret and critique a range of texts. National Council of Teachers of English (NCTE). NCTE Guidelines for the Preparation of Teachers of English Language Arts Chapter 4: Content Knowledge for Effective English Language Arts Teachers Literature 2. Discuss, interpret, and evaluate representative contemporary literature, including (a) literature by authors who represent the perspectives of diverse backgrounds by gender, ethnicity, and class, and (b) literature by authors who produce texts in written, oral, and other media forms and in different genres, including nonfiction, and whose work demonstrates the richness of literature as an array of aesthetic forms responsive to the interests and values of diverse groups.
0003: Apply knowledge of literary texts.	International Reading Association (IRA)/National Council of Teachers of English. Standards for the English Language Arts 1. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. 2. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience. 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). National Council of Teachers of English (NCTE)/National Council for Accreditation of Teacher Education (NCATE). NCTE/NCATE Standards for Initial Preparation of Teachers of Secondary English Language Arts, Grades 7-12 1. Candidates demonstrate knowledge of English language arts subject matter content that specifically includes literature and multimedia texts as well as knowledge of the nature of adolescents as readers. Element 1: Candidates are knowledgeable about texts—print and non-print texts, media texts, classic texts and contemporary texts, including young adult—that represent a range of world literatures, historical traditions, genres, and the experiences of different genders, ethnicities, and social classes; they are able to use literary theories to interpret and critique a range of texts. National Council of Teachers of English (NCTE). NCTE Guidelines for the Preparation of Teachers of English Language Arts Chapter 4: Content Knowledge for Effective English Language Arts Teachers Literature 1. Discuss, interpret, and evaluate representative literature that contributes to the literary traditions of our culture, including (a) background in representative print and nonprint texts from various periods in American, British, and world literature by major authors, and (b) representative texts by or about women and by authors of diverse cultures both within the United States and from around the globe from diverse periods that have contributed to a variety of literary traditions. 2. Discuss, interpret, and evaluate representative contemporary literature, including (a) literature by authors who represent the perspectives of diverse backgrounds by gender, ethnicity, and class, and (b) literature by authors who produce texts in written, oral, and other media forms and in different genres, including nonfiction, and whose work demonstrates the richness of literature as an array of aesthetic forms responsive to the interests and values of diverse groups. 3. Discuss, interpret, and evaluate literature written for and about adolescents and young adults, including a) literature by traditional and contemporary authors who reflect diverse cultural experiences by gender, ethnicity, and class, and b) literature by authors who produce texts in different forms (written, oral, and diverse media), and genre—including nonfiction—and whose views reflect the spectrum of perspectives in contemporary American and world society.
0004: Demonstrate knowledge of language acquisition.	International Reading Association (IRA)/National Council of Teachers of English. Standards for the English Language Arts 9. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles. 10. Students whose first language is not English make use of their first language to develop competency in the English language arts and to develop understanding of content across the curriculum. National Council of Teachers of English (NCTE)/National Council for Accreditation of Teacher Education (NCATE). NCTE/NCATE Standards for Initial Preparation of Teachers of Secondary English Language Arts, Grades 7-12 II. Candidates demonstrate knowledge of English language arts subject matter content that specifically includes language and writing as well as knowledge of adolescents as language users. Element 2: Candidates know the conventions of English language as they relate to various rhetorical situations (grammar, usage, and mechanics); they understand the concept of dialect and are familiar with relevant grammar systems (e.g., descriptive and prescriptive); they understand principles of language acquisition; they recognize the influence of English language history on ELA content; and they understand the impact of language on society. National Council of Teachers of English (NCTE). NCTE Guidelines for the Preparation of Teachers of English Language Arts Chapter 4: Content Knowledge for Effective English Language Arts Teachers Language Development 1. Define and describe the implications for practice of diverse theories of language acquisition and development. For example, they should be able to describe and apply the fundamental principles and characteristics of human growth from infancy through adulthood. 2. Describe how their broad knowledge of the developmental theories and processes explaining how people acquire, understand, and use language, especially during young adulthood (Pinker 2000), affects their instructional decision making. ELA teacher candidates should possess a thorough knowledge of the specific cognitive and social processes that affect language development during the adolescent years, and thus should be able to explain what constitutes developmentally appropriate instructional decisions in the teaching of reading, writing, speaking, and listening. 3. Describe the interrelationships between speaking, listening, writing, reading, observing, and thinking. ELA teacher candidates should also be able to explain how language usage varies as affected by linguistic, social, cultural, and economic diversity in society. 4. Illustrate the close relationship between how home language, native language, dialect, and a second language are acquired, developed, and utilized in the classroom and can articulate the importance, therefore, of helping students strengthen their language abilities through the provision of developmentally suitable experiences throughout their schooling (Piaget 1952).
0005: Apply knowledge of the writing process and strategies for writing argumentative, informative, and narrative texts.	International Reading Association (IRA)/National Council of Teachers of English. Standards for the English Language Arts 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. 6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts. National Council of Teachers of English (NCTE)/National Council for Accreditation of Teacher Education (NCATE). NCTE/NCATE Standards for Initial Preparation of Teachers of Secondary English Language Arts, Grades 7-12 II. Candidates demonstrate knowledge of English language arts subject matter content that specifically includes language and writing as well as knowledge of adolescents as language users. Element 1: Candidates can compose a range of formal and informal texts taking into consideration the interrelationships among form, audience, context, and purpose; candidates understand that writing is a recursive process; candidates can use contemporary technologies and/or digital media to compose multimodal discourse. Element 2: Candidates know the conventions of English language as they relate to various rhetorical situations (grammar, usage, and mechanics); they understand the concept of dialect and are familiar with relevant grammar systems (e.g., descriptive and prescriptive); they understand principles of language acquisition; they recognize the influence of English language history on ELA content; and they understand the impact of language on society. National Council of Teachers of English (NCTE). NCTE Guidelines for the Preparation of Teachers of English Language Arts Chapter 4: Content Knowledge for Effective English Language Arts Teachers Written Discourse and Composition 5.(c) the stages of the writing process—prewriting (including the specific prewriting components, such as finding and evaluating sources, determining a thesis from data, and developing a coherent sense of audience and purpose for writing, involved in writing a research paper). (d) methods for the creation and preservation of coherence and methods of argument; (e) techniques for evaluating rhetorical features in writing, such as purpose, audience, voice, point of view, tone, and stylistic elements such as figurative language, precise word choices, and sentence variety; (f) the impact of formal and informal uses of punctuation and grammar on readers; (h) methods of using technology to enhance writing. Language History and Analysis 7. Believe that the meanings and functions of grammars are so grounded in language dynamics that grammar systems should not exclusively prescribe suitable language usage. ELA teacher candidates should be able to argue for allowing students to use nonacademic as well as academic English so that they can learn when to use formal structures and when to use informal structures.
0006: Apply knowledge of academic inquiry and research.	International Reading Association (IRA)/National Council of Teachers of English. Standards for the English Language Arts 7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience. 8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge. National Council of Teachers of English (NCTE). NCTE Guidelines for the Preparation of Teachers of English Language Arts Chapter 4: Content Knowledge for Effective English Language Arts Teachers Written Discourse and Composition 6. Articulate how writing is a major form of inquiry that enables students to act effectively in their immediate social environment and in the larger world. ELA teacher candidates should be able to explain how language enhances and refines such inquiry.
0007: Apply knowledge of effective listening/receptive communication and speaking/expressive communication.	International Reading Association (IRA)/National Council of Teachers of English. Standards for the English Language Arts 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. 6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts. 9. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles. National Council of Teachers of English (NCTE). NCTE Guidelines for the Preparation of Teachers of English Language Arts Chapter 4: Content Knowledge for Effective English Language Arts Teachers Oral Discourse and Composition 1. Explain and evaluate strategies for the presentation and explanation of ideas and concepts. English language arts teachers know the essential features and purposes of different forms of presentation modes and models of explanation and the advantages and disadvantages of different forms, techniques, and styles in oral presentations and explanations. Their understanding includes knowledge of communication with emphasis on (a) negotiation of meaning, (b) role-taking ability, (c) literal and symbolic activities, (d) organizational structures including schema and the hierarchical nature of building understanding, and (e) the development and communication of character and personality that projects a consistency between word and action. 2. Explain and model the nature of discussion and dialectical exchange. English language arts teachers know the essential features of different forms of discussion and dialectical exchange and the advantages and disadvantages of these forms for different purposes and with different groups.
0008: Apply knowledge of multimedia texts and multimodal discourse.	International Reading Association (IRA)/National Council of Teachers of English. Standards for the English Language Arts 8. Students use a variety of technological and informational resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge. 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). National Council of Teachers of English (NCTE)/National Council for Accreditation of Teacher Education (NCATE). NCTE/NCATE Standards for Initial Preparation of Teachers of Secondary English Language Arts, Grades 7-12 1. Candidates demonstrate knowledge of English language arts subject matter content that specifically includes literature and multimedia texts as well as knowledge of the nature of adolescents as readers. Element 2: Candidates are knowledgeable about how adolescents read texts and make meaning through interaction with media environments. II. Candidates demonstrate knowledge of English language arts subject matter content that specifically includes language and writing as well as knowledge of adolescents as language users. Element 1: Candidates can compose a range of formal and informal texts taking into consideration the interrelationships among form, audience, context, and purpose; candidates understand that writing is a recursive process; candidates can use contemporary technologies and/or digital media to compose multimodal discourse. National Council of Teachers of English (NCTE). NCTE Guidelines for the Preparation of Teachers of English Language Arts Chapter 4: Content Knowledge for Effective English Language Arts Teachers Media Discourse and Composition 1. Describe and evaluate how the multiple nonprint literacies omnipresent in our society, such as television, DVDs, film, computer literacies including email, and the Internet, are inherently neither good nor bad. 2. Illustrate how these literacies help shape critical thinking and learning. 3. Articulate how these literacies have an impact upon the emotions and lifestyles of the users of these media.