Rubrics for NCATE Standards
CURRICULUM
2b. English language arts--Candidates demonstrate a high level of
competence in use of English language arts and they know, understand,
and use concepts from reading, language, and child development to teach
reading, writing, speaking, viewing, listening, and thinking skills, and
to help students successfully apply their developing skills to many
different situations, materials, and ideas.
Candidates demonstrate a high level of competence in the use of English
language arts
Evidence shows that:
* Candidates exhibit a high level of competence in the use of English
language arts conventions, in oral and written discourse, for effective
communications with students, students' family, teachers, and other
adults
* Candidates adjust communication conventions appropriate to
function, purpose, and audience
Candidates know, understand, and use concepts from reading, language,
and child development to teach reading, writing, speaking, viewing,
listening, and thinking skills
Evidence shows that:
* Candidates develop instruction in English language arts that is
focused on a balanced approach and developmentally appropriate practices
* Candidates build on students' experiences; language use, including
first and second language learners; and instructional strategies in
order to teach communication (i.e., reading, writing, speaking, viewing,
and listening) and thinking skills to students so that they become
competent effective users of language
* Candidates administer formative and summative assessments to
determine students' understanding and use of language
* Candidates use strategies that help students correct error
patterns, misconceptions, and misunderstandings
* Candidates use assessment results to aid instruction with students'
language and communication skills
Candidates know, understand, and use concepts from reading, language,
and child development to help students successfully apply their
developing skills to many different situations, materials, and ideas
Evidence shows that:
* Candidates use a variety of strategies with students so they can
monitor their own comprehension and think critically about what has been
read
* Candidates know and use a repertoire of genres across a variety of
subject areas
* Candidates provide multiple writing and speaking opportunities so
that students adapt communication skills (e.g., reading and writing) for
different audiences, situations, and purposes
* Candidates develop strategies to enhance students' listening skills
so that they understand, consider, respond to, and discuss a variety of
literary genres