3/13/2017

edTPA, Common Core State Standards and NCTE/CAEP Points of Alignment for Secondary English Language A

NCTE/CAEPStandards for Initital Preparation of

edTPA CCSS for ELA: CCR Anchor Standards (6-12) Grades 7-12
TASK RUBRIC STANDARD FOR STANDARD
I. PLANNING: 1. Planning for READING: Key Ideas & Details Content Knowledge
English Language 1. Read closely to determine what the text
Arts says explicitly and to make logical inferences I. Candidates demonstrate
Understandings from it; cite specific textual evidence when knowledge of English
writing or speaking to support conclusions language arts subject matter
drawn from the text. content that specifically
2. Determine central ideas or themes of a text includes literature and
and analyze their development; summarize multimedia texts as well as
the key supporting details and ideas. knowledge of the nature of
3. Analyze how and why individuals, events, adolescents as readers.
and ideas develop and interact over the
course of a text.

Craft and Structure

4. Interpret words and phrases as they are
used in a text, including determining
technical, connotative, and figurative
meanings, and analyze how specific word
choices shape meaning or tone.
5. Analyze the structure of texts, including
how specific sentences, paragraphs, and
larger portions of the text (e.g., a section,
chapter, scene, or stanza) relate to each other
and the whole.
6. Assess how point of view or purpose shapes
the content and style of a text.
Integration of Knowledge and Ideas Content Knowledge
7. Integrate and evaluate content presented in II. Candidates demonstrate
diverse formats and media, including visually knowledge of English
and quantitatively, as well as in words.* language arts subject matter
8. Delineate and evaluate the argument and content that specifically
specific claims in a text, including the validity includes language and
of the reasoning as well as the relevance and writing as well as knowledge
sufficiency of the evidence. of adolescents as language
9. Analyze how two or more texts address users.
similar themes or topics in order to build
knowledge or to compare the approaches the
authors take.

Range of Reading and Level of Text

Complexity
10. Read and comprehend complex literary
and informational texts independently and
proficiently.

WRITING: Text Types and Purposes

1. Write arguments to support claims in an
analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient
evidence.
2. Write informative/explanatory texts to
examine and convey complex ideas and
information clearly and accurately through
the effective selection, organization, and
analysis of content.
3. Write narratives to develop real or
imagined experiences or events using
effective technique, well-chosen details, and
well-structured event sequences. 1
TASK RUBRIC STANDARD FOR STANDARD 3/13/2017
READING: Production and Distribution of Writing Content Pedagogy: Planning
4. Produce clear and coherent writing in which Literature and Reading
the development, organization, and style are Instruction in ELA
appropriate to task, purpose, and audience. III. Candidates plan
5. Develop and strengthen writing as needed instruction and design
by planning, revising, editing, rewriting, or assessments for reading and
trying a new approach. the study of literature to
6. Use technology, including the Internet, to promote learning for all
produce and publish writing and to interact students.
and collaborate with others.

Research to Build and Present Knowledge

7. Conduct short as well as more sustained
research projects based on focused questions,
demonstrating understanding of the subject
under investigation.
8. Gather relevant information from multiple
print and digital sources, assess the credibility
and accuracy of each source, and integrate
the information while avoiding plagiarism.
9. Draw evidence from literary or
informational texts to support analysis,
reflection, and research.

Range of Writing
10. Write routinely over extended time
frames (time for research, reflection, and
revision) and shorter time frames (a single
sitting or a day or two) for a range of tasks,
purposes, and audiences.

SPEAKING & Comprehension and Collaboration Content Pedagogy: Planning

LISTENING: 1. Prepare for and participate effectively in a Composition Instruction in
range of conversations and collaborations ELA
with diverse partners, building on others’ IV. Candidates plan
ideas and expressing their own clearly and instruction and design
persuasively. assessments for composing
2. Integrate and evaluate information texts (i.e., oral, written, and
presented in diverse media and formats, visual) to promote learning
including visually, quantitatively, and orally. for all students.
3. Evaluate a speaker’s point of view,
reasoning, and use of evidence and rhetoric.
Presentation of Knowledge and Ideas
4. Present information, findings, and
supporting evidence such that listeners can
follow the line of reasoning and the
organization, development, and style are
appropriate to task, purpose, and audience.
5. Make strategic use of digital media and
visual displays of data to express information
and enhance understanding of presentations.
6. Adapt speech to a variety of contexts and
communicative tasks, demonstrating
command of formal English when indicated or
appropriate.

LANGUAGE: Conventions of Standard English

1. Demonstrate command of the conventions
of standard English grammar and usage when
writing or speaking.
2. Demonstrate command of the conventions
of standard English capitalization,
punctuation, and spelling when writing. 2

LANGUAGE:
TASK RUBRIC STANDARD FOR
READING: Vocabulary Acquisition and Use
4. Determine or clarify the meaning of
unknown and multiple-meaning words and
phrases by using context clues, analyzing
meaningful word parts, and consulting general
and specialized reference materials, as
appropriate.
5. Demonstrate understanding of figurative
language, word relationships, and nuances in
word meanings.
6. Acquire and use accurately a range of
general academic and domain-specific words
and phrases sufficient for reading, writing,
speaking, and listening at the college and
career readiness level; demonstrate
independence in gathering vocabulary
knowledge when encountering an unknown
term important to comprehension or
expression.
2. Planning to READING: Key Ideas & Details
Support Varied 1. Read closely to determine what the text
Student Needs says explicitly and to make logical inferences
from it; cite specific textual evidence when
writing or speaking to support conclusions
drawn from the text.
2. Determine central ideas or themes of a text
and analyze their development; summarize
the key supporting details and ideas.
3. Analyze how and why individuals, events,
and ideas develop and interact over the
course of a text.
3/13/2017
STANDARD
Learners and Learning:
Implementing English
Language Arts Instruction
V. Candidates plan,
implement, assess, and
reflect on research-based
instruction that increases
motivation and active
student engagement, builds
sustained learning of English
language arts, and responds
to diverse students’ context-
based needs.
Professional Knowledge and
Skills
VI. Candidates demonstrate
knowledge of how theories
and research about social
justice, diversity, equity,
student identities, and
schools as institutions can
enhance students’
opportunities to learn in
English Language Arts.
Content Knowledge
I. 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.
3
 content that specifically
includes literature and
multimedia texts as well as
knowledge of the nature of
3/13/2017
adolescents as readers.

TASK RUBRIC STANDARD FOR STANDARD

READING: Craft and Structure
4. Interpret words and phrases as they are
used in a text, including determining
technical, connotative, and figurative
meanings, and analyze how specific word
choices shape meaning or tone.
5. Analyze the structure of texts, including
how specific sentences, paragraphs, and
larger portions of the text (e.g., a section,
chapter, scene, or stanza) relate to each other
and the whole.
6. Assess how point of view or purpose shapes
the content and style of a text.

Integration of Knowledge and Ideas

7. Integrate and evaluate content presented in
diverse formats and media, including visually
and quantitatively, as well as in words.
8. Delineate and evaluate the argument and
specific claims in a text, including the validity
of the reasoning as well as the relevance and
sufficiency of the evidence.
9. Analyze how two or more texts address
similar themes or topics in order to build
knowledge or to compare the approaches the
authors take.

Range of Reading and Level of Text II. Candidates demonstrate

Complexity knowledge of English
10. Read and comprehend complex literary language arts subject matter
and informational texts independently and content that specifically
proficiently. includes language and
writing as well as knowledge
of adolescents as language
users.

WRITING: Text Types and Purposes

1. Write arguments to support claims in an
analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient
evidence.
2. Write informative/explanatory texts to
examine and convey complex ideas and
information clearly and accurately through
the effective selection, organization, and
analysis of content.
3. Write narratives to develop real or
imagined experiences or events using
effective technique, well-chosen details, and
Production and Distribution of Writing
4. Produce clear and coherent writing in which
the development, organization, and style are
appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed
by planning, revising, editing, rewriting, or
trying a new approach.
6. Use technology, including the Internet, to
produce and publish writing and to interact
and collaborate with others.

4
 3/13/2017

TASK RUBRIC STANDARD FOR STANDARD

READING: Research to Build and Present Knowledge Content Pedagogy: Planning
7. Conduct short as well as more sustained Literature and Reading
research projects based on focused questions, Instruction in ELA
demonstrating understanding of the subject III. Candidates plan
under investigation. instruction and design
8. Gather relevant information from multiple assessments for reading and
print and digital sources, assess the credibility the study of literature to
and accuracy of each source, and integrate promote learning for all
the information while avoiding plagiarism. students.
9. Draw evidence from literary or
informational texts to support analysis,
reflection, and research.

Range of Writing
10. Write routinely over extended time
frames (time for research, reflection, and
revision) and shorter time frames (a single
sitting or a day or two) for a range of tasks,
purposes, and audiences.

SPEAKING & Comprehension and Collaboration

LISTENING: 1. Prepare for and participate effectively in a
range of conversations and collaborations
with diverse partners, building on others’
ideas and expressing their own clearly and
persuasively.
2. Integrate and evaluate information
presented in diverse media and formats,
including visually, quantitatively, and orally.
3. Evaluate a speaker’s point of view,
reasoning, and use of evidence and rhetoric.

Presentation of Knowledge and Ideas

4. Present information, findings, and
supporting evidence such that listeners can
follow the line of reasoning and the
organization, development, and style are
appropriate to task, purpose, and audience.
5. Make strategic use of digital media and
visual displays of data to express information
and enhance understanding of presentations.
6. Adapt speech to a variety of contexts and
communicative tasks, demonstrating
command of formal English when indicated or
appropriate.

LANGUAGE: Conventions of Standard English Content Pedagogy: Planning

1. Demonstrate command of the conventions Composition Instruction in
of standard English grammar and usage when ELA
writing or speaking. IV. Candidates plan
2. Demonstrate command of the conventions instruction and design
of standard English capitalization, assessments for composing
punctuation, and spelling when writing. texts (i.e., oral, written, and
visual) to promote learning
for all students.
Knowledge of Language
3. Apply knowledge of language to understand
how language functions in different contexts,
to make effective choices for meaning or
style, and to comprehend more fully when
reading or listening.

5
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TASK RUBRIC STANDARD FOR STANDARD

READING: Vocabulary acquisition and Use
4. Determine or clarify the meaning of
unknown and multiple-meaning words and
phrases by using context clues, analyzing
meaningful word parts, and consulting general
and specialized reference materials, as
appropriate.
5. Demonstrate understanding of figurative
language, word relationships, and nuances in
word meanings.
6. Acquire and use accurately a range of
general academic and domain-specific words
and phrases sufficient for reading, writing,
speaking, and listening at the college and
career readiness level; demonstrate Learners and Learning:
independence in gathering vocabulary Implementing English
knowledge when considering a word or Language Arts Instruction
phrase important to comprehension or V. Candidates plan,
expression. implement, assess, and
reflect on research-based
instruction that increases
motivation and active
student engagement, builds
sustained learning of English
language arts, and responds
to diverse students’ context-
based needs.

Professional Knowledge and

Skills
VI. Candidates demonstrate
knowledge of how theories
and research about social
justice, diversity, equity,
student identities, and
schools as institutions can
enhance students’
opportunities to learn in
English Language Arts.

6
 3/13/2017

TASK RUBRIC STANDARD FOR STANDARD

3. Using READING: Range of Reading and Level of Text Content Knowledge
Knowledge of Complexity
Students to 10. Read and comprehend complex literary I. Candidates demonstrate
Inform Teaching and informational texts independently and knowledge of English
and Learning proficiently. language arts subject matter
content that specifically
includes literature and
multimedia texts as well as
knowledge of the nature of
adolescents as readers.

WRITING: Production and Distribution of Writing

4. Produce clear and coherent writing in which
the development, organization, and style are
appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed
by planning, revising, editing, rewriting, or
trying a new approach.

Research to Build and Present Knowledge II. Candidates demonstrate

9. Draw evidence from literary or knowledge of English
informational texts to support analysis, language arts subject matter
reflection, and research. content that specifically
includes language and
writing as well as knowledge
of adolescents as language
users.
Range of Writing
10. Write routinely over extended time
frames (time for research, reflection, and
revision) and shorter time frames (a single
sitting or a day or two) for a range of tasks,
purposes, and audiences.

SPEAKING & Comprehension and Collaboration

LISTENING: 1. Prepare for and participate effectively in a
range of conversations and collaborations
with diverse partners, building on others’
ideas and expressing their own clearly and
persuasively.
3. Evaluate a speaker’s point of view,
reasoning, and use of evidence and rhetoric.
Presentation of Knowledge and Ideas Content Pedagogy: Planning
4. Present information, findings, and Literature and Reading
supporting evidence such that listeners can Instruction in ELA
follow the line of reasoning and the III. Candidates plan
organization, development, and style are instruction and design
appropriate to task, purpose, and audience. assessments for reading and
6. Adapt speech to a variety of contexts and the study of literature to
communicative tasks, demonstrating promote learning for all
command of formal English when indicated or students.
appropriate.

7
 assessments for reading and
the study of literature to
promote learning for all
students.
3/13/2017

TASK RUBRIC STANDARD FOR STANDARD

READING:
LANGUAGE: Knowledge of Language
3. Apply knowledge of language to
understand how language functions in
different contexts, to make effective choices
for meaning or style, and to comprehend
more fully when reading or listening.

Vocabulary Acquisition and Use

4. Determine or clarify the meaning of
unknown and multiple-meaning words and
phrases by using context clues, analyzing
meaningful word parts, and consulting general
and specialized reference materials, as
appropriate.
6. Acquire and use accurately a range of
general academic and domain-specific words
and phrases sufficient for reading, writing,
speaking, and listening at the college and
career readiness level; demonstrate
independence in gathering vocabulary
knowledge when encountering an unknown
term important to comprehension or
expression.

Content Pedagogy: Planning

Composition Instruction in
ELA
IV. Candidates plan
instruction and design
assessments for composing
texts (i.e., oral, written, and
visual) to promote learning
for all students.


Learners and Learning:

Implementing English
Language Arts Instruction
V. Candidates plan,
implement, assess, and
reflect on research-based
instruction that increases
8
motivation and active
student engagement, builds
sustained learning of English
language arts, and responds
 Learners and Learning:
Implementing English
Language Arts Instruction
V. Candidates plan,
3/13/2017
implement, assess, and
TASK RUBRIC STANDARD FOR STANDARD
reflect on research-based
READING:
instruction that increases
motivation and active
student engagement, builds
sustained learning of English
language arts, and responds
to diverse students’ context-
based needs.

Professional Knowledge and

Skills
VI. Candidates demonstrate
knowledge of how theories
and research about social
justice, diversity, equity,
student identities, and
schools as institutions can
enhance students’
opportunities to learn in
English Language Arts.

4. Identifying & READING: Craft and Structure Content Knowledge

Supporting 4. Interpret words and phrases as they are
Language used in a text, including determining I. Candidates demonstrate
Demands technical, connotative, and figurative knowledge of English
meanings, and analyze how specific word language arts subject
choices shape meaning or tone. matter content that
5. Analyze the structure of texts, including specifically includes
how specific sentences, paragraphs, and literature and multimedia
larger portions of the text (e.g., a section, texts as well as knowledge
chapter, scene, or stanza) relate to each other of the nature of adolescents
and the whole. as readers.
6. Assess how point of view or purpose shapes
WRITING: Text Types and Purposes II. Candidates demonstrate
1. Write arguments to support claims in an knowledge of English
analysis of substantive topics or texts, using language arts subject matter
valid reasoning and relevant and sufficient content that specifically
evidence. includes language and
2. Write informative/explanatory texts to writing as well as knowledge
examine and convey complex ideas and of adolescents as language
information clearly and accurately through users.
SPEAKING & the effective selection,
Comprehension organization, and
and Collaboration
LISTENING: 1. Prepare for and participate effectively in a
range of conversations and collaborations
with diverse partners, building on others’
ideas and expressing their own clearly and
persuasively.
2. Integrate and evaluate information
presented in diverse media and formats,
including visually, quantitatively, and orally.
3. Evaluate a speaker’s point of view,
reasoning, and use of evidence and rhetoric.
9
 3/13/2017
TASK RUBRIC STANDARD FOR STANDARD
READING: Presentation of Knowledge and Ideas
4. Present information, findings, and
supporting evidence such that listeners can
follow the line of reasoning and the
organization, development, and style are
appropriate to task, purpose, and audience.
5. Make strategic use of digital media and
visual displays of data to express information
and enhance understanding of presentations.
6. Adapt speech to a variety of contexts and
communicative tasks, demonstrating
command of formal English when indicated or
appropriate.
LANGUAGE: Conventions of Standard English Content Pedagogy: Planning
1. Demonstrate command of the conventions Literature and Reading
of standard English grammar and usage when Instruction in ELA
writing or speaking. III. Candidates plan
2. Demonstrate command of the conventions instruction and design
of standard English capitalization, assessments for reading and
punctuation, and spelling when writing. the study of literature to
promote learning for all
students.

Knowledge of Language
3. Apply knowledge of language to understand
how language functions in different contexts,
to make effective choices for meaning or
style, and to comprehend more fully when
reading or listening.

Vocabulary Acquisition and Use

4. Determine or clarify the meaning of
unknown and multiple-meaning words and
phrases by using context clues, analyzing
meaningful word parts, and consulting general
and specialized reference materials, as
appropriate.
5. Demonstrate understanding of figurative
language, word relationships, and nuances in
word meanings.
6. Acquire and use accurately a range of
general academic and domain-specific words
and phrases sufficient for reading, writing,
speaking, and listening at the college and
career readiness level; demonstrate
independence in gathering vocabulary
knowledge when considering a word or
Content Pedagogy: Planning
Composition Instruction in
ELA
IV. Candidates plan
instruction and design
assessments for composing
texts (i.e., oral, written, and
visual) to promote learning
for all students.
10
 3/13/2017

TASK RUBRIC STANDARD FOR STANDARD

READING:

Learners and Learning:

Implementing English
Language Arts Instruction
V. Candidates plan,
implement, assess, and
reflect on research-based
instruction that increases
motivation and active
student engagement, builds
sustained learning of English
language arts, and responds
to diverse students’ context-
based needs.

Professional Knowledge and

Skills
VI. Candidates demonstrate
knowledge of how theories
and research about social
justice, diversity, equity,
student identities, and
schools as institutions can
enhance students’
opportunities to learn in
English Language Arts.

11
 3/13/2017

TASK RUBRIC STANDARD FOR STANDARD

5: Planning READING: Range of Reading and Level of Text Content Pedagogy: Planning
Assessments to Complexity Literature and Reading
Monitor and 10. Read and comprehend complex literary Instruction in ELA
Support Student and informational texts independently and III. Candidates plan
Learning proficiently. instruction and design
assessments for reading and
the study of literature to
promote learning for all
students.

WRITING: Range of Writing

10. Write routinely over extended time
frames (time for research, reflection, and
revision) and shorter time frames (a single
sitting or a day or two) for a range of tasks,
purposes, and audiences.

Content Pedagogy: Planning

Composition Instruction in
ELA
IV. Candidates plan
instruction and design
assessments for composing
texts (i.e., oral, written, and
visual) to promote learning
for all students.

12
 3/13/2017
TASK RUBRIC STANDARD FOR STANDARD
READING: Learners and Learning:
Implementing English
Language Arts Instruction
V. Candidates plan,
implement, assess, and
reflect on research-based
instruction that increases
motivation and active
student engagement, builds
sustained learning of English
language arts, and responds
to diverse students’ context-
based needs.

II. INSTRUCTION 6: Learning WRITING: Production and Distribution of Writing Content Knowledge
Environment 6. Use technology, including the Internet, to I. Candidates demonstrate
produce and publish writing and to interact knowledge of English
and collaborate with others. language arts subject matter
content that specifically
includes literature and
multimedia texts as well as
knowledge of the nature of
adolescents as readers.
Range of Writing II. Candidates demonstrate
10. Write routinely over extended time knowledge of English
frames (time for research, reflection, and language arts subject matter
revision) and shorter time frames (a single content that specifically
sitting or a day or two) for a range of tasks, includes language and
purposes, and audiences. writing as well as knowledge
of adolescents as language
users.
SPEAKING & LISTENING:Comprehension and Collaboration Content Pedagogy: Planning
1. Prepare for and participate effectively in a Literature and Reading
range of conversations and collaborations Instruction in ELA
with diverse partners, building on others’ III. Candidates plan
ideas and expressing their own clearly and instruction and design
persuasively. assessments for reading and
2. Integrate and evaluate information the study of literature to
presented in diverse media and formats, promote learning for all
including visually, quantitatively, and orally. students.

LANGUAGE: Vocabulary Acquisition and Use

6. Acquire and use accurately a range of
general academic and domain-specific words
and phrases sufficient for reading, writing,
speaking, and listening at the college and
career readiness level; demonstrate
independence in gathering vocabulary
knowledge when considering a word or
phrase important to comprehension or
expression.

13
 3/13/2017

TASK RUBRIC STANDARD FOR STANDARD

READING:

Content Pedagogy: Planning

Composition Instruction in
ELA
IV. Candidates plan
instruction and design
assessments for composing
texts (i.e., oral, written, and
visual) to promote learning
for all students.

Learners and Learning:

Implementing English
Language Arts Instruction
V. Candidates plan,
implement, assess, and
reflect on research-based
instruction that increases
motivation and active
student engagement, builds
sustained learning of English
language arts, and responds
to diverse students’ context-
based needs.

14
 3/13/2017

TASK RUBRIC STANDARD FOR STANDARD

READING: Professional Knowledge and
Skills
VI. Candidates demonstrate
knowledge of how theories
and research about social
justice, diversity, equity,
student identities, and
schools as institutions can
enhance students’
opportunities to learn in
English Language Arts.

7: Engaging READING: Integration of Knowledge and Ideas Content Knowledge

Students in 7. Integrate and evaluate content presented I. Candidates demonstrate
Learning in diverse media and formats, including knowledge of English
visually and quantitatively, as well as in words. language arts subject matter
8. Delineate and evaluate the argument and content that specifically
specific claims in a text, including the validity includes literature and
of the reasoning as well as the relevance and multimedia texts as well as
sufficiency of the evidence. knowledge of the nature of
9. Analyze how two or more texts address adolescents as readers.
similar themes or topics in order to build II. Candidates demonstrate
knowledge or to compare the approaches the knowledge of English
authors take. language arts subject matter
content that specifically
includes language and
writing as well as knowledge
of adolescents as language
users.

Range of Reading and Level of Text Content Pedagogy: Planning

Complexity Literature and Reading
10. Read and comprehend complex literary Instruction in ELA
and informational texts independently and III. Candidates plan
proficiently. instruction and design
assessments for reading and
the study of literature to
promote learning for all
students.

WRITING: Production and Distribution of Writing

6. Use technology, including the Internet, to
produce and publish writing and to interact
and collaborate with others.

Research to Build and Present Knowledge

7. Conduct short as well as more sustained
research projects based on focused questions,
demonstrating understanding of the subject
under investigation.
8. Gather relevant information from multiple
print and digital sources, assess the credibility
and accuracy of each source, and integrate
the information while avoiding plagiarism.
9. Draw evidence from literary or
informational texts to support analysis,
reflection, and research.

15
 3/13/2017

TASK RUBRIC STANDARD FOR STANDARD

READING: Range of Writing Content Pedagogy: Planning
10. Write routinely over extended time Composition Instruction in
frames (time for research, reflection, and ELA
revision) and shorter time frames (a single IV. Candidates plan
sitting or a day or two) for a range of tasks, instruction and design
purposes, and audiences. assessments for composing
texts (i.e., oral, written, and
visual) to promote learning
for all students.
SPEAKING & Comprehension and Collaboration
LISTENING: 1. Prepare for and participate effectively in a
range of conversations and collaborations
with diverse partners, building on others’
ideas and expressing their own clearly and
persuasively.
2. Integrate and evaluate information
presented in diverse media and formats,
including visually, quantitatively, and orally.
Presentation of Knowledge and Ideas
4. Present information, findings, and
supporting evidence such that listeners can
follow the line of reasoning and the
organization, development, and style are
appropriate to task, purpose, and audience.
5. Make strategic use of digital media and
visual displays of data to express information
and enhance understanding of presentations.
6. Adapt speech to a variety of contexts and
communicative tasks, demonstrating
command of formal English when indicated or
LANGUAGE: Knowledge of Language
3. Apply knowledge of language to
understand how language functions in
different contexts, to make effective choices
for meaning or style, and to comprehend
more fully when reading or listening.

Vocabulary Acquisition and Use Learners and Learning:

4. Determine or clarify the meaning of
unknown and multiple-meaning words and
phrases by using context clues, analyzing
meaningful word parts, and consulting general
and specialized reference materials, as
appropriate.
6. Acquire and use accurately a range of
general academic and domain-specific words
and phrases sufficient for reading, writing,
speaking, and listening at the college and
career readiness level; demonstrate
independence in gathering vocabulary
knowledge when encountering an unknown
term important to comprehension or
expression.
Implementing English
Language Arts Instruction
V. Candidates plan,
implement, assess, and
reflect on research-based
instruction that increases
motivation and active
student engagement, builds
sustained learning of English
language arts, and responds
to diverse students’ context-
based needs.

16
TASK RUBRIC STANDARD FOR STANDARD 3/13/2017
READING: Professional Knowledge and
Skills
VI. Candidates demonstrate
knowledge of how theories
and research about social
justice, diversity, equity,
student identities, and
schools as institutions can
enhance students’
opportunities to learn in
English Language A

8. Deepening READING: Integration of Knowledge and Ideas Content Knowledge

Student Learning 7. Integrate and evaluate content presented I. Candidates demonstrate
in diverse media and formats, including knowledge of English
visually and quantitatively, as well as in words. language arts subject matter
8. Delineate and evaluate the argument and content that specifically
specific claims in a text, including the validity includes literature and
of the reasoning as well as the relevance and multimedia texts as well as
sufficiency of the evidence. knowledge of the nature of
9. Analyze how two or more texts address adolescents as readers.
similar themes or topics in order to build
knowledge or to compare the approaches the
authors take.

Range of Reading and Level of Text II. Candidates demonstrate

Complexity: knowledge of English
10. Read and comprehend complex literary language arts subject matter
and informational texts independently and content that specifically
proficiently. includes language and
writing as well as knowledge
of adolescents as language
users.

WRITING: Production and Distribution of Writing Content Pedagogy: Planning

6. Use technology, including the Internet, to Literature and Reading
produce and publish writing and to interact Instruction in ELA
and collaborate with others. III. Candidates plan
instruction and design
assessments for reading and
the study of literature to
promote learning for all
students.

Research to Build and Present Knowledge

7. Conduct short as well as more sustained
research projects based on focused questions,
demonstrating understanding of the subject
under investigation.
8. Gather relevant information from multiple
print and digital sources, assess the credibility
and accuracy of each source, and integrate
the information while avoiding plagiarism.
9. Draw evidence from literary or
informational texts to support analysis,
reflection, and research.

Range of Writing
10. Write routinely over extended time
frames (time for research, reflection, and
revision) and shorter time frames (a single
sitting or a day or two) for a range of tasks,
purposes, and audiences. 17
 3/13/2017
TASK RUBRIC STANDARD FOR STANDARD
READING:
SPEAKING & Comprehension and Collaboration
LISTENING: 1. Prepare for and participate effectively in a
range of conversations and collaborations
with diverse partners, building on others’
ideas and expressing their own clearly and
persuasively.
2. Integrate and evaluate information
presented in diverse media and formats,
including visually, quantitatively, and orally.
3. Evaluate a speaker’s point of view,
reasoning, and use of evidence and rhetoric.
Presentation of Knowledge and Ideas Content Pedagogy: Planning
4. Present information, findings, and Composition Instruction in
supporting evidence such that listeners can ELA
follow the line of reasoning and the IV. Candidates plan
organization, development, and style are instruction and design
appropriate to task, purpose, and audience. assessments for composing
5. Make strategic use of digital media and texts (i.e., oral, written, and
visual displays of data to express information visual) to promote learning
and enhance understanding of presentations. for all students.
6. Adapt speech to a variety of contexts and 
communicative tasks, demonstrating
command of formal English when indicated or
appropriate.

LANGUAGE: Knowledge of Language

3. Apply knowledge of language to
understand how language functions in
different contexts, to make effective choices
for meaning or style, and to comprehend
more fully when reading or listening.

Vocabulary Acquisition and Use

4. Determine or clarify the meaning of
unknown and multiple-meaning words and
phrases by using context clues, analyzing
meaningful word parts, and consulting general
and specialized reference materials, as
appropriate.
5. Demonstrate understanding of figurative
language, word relationships, and nuances in
word meanings.
6. Acquire and use accurately a range of
general academic and domain-specific words
and phrases sufficient for reading, writing,
speaking, and listening at the college and
career readiness level; demonstrate
independence in gathering vocabulary
knowledge when encountering an unknown
term important to comprehension or
expression.
Learners and Learning:
Implementing English
Language Arts Instruction
V. Candidates plan,
implement, assess, and
reflect on research-based
instruction that increases
motivation and active
student engagement, builds
sustained learning of English
language arts, and responds
to diverse students’ context-
based needs.
18
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TASK RUBRIC STANDARD FOR STANDARD

READING:

Professional Knowledge and

Skills
VI. Candidates demonstrate
knowledge of how theories
and research about social
justice, diversity, equity,
student identities, and
schools as institutions can
enhance students’
opportunities to learn in
English Language Arts.

9. Subject Specific READING: Key Ideas & Details Content Knowledge

Pedagogy - Using 1. Read closely to determine what the text I. Candidates demonstrate
Textual says explicitly and to make logical inferences knowledge of English
References to from it; cite specific textual evidence when language arts subject matter
Construct writing or speaking to support conclusions content that specifically
Meaning drawn from the text. includes literature and
multimedia texts as well as
knowledge of the nature of
adolescents as readers.

Craft and Structure

4. Interpret words and phrases as they are
used in a text, including determining
technical, connotative, and figurative
meanings, and analyze how specific word
choices shape meaning or tone.
5. Analyze the structure of texts, including
how specific sentences, paragraphs, and
larger portions of the text (e.g., a section,
chapter, scene, or stanza) relate to each other
and the whole.
6. Assess how point of view or purpose shapes
the content and style of a text.
Integration of Knowledge and Ideas II. Candidates demonstrate
7. Integrate and evaluate content presented knowledge of English
in diverse media and formats, including language arts subject matter
visually and quantitatively, as well as in words. content that specifically
8. Delineate and evaluate the argument and includes language and
specific claims in a text, including the validity writing as well as knowledge
of the reasoning as well as the relevance and of adolescents as language
sufficiency of the evidence. users.
9. Analyze how two or more texts address
similar themes or topics in order to build
knowledge or to compare the approaches the
authors take.

19
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TASK RUBRIC STANDARD FOR STANDARD

READING:
WRITING: Text Types and Purposes
1. Write arguments to support claims in an
analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient
evidence.

Research to Build and Present Knowledge

8. Gather relevant information from multiple
print and digital sources, assess the credibility
and accuracy of each source, and integrate
the information while avoiding plagiarism.
9. Draw evidence from literary or
informational texts to support analysis,
reflection, and research.

SPEAKING & Comprehension and Collaboration Content Pedagogy: Planning

LISTENING: 1. Prepare for and participate effectively in a Literature and Reading
range of conversations and collaborations Instruction in ELA
with diverse partners, building on others’ III. Candidates plan
ideas and expressing their own clearly and instruction and design
persuasively. assessments for reading and
2. Integrate and evaluate information the study of literature to
presented in diverse media and formats, promote learning for all
including visually, quantitatively, and orally. students.
3. Evaluate a speaker’s point of view,
reasoning, and use of evidence and rhetoric.

Presentation of Knowledge and Ideas

4. Present information, findings, and
supporting evidence such that listeners can
follow the line of reasoning and the
organization, development, and style are
appropriate to task, purpose, and audience.
LANGUAGE: Knowledge of Language
3. Apply knowledge of language to
understand how language functions in
different contexts, to make effective choices
for meaning or style, and to comprehend
more fully when reading or listening.
Vocabulary Acquisition and Use
4. Determine or clarify the meaning of
unknown and multiple-meaning words and
phrases by using context clues, analyzing
meaningful word parts, and consulting general
and specialized reference materials, as Content Pedagogy: Planning
appropriate. Composition Instruction in
5. Demonstrate understanding of figurative ELA
language, word relationships, and nuances in IV. Candidates plan
word meanings. instruction and design
6. Acquire and use accurately a range of assessments for composing
general academic and domain-specific words texts (i.e., oral, written, and
and phrases sufficient for reading, writing, visual) to promote learning
speaking, and listening at the college and for all students.
career readiness level; demonstrate
independence in gathering vocabulary
knowledge when encountering an unknown
term important to comprehension or
expression.

20
 3/13/2017

TASK RUBRIC STANDARD FOR STANDARD

READING: Learners and Learning:
Implementing English
Language Arts Instruction
V. Candidates plan,
implement, assess, and
reflect on research-based
instruction that increases
motivation and active
student engagement, builds
sustained learning of English
language arts, and responds
to diverse students’ context-
based needs.

10. Analyzing Content Pedagogy: Planning

Teaching Literature and Reading
Effectiveness Instruction in ELA
III. Candidates plan
instruction and design
assessments for reading and
the study of literature to
promote learning for all
students.

Content Pedagogy: Planning

Composition Instruction in
ELA
IV. Candidates plan
instruction and design
assessments for composing
texts (i.e., oral, written, and
visual) to promote learning
for all students.

Learners and Learning:

Implementing English
Language Arts Instruction
V. Candidates plan,
implement, assess, and
reflect on research-based
instruction that increases
motivation and active
student engagement, builds
sustained learning of English
language arts, and responds
to diverse students’ context-
based needs.

21
 3/13/2017

TASK RUBRIC STANDARD FOR STANDARD

READING: VII. Candidates are prepared
to interact knowledgeably
with students, families, and
colleagues based on social
needs and institutional roles,
engage in leadership and/or
collaborative roles in English
Language Arts professional
learning communities, and
actively develop as
professional educators.

III. ASSESSMENT 11. Analysis of READING: Integration of Knowledge and Ideas Content Knowledge
Student Learning 7. Integrate and evaluate content presented I. Candidates demonstrate
in diverse media and formats, including knowledge of English
visually and quantitatively, as well as in words. language arts subject matter
8. Delineate and evaluate the argument and content that specifically
specific claims in a text, including the validity includes literature and
of the reasoning as well as the relevance and multimedia texts as well as
sufficiency of the evidence. knowledge of the nature of
9. Analyze how two or more texts address adolescents as readers.
similar themes or topics in order to build
knowledge or to compare the approaches the
authors take.

Range of Reading and Level of Text II. Candidates demonstrate

Complexity knowledge of English
10. Read and comprehend complex literary language arts subject matter
and informational texts independently and content that specifically
proficiently. includes language and
writing as well as knowledge
of adolescents as language
users.

WRITING: Research to Build and Present Knowledge Content Pedagogy: Planning

7. Conduct short as well as more sustained Literature and Reading
research projects based on focused questions, Instruction in ELA
demonstrating understanding of the subject III. Candidates plan
under investigation. instruction and design
8. Gather relevant information from multiple assessments for reading and
print and digital sources, assess the credibility the study of literature to
and accuracy of each source, and integrate promote learning for all
the information while avoiding plagiarism. students.
9. Draw evidence from literary or
informational texts to support analysis,
reflection, and research.

Range of Writing
10. Write routinely over extended time
frames (time for research, reflection, and
revision) and shorter time frames (a single
sitting or a day or two) for a range of tasks,
purposes, and audiences.

22
 3/13/2017

TASK RUBRIC STANDARD FOR STANDARD

READING: &
SPEAKING Comprehension and Collaboration
LISTENING: 1. Prepare for and participate effectively in a
range of conversations and collaborations
with diverse partners, building on others’
ideas and expressing their own clearly and
persuasively.
2. Integrate and evaluate information
presented in diverse media and formats,
including visually, quantitatively, and orally.
3. Evaluate a speaker’s point of view,
reasoning, and use of evidence and rhetoric.

Presentation of Knowledge and Ideas

4. Present information, findings, and
supporting evidence such that listeners can
follow the line of reasoning and the
organization, development, and style are
appropriate to task, purpose, and audience.
5. Make strategic use of digital media and
visual displays of data to express information
and enhance understanding of presentations.
6. Adapt speech to a variety of contexts and
communicative tasks, demonstrating
command of formal English when indicated or
appropriate.
Content Pedagogy: Planning
Composition Instruction in
ELA
IV. Candidates plan
instruction and design
assessments for composing
texts (i.e., oral, written, and
visual) to promote learning
for all students.

Learners and Learning:

Implementing English
Language Arts Instruction
V. Candidates plan, implement,
assess, and reflect on research-
based instruction that increases
motivation and active student
engagement, builds sustained
learning of English language
arts, and responds to diverse
students’ context-based needs.

23
 motivation and active student
engagement, builds sustained
learning of English language
arts, and responds to diverse
TASK RUBRIC STANDARD FOR students’
STANDARDcontext-based needs.3/13/2017
READING:

12.Providing WRITING: Production and Distribution of Writing Content Knowledge

Feedback to 4. Produce clear and coherent writing in which I. Candidates demonstrate
Guide Further the development, organization, and style are knowledge of English
Learning appropriate to task, purpose, and audience. language arts subject matter
5. Develop and strengthen writing as needed content that specifically
by planning, revising, editing, rewriting, or includes literature and
trying a new approach. multimedia texts as well as
6. Use technology, including the Internet, to knowledge of the nature of
produce and publish writing and to interact adolescents as readers.
and collaborate with others.

SPEAKING & Comprehension and Collaboration II. Candidates demonstrate

LISTENING: 1. Prepare for and participate effectively in a knowledge of English
range of conversations and collaborations language arts subject matter
with diverse partners, building on others’ content that specifically
ideas and expressing their own clearly and includes language and
persuasively. writing as well as knowledge
2. Integrate and evaluate information of adolescents as language
presented in diverse media and formats, users.
including visually, quantitatively, and orally.

Presentation of Knowledge and Ideas Content Pedagogy: Planning

4. Present information, findings, and Literature and Reading
supporting evidence such that listeners can Instruction in ELA
follow the line of reasoning and the III. Candidates plan
organization, development, and style are instruction and design
appropriate to task, purpose, and audience. assessments for reading and
5. Make strategic use of digital media and the study of literature to
visual displays of data to express information promote learning for all
and enhance understanding of presentations. students.
6. Adapt speech to a variety of contexts and Content Pedagogy: Planning
communicative tasks, demonstrating Composition Instruction in
command of formal English when indicated or ELA
appropriate. IV. Candidates plan
instruction and design
assessments for composing
texts (i.e., oral, written, and
visual) to promote learning
for all students.

Learners and Learning:

Implementing English
Language Arts Instruction
V. Candidates plan,
implement, assess, and
reflect on research-based
instruction that increases
motivation and active
student engagement, builds
sustained learning of English
language arts, and responds 24
 3/13/2017
TASK RUBRIC STANDARD FOR STANDARD
READING:

13. Student Use of WRITING: Production and Distribution of Writing Content Knowledge
Feedback 4. Produce clear and coherent writing in which I. Candidates demonstrate
the development, organization, and style are knowledge of English
appropriate to task, purpose, and audience. language arts subject matter
5. Develop and strengthen writing as needed content that specifically
by planning, revising, editing, rewriting, or includes literature and
trying a new approach. multimedia texts as well as
6. Use technology, including the Internet, to knowledge of the nature of
produce and publish writing and to interact adolescents as readers.
and collaborate with others.

Research to Build and Present Knowledge II. Candidates demonstrate

7. Conduct short as well as more sustained knowledge of English
research projects based on focused questions, language arts subject matter
demonstrating understanding of the subject content that specifically
under investigation. includes language and
8. Gather relevant information from multiple writing as well as knowledge
print and digital sources, assess the credibility of adolescents as language
and accuracy of each source, and integrate users.
the information while avoiding plagiarism.
Range of Writing Content Pedagogy: Planning
10. Write routinely over extended time Literature and Reading
frames (time for research, reflection, and Instruction in ELA
revision) and shorter time frames (a single III. Candidates plan
sitting or a day or two) for a range of tasks, instruction and design
purposes, and audiences. assessments for reading and
the study of literature to
promote learning for all
students.

SPEAKING & Comprehension and Collaboration Content Pedagogy: Planning

LISTENING: 1. Prepare for and participate effectively in a Composition Instruction in
range of conversations and collaborations ELA
with diverse partners, building on others’ IV. Candidates plan
ideas and expressing their own clearly and instruction and design
persuasively. assessments for composing
texts (i.e., oral, written, and
visual) to promote learning
for all students.

25

TASK RUBRIC STANDARD FOR
READING:
14. Analyzing READING: Key Ideas and Details
Students' 1. Read closely to determine what the text
Language Use and says explicitly and to make logical inferences
Literacy Learning from it; cite specific textual evidence when
writing or speaking to support conclusions
drawn from the text.
Craft and Structure
4. Interpret words and phrases as they are
used in a text, including determining
technical, connotative, and figurative
meanings, and analyze how specific word
choices shape meaning or tone.
WRITING: Text Types and Purposes
1. Write arguments to support claims in an
analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient
evidence.
2. Write informative/explanatory texts to
examine and convey complex ideas and
information clearly and accurately through
the effective selection, organization, and
analysis of content.
3. Write narratives to develop real or
imagined experiences or events using
effective technique, well-chosen details, and
well-structured event sequences.
3/13/2017
STANDARD
Learners and Learning:
Implementing English
Language Arts Instruction
V. Candidates plan,
implement, assess, and
reflect on research-based
instruction that increases
motivation and active
student engagement, builds
sustained learning of English
language arts, and responds
to diverse students’ context-
based needs.
Content Knowledge
I. 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.
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.
26
 3/13/2017

TASK RUBRIC STANDARD FOR STANDARD

READING: Production and Distribution of Writing
5. Develop and strengthen writing as needed
by planning, revising, editing, rewriting, or
trying a new approach.

Research to Build and Present Knowledge

7. Conduct short as well as more sustained
research projects based on focused questions,
demonstrating understanding of the subject
under investigation.
8. Gather relevant information from multiple
print and digital sources, assess the credibility
and accuracy of each source, and integrate
the information while avoiding plagiarism.
9. Draw evidence from literary or
informational texts to support analysis,
reflection, and research.

SPEAKING & Comprehension and Collaboration Content Pedagogy: Planning

LISTENING: 1. Prepare for and participate effectively in a Literature and Reading
range of conversations and collaborations Instruction in ELA
with diverse partners, building on others’ III. Candidates plan
ideas and expressing their own clearly and instruction and design
persuasively. assessments for reading and
2. Integrate and evaluate information the study of literature to
presented in diverse media and formats, promote learning for all
including visually, quantitatively, and orally. students.
3. Evaluate a speaker’s point of view,
reasoning, and use of evidence and rhetoric.

Presentation of Knowledge and Ideas

4. Present information, findings, and
supporting evidence such that listeners can
follow the line of reasoning and the
organization, development, and style are
appropriate to task, purpose, and audience.
6. Adapt speech to a variety of contexts and
communicative tasks, demonstrating
command of formal English when indicated or
appropriate.

LANGUAGE: Conventions of Standard English

1. Demonstrate command of the conventions
of standard English grammar and usage when
writing or speaking.
2. Demonstrate command of the conventions
of standard English capitalization,
punctuation, and spelling when writing.

Knowledge of Language
3. Apply knowledge of language to
understand how language functions in
different contexts, to make effective choices
for meaning or style, and to comprehend
more fully when reading or listening.

27
 3/13/2017

TASK RUBRIC STANDARD FOR STANDARD

READING: Vocabulary Acquisition and Use Content Pedagogy: Planning
4. Determine or clarify the meaning of Composition Instruction in
unknown and multiple-meaning words and ELA
phrases by using context clues, analyzing IV. Candidates plan
meaningful word parts, and consulting general instruction and design
and specialized reference materials, as assessments for composing
appropriate. texts (i.e., oral, written, and
5. Demonstrate understanding of figurative visual) to promote learning
language, word relationships, and nuances in for all students.
word meanings.
6. Acquire and use accurately a range of
general academic and domain-specific words
and phrases sufficient for reading, writing,
speaking, and listening at the college and
career readiness level; demonstrate
independence in gathering vocabulary
knowledge when encountering an unknown
term important to comprehension or
expression.

Learners and Learning:

Implementing English
Language Arts Instruction
V. Candidates plan,
implement, assess, and
reflect on research-based
instruction that increases
motivation and active
student engagement, builds
sustained learning of English
language arts, and responds
to diverse students’ context-
based needs.

28
 3/13/2017
TASK RUBRIC STANDARD FOR STANDARD
15. Using READING: Range of Reading and Level of Text Content Knowledge
Assessment to Complexity I. Candidates demonstrate
Inform Instruction 10. Read and comprehend complex literary knowledge of English
and informational texts independently and language arts subject matter
proficiently. content that specifically
includes literature and
multimedia texts as well as
knowledge of the nature of
adolescents as readers.

WRITING: Range of Writing II. Candidates demonstrate

10. Write routinely over extended time
frames (time for research, reflection, and
revision) and shorter time frames (a single
sitting or a day or two) for a range of tasks,
purposes, and audiences.
knowledge of English
language arts subject matter
content that specifically
includes language and
writing as well as knowledge
of adolescents as language
users.

SPEAKING & Comprehension and Collaboration Content Pedagogy: Planning

LISTENING: 1. Prepare for and participate effectively in a Literature and Reading
range of conversations and collaborations Instruction in ELA
with diverse partners, building on others’ III. Candidates plan
ideas and expressing their own clearly and instruction and design
persuasively. assessments for reading and
the study of literature to
promote learning for all
students.
Content Pedagogy: Planning
Composition Instruction in
ELA
IV. Candidates plan
instruction and design
assessments for composing
texts (i.e., oral, written, and
visual) to promote learning
for all students.

Learners and Learning:

Implementing English
Language Arts Instruction
V. Candidates plan,
implement, assess, and
reflect on research-based
instruction that increases
motivation and active
student engagement, builds
sustained learning of English
language arts, and responds
to diverse students’ context-
based needs.

29
 3/13/2017

TASK RUBRIC STANDARD FOR STANDARD

READING:

30
 3/13/2017
and NCTE/CAEP Points of Alignment for Secondary English Language Arts

NCTE/CAEPStandards for Initital Preparation of Teachers od Secondary ELA,

Grades 7-12
ELEMENT
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.

Element 2: Candidates are knowledgeable about

how adolescents read texts and make meaning
through interaction with media environments.

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.

Element 3: Candidates are knowledgeable about

how adolescents compose texts and make meaning
through interaction with media environments.

31
ELEMENT 3/13/2017
Element 1: Candidates use their knowledge of
theory, research, and practice in English Language
Arts to plan standards- based, coherent and
relevant learning experiences utilizing a range of
different texts—across genres, periods, forms,
authors, cultures, and various forms of media—and
instructional strategies that are motivating and
accessible to all students, including English
language learners, students with special needs,
students from diverse language and learning
backgrounds, those designated as high achieving,
and those at risk of failure.

Element 3: Candidates plan standards-based,

coherent and relevant learning experiences in
reading that reflect knowledge of current theory
and research about the teaching and learning of
reading and that utilize individual and collaborative
approaches and a variety of reading strategies.

Element 5: Candidates plan instruction that

incorporates knowledge of language—structure,
history, and conventions—to facilitate students’
comprehension and interpretation of print and non-
print texts.
Element 6: Candidates plan instruction which,
when appropriate, reflects curriculum integration
and incorporates interdisciplinary teaching
methods and materials.

Element 1: Candidates use their knowledge of

theory, research, and practice in English Language
Arts to plan standards- based, coherent and
relevant composing experiences that utilize
individual and collaborative approaches and
contemporary technologies and reflect an
understanding of writing processes and strategies
in different genres for a variety of purposes and
audiences.

Element 3: Candidates design instruction related to

the strategic use of language conventions
(grammar, usage, and mechanics) in the context of
students’ writing for different audiences, purposes,
and modalities.

Element 4: Candidates design instruction that

incorporates students’ home and community
languages to enable skillful control over their
rhetorical choices and language practices for a
variety of audiences and purposes.

32
 3/13/2017

ELEMENT
Element 1: Candidates plan and implement
instruction based on ELA curricular requirements
and standards, school and community contexts, and
knowledge about students’ linguistic and cultural
backgrounds.
Element 2: Candidates use data about their
students’ individual differences, identities, and
funds of knowledge for literacy learning to create
inclusive learning environments that contextualize
curriculum and instruction and help students
participate actively in their own learning in ELA.

Element 3: Candidates differentiate instruction

based on students’ self-assessments and formal and
informal assessments of learning in English
language arts; candidates communicate with
students about their performance in ways that
actively involve them in their own learning.
Element 4: Candidates select, create, and use a
variety of instructional strategies and teaching
resources, including contemporary technologies
and digital media, consistent with what is currently
known about student learning in English Language
Arts.
Element 1: Candidates plan and implement English
language arts and literacy instruction that promotes
social justice and critical engagement with complex
issues related to maintaining a diverse, inclusive,
equitable society.
Element 2: Candidates use knowledge of theories
and research to plan instruction responsive to
students’ local, national and international histories,
individual identities (e.g., race, ethnicity, gender
expression, age, appearance, ability, spiritual belief,
sexual orientation, socioeconomic status, and
community environment), and languages/dialects
as they affect students’ opportunities to learn in
ELA.
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.

33
 3/13/2017

ELEMENT
Element 2: Candidates are knowledgeable about how
adolescents read texts and make meaning through
interaction with media environments.

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.

Element 3: Candidates are knowledgeable about

how adolescents compose texts and make meaning
through interaction with media environments.

34
 3/13/2017

ELEMENT
Element 1: Candidates use their knowledge of
theory, research, and practice in English Language
Arts to plan standards- based, coherent and
relevant learning experiences utilizing a range of
different texts—across genres, periods, forms,
authors, cultures, and various forms of media—and
instructional strategies that are motivating and
accessible to all students, including English
language learners, students with special needs,
students from diverse language and learning
backgrounds, those designated as high achieving,
and those at risk of failure.

Element 2: Candidates design a range of authentic

assessments (e.g., formal and informal, formative
and summative) of reading and literature that
demonstrate an understanding of how learners
develop and that address interpretive, critical, and
evaluative abilities in reading, writing, speaking,
listening, viewing, and presenting.

Element 3: Candidates plan standards-based,

coherent and relevant learning experiences in
reading that reflect knowledge of current theory
and research about the teaching and learning of
reading and that utilize individual and collaborative
approaches and a variety of reading strategies.
Element 4: Candidates design or knowledgeably
select appropriate reading assessments that inform
instruction by providing data about student
interests, reading proficiencies, and reading
processes.

Element 5: Candidates plan instruction that

incorporates knowledge of language—structure,
history, and conventions—to facilitate students’
comprehension and interpretation of print and non-
print texts.
Element 6: Candidates plan instruction which,
when appropriate, reflects curriculum integration
and incorporates interdisciplinary teaching
methods and materials.

Element 1: Candidates use their knowledge of

theory, research, and practice in English Language
Arts to plan standards- based, coherent and
relevant composing experiences that utilize
individual and collaborative approaches and
contemporary technologies and reflect an
understanding of writing processes and strategies
in different genres for a variety of purposes and
audiences.
Element 2: Candidates design a range of
assessments for students that promote their
development as writers, are appropriate to the
writing task, and are consistent with current
research and theory. Candidates are able to
respond to student writing in process and to
finished texts in ways that engage students’ ideas
and encourage their growth as writers over time.

35
 3/13/2017

ELEMENT
Element 3: Candidates design instruction related to
the strategic use of language conventions
(grammar, usage, and mechanics) in the context of
students’ writing for different audiences, purposes,
and modalities.

Element 4: Candidates design instruction that

incorporates students’ home and community
languages to enable skillful control over their
rhetorical choices and language practices for a
variety of audiences and purposes.

Element 1: Candidates plan and implement

instruction based on ELA curricular requirements
and standards, school and community contexts, and
knowledge about students’ linguistic and cultural
backgrounds..

Element 2: Candidates use data about their

students’ individual differences, identities, and
funds of knowledge for literacy learning to create
inclusive learning environments that contextualize
curriculum and instruction and help students
participate actively in their own learning in ELA.

Element 3: Candidates differentiate instruction

based on students’ self-assessments and formal and
informal assessments of learning in English
language arts; candidates communicate with
students about their performance in ways that
actively involve them in their own learning.
Element 4: Candidates select, create, and use a
variety of instructional strategies and teaching
resources, including contemporary technologies
and digital media, consistent with what is currently
known about student learning in English Language
Arts.

Element 1: Candidates plan and implement English

language arts and literacy instruction that promotes
social justice and critical engagement with complex
issues related to maintaining a diverse, inclusive,
equitable society.
Element 2: Candidates use knowledge of theories
and research to plan instruction responsive to
students’ local, national and international histories,
individual identities (e.g., race, ethnicity, gender
expression, age, appearance, ability, spiritual belief,
sexual orientation, socioeconomic status, and
community environment), and languages/dialects
as they affect students’ opportunities to learn in
ELA.

36
 3/13/2017

ELEMENT
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.

Element 2: Candidates are knowledgeable about

how adolescents read texts and make meaning
through interaction with media environments.

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.

Element 3: Candidates are knowledgeable about

how adolescents compose texts and make meaning
through interaction with media environments.

Element 1: Candidates use their knowledge of

theory, research, and practice in English Language
Arts to plan standards- based, coherent and
relevant learning experiences utilizing a range of
different texts—across genres, periods, forms,
authors, cultures, and various forms of media—and
instructional strategies that are motivating and
accessible to all students, including English
language learners, students with special needs,
students from diverse language and learning
backgrounds, those designated as high achieving,
and those at risk of failure.

37
 3/13/2017

ELEMENT
Element 2: Candidates design a range of authentic
assessments (e.g., formal and informal, formative
and summative) of reading and literature that
demonstrate an understanding of how learners
develop and that address interpretive, critical, and
evaluative abilities in reading, writing, speaking,
listening, viewing, and presenting.
Element 3: Candidates plan standards-based,
coherent and relevant learning experiences in
reading that reflect knowledge of current theory
and research about the teaching and learning of
reading and that utilize individual and collaborative
approaches and a variety of reading strategies.

Element 4: Candidates design or knowledgeably

select appropriate reading assessments that inform
instruction by providing data about student
interests, reading proficiencies, and reading
processes.
Element 5: Candidates plan instruction that
incorporates knowledge of language—structure,
history, and conventions—to facilitate students’
comprehension and interpretation of print and non-
print texts.
Element 6: Candidates plan instruction which,
when appropriate, reflects curriculum integration
and incorporates interdisciplinary teaching
methods and materials.
Element 1: Candidates use their knowledge of
theory, research, and practice in English Language
Arts to plan standards- based, coherent and
relevant composing experiences that utilize
individual and collaborative approaches and
contemporary technologies and reflect an
understanding of writing processes and strategies
in different genres for a variety of purposes and
audiences.

Element 2: Candidates design a range of

assessments for students that promote their
development as writers, are appropriate to the
writing task, and are consistent with current
research and theory. Candidates are able to
respond to student writing in process and to
finished texts in ways that engage students’ ideas
and encourage their growth as writers over time.

Element 3: Candidates design instruction related to

the strategic use of language conventions
(grammar, usage, and mechanics) in the context of
students’ writing for different audiences, purposes,
and modalities.

Element 4: Candidates design instruction that

incorporates students’ home and community
languages to enable skillful control over their
rhetorical choices and language practices for a
variety of audiences and purposes.

Element 1: Candidates plan and implement

instruction based on ELA curricular requirements
and standards, school and community contexts, and
knowledge about students’ linguistic and cultural
backgrounds..

38
 3/13/2017

ELEMENT
Element 2: Candidates use data about their
students’ individual differences, identities, and
funds of knowledge for literacy learning to create
inclusive learning environments that contextualize
curriculum and instruction and help students
participate actively in their own learning in ELA.

Element 3: Candidates differentiate instruction

based on students’ self-assessments and formal and
informal assessments of learning in English
language arts; candidates communicate with
students about their performance in ways that
actively involve them in their own learning.
Element 4: Candidates select, create, and use a
variety of instructional strategies and teaching
resources, including contemporary technologies
and digital media, consistent with what is currently
known about student learning in English Language
Arts.

Element 1: Candidates plan and implement English

language arts and literacy instruction that promotes
social justice and critical engagement with complex
issues related to maintaining a diverse, inclusive,
equitable society.
Element 2: Candidates use knowledge of theories
and research to plan instruction responsive to
students’ local, national and international histories,
individual identities (e.g., race, ethnicity, gender
expression, age, appearance, ability, spiritual belief,
sexual orientation, socioeconomic status, and
community environment), and languages/dialects
as they affect students’ opportunities to learn in
ELA.
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.
Element 2: Candidates are knowledgeable about
how adolescents read texts and make meaning
through interaction with media environments.

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.

39
 3/13/2017
ELEMENT
Element 3: Candidates are knowledgeable about
how adolescents compose texts and make meaning
through interaction with media environments..

Element 1: Candidates use their knowledge of

theory, research, and practice in English Language
Arts to plan standards- based, coherent and
relevant learning experiences utilizing a range of
different texts—across genres, periods, forms,
authors, cultures, and various forms of media—and
instructional strategies that are motivating and
accessible to all students, including English
language learners, students with special needs,
students from diverse language and learning
backgrounds, those designated as high achieving,
and those at risk of failure.

Element 2: Candidates design a range of authentic

assessments (e.g., formal and informal, formative
and summative) of reading and literature that
demonstrate an understanding of how learners
develop and that address interpretive, critical, and
evaluative abilities in reading, writing, speaking,
listening, viewing, and presenting.
Element 3: Candidates plan standards-based,
coherent and relevant learning experiences in
reading that reflect knowledge of current theory
and research about the teaching and learning of
reading and that utilize individual and collaborative
approaches and a variety of reading strategies.

Element 4: Candidates design or knowledgeably

select appropriate reading assessments that inform
instruction by providing data about student
interests, reading proficiencies, and reading
processes.
Element 5: Candidates plan instruction that
incorporates knowledge of language—structure,
history, and conventions—to facilitate students’
comprehension and interpretation of print and non-
print texts.
Element 6: Candidates plan instruction which,
when appropriate, reflects curriculum integration
and incorporates interdisciplinary teaching
methods and materials.

Element 1: Candidates use their knowledge of

theory, research, and practice in English Language
Arts to plan standards- based, coherent and
relevant composing experiences that utilize
individual and collaborative approaches and
contemporary technologies and reflect an
understanding of writing processes and strategies
in different genres for a variety of purposes and
audiences.
40
 3/13/2017

ELEMENT
Element 2: Candidates design a range of
assessments for students that promote their
development as writers, are appropriate to the
writing task, and are consistent with current
research and theory. Candidates are able to
respond to student writing in process and to
finished texts in ways that engage students’ ideas
and encourage their growth as writers over time.
Element 3: Candidates design instruction related to
the strategic use of language conventions
(grammar, usage, and mechanics) in the context of
students’ writing for different audiences, purposes,
and modalities.
Element 4: Candidates design instruction that
incorporates students’ home and community
languages to enable skillful control over their
rhetorical choices and language practices for a
variety of audiences and purposes.

Element 1: Candidates plan and implement

instruction based on ELA curricular requirements
and standards, school and community contexts, and
knowledge about students’ linguistic and cultural
backgrounds..

Element 2: Candidates use data about their

students’ individual differences, identities, and
funds of knowledge for literacy learning to create
inclusive learning environments that contextualize
curriculum and instruction and help students
participate actively in their own learning in ELA.
Element 3: Candidates differentiate instruction
based on students’ self-assessments and formal and
informal assessments of learning in English
language arts; candidates communicate with
students about their performance in ways that
actively involve them in their own learning.

Element 4: Candidates select, create, and use a

variety of instructional strategies and teaching
resources, including contemporary technologies
and digital media, consistent with what is currently
known about student learning in English Language
Arts.

Element 1: Candidates plan and implement English

language arts and literacy instruction that promotes
social justice and critical engagement with complex
issues related to maintaining a diverse, inclusive,
equitable society.
Element 2: Candidates use knowledge of theories
and research to plan instruction responsive to
students’ local, national and international histories,
individual identities (e.g., race, ethnicity, gender
expression, age, appearance, ability, spiritual belief,
sexual orientation, socioeconomic status, and
community environment), and languages/dialects
as they affect students’ opportunities to learn in
ELA.

41
 3/13/2017

ELEMENT
Element 1: Candidates use their knowledge of
theory, research, and practice in English Language
Arts to plan standards- based, coherent and
relevant learning experiences utilizing a range of
different texts—across genres, periods, forms,
authors, cultures, and various forms of media—and
instructional strategies that are motivating and
accessible to all students, including English
language learners, students with special needs,
students from diverse language and learning
backgrounds, those designated as high achieving,
and those at risk of failure.

Element 2: Candidates design a range of authentic

assessments (e.g., formal and informal, formative
and summative) of reading and literature that
demonstrate an understanding of how learners
develop and that address interpretive, critical, and
evaluative abilities in reading, writing, speaking,
listening, viewing, and presenting.
Element 3: Candidates plan standards-based,
coherent and relevant learning experiences in
reading that reflect knowledge of current theory
and research about the teaching and learning of
reading and that utilize individual and collaborative
approaches and a variety of reading strategies.

Element 4: Candidates design or knowledgeably

select appropriate reading assessments that inform
instruction by providing data about student
interests, reading proficiencies, and reading
processes.
Element 5: Candidates plan instruction that
incorporates knowledge of language—structure,
history, and conventions—to facilitate students’
comprehension and interpretation of print and non-
print texts.
Element 6: Candidates plan instruction which,
when appropriate, reflects curriculum integration
and incorporates interdisciplinary teaching
methods and materials.
Element 2: Candidates design a range of
assessments for students that promote their
development as writers, are appropriate to the
writing task, and are consistent with current
research and theory. Candidates are able to
respond to student writing in process and to
finished texts in ways that engage students’ ideas
and encourage their growth as writers over time.

Element 3: Candidates design instruction related to

the strategic use of language conventions
(grammar, usage, and mechanics) in the context of
students’ writing for different audiences, purposes,
and modalities.

Element 4: Candidates design instruction that

incorporates students’ home and community
languages to enable skillful control over their
rhetorical choices and language practices for a
variety of audiences and purposes.

42
 3/13/2017
ELEMENT
Element 1: Candidates plan and implement
instruction based on ELA curricular requirements
and standards, school and community contexts, and
knowledge about students’ linguistic and cultural
backgrounds.
Element 2: Candidates use data about their
students’ individual differences, identities, and
funds of knowledge for literacy learning to create
inclusive learning environments that contextualize
curriculum and instruction and help students
participate actively in their own learning in ELA.

Element 3: Candidates differentiate instruction

based on students’ self-assessments and formal and
informal assessments of learning in English
language arts; candidates communicate with
students about their performance in ways that
actively involve them in their own learning.
Element 4: Candidates select, create, and use a
variety of instructional strategies and teaching
resources, including contemporary technologies
and digital media, consistent with what is currently
known about student learning in English Language
Arts.

Element 2: Candidates are knowledgeable about

how adolescents read texts and make meaning
through interaction with media environments.

Element 3: Candidates are knowledgeable about

how adolescents compose texts and make meaning
through interaction with media environments.

Element 1: Candidates use their knowledge of

theory, research, and practice in English Language
Arts to plan standards- based, coherent and
relevant learning experiences utilizing a range of
different texts—across genres, periods, forms,
authors, cultures, and various forms of media—and
instructional strategies that are motivating and
accessible to all students, including English
language learners, students with special needs,
students from diverse language and learning
backgrounds, those designated as high achieving,
and those at risk of failure.
Element 3: Candidates plan standards-based,
coherent and relevant learning experiences in
reading that reflect knowledge of current theory
and research about the teaching and learning of
reading and that utilize individual and collaborative
approaches and a variety of reading strategies.

43
 3/13/2017

ELEMENT
Element 4: Candidates design or knowledgeably
select appropriate reading assessments that inform
instruction by providing data about student
interests, reading proficiencies, and reading
processes.

Element 1: Candidates use their knowledge of

theory, research, and practice in English Language
Arts to plan standards- based, coherent and
relevant composing experiences that utilize
individual and collaborative approaches and
contemporary technologies and reflect an
understanding of writing processes and strategies
in different genres for a variety of purposes and
audiences.
Element 2: Candidates design a range of
assessments for students that promote their
development as writers, are appropriate to the
writing task, and are consistent with current
research and theory. Candidates are able to
respond to student writing in process and to
finished texts in ways that engage students’ ideas
and encourage their growth as writers over time.
Element 3: Candidates design instruction related to
the strategic use of language conventions
(grammar, usage, and mechanics) in the context of
students’ writing for different audiences, purposes,
and modalities.
Element 4: Candidates design instruction that
incorporates students’ home and community
languages to enable skillful control over their
rhetorical choices and language practices for a
variety of audiences and purposes.

Element 1: Candidates plan and implement

instruction based on ELA curricular requirements
and standards, school and community contexts, and
knowledge about students’ linguistic and cultural
backgrounds.
Element 2: Candidates use data about their
students’ individual differences, identities, and
funds of knowledge for literacy learning to create
inclusive learning environments that contextualize
curriculum and instruction and help students
participate actively in their own learning in ELA.

Element 3: Candidates differentiate instruction

based on students’ self-assessments and formal and
informal assessments of learning in English
language arts; candidates communicate with
students about their performance in ways that
actively involve them in their own learning.

Element 4: Candidates select, create, and use a

variety of instructional strategies and teaching
resources, including contemporary technologies
and digital media, consistent with what is currently
known about student learning in English Language
Arts.

44
 3/13/2017

ELEMENT
Element 1: Candidates plan and implement English
language arts and literacy instruction that promotes
social justice and critical engagement with complex
issues related to maintaining a diverse, inclusive,
equitable society.
Element 2: Candidates use knowledge of theories
and research to plan instruction responsive to
students’ local, national and international histories,
individual identities (e.g., race, ethnicity, gender
expression, age, appearance, ability, spiritual belief,
sexual orientation, socioeconomic status, and
community environment), and languages/dialects
as they affect students’ opportunities to learn in
ELA.
Element 2: Candidates are knowledgeable about
how adolescents read texts and make meaning
through interaction with media environments.

Element 3: Candidates are knowledgeable about

how adolescents compose texts and make meaning
through interaction with media environments.

Element 1: Candidates use their knowledge of

theory, research, and practice in English Language
Arts to plan standards- based, coherent and
relevant learning experiences utilizing a range of
different texts—across genres, periods, forms,
authors, cultures, and various forms of media—and
instructional strategies that are motivating and
accessible to all students, including English
language learners, students with special needs,
students from diverse language and learning
backgrounds, those designated as high achieving,
and those at risk of failure.
Element 3: Candidates plan standards-based,
coherent and relevant learning experiences in
reading that reflect knowledge of current theory
and research about the teaching and learning of
reading and that utilize individual and collaborative
approaches and a variety of reading strategies.

Element 6: Candidates plan instruction which,

when appropriate, reflects curriculum integration
and incorporates interdisciplinary teaching
methods and materials.

45
 3/13/2017

ELEMENT
Element 1: Candidates use their knowledge of
theory, research, and practice in English Language
Arts to plan standards- based, coherent and
relevant composing experiences that utilize
individual and collaborative approaches and
contemporary technologies and reflect an
understanding of writing processes and strategies
in different genres for a variety of purposes and
audiences.
Element 2: Candidates design a range of
assessments for students that promote their
development as writers, are appropriate to the
writing task, and are consistent with current
research and theory. Candidates are able to
respond to student writing in process and to
finished texts in ways that engage students’ ideas
and encourage their growth as writers over time.

Element 3: Candidates design instruction related to

the strategic use of language conventions
(grammar, usage, and mechanics) in the context of
students’ writing for different audiences, purposes,
and modalities.

Element 4: Candidates design instruction that

incorporates students’ home and community
languages to enable skillful control over their
rhetorical choices and language practices for a
variety of audiences and purposes.

Element 1: Candidates plan and implement

instruction based on ELA curricular requirements
and standards, school and community contexts, and
knowledge about students’ linguistic and cultural
backgrounds.

Element 2: Candidates use data about their

students’ individual differences, identities, and
funds of knowledge for literacy learning to create
inclusive learning environments that contextualize
curriculum and instruction and help students
participate actively in their own learning in ELA.
Element 3: Candidates differentiate instruction
based on students’ self-assessments and formal and
informal assessments of learning in English
language arts; candidates communicate with
students about their performance in ways that
actively involve them in their own learning.
Element 4: Candidates design or knowledgeably
select appropriate reading assessments that inform
instruction by providing data about student
interests, reading proficiencies, and reading
processes.

46
ELEMENT 3/13/2017
Element 1: Candidates plan and implement English
language arts and literacy instruction that promotes
social justice and critical engagement with complex
issues related to maintaining a diverse, inclusive,
equitable society.
Element 2: Candidates use knowledge of theories
and research to plan instruction responsive to
students’ local, national and international histories,
individual identities (e.g., race, ethnicity, gender
expression, age, appearance, ability, spiritual belief,
sexual orientation, socioeconomic status, and
community environment), and languages/dialects
as they affect students’ opportunities to learn in
ELA.
Element 2: Candidates are knowledgeable about
how adolescents read texts and make meaning
through interaction with media environments..

Element 3: Candidates are knowledgeable about

how adolescents compose texts and make meaning
through interaction with media environments.

Element 1: Candidates use their knowledge of

theory, research, and practice in English Language
Arts to plan standards- based, coherent and
relevant learning experiences utilizing a range of
different texts—across genres, periods, forms,
authors, cultures, and various forms of media—and
instructional strategies that are motivating and
accessible to all students, including English
language learners, students with special needs,
students from diverse language and learning
backgrounds, those designated as high achieving,
and those at risk of failure.
Element 3: Candidates plan standards-based,
coherent and relevant learning experiences in
reading that reflect knowledge of current theory
and research about the teaching and learning of
reading and that utilize individual and collaborative
approaches and a variety of reading strategies.

Element 4: Candidates design or knowledgeably

select appropriate reading assessments that inform
instruction by providing data about student
interests, reading proficiencies, and reading
processes.
47
 3/13/2017
ELEMENT
Element 5: Candidates plan instruction that
incorporates knowledge of language—structure,
history, and conventions—to facilitate students’
comprehension and interpretation of print and non-
print texts.
Element 6: Candidates plan instruction which,
when appropriate, reflects curriculum integration
and incorporates interdisciplinary teaching
methods and materials.

Element 1: Candidates use their knowledge of

theory, research, and practice in English Language
Arts to plan standards- based, coherent and
relevant composing experiences that utilize
individual and collaborative approaches and
contemporary technologies and reflect an
understanding of writing processes and strategies
in different genres for a variety of purposes and
audiences.

Element 2: Candidates design a range of

assessments for students that promote their
development as writers, are appropriate to the
writing task, and are consistent with current
research and theory. Candidates are able to
respond to student writing in process and to
finished texts in ways that engage students’ ideas
and encourage their growth as writers over time.
Element 3: Candidates design instruction related to
the strategic use of language conventions
(grammar, usage, and mechanics) in the context of
students’ writing for different audiences, purposes,
and modalities.

Element 2: Candidates use data about their

students’ individual differences, identities, and
funds of knowledge for literacy learning to create
inclusive learning environments that contextualize
curriculum and instruction and help students
participate actively in their own learning in ELA..

48
 3/13/2017

ELEMENT
Element 3: Candidates differentiate instruction
based on students’ self-assessments and formal and
informal assessments of learning in English
language arts; candidates communicate with
students about their performance in ways that
actively involve them in their own learning.
Element 4: Candidates select, create, and use a
variety of instructional strategies and teaching
resources, including contemporary technologies
and digital media, consistent with what is currently
known about student learning in English Language
Arts.
Element 1: Candidates plan and implement
English language arts and literacy instruction that
promotes social justice and critical engagement
with complex issues related to maintaining a
diverse, inclusive, equitable society.

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.

Element 2: Candidates are knowledgeable about

how adolescents read texts and make meaning
through interaction with media environments.

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.

49
 3/13/2017

ELEMENT
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.

Element 3: Candidates are knowledgeable about

how adolescents compose texts and make meaning
through interaction with media environments.

Element 1: Candidates use their knowledge of

theory, research, and practice in English Language
Arts to plan standards- based, coherent and
relevant learning experiences utilizing a range of
different texts—across genres, periods, forms,
authors, cultures, and various forms of media—and
instructional strategies that are motivating and
accessible to all students, including English
language learners, students with special needs,
students from diverse language and learning
backgrounds, those designated as high achieving,
and those at risk of failure.
Element 3: Candidates plan standards-based,
coherent and relevant learning experiences in
reading that reflect knowledge of current theory
and research about the teaching and learning of
reading and that utilize individual and collaborative
approaches and a variety of reading strategies.
Element 5: Candidates plan instruction that
incorporates knowledge of language—structure,
history, and conventions—to facilitate students’
comprehension and interpretation of print and non-
print texts.

Element 6: Candidates plan instruction which,

when appropriate, reflects curriculum integration
and incorporates interdisciplinary teaching
methods and materials.

Element 1: Candidates use their knowledge of

theory, research, and practice in English Language
Arts to plan standards- based, coherent and
relevant composing experiences that utilize
individual and collaborative approaches and
contemporary technologies and reflect an
understanding of writing processes and strategies
in different genres for a variety of purposes and
audiences.
Element 3: Candidates design instruction related to
the strategic use of language conventions
(grammar, usage, and mechanics) in the context of
students’ writing for different audiences, purposes,
and modalities.

50
 3/13/2017

ELEMENT
Element 1: Candidates plan and implement
instruction based on ELA curricular requirements
and standards, school and community contexts, and
knowledge about students’ linguistic and cultural
backgrounds.
Element 2: Candidates use data about their
students’ individual differences, identities, and
funds of knowledge for literacy learning to create
inclusive learning environments that contextualize
curriculum and instruction and help students
participate actively in their own learning in ELA.
Element 4: Candidates select, create, and use a
variety of instructional strategies and teaching
resources, including contemporary technologies
and digital media, consistent with what is currently
known about student learning in English Language
Arts.

Element 2: Candidates design a range of authentic

assessments (e.g., formal and informal, formative
and summative) of reading and literature that
demonstrate an understanding of how learners
develop and that address interpretive, critical, and
evaluative abilities in reading, writing, speaking,
listening, viewing, and presenting.

Element 2: Candidates design a range of

assessments for students that promote their
development as writers, are appropriate to the
writing task, and are consistent with current
research and theory. Candidates are able to
respond to student writing in process and to
finished texts in ways that engage students’ ideas
and encourage their growth as writers over time.

Element 2: Candidates use data about their

students’ individual differences, identities, and
funds of knowledge for literacy learning to create
inclusive learning environments that contextualize
curriculum and instruction and help students
participate actively in their own learning in ELA.

Element 3: Candidates differentiate instruction

based on students’ self-assessments and formal and
informal assessments of learning in English
language arts; candidates communicate with
students about their performance in ways that
actively involve them in their own learning.

51
 3/13/2017

ELEMENT
Element 1: Candidates model literate and ethical
practices in ELA teaching, and engage in/reflect on
a variety of experiences related to ELA.

Element 2: Candidates are knowledgeable about

how adolescents read texts and make meaning
through interaction with media environments.

Element 3: Candidates are knowledgeable about

how adolescents compose texts and make meaning
through interaction with media environments.

Element 1: Candidates use their knowledge of

theory, research, and practice in English Language
Arts to plan standards- based, coherent and
relevant learning experiences utilizing a range of
different texts—across genres, periods, forms,
authors, cultures, and various forms of media—and
instructional strategies that are motivating and
accessible to all students, including English
language learners, students with special needs,
students from diverse language and learning
backgrounds, those designated as high achieving,
and those at risk of failure.

Element 2: Candidates design a range of authentic

assessments (e.g., formal and informal, formative
and summative) of reading and literature that
demonstrate an understanding of how learners
develop and that address interpretive, critical, and
evaluative abilities in reading, writing, speaking,
listening, viewing, and presenting.

52
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ELEMENT
Element 3: Candidates plan standards-based,
coherent and relevant learning experiences in
reading that reflect knowledge of current theory
and research about the teaching and learning of
reading and that utilize individual and collaborative
approaches and a variety of reading strategies.

Element 4: Candidates design or knowledgeably

select appropriate reading assessments that inform
instruction by providing data about student
interests, reading proficiencies, and reading
processes.

Element 5: Candidates plan instruction that

incorporates knowledge of language—structure,
history, and conventions—to facilitate students’
comprehension and interpretation of print and non-
print texts.

Element 2: Candidates design a range of

assessments for students that promote their
development as writers, are appropriate to the
writing task, and are consistent with current
research and theory. Candidates are able to
respond to student writing in process and to
finished texts in ways that engage students’ ideas
and encourage their growth as writers over time.

Element 3: Candidates design instruction related to

the strategic use of language conventions
(grammar, usage, and mechanics) in the context of
students’ writing for different audiences, purposes,
and modalities.

Element 4: Candidates design instruction that

incorporates students’ home and community
languages to enable skillful control over their
rhetorical choices and language practices for a
variety of audiences and purposes.

Element 1: Candidates plan and implement

instruction based on ELA curricular requirements
and standards, school and community contexts, and
knowledge about students’ linguistic and cultural
backgrounds.
Element 2: Candidates use data about their
students’ individual differences, identities, and
funds of knowledge for literacy learning to create
inclusive learning environments that contextualize
curriculum and instruction and help students
participate actively in their own learning in ELA.

53
 ELEMENT 3/13/2017
Element 3: Candidates differentiate instruction
based on students’ self-assessments and formal and
informal assessments of learning in English
language arts; candidates communicate with
students about their performance in ways that
actively involve them in their own learning.
Element 4: Candidates select, create, and use a
variety of instructional strategies and teaching
resources, including contemporary technologies
and digital media, consistent with what is currently
known about student learning in English Language
Arts.
Element 2: Candidates are knowledgeable about how
adolescents read texts and make meaning through
interaction with media environments.

Element 3: Candidates are knowledgeable about how

adolescents compose texts and make meaning
through interaction with media environments.

Element 3: Candidates plan standards-based,

coherent and relevant learning experiences in
reading that reflect knowledge of current theory
and research about the teaching and learning of
reading and that utilize individual and collaborative
approaches and a variety of reading strategies.

Element 2: Candidates design a range of

assessments for students that promote their
development as writers, are appropriate to the
writing task, and are consistent with current
research and theory. Candidates are able to
respond to student writing in process and to
finished texts in ways that engage students’ ideas
and encourage their growth as writers over time.

Element 3: Candidates design instruction related to

the strategic use of language conventions
(grammar, usage, and mechanics) in the context of
students’ writing for different audiences, purposes,
and modalities.

Element 1: Candidates plan and implement

instruction based on ELA curricular requirements
and standards, school and community contexts, and
knowledge about students’ linguistic and cultural
backgrounds.

54
 3/13/2017
ELEMENT
Element 2: Candidates use data about their
students’ individual differences, identities, and
funds of knowledge for literacy learning to create
inclusive learning environments that contextualize
curriculum and instruction and help students
participate actively in their own learning in ELA.

Element 3: Candidates differentiate instruction

based on students’ self-assessments and formal and
informal assessments of learning in English
language arts; candidates communicate with
students about their performance in ways that
actively involve them in their own learning.

Element 4: Candidates select, create, and use a

variety of instructional strategies and teaching
resources, including contemporary technologies
and digital media, consistent with what is currently
known about student learning in English Language
Arts.

Element 2: Candidates are knowledgeable about how

adolescents read texts and make meaning through
interaction with media environments.

Element 3: Candidates are knowledgeable about how

adolescents compose texts and make meaning
through interaction with media environments.

Element 3: Candidates plan standards-based,

coherent and relevant learning experiences in
reading that reflect knowledge of current theory
and research about the teaching and learning of
reading and that utilize individual and collaborative
approaches and a variety of reading strategies.

Element 2: Candidates design a range of

assessments for students that promote their
development as writers, are appropriate to the
writing task, and are consistent with current
research and theory. Candidates are able to
respond to student writing in process and to
finished texts in ways that engage students’ ideas
and encourage their growth as writers over time.

Element 3: Candidates design instruction related to

the strategic use of language conventions
(grammar, usage, and mechanics) in the context of
students’ writing for different audiences, purposes,
and modalities.
55
 3/13/2017

ELEMENT
Element 1: Candidates plan and implement
instruction based on ELA curricular requirements
and standards, school and community contexts, and
knowledge about students’ linguistic and cultural
backgrounds.

Element 2: Candidates use data about their

students’ individual differences, identities, and
funds of knowledge for literacy learning to create
inclusive learning environments that contextualize
curriculum and instruction and help students
participate actively in their own learning in ELA.
Element 3: Candidates differentiate instruction
based on students’ self-assessments and formal and
informal assessments of learning in English
language arts; candidates communicate with
students about their performance in ways that
actively involve them in their own learning.

Element 4: Candidates select, create, and use a

variety of instructional strategies and teaching
resources, including contemporary technologies
and digital media, consistent with what is currently
known about student learning in English Language
Arts.

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.

Element 2: Candidates are knowledgeable about

how adolescents read texts and make meaning
through interaction with media environments.

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.

56
 3/13/2017

ELEMENT
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.

Element 3: Candidates are knowledgeable about

how adolescents compose texts and make meaning
through interaction with media environments.

Element 1: Candidates use their knowledge of

theory, research, and practice in English Language
Arts to plan standards- based, coherent and
relevant learning experiences utilizing a range of
different texts—across genres, periods, forms,
authors, cultures, and various forms of media—and
instructional strategies that are motivating and
accessible to all students, including English
language learners, students with special needs,
students from diverse language and learning
backgrounds, those designated as high achieving,
and those at risk of failure.
Element 2: Candidates design a range of authentic
assessments (e.g., formal and informal, formative
and summative) of reading and literature that
demonstrate an understanding of how learners
develop and that address interpretive, critical, and
evaluative abilities in reading, writing, speaking,
listening, viewing, and presenting.

Element 5: Candidates plan instruction that

incorporates knowledge of language—structure,
history, and conventions—to facilitate students’
comprehension and interpretation of print and non-
print texts.

Element 6: Candidates plan instruction which,

when appropriate, reflects curriculum integration
and incorporates interdisciplinary teaching
methods and materials.

57
 3/13/2017

ELEMENT
Element 1: Candidates use their knowledge of
theory, research, and practice in English Language
Arts to plan standards- based, coherent and
relevant composing experiences that utilize
individual and collaborative approaches and
contemporary technologies and reflect an
understanding of writing processes and strategies
in different genres for a variety of purposes and
audiences.

Element 2: Candidates design a range of

assessments for students that promote their
development as writers, are appropriate to the
writing task, and are consistent with current
research and theory. Candidates are able to
respond to student writing in process and to
finished texts in ways that engage students’ ideas
and encourage their growth as writers over time.

Element 3: Candidates design instruction related to

the strategic use of language conventions
(grammar, usage, and mechanics) in the context of
students’ writing for different audiences, purposes,
and modalities.
Element 4: Candidates design instruction that
incorporates students’ home and community
languages to enable skillful control over their
rhetorical choices and language practices for a
variety of audiences and purposes.
Element 1: Candidates plan and implement
instruction based on ELA curricular requirements
and standards, school and community contexts, and
knowledge about students’ linguistic and cultural
backgrounds.
Element 2: Candidates use data about their
students’ individual differences, identities, and
funds of knowledge for literacy learning to create
inclusive learning environments that contextualize
curriculum and instruction and help students
participate actively in their own learning in ELA.

Element 3: Candidates differentiate instruction

based on students’ self-assessments and formal and
informal assessments of learning in English
language arts; candidates communicate with
students about their performance in ways that
actively involve them in their own learning.
Element 4: Candidates select, create, and use a
variety of instructional strategies and teaching
resources, including contemporary technologies
and digital media, consistent with what is currently
known about student learning in English Language
Arts.

58
 3/13/2017
ELEMENT
Element 2: Candidates are knowledgeable about
how adolescents read texts and make meaning
through interaction with media environments.

Element 3: Candidates are knowledgeable about

how adolescents compose texts and make meaning
through interaction with media environments.

Element 2: Candidates design a range of authentic

assessments (e.g., formal and informal, formative
and summative) of reading and literature that
demonstrate an understanding of how learners
develop and that address interpretive, critical, and
evaluative abilities in reading, writing, speaking,
listening, viewing, and presenting.

Element 2: Candidates design a range of

assessments for students that promote their
development as writers, are appropriate to the
writing task, and are consistent with current
research and theory. Candidates are able to
respond to student writing in process and to
finished texts in ways that engage students’ ideas
and encourage their growth as writers over time.

Element 3: Candidates design instruction related to

the strategic use of language conventions
(grammar, usage, and mechanics) in the context of
students’ writing for different audiences, purposes,
and modalities.

Element 2: Candidates use data about their

students’ individual differences, identities, and
funds of knowledge for literacy learning to create
inclusive learning environments that contextualize
curriculum and instruction and help students
participate actively in their own learning in ELA.

Element 3: Candidates differentiate instruction

based on students’ self-assessments and formal and
informal assessments of learning in English
language arts; candidates communicate with
students about their performance in ways that
actively involve them in their own learning.

59
 3/13/2017

ELEMENT
Element 4: Candidates select, create, and use a
variety of instructional strategies and teaching
resources, including contemporary technologies
and digital media, consistent with what is currently
known about student learning in English Language
Arts.

60