Minnesota State “Teaching Communication Arts/Literature” Licensure Standards
Minnesota Rule 8710.4250
Standard |
Evidence within the Curriculum |
Evidence of Student Learning |
| A. The teacher must understand and apply the following central concepts: | ||
| A1: language development, cognition, and learning; | Reading: From the Other Side of the Desk Chapters
2-6 (cognitive overload, learning vs. acquisition, motivation for language
acquisition and second language acquisition, conditions that limit cognition
and learning of writing). Lecture and demonstration: inductive nature of language acquisition and modeling in mini-lessons teaching language concept in mini-lessons to peers and in school setting practicum |
Teaching language concept in mini-lessons to peers and in school setting practicum |
| A4: technological resources including software, databases, and networks that can be used to gather, synthesize, create, and communicate knowledge; | Use of e-reserves, web-x, on-line resources, gathering web resources for research paper and analysis of websites, reading of Literacy in a Digital Age, Chapter 7. | Analysis of websites Use of on-line resources and databases in Multi-genre or I-Search papers; |
| A5: language for independent learning and enjoyment; |
Writing experiences for real audiences and purposes in different genres. Guest lecture from senior citizen Grady Mann and “New Moon” magazine editor. | Portfolio-reflective writing |
| A6: communication which is clear, fluent, strategic, critical, and creative; | Lecture and handouts on effective B and A book presentations, class analysis of presentations and mini-lessons; multiple drafts of writing for real audience and purpose in different genres. | Assessment of presentations; instructor, peer, and self assessment of portfolio and its research paper and two individual writing pieces; group assessment of Adopt-a-Class experience. |
| A7: the aesthetic dimensions of communication arts and
literature; |
Discussion of art-based language arts; reading: Moon Journals assignments; visual presentation of the writing process. | Multi-modal presentations; graphic additions to research papers and individual pieces. Class development of illustrated moon journal book. |
| A8: strategies that allow appropriate engagement in communication tasks for a variety of purposes and audiences; | Reading Chapter 7 and 8 in From the Other Side of the
Desk: engagement in writing and the power of real audience and purpose. Two written pieces for different audiences and purposes; assignment design using identified audience and purpose in Adopt-a-Class practicum. |
Adopt-a-Class assessment and reflection; reflective writing in Portolio |
| A12: research methods encompassing content; | Analysis of web sites for research purposes; reading of e-reserve articles on I-Search, Multi-Genre Research, and Cultural Journalism | Research paper in portfolio |
| A14: the meanings of messages, content and relational; | ||
| A15: communication and its value in exploring and expressing ideas; | Chapter 8- From the Other Side of the Desk: the intrinsic motivation of self-expression for writing | Adopt-a-Class facilitation of idea generation for writing: self-evaluation of Adopt-a-Class |
| B. The teacher must demonstrate understanding and skills: | ||
| B.1.e: the ability to find and synthesize information from a variety of textual and nontextual sources; | Interviewing for Personal Experience Presentation; Analysis of e-reserves and other assigned reading. | Thursday writing; class research analysis of reading multi-modal presentations of writing experience |
| B.2.a:various stages of the writing process, including prewriting, writing, conferencing, revising, and publishing used in teaching writing; | Reading: Sondra Perl “On Composing”; From the Other Side of the Desk, Chapter 3. Analysis of personal writing process in interviews; reading sections of 6+1 Traits | Process entries in the journal (Journal Evaluation I and II). Self-analysis of portfolio; group presentations and defense in front of class of a visual representation of the writing process; self-analysis of one’s own writing process in interviewing exercise, evidenced in multi-modal presentation |
| B.1.b:diverse strategies for assessing and responding to student writing; | 6+1 Traits: reading on assessment, lecture and practice in rubric development, experience with peer response in writing groups; presentation on contract and portfolio assessment; reading of Tom Romano, Chapter 8, Writing with Passion | Adopt-a-Class evaluation of student papers using rubrics; portfolio assessment and reflective self-evaluation of class writing, assessment of peer response experiences in final exam |
| B.1.c: The functions of language and how they influence effective written communication; and | Reading From the Other Side of the Desk and lecture on the interaction of affect and cognition in short term memory, and on word access and fluency in writing; Noden, Chapter 1 Image Grammar | Evaluation of Adopt-a-Class experience; assessments of the writing portfolio |
| B.1.d: conventions for presenting, arranging, and organizing information in particular genres or media | Romano, Writing with Passion; lectures on the teaching of expository writing | Multi-genre research papers and individual pieces in diverse genres for different audiences and purposes |