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Summary Statement of Content Standard: (see Minnesota's "Communication Arts/Literature" Licensure Standard skills and understanding implicit in communication arts/literature content

Speaking
1. Relationships between and among the verbal and nonverbal components of the
speaking process across a variety of contexts: small group, interpersonal, and
public
2. Methods and steps necessary to construct meaning for participants in formal
and informal speaking situations
3. Methods of managing and/or overcoming communication anxiety and
apprehension
4. Ethical responsibilities of a speaker associated with competent and effective
communication in society
Listening
1. Relationships between and among the components of the listening process
2. Different listening skills appropriate for diverse types and levels of listening
3. Identification and management of barriers to listening
4. Ethical responsibilities of a listener
Media Literacy

1. Relationships between and among the elements of the communication process
across various types of print and non-print media
2. The effects of the various types of electronic audio-visual media on the
communication process
3. Skills necessary for competent participation as a consumer and producer of media
communication
4. Functional, aesthetic, and ethical values of media communication

Writing

1. The various stages of the writing process (prewriting, writing, conferencing,
revising, publishing) in student writing
2. Diverse strategies to assess and respond to student writing
3. The functions of language and how they influence effective written communication
4. Form or medium of a text requires a different set of conventions for presenting,
arranging, and organizing information in particular genres or media
Literature

1. Knowledge of a wide range of literary texts including fiction and nonfiction, classic and contemporary works, works write for adults and for adolescents by a diversity of authors.
2. Knowledge of the characteristics of various literary genres-poetry, drama, novel, short story, and essays

3. Knowledge of the tools of interpretation including literary devices, critical theories, and various methods of analysis, interpretation, presentation, and evaluation of literature.
4. Knowledge of how to help students respond to, interpret, and evaluate texts in a variety of ways, including text-centered and reader-centered approaches.
5. Knowledge of how to encourage students to respond to texts through written and oral communication, both privately and publicly.
6. Ability to help students construct meaning out of texts through various processes applied before, during, and after reading.
7. Awareness of the degree to which context shapes meaning-the context of their lives, of a writer and his/her sociohistorical context, and of the social and cultural context in which the text is read and discussed.
8. Ability to guide students to the pleasures-aesthetic, intellectual, emotional and social-of the literary experience in the hope that these pleasures will encourage students to become lifelong readers and writers.

Reading

1. Understands the interactive/constructive nature of reading comprehension and how it functions in the literal, inferential, and schema-based levels of understanding.
2. Understands the stages of the reading process so as to model and teach strategies that occur before, during, and after reading.
3. Teaches content area reading strategies to encourage competence and independence for lifelong learning.

4.. Teaches students how to apply comprehension strategies for a variety of purposes to various materials and tasks, including everyday life situations.
5. Teaches students to seek out and synthesize information from a variety of textual and non-textual sources.

6. Possesses skill in the selection and teaching of technical vocabulary.

7. Models and teaches the use of books and other printed sources for personal growth and lifelong learning.

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Description of 5922 Tasks by which you will meet the standards:

Task I- Microteachings 1-6 on video

Task II - Unit with Performance Package

Task III - Mock Search Committee Interview

Task IV - Electronic Portfolio

(See your syllabus for further clarification of these tasks)