Rubrics for NCATE Standards

Candidates demonstrate a high level of competence in the use of English language arts

S

Evidence shows that:

• Candidates misuse English language arts conventions, in oral and/or written language forms, in communications with students, students’ family, teachers, and other adults

Evidence shows that:

• Candidates use English language arts conventions, in oral and written language forms, in communications with students, students’ family, teachers, and other adults
  
  
• Candidates adjust communication conventions, oral and written, as appropriate to the audience

Evidence shows that:

• Candidates exhibit a high level of competence in the use of English language arts conventions, in oral and written discourse, for effective communications with students, students’ family, teachers, and other adults
  
  
• Candidates adjust communication conventions appropriate to function, purpose, and audience

Candidates know, understand, and use concepts from reading, language, and child development to teach reading, writing, speaking, viewing, listening, and thinking skills

K, S, I

Evidence shows that:

• Candidates develop instruction in English language arts that is focused on phonics and/or skills
  
  
• Candidates exclude relevancy to developmentally appropriate practices and/or students’ language use with English language arts instruction
  
  
• Candidates administer formative and summative assessments to determine students’ understanding of language

Evidence shows that:

• Candidates develop instruction in English language arts focused on a balanced reading approach and developmentally appropriate practices
  
  
• Candidates build on students’ language use, including first and second language learners, in order to teach communication (i.e., reading, writing, speaking, viewing, and listening) and thinking skills to students so that they become competent users of language
  
  
• Candidates administer formative and summative assessments to determine students’ understanding and use of language
  
  
• Candidates use strategies to help students correct error patterns and misunderstandings

Evidence shows that:

• Candidates develop instruction in English language arts that is focused on a balanced approach and developmentally appropriate practices
  
  
• Candidates build on students’ experiences; language use, including first and second language learners; and instructional strategies in order to teach communication (i.e., reading, writing, speaking, viewing, and listening) and thinking skills to students so that they become competent effective users of language
  
  
• Candidates administer formative and summative assessments to determine students’ understanding and use of language
  
  
• Candidates use strategies that help students correct error patterns, misconceptions, and misunderstandings
  
  
• Candidates use assessment results to aid instruction with students’ language and communication skills

Candidates know, understand, and use concepts from reading, language, and child development to help students successfully apply their developing skills to many different situations, materials, and ideas

S, I

Evidence shows that:

• Candidates know a variety of strategies to help students think critically about reading materials
  
  
• Candidates know a repertoire of literacy genres
  
  
• Candidates know strategies to develop listening skills
  
  
• Candidates provide students with writing and speaking opportunities

Evidence shows that:

• Candidates use and implement a variety of strategies with students so they can think critically about what has been read
  
  
• Candidates know and use a repertoire of literary genres across a variety of subject areas
  
  
• Candidates provide students with different writing and speaking opportunities
  
  
• Candidates develop students’ listening skills

Evidence shows that:

• Candidates use a variety of strategies with students so they can monitor their own comprehension and think critically about what has been read
  
  
• Candidates know and use a repertoire of genres across a variety of subject areas
  
  
• Candidates provide multiple writing and speaking opportunities so that students adapt communication skills (e.g., reading and writing) for different audiences, situations, and purposes
  
  
• Candidates develop strategies to enhance students’ listening skills so that they understand, consider, respond to, and discuss a variety of literary genres