Alabama Administrative Code
Title 290 - ALABAMA STATE BOARD OF EDUCATION
Chapter 290-3-3 - TEACHER EDUCATION - PROFESSIONAL SERVICES
Section 290-3-3-.10 - Middle-Level English Language Arts (Grades 4-8)

Universal Citation: AL Admin Code R 290-3-3-.10

Current through Register Vol. 42, No. 11, August 30, 2024

(1) Rationale. The middle level English Language Arts program prepares teachers to use the Alabama Course of Study: English Language Arts and other guides to provide instruction in reading and other English Language Arts disciplines. The standards build upon the Alabama Core Teaching Standards and are guided by tenets of the Association for Middle Level Education.

(2) Program Curriculum. In addition to meeting Rules 290-3-3-.03(6)(a)1. -4., 290-3-3-.03(6)(e)1. and 2.(i)-(ii), 290-3-3-.04, 290-3-3-.05, and 290-3-3-.09(1), the program shall prepare prospective middle-level English language arts teachers who demonstrate knowledge of reading; language use and vocabulary; writing, speaking, listening; visual literacy; and English language arts instruction.

(a) Reading. Prior to program completion, prospective teachers will demonstrate:
1. General knowledge of:
(i) Major works, authors, and contexts of United States, British, and World literature appropriate for adolescents.

(ii) Defining characteristics of literary genres (e.g., poetry, literary nonfiction, drama).

(iii) Defining characteristics of major subgenres (e.g., sonnet, historical fiction, functional text).

2. Literature-related knowledge of how:
(i) Literal and inferential interpretations of a literary text can be supported with textual evidence.

(ii) A theme is developed within and across works from a wide variety of literary genres and other media.

(iii) Literary elements (e.g., characterization, setting, plot development) contribute to the meaning of a text.

(iv) Word choice (e.g., figurative, connotative, or information language) contributes to the meaning and tone of a literary text.

(v) Poetic devices and structure contribute to the meaning of a poem.

(vi) Literary skills support active reading of a literary text (e.g., making predictions, making connections with the text, summarizing).

3. Informational texts and rhetoric knowledge sufficient to:
(i) Understand how literal and inferential interpretations of an informational text can be supported with textual evidence.

(ii) Know a variety of organizational patterns that can be used to develop a central idea in an informational text.

(iii) Understand how word choice (e.g., figurative, connotative, or technical language) contributes to the meaning and tone of an informational text.

(iv) Understand methods that authors use to convey purpose and perspective in informational texts.

4. Visual texts and meaning sufficient to:
(i) Understand how visual texts can be used to convey a message.

(ii) Understand how visual devices contribute to meaning.

(iii) Use graphic novels and essays.

(b) Vocabulary Acquisition and Use: Prior to program completion, prospective teachers demonstrate knowledge of:
1. Use of affixes, context, and syntax to determine word meaning.

2. Use of print and digital materials to support correct language usage and appropriate vocabulary acquisition and use.

3. Variation in dialect and diction across regions, cultural groups, and time periods.

(c) Writing, Speaking, and Listening. Prior to program completion, prospective teachers demonstrate knowledge of:
1. Conventions of Standard English grammar, usage, syntax, and mechanics (e.g., sentence types, verb tenses, punctuation).

2. Distinct characteristics of various types of writing (e.g., argumentative, informative/explanatory, narrative).

3. Appropriateness of effective writing in relation to the task, purpose, and audience.

4. Characteristics of clear and coherent writing (e.g., development, organization, style).

5. Effective research practices, including evaluating the credibility of multiple print and digital sources, gathering relevant information, and citing sources accurately (e.g., MLA, APA).

6. Effective delivery of a speech or presentation (e.g., eye contact, visual aids, tone, purpose, audience).

7. Methods that authors use to appeal to a specific audience.

8. What constitutes an effective written argument with strong supporting evidence.

(d) English Language Arts Instruction. Prior to program completion, prospective teachers demonstrate ability to use:
1. The Alabama Course of Study: English Language Arts and other guides to provide instruction in reading and other language arts disciplines.

2. Research-based approaches to support language acquisition and vocabulary development for diverse learners.

3. Techniques for instructing students to participate productively in collaborative discussions (e.g., one-on-one, in groups, teacher-led) and listen actively.

4. Techniques for instructing students to communicate effectively and appropriately using technological tools (e.g., presentation software, blogs, and wikis).

5. Research-based approaches to grouping and differentiated instruction to meet specific instructional objectives in English Language Arts (e.g., literature circles, peer conferencing, collaborating with educators of special needs or linguistically diverse students).

6. Approaches to choosing texts for students based on ability and interests.

7. A variety of techniques to diagnose reading difficulties and teach struggling readers to overcome those difficulties.

8. A variety of techniques to diagnose reading difficulties and teach struggling readers to overcome those difficulties.

9. Research-based strategies for teaching adolescent reading (e.g., activating prior knowledge, modeling and metacognitive practices).

10. Research-based approaches to teaching components of writing (e.g., writing workshop, modeling).

11. Approaches to and purposes of formative and summative assessment of reading, writing, speaking, listening (e.g., use of rubrics, conferencing techniques, providing useful feedback), and visual literacy.

12. Effective approaches to incorporating student input into the design and use of English Language Arts curriculum and assessments (e.g., literature selection, collaboratively designed rubrics).

Previous Rule.07.01 was renumbered.10 per certification published August 31, 2021; effective October 15, 2021.

Author: Dr. Eric G. Mackey

Statutory Authority: Code of Ala. 1975, §§ 16-3-16, 16-23-14.

Disclaimer: These regulations may not be the most recent version. Alabama may have more current or accurate information. We make no warranties or guarantees about the accuracy, completeness, or adequacy of the information contained on this site or the information linked to on the state site. Please check official sources.
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