Illinois Administrative Code
Title 23 - EDUCATION AND CULTURAL RESOURCES
Part 27 - STANDARDS FOR ENDORSEMENTS IN SPECIFIC TEACHING FIELDS
Subpart B - FUNDAMENTAL LEARNING AREAS
Section 27.100 - English Language Arts
Universal Citation: 23 IL Admin Code ยง 27.100
Current through Register Vol. 48, No. 38, September 20, 2024
By October 1, 2024, all candidates for an endorsement in English Language Arts will be required to complete a program aligned to the NCTE/NCATE Standards for Initial Preparation of Teachers of Secondary English Language Arts, Grades 7-12 (2012), published by the National Council of Teachers of English, 1111 Kenyon Rd., Urbana IL 61801-1096, and available at http://www.ncte.org/standards. (No later amendments to or editions of these guidelines are incorporated.) The standards effective until September 30, 2024 are as follows:
a) The competent English language arts teacher understands and uses good pedagogical skills.
1) Knowledge Indicators - The competent
English language arts teacher:
A) understands
how to design, select, modify, and evaluate materials that reflect curriculum
goals, current knowledge, and the interests, motivation, and needs of
individual learners.
B) understands
and is sensitive to the diversity that exists among learners and how
differences influence reading, learning, and communicating.
C) understands cultural, linguistic, and
ethnic diversity and recognizes the positive contributions of
diversity.
D) understands the role
of motivation and interest in learning to read.
E) understands the influence of school
programs (e.g., remedial programs, gifted programs, and tracking) on students'
learning.
F) recognizes and
understands that assessment must take into account the complex nature of
reading, writing, and language and must be based on a range of authentic
literacy-related tasks using a variety of texts and resources.
G) recognizes and understands the importance
of aligning assessment with curriculum and instruction.
H) recognizes and understands the importance
of technological resources in teaching and learning.
2) Performance Indicators - The competent
English language arts teacher:
A) promotes
the development of an environment that fosters interest and growth in all
aspects of literacy.
B) models
reading aloud.
C) uses good grammar
and appropriate sentence construction in both oral and written
communication.
D) practices
effective listening techniques.
E)
provides students with appropriate and constructive evaluation and
feedback.
F) uses a variety of
instructional strategies and devices to be inclusive of all learners'
needs.
G) promotes students'
understanding of interdisciplinary relevancy.
H) uses literature and instructional
materials relative to all disciplines in appropriate fictional and
non-fictional contexts.
I) models
sensitivity to the cultural, linguistic, and ethnic diversity of all
learners.
J) uses technological
resources to enhance teaching and learning.
b) The competent English language arts teacher understands the nature of reading, how it develops, and the implications of its many uses for instructional programs. Knowledge Indicators - The competent English language arts teacher:
1) knows that literacy is a lifelong activity
that enables personal fulfillment and successful functioning in society,
including participation as a citizen.
2) understands, respects, and values
cultural, linguistic, and ethnic diversity and their relationship to learning
to read.
3) understands reading as
a process of constructing meaning through the interaction of the reader's
existing knowledge and experience, the information suggested by written
language, and the context of the reading situation.
4) understands the roles of motivation and
interest in learning to read.
5)
understands language development, cognition, and learning as applied to reading
development.
6) understands the
role that various language components play in reading development: phonemes
(sounds of the language); morphemes (words and meaningful parts of words);
semantics (meaning); and syntax (sentence structure and parts of speech); as
well as the pragmatic aspect of language (how language works in social
contexts).
7) recognizes the
relationships among the four language arts (reading, writing, listening, and
speaking) and knows how to provide opportunities to integrate these through
instruction.
8) understands the
importance of using reading and writing in all content areas, including social
studies, mathematics, and science.
9) understands emergent literacy and home and
school experiences that support it.
c) The competent English language arts teacher knows the benefits and limitations of various materials and selects and uses these materials appropriately.
1)
Knowledge Indicators - The competent English language arts teacher:
A) knows a variety of materials that can be
used for teaching reading, including trade books (both fiction and nonfiction),
commercially available basal readers or anthologies, magazines, predictable and
decodable texts, and electronic media.
B) knows how to create, organize, and use a
classroom library.
2)
Performance Indicators - The competent English language arts teacher:
A) analyzes and evaluates the quality and
appropriateness of instructional materials in terms of readability, content,
length, format, illustrations, and other pertinent factors.
B) uses students' interests, knowledge and
experiences, cultural backgrounds, and developmental levels as the basis for
selecting materials.
C) selects and
uses high-quality technological materials as a resource for reading and
learning (CD-ROM, Internet, etc.).
d) The competent English language arts teacher uses and extends oral language to develop reading.
1) Knowledge Indicators - The competent
English language arts teacher:
A) understands
similarities and differences in oral and written language learning.
B) is aware of students' dialects and
language differences and understands the implications of these differences in
teaching children to read standard English.
C) knows how oral language activities can be
used effectively to teach reading.
D) knows a variety of approaches for
developing and assessing phonemic awareness, including activities that
encourage rhyming and the blending, manipulation, and segmentation of
phonemes.
2) Performance
Indicators - The competent English language arts teacher:
A) provides oral language experiences that
extend language growth and support reading development.
B) engages students in various types of
discussion and talks about texts that are read to them.
C) engages students in readers' theater,
choral reading, and other oral language activities that are related to
reading.
e) The competent English language arts teacher plans, teaches, and assesses student knowledge in multiple areas of word identification.
1) Knowledge Indicators - The competent
English language arts teacher:
A) recognizes
the types of words that should be learned as sight words and is aware of
various lists of sight words.
B)
knows the common letter-sound correspondences and English spelling
patterns.
C) knows the organization
of phonics instruction.
D) knows
how to teach basic concepts of print (where to begin reading on a page and that
print refers to speech, directionality, text format, concept of word,
punctuation, etc.).
E) knows how to
teach the letters of the alphabet.
F) knows ways to teach sight vocabulary
effectively.
G) knows ways to teach
phonics effectively, including word analogies, word sorting, and systematic
explicit instruction.
H) knows how
spelling and phonics relate and how to use children's writing to stimulate
phonics learning and to evaluate its progress.
2) Performance Indicators - The competent
English language arts teacher:
A) assesses
emergent reading abilities including phonemic awareness, concepts of print, and
letter knowledge.
B) assesses
students' sight word knowledge.
C)
encourages students to use phonics knowledge together with context to help
figure out unknown words.
D)
teaches students to use common affixes to aid word identification.
f) The competent English language arts teacher plans, teaches, and assesses lessons to enhance reading fluency.
1) Knowledge Indicators - The
competent English language arts teacher:
A)
knows that oral reading fluency requires accuracy, speed, and expression and
understands its role in reading development.
B) understands the relationship between oral
and silent reading.
C) knows how to
use predictable books, poetry, and songs as the basis for early fluency
development.
2)
Performance Indicators - The competent English language arts teacher:
A) responds to dialect differences or
developmental speech problems in oral reading.
B) reads to students in ways that support
fluency development.
C) encourages
independent reading by students.
D)
uses strategies for developing fluency, including shared reading, choral
reading, repeated reading, and dramatization.
E) assesses students' fluency by listening to
them read.
g) The competent English language arts teacher knows how to plan and teach effective vocabulary lessons and how to encourage the types of reading likely to stimulate progress in vocabulary learning.
1) Knowledge Indicators - The competent
English language arts teacher:
A) understands
the role of vocabulary in reading comprehension and learning from text in
subject areas.
B) knows how to use
technology to enhance and encourage vocabulary skills.
2) Performance Indicators - The competent
English language arts teacher:
A) uses
teacher reading effectively to build new vocabulary knowledge.
B) engages students in word play, games, and
dramatization activities that teach word meanings.
C) develops knowledge of concepts and
knowledge of words and recognizes when each would be appropriate.
D) teaches students to use context and
reference materials for the learning of word meanings.
E) teaches the meanings of common word
structures (affixes and common roots).
F) teaches students to define words in a
variety of ways, including categories, synonyms, antonyms, definitions,
contexts, pictorial representations, and analogies.
G) teaches students to develop connections or
relationships among words, contexts, and personal experiences.
H) teaches students to review vocabulary to
increase retention.
I) encourages
both a breadth and depth of reading experiences to build new
vocabulary.
h) The competent English language arts teacher plans and teaches lessons that support and extend students' comprehension abilities with a variety of materials and assesses students' reading comprehension.
1) Knowledge Indicators - The competent
English language arts teacher:
A) knows the
relationship between listening comprehension and reading
comprehension.
B) knows how types
of questions affect reading comprehension and how they can be used to promote
comprehension and learning.
C)
recognizes the types of questions and levels of understanding expected in
different subject areas.
2) Performance Indicators - The competent
English language arts teacher:
A) encourages
students to respond personally to literary and informational materials and
helps them to connect their prior knowledge and experiences to text.
B) plans and teaches guided reading lessons
that model and guide students' use of comprehension strategies before, during,
and after reading text.
C)
encourages a variety of students' responses to text, including dramatization,
art, discussion, and multi-media presentation.
D) teaches students to use a variety of book
features (such as table of contents and index) and organizational patterns
common to informational text to improve understanding and recall of
text.
E) plans and teaches lessons
on how to preview and prepare to read a text effectively.
F) plans and teaches lessons on how to
monitor comprehension and how to correct confusions and misunderstandings that
arise during reading.
G) plans and
teaches lessons that enable students to summarize, analyze critically,
evaluate, and synthesize information read.
H) plans and teaches units that require
students to conduct research or inquiry using multiple texts and other sources
of information.
I) encourages
students to write about what they read in order to improve
understanding.
J) teaches students
to identify a variety of literary elements to enhance comprehension.
i) The competent English language arts teacher knows that all instruction should be based upon an assessment of students' current knowledge and abilities.
1) Knowledge Indicators - The competent
English language arts teacher:
A) understands
the use of standardized and informal reading assessments, including on-going
observations.
B) knows how to
conduct a parent interview to gain the parent's perspective on the child's
reading development.
C) understands
the implications of cultural, linguistic, and ethnic differences for
interpretation of assessments.
D)
recognizes technological resources appropriate to students' knowledge and
ability.
2) Performance
Indicators - The competent English language arts teacher:
A) determines students' independent,
instructional and frustrational reading levels.
B) interprets appropriately the results of
standardized reading tests, including the State assessment.
C) provides continuous monitoring of
students' progress through observations, work samples, and various informal
assessments.
D) assesses students'
reading attitudes, motivation, and interest through observations and other
informal means.
E) utilizes
assessment information to plan instruction.
F) encourages and supports students'
evaluation of their reading ability.
j) The competent English language arts teacher plans, organizes, and manages reading instruction to create a positive environment that encourages independent reading.
1) Knowledge Indicators - The competent
English language arts teacher:
A) knows ways
to encourage independent reading.
B) knows ways to involve parents and
communicates with them.
C) knows
how or when technology can contribute to a positive learning
environment.
D) recognizes when a
student's reading problems justify referral to various special services and
initiates referral.
2)
Performance Indicators - The competent English language arts teacher:
A) establishes a physical environment
appropriate for the instructional strategies being used.
B) plans lessons that provide sufficient
instructional time for all aspects of reading development and that are
sufficiently varied to hold students' attention.
C) differentiates instruction to meet
students' varying needs.
D)
organizes students effectively by reading abilities and interests.
E) uses cooperative grouping
techniques.
F) establishes a
positive literacy environment that encourages interest and learning, and that
highlights students' work and progress.
G) engages parents in the educational process
within and outside the classroom.
H) summarizes evaluative information about
children's learning and communicates it effectively to parents.
I) assigns appropriate homework that supports
reading growth.
J) models
independent reading.
k) The competent English language arts teacher understands, models, and teaches how writers convey meaning through literary elements and techniques in a variety of genres and media.
1) Knowledge Indicators - The competent
English language arts teacher:
A) identifies
characteristics and authors of various literary forms (e.g., short stories,
novels, drama, fables, myths, biographies, autobiographies, essays, poetry,
folk tales, legends, fiction, nonfiction, fantasy, documentaries).
B) identifies literary elements including
character, plot, setting, theme, conflict, resolution, climax, and mood and
explains their influence on the effectiveness of the literary piece.
C) identifies point of view in a literary
text (e.g., distinguishes between first and third person) and explains its
effect on the reader.
D) identifies
and explains ways in which an author uses language structure, literary form,
word choice style, and format to convey the author's viewpoint and to elicit an
emotional response from the reader.
E) identifies and describes a variety of
literary techniques and devices (e.g., figurative language, allusion,
foreshadowing, flashback, suspense, dialogue, description, word choice,
dialect, characterization, narration, symbolism) in classic and contemporary
literature representing a variety of genres and media.
2) Performance Indicators - The competent
English language arts teacher:
A)
demonstrates competence in general skills and strategies for reading
literature.
B) formulates
inferences and conclusions about story elements (e.g., main and subordinate
characters, setting, theme, missing details).
C) analyzes complex elements of plot (e.g.,
conflict and resolution).
D)
analyzes devices used to develop characters in a variety of literary texts and
genre (e.g., character traits, motivations, changes, and
stereotypes).
E) analyzes and
evaluates the development of form (e.g., short stories, essays, speeches,
poetry, plays, novels), style, and point of view and their purpose in American,
British, and world literature.
F)
analyzes a variety of literary techniques, devices, and structures (e.g.,
figurative language, allusion, foreshadowing, flashback, suspense, dialogue,
description, word choice, images, dialect, characterization, narration,
symbolism, and stream of consciousness) in classic and contemporary literature
representing a variety of genres and media.
l) The competent English language arts teacher reads and interprets a variety of literary works and genres.
1) Knowledge Indicators - The competent
English language arts teacher:
A) identifies
and explains the defining characteristics of a variety of literary forms and
genres (e.g., short stories, novels, drama, fables, myths, biographies,
autobiographies, essays, poetry, folk tales, legends, fiction, nonfiction,
fantasy, documentaries).
B)
recognizes the importance of using a wide variety of print and electronic
materials throughout the curriculum, including high-quality literature for
children and adolescents and diverse expository materials appropriate to the
age and developmental level of the learners.
C) identifies recurring themes across
literary works from a variety of eras, cultures, traditions and
genres.
D) recognizes the value of
reading aloud to learners using a variety of genres.
E) recognizes the importance of providing
time for reading of extended text for authentic purposes.
F) recognizes that literature can be a means
for transmitting moral and cultural values within a community.
G) recognizes that people experience varying
responses to literature.
2) Performance Indicators - The competent
English language arts teacher:
A)
demonstrates a familiarity with selected literary works of enduring
quality.
B) analyzes and expresses
an interpretation of literary work from a variety of eras, cultures,
traditions, and genres.
C) selects
literature appropriate to the level and interests of the student.
D) creates a literature-rich
environment.
E) provides
opportunities for students to be exposed to various purposes for
reading.
F) critiques ideas and
impressions generated by oral, visual, written, and electronic
materials.
G) reads aloud from a
variety of genres to demonstrate appropriate interpretation and
appreciation.
H) models and teaches
students to apply reading skills and strategies to analyze, comprehend, and
appreciate a variety of literary genres (e.g., short stories, novels, drama,
fables, myths, biographies, autobiographies, essays, poetry, folk tales,
legends, fiction, nonfiction, fantasy, documentaries).
I) models and teaches students how to draw on
experience, interaction with other readers and writers, word-identification
strategies, knowledge of word meaning, and their understanding of textual
features (e.g., sound-letter correspondence, sentence structure, context, and
graphics) to better understand literature and electronic media.
J) models responses to literary material and
teaches students to respond by making inferences; drawing conclusions; making
comparisons from personal, creative, and critical points of view; and sharing
responses with peers.
K) models
responses and teaches students to respond to and interpret what they read in a
constructive or transactional process.
L) reads and provides opportunities for
students to read a wide variety of literature from many periods and genres to
build an understanding of the many dimensions (e.g., philosophical, ethical,
aesthetic) of human experience.
M)
designs and demonstrates a variety of examples and multiple learning activities
to teach students to identify, explain, compare, and contrast common literary
themes across various societies, eras, and genres and to identify recurring
themes across literary works.
N)
understands and teaches students to understand and relate literary works and
their elements (characters, theme, setting, plot, conflict, and resolution) to
current and historical events, people, perspectives, and personal
experiences.
O) analyzes form,
content, purpose, and major themes of American, British, and world literature
in their historical perspectives.
P) applies knowledge gained from literature
as a means of understanding contemporary and historical economic, social, and
political issues and perspectives.
m) The competent English language arts teacher understands, models, and teaches recognition of rhetorical sensibilities within the writing process.
1)
Knowledge Indicators - The competent English language arts teacher:
A) recognizes that different writing
situations, as determined by varying purposes and audiences, call for different
forms, organizational strategies, styles, formats, rules of evidence, and
composing processes.
B) recognizes
various response strategies for helping students revise texts for
appropriateness in a variety of rhetorical situations.
C) understands how to compose writing
assignments that challenge students to practice writing for a variety of
rhetorical situations.
D)
understands how technology may be used to enhance written documents for various
and specific rhetorical situations.
2) Performance Indicators - The competent
English language arts teacher:
A) models and
teaches analysis of various and specific rhetorical situations.
B) models and teaches writing processes for a
variety of writing modes (e.g., narrative, expository, and
persuasive).
C) enables students to
write for real or potentially real situations and audiences that dictate a
variety of rhetorical analyses.
n) The competent English language arts teacher understands, models, and teaches prewriting strategies necessary for the student to meet a variety of rhetorical situations.
1) Knowledge Indicators - The competent
English language arts teacher:
A) understands
the importance and value of prewriting as a component in the writing
process.
B) recognizes that
different writing situations, as determined by varying purpose and audiences,
call for different prewriting strategies.
C) recognizes that learning styles of
individual students are variable factors in using prewriting strategies within
the writing process.
D) understands
how to compose writing assignments that challenge students to practice a
variety of prewriting strategies.
E) understands the role of pre-composition in
creating computer-generated documents.
2) Performance Indicators - The competent
English language arts teacher:
A) explains
and reinforces the importance of prewriting as a component in the writing
process.
B) explains the importance
of pre-composition in creating computer-generated documents.
C) models and teaches a variety of prewriting
strategies as a means of generating and organizing ideas within the writing
process (e.g., mapping, listing, outlining, and drafting).
D) enables students to analyze learning
styles and rhetorical situations and apply appropriate prewriting
strategies.
o) The competent English language arts teacher understands, models, and teaches strategies within the writing process that enable students to progress from prewriting to drafting documents for various and specific rhetorical situations.
1) Knowledge Indicators - The
competent English language arts teacher:
A)
understands that drafting is an important, recursive component in the writing
process.
B) commands knowledge of
spelling and grammar conventions (e.g., capitalization, punctuation,
appropriate use of the eight parts of speech, syntax, diction).
C) understands the elements of composition
(i.e., thesis development, focus, organization, support and elaboration,
paragraph unity, and coherence).
D)
understands how to compose writing assignments that provide opportunities to
practice drafting documents.
E)
understands conference techniques that assist students with the drafting of
documents.
2) Performance
Indicators - The competent English language arts teacher:
A) explains and reinforces the recursive
nature of drafting within the writing process.
B) models and teaches the elements of
composition in a variety of rhetorical situations (e.g., short stories, essays,
letters, and reports).
C) models
and teaches strategies that enable students to spell frequently occurring words
accurately.
D) enables students to
write complete sentences and effective paragraphs using standard English
conventions.
E) models and teaches
the use of modifiers to expand ideas, transitions to produce an effective
control of language and ideas, and effective paragraph organization.
F) enables students to write multi-paragraph
documents that convey ideas and information in a clear and concise
style.
G) enables students to
discover and improve a distinct voice in their writing.
H) confers with students to help them with
the drafting of written documents.
I) enables students to use technology to
facilitate recursive drafting of composition.
p) The competent English language arts teacher understands, models, and teaches strategies within the writing process that enable students to revise drafts of documents written for a variety of rhetorical situations.
1) Knowledge
Indicators - The competent English language arts teacher:
A) understands the importance and value of
revision as a recursive component of the writing process.
B) understands that English conventions,
style, diction, voice, and rhetorical situation drive the revision component of
the writing process.
C) commands
knowledge of revision strategies appropriate to a variety of writing modes and
rhetorical situations.
D)
understands how to compose writing assignments that provide practice of
revision techniques.
2)
Performance Indicators - The competent English language arts teacher:
A) explains and reinforces the value of
revision as an important, recursive component in the writing process.
B) models and teaches revision strategies
affecting diction, syntax, transitions, organization, and point of
view.
C) models and teaches
revision strategies affecting paragraph coherence and organization.
D) models and teaches revision strategies
addressing various and specific rhetorical situations.
E) models and teaches revision strategies
using contemporary technology.
q) The competent English language arts teacher understands, models, and teaches proofreading and editing techniques for documents that address various and specific rhetorical situations.
1) Knowledge Indicators - The competent
English language arts teacher:
A) understands
the importance and value of editing as a component in the writing
process.
B) commands an
understanding of standard English conventions including grammar, semantics,
syntax, morphology, and phonology.
C) understands the application of language
structure and conventions in the critiquing and editing of written
documents.
D) commands an array of
strategies used to comprehend, interpret, and evaluate written
documents.
E) understands the value
and practice of editing by writers and by their peers as strategies within the
writing process.
F) understands how
to compose writing assignments to provide students practice in editing
techniques with a variety of documents.
2) Performance Indicators - The competent
English language arts teacher:
A) explains
and emphasizes editing as an important component in the writing
process.
B) models and teaches
proofreading and editing techniques for standard English conventions, clarity,
and style in various and specific rhetorical situations.
C) models various strategies for creating
written documents and for evaluating their effectiveness, including editing by
writers and by their peers.
D)
models and teaches editing techniques using contemporary technology.
r) The competent English language arts teacher understands, models, and teaches the preparation of written documents for publication.
1)
Knowledge Indicators - The competent English language arts teacher:
A) understands the importance and value of
publishing as an integral component of the writing process.
B) understands the importance of providing
hands-on experience with the technology required for preparing documents for
publication.
C) understands
specific formats required for publishing a variety of written documents for
variable and specific rhetorical situations.
D) commands the technological awareness
necessary to produce written documents suitable for submission or
publication.
2)
Performance Indicators - The competent English language arts teacher:
A) explains and emphasizes the importance of
preparing documents for submission or publication.
B) models and teaches text formats
appropriate for submitting and publishing written documents.
C) models and teaches the use of contemporary
technology to produce documents of publication quality.
D) enables students to produce grammatically
correct documents using standard manuscript specifications for a variety of
rhetorical situations.
E) provides
students the opportunity to publish their written documents.
s) The competent English language arts teacher recognizes the components of the communication process and understands the importance of effective communication in the classroom.
1) Knowledge Indicators - The competent
English language arts teacher:
A) understands
the communication process (speaker, listener, message, medium, feedback, and
noise).
B) understands audience
analysis.
C) knows the differences
among oral, written, and electronic communication processes.
D) knows the role of feedback in
communication.
E) knows the
relationship between nonverbal and verbal communication.
F) knows different purposes for
communicating.
G) understands the
shared responsibilities of speakers and listeners.
H) understands stated and implied meanings of
a message.
2) Performance
Indicators - The competent English language arts teacher:
A) models and teaches vocal qualities (pitch,
rate, tone, volume, etc.) and nonverbal cues to create and interpret
meaning.
B) models and teaches
audience analysis to adapt message and communication behaviors to the audience
and situation.
C) demonstrates and
teaches the ability to focus attention on a speaker's message.
D) models and teaches appropriate and
effective feedback.
E) models and
teaches listening behaviors to accommodate the listening situation.
F) models and teaches differences among oral,
written, and electronic communication.
t) The competent English language arts teacher understands the influence presented by people, their relationship to each other, and the ability to adapt their communications to the needs of their constituencies and the situations or settings in which they communicate.
1) Knowledge Indicators - The competent
English language arts teacher:
A) understands
the importance of adapting communication to the situation and
setting.
B) understands strategies
for appropriate and effective small-group communication, including components
and group variables (roles, norms, and leadership).
C) understands the influence of context on
communication.
D) knows the
delivery types and their uses and impacts.
E) knows a variety of organizational formats
appropriate for different speaking situations.
F) knows questioning skills for interviewing
and gathering first-hand information.
G) knows problem-solving strategies that can
be used in group situations.
H)
knows how to use electronic media for effective communication.
2) Performance Indicators - The
competent English language arts teacher:
A)
models and teaches how to organize appropriate and effective messages to
support a clearly stated thesis.
B)
models and teaches how to adapt messages to fit the audience.
C) models and teaches selection of
appropriate and effective supporting material considering topic, audience,
occasion, and purpose.
D) models
and teaches appropriate and effective participation in a problem-solving group
discussion.
E) models and teaches
the use of various electronic media and suggests modes of
improvement.
F) models and teaches
effective leadership of group discussion.
G) models and teaches uses of electronic
messaging and other Internet-based informational resources.
H) models and teaches uses of nonverbal
techniques to enhance messages in personal, group, and public communication
situations.
I) models and teaches
how to adapt language for specific audiences and settings.
J) models and teaches uses of feedback to
improve future communication.
u) The competent English language arts teacher understands and is aware of diversity as he/she communicates.
1) Knowledge Indicators - The competent
English language arts teacher:
A) understands
the concepts of individual, social, and cultural diversity and their impact on
communication.
B) recognizes when
others do not understand.
C)
understands the role of self-concept, disclosure, and conflict in
relationships.
D) recognizes the
importance of diverse individual perceptions in interpersonal
relationships.
E) understands the
role of constructive criticism in interpersonal relationships.
F) understands strategies for analyzing
audiences and how to use appropriate strategies in communicating with
them.
G) understands the difference
between supportive and non-supportive audiences.
H) knows various problem-solving
strategies.
2)
Performance Indicators - The competent English language arts teacher:
A) models and teaches how information about
audience members is used to create and deliver messages.
B) models and teaches the recognition of and
response to cultural and social differences within audiences.
C) models and teaches creation and use of
messages that are culturally inclusive.
D) models and teaches appropriate and
effective negotiation skills.
E)
models and teaches use of constructive criticism.
F) models and teaches making adjustments in
presentations to promote understanding.
v) The competent English language arts teacher knows how to evaluate oral messages on the basis of their purpose, quality, and appropriateness.
1) Knowledge
Indicators - The competent English language arts teacher:
A) knows functions of communication and oral
presentations (informing, influencing, relating, imagining, appreciating, and
ritualizing).
B) understands
criteria for selecting content and support for a given communication
situation.
C) understands criteria
(topic, context, and goals) for evaluating the content, organization, and
support of communication strategies.
D) knows the various types and strengths of
supporting materials.
2)
Performance Indicators - The competent English language arts teacher:
A) recognizes appropriately organized and
supported presentations in various contexts.
B) recognizes strategies used in a given
communication situation according to their function and
appropriateness.
C) evaluates the
short- and long-term effects of speaking by others in various communication
contexts.
D) evaluates the quality
of presentations by applying authoritative criteria.
w) The competent English language arts teacher understands the role of communication in relation to ethical issues in a democratic society.
1) Knowledge
Indicators - The competent English language arts teacher:
A) understands the importance of freedom of
speech in a democratic society.
B)
understands the importance of ethical communication.
C) knows how to use inclusive language when
addressing others.
D) understands
the ethical responsibility to challenge harmful stereotypical or prejudicial
communication.
E) knows the effects
of his or her communication choices on others.
2) Performance Indicators - The competent
English language arts teacher:
A) models and
teaches how to communicate in a manner that respects the rights of
others.
B) models and teaches how
to interpret the behaviors of others without making stereotypical or
prejudicial judgments.
C) models
and teaches the importance of accuracy and relevance of material to be
quoted.
D) models and teaches how
to cite sources of evidence accurately.
E) models and teaches modification of
messages to remove stereotypical and prejudicial language.
x) The competent English language arts teacher knows and uses oral messages that inform, clarify, persuade, and/or inspire while respecting differences in listeners' backgrounds.
1) Knowledge Indicators - The competent
English language arts teacher:
A) understands
that communication choices should be sensitive to listeners'
backgrounds.
B) understands how
verbal and nonverbal messages clarify meaning, organization, and the goals of
speaking.
2) Performance
Indicators - The competent English language arts teacher:
A) models and teaches a variety of effective
presentations that meet standards of accuracy, timeliness, support, and clarity
of explanation.
B) models and
teaches vivid, clear and concise communication of ideas.
C) models and teaches selection of language
that is appropriate to the occasion, purpose, audience, and context.
D) models and teaches adaptation of messages
according to feedback received.
E)
models and teaches effective and interesting delivery techniques appropriate to
the situation.
y) The competent English language arts teacher manages or overcomes communication anxiety and helps assist students manage and control their anxiety.
1)
Knowledge Indicators - The competent English language arts teacher:
A) understands that anxiety is a normal
response to many communication situations but may vary in impact among various
communication contexts.
B) knows
and understands strategies to help minimize and/or manage communication
anxiety.
C) understands
physiological and psychological reactions to anxiety.
D) understands the individual and social
factors that may lead to communication anxiety.
2) Performance Indicators - The competent
English language arts teacher:
A) models and
teaches strategies that can help alleviate communication anxiety.
B) models and teaches how to appear confident
while speaking.
C) creates
experiences for students to address, manage, or overcome their communication
anxieties.
z) The competent English language arts teacher uses appropriate and effective listening skills.
1) Knowledge Indicators -
The competent English language arts teacher:
A) knows various types and purposes of
listening.
B) understands skills
unique to each listening type and purpose.
C) understands the listener's role and
responsibility in a communication situation.
D) understands appropriate and effective
listening responses across a variety of communication situations.
2) Performance Indicators - The
competent English language arts teacher:
A)
models and teaches skills appropriate to each type and purpose of
listening.
B) models and teaches
how to monitor his or her own listening behaviors.
C) demonstrates and teaches attentiveness
through verbal and nonverbal behaviors.
D) models and teaches questioning, perception
checking, summarizing, and paraphrasing to understand a message.
E) understands and teaches respect for the
rights of others to have opposing viewpoints.
F) models and teaches evaluation of his or
her own listening behavior.
aa) The competent English language arts teacher identifies and manages barriers to listening.
1) Knowledge Indicators - The competent
English language arts teacher:
A) knows
listening barriers such as bias, close-mindedness, preconceived attitudes,
indifference, and emotional involvement in communication situations.
B) understands the effects of physical
conditions and physiological ability on listening.
C) knows the effects of receiver apprehension
on listening.
2)
Performance Indicators - The competent English language arts teacher:
A) models and teaches management of internal
and external distractions.
B)
models and teaches validation of others by listening to them.
bb) The competent English language arts teacher understands how to locate, organize, and use information from resources representing diverse perspectives and a variety of media and modalities.
1) Knowledge Indicators
- The competent English language arts teacher:
A) understands methods for acquiring
information, including a variety of sources such as books, interviews, CD-ROMs,
websites, library reference materials, etc.
B) understands organizational strategies
(e.g., graphic organizers, sequencing, notes) in both print and electronic
formats.
C) understands practical
uses of information from a variety of sources.
D) understands how to relate to the needs of
a diverse community of learners and various perspectives/approaches of
sources.
E) recognizes diversity
issues within reference materials, distinguishes among them, and addresses
diverse student needs.
2)
Performance Indicators - The competent English language arts teacher:
A) demonstrates and teaches methods for
identifying, formulating, and answering questions and for acquiring information
from a variety of sources relative to a research topic.
B) illustrates and teaches the development of
a research plan to aid in the solution of problems ranging from personal, to
local, to global in nature.
C)
models and teaches organization and integration of data from a variety of
sources in an effective, efficient manner, as with graphic organizers to
sequence, prioritize, and plan in both print and electronic formats.
D) illustrates and teaches the capacity to
relate referenced information cohesively from and within many different genres,
concepts, and situations into reports and projects.
E) promotes and facilitates appropriate
design and development of multi-faceted, student-driven projects based on
contemporary issues.
F) promotes
and provides a climate conducive to the presentation of a class or individual
product to an academic, business, or community audience.
G) provides structure and support for the
writing of a formal research product, including a thesis statement and
synthesis of information in logical sequence.
cc) The competent English language arts teacher understands the process of discriminating between types of information by analyzing and evaluating that information from a variety of sources and perspectives.
1) Knowledge Indicators - The
competent English language arts teacher:
A)
understands methods of analysis and evaluation of research sources and
information gathered from a variety of sources.
B) understands appropriate sources from a
variety of locations and modalities.
C) understands the importance of
discriminating between credible primary and secondary sources.
D) understands the ethical attributes of
responsible research and reporting.
E) recognizes credible information that will
enable the learner to distinguish between viable and flawed
information.
2)
Performance Indicators - The competent English language arts teacher:
A) demonstrates and teaches the ability to
select, analyze, and evaluate information and sources that aid in the solution
of problems ranging from personal, to local, to global.
B) models and teaches the distinction between
credible and non-credible research data, sources, and reports using critical
analysis of information and sources.
C) models and teaches discrimination among
sources by evaluating the purpose, credibility, reliability, validity,
perspectives of author, and content quality of the source.
D) demonstrates and teaches source citation
format (works cited, bibliography) as appropriate to various genres and
explains the importance of ethical standards when preparing research products
in various situations.
E)
demonstrates and teaches effective and efficient models of research analysis
and evaluation using the integration of multiple forms of data.
F) promotes and provides for a climate
conducive to honest and open critical analysis and evaluation.
dd) The competent English language arts teacher understands the methodology for applying acquired information, concepts, and ideas to communicate in a variety of formats for various purposes and acknowledges the power and potential of print and non-print media in the understanding of contemporary culture.
1) Knowledge Indicators - The competent
English language arts teacher:
A) understands
practical application of information within the context of the intended
task.
B) understands various
modalities available for effective communication of documented information,
including electronic media.
C)
understands how to synthesize information gathered into letters, stories,
reports, or other communicated products.
D) recognizes effective communication modes
such as research papers, debates, narratives, expositions, and multi-media
presentations.
E) recognizes
critical attributes of effective oral and written communication.
F) distinguishes among different
communication modalities and ascertains which modality will be most effective
for different purposes.
G)
recognizes expectations for students' proficiency in technology skills such as
word processing, Internet access and function, PowerPoint, Hyper Studio,
etc.
2) Performance
Indicators - The competent English language arts teacher:
A) demonstrates and teaches the use of print,
non-print, human, and technological resources to acquire and use information in
the planning, composition, editing, and revision stages of a research product
relating to real-life topics.
B)
provides the opportunity for learners to recognize, acknowledge, and use
diversity and related issues within reference materials, modalities, and
individual experiences to strengthen and enrich the research product.
C) provides the opportunity for learners to
support and defend a thesis statement using a variety of sources and expressive
modalities.
D) provides multiple
information acquisition and dissemination opportunities for student-designed
products with support for oral, visual, and/or electronic formats.
E) designs a forum allowing students the
opportunity to prepare for and participate in formal debates about contemporary
issues using sound research skills.
Disclaimer: These regulations may not be the most recent version. Illinois 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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