1. Candidates are knowledgeable about texts that represent a range of world literatures, historical traditions, genres, and the experiences of different genders, ethnicities, and social classes; they are able to use literary theories to interpret and critique a range of texts. (NCTE 1.1)
1. Candidates are knowledgeable about texts that represent a range of world literatures, historical traditions, genres, and the experiences of different genders, ethnicities, and social classes; they are able to use literary theories to interpret and critique a range of texts. (NCTE 1.1) 0
1. Candidates are knowledgeable about texts that represent a range of world literatures, historical traditions, genres, and the experiences of different genders, ethnicities, and social classes; they are able to use literary theories to interpret and critique a range of texts. (NCTE 1.1) 1
1. Candidates are knowledgeable about texts that represent a range of world literatures, historical traditions, genres, and the experiences of different genders, ethnicities, and social classes; they are able to use literary theories to interpret and critique a range of texts. (NCTE 1.1) 2
1. Candidates are knowledgeable about texts that represent a range of world literatures, historical traditions, genres, and the experiences of different genders, ethnicities, and social classes; they are able to use literary theories to interpret and critique a range of texts. (NCTE 1.1) 3
1. Candidates are knowledgeable about texts that represent a range of world literatures, historical traditions, genres, and the experiences of different genders, ethnicities, and social classes; they are able to use literary theories to interpret and critique a range of texts. (NCTE 1.1) 4
1. Candidates are knowledgeable about texts that represent a range of world literatures, historical traditions, genres, and the experiences of different genders, ethnicities, and social classes; they are able to use literary theories to interpret and critique a range of texts. (NCTE 1.1) NA
2. Candidates are knowledgeable about how adolescents read texts and make meaning through interaction with media environments. (NCTE 1.2)
2. Candidates are knowledgeable about how adolescents read texts and make meaning through interaction with media environments. (NCTE 1.2) 0
2. Candidates are knowledgeable about how adolescents read texts and make meaning through interaction with media environments. (NCTE 1.2) 1
2. Candidates are knowledgeable about how adolescents read texts and make meaning through interaction with media environments. (NCTE 1.2) 2
2. Candidates are knowledgeable about how adolescents read texts and make meaning through interaction with media environments. (NCTE 1.2) 3
2. Candidates are knowledgeable about how adolescents read texts and make meaning through interaction with media environments. (NCTE 1.2) 4
2. Candidates are knowledgeable about how adolescents read texts and make meaning through interaction with media environments. (NCTE 1.2) NA
3. Candidates can compose a range of formal and informal texts taking into consideration the interrelationships among form, audience, context, and purpose; candidates understand that writing is a recursive process; candidates can use contemporary technologies and/or digital media to compose multimodal discourse. (NCTE 2.1)
3. Candidates can compose a range of formal and informal texts taking into consideration the interrelationships among form, audience, context, and purpose; candidates understand that writing is a recursive process; candidates can use contemporary technologies and/or digital media to compose multimodal discourse. (NCTE 2.1) 0
3. Candidates can compose a range of formal and informal texts taking into consideration the interrelationships among form, audience, context, and purpose; candidates understand that writing is a recursive process; candidates can use contemporary technologies and/or digital media to compose multimodal discourse. (NCTE 2.1) 1
3. Candidates can compose a range of formal and informal texts taking into consideration the interrelationships among form, audience, context, and purpose; candidates understand that writing is a recursive process; candidates can use contemporary technologies and/or digital media to compose multimodal discourse. (NCTE 2.1) 2
3. Candidates can compose a range of formal and informal texts taking into consideration the interrelationships among form, audience, context, and purpose; candidates understand that writing is a recursive process; candidates can use contemporary technologies and/or digital media to compose multimodal discourse. (NCTE 2.1) 3
3. Candidates can compose a range of formal and informal texts taking into consideration the interrelationships among form, audience, context, and purpose; candidates understand that writing is a recursive process; candidates can use contemporary technologies and/or digital media to compose multimodal discourse. (NCTE 2.1) 4
3. Candidates can compose a range of formal and informal texts taking into consideration the interrelationships among form, audience, context, and purpose; candidates understand that writing is a recursive process; candidates can use contemporary technologies and/or digital media to compose multimodal discourse. (NCTE 2.1) NA
4. Candidates are knowledgeable about how adolescents compose texts and make meaning through interaction with media environments. (NCTE 2.3)
4. Candidates are knowledgeable about how adolescents compose texts and make meaning through interaction with media environments. (NCTE 2.3) 0
4. Candidates are knowledgeable about how adolescents compose texts and make meaning through interaction with media environments. (NCTE 2.3) 1
4. Candidates are knowledgeable about how adolescents compose texts and make meaning through interaction with media environments. (NCTE 2.3) 2
4. Candidates are knowledgeable about how adolescents compose texts and make meaning through interaction with media environments. (NCTE 2.3) 3
4. Candidates are knowledgeable about how adolescents compose texts and make meaning through interaction with media environments. (NCTE 2.3) 4
4. Candidates are knowledgeable about how adolescents compose texts and make meaning through interaction with media environments. (NCTE 2.3) NA
5. Candidates plan and implement instruction based on ELA curricular requirements and standards, school and community contexts, and knowledge about students’ linguistic and cultural backgrounds. (NCTE 5.1)
5. Candidates plan and implement instruction based on ELA curricular requirements and standards, school and community contexts, and knowledge about students’ linguistic and cultural backgrounds. (NCTE 5.1) 0
5. Candidates plan and implement instruction based on ELA curricular requirements and standards, school and community contexts, and knowledge about students’ linguistic and cultural backgrounds. (NCTE 5.1) 1
5. Candidates plan and implement instruction based on ELA curricular requirements and standards, school and community contexts, and knowledge about students’ linguistic and cultural backgrounds. (NCTE 5.1) 2
5. Candidates plan and implement instruction based on ELA curricular requirements and standards, school and community contexts, and knowledge about students’ linguistic and cultural backgrounds. (NCTE 5.1) 3
5. Candidates plan and implement instruction based on ELA curricular requirements and standards, school and community contexts, and knowledge about students’ linguistic and cultural backgrounds. (NCTE 5.1) 4
5. Candidates plan and implement instruction based on ELA curricular requirements and standards, school and community contexts, and knowledge about students’ linguistic and cultural backgrounds. (NCTE 5.1) NA
6.Candidates plan and implement English language arts and literacy instruction that promotes social justice and critical engagement with complex issues related to maintaining a diverse, inclusive, equitable society. (NCTE 6.1)
6.Candidates plan and implement English language arts and literacy instruction that promotes social justice and critical engagement with complex issues related to maintaining a diverse, inclusive, equitable society. (NCTE 6.1) 0
6.Candidates plan and implement English language arts and literacy instruction that promotes social justice and critical engagement with complex issues related to maintaining a diverse, inclusive, equitable society. (NCTE 6.1) 1
6.Candidates plan and implement English language arts and literacy instruction that promotes social justice and critical engagement with complex issues related to maintaining a diverse, inclusive, equitable society. (NCTE 6.1) 2
6.Candidates plan and implement English language arts and literacy instruction that promotes social justice and critical engagement with complex issues related to maintaining a diverse, inclusive, equitable society. (NCTE 6.1) 3
6.Candidates plan and implement English language arts and literacy instruction that promotes social justice and critical engagement with complex issues related to maintaining a diverse, inclusive, equitable society. (NCTE 6.1) 4
6.Candidates plan and implement English language arts and literacy instruction that promotes social justice and critical engagement with complex issues related to maintaining a diverse, inclusive, equitable society. (NCTE 6.1) NA