USC UPSTATE

3.1.1  Use knowledge of students' language acquisition and development as a basis for designing appropriate learning activities that promote student learning 

3.1.2  Demonstrate how reading, writing, speaking, listening, viewing, and thinking are interrelated in their own learning and in their students’ learning of ELA 

3.1.3 Demonstrate an awareness in their teaching of the impact of cultural, economic, political, and social environments on language 

3.1.4  Know and respect diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions and social roles and show attention to accommodating such diversity in their teaching 

3.1.5  Demonstrate knowledge of the evolution of the English language and the historical influences on its various forms and use this knowledge in their teaching 

3.1.6  Use their knowledge of English grammars in teaching students both oral and written forms of the language 

3.1.7  Use their knowledge of semantics, syntax, morphology, and phonology in teaching their students how to use oral and written language 

3.2.1  Use their understanding of the influence of language and visual images on thinking and composing in their own work and in their teaching 

3.2.2  Use writing, speaking, and observing as major forms of inquiry, reflection, and expression in their coursework and teaching 

3.2.3  Use composing processes in creating various forms of oral, visual, and written literacy of their own and engage students in these processes 

3.2.4  Demonstrate, through their own learning and teaching, how writing, visual images, and speaking can effectively perform a variety of functions for varied audiences and purposes 

3.2.5  Demonstrate their knowledge of language structure and conventions by creating and critiquing their own print and nonprint texts and by assisting their students in such activities 

3.3.1  Respond to and interpret, in varied ways, what is read, teaching their students how to do this as well 

3.3.2  Discover and create meaning from texts and guide students in the same processes 

3.3.3  Use a wide variety of strategies to comprehend, interpret, evaluate, and appreciate texts and teach those strategies to students 

3.4.1  Use a variety of writing strategies to generate meaning and clarify understanding and draw upon that knowledge and skill in their teaching 

3.4.2  Produce different forms of written discourse and understand how written discourse can influence thought and action 

3.5.1  Know and use a variety of teaching applications for: Works representing a broad historical and contemporary spectrum of United States, British, and world, including non-Western, literature 

3.5.2  Know and use a variety of teaching applications for: Works from a wide variety of genres and cultures, works by female authors, and works by authors of color 

3.5.3  Know and use a variety of teaching applications for: Numerous works specifically written for older children and younger adults 

3.5.4  Know and use a variety of teaching applications for: A range of works of literary theory and criticism 

3.6.1  Understand how media can influence constructions of a text’s meaning, and how experiencing various media can enhance students' composing processes, communication, and learning 

3.6.2  Show an ability to construct meaning from media and nonprint texts, and to assist students in learning these processes 

3.6.3  Incorporate technology and print/nonprint media into their own work and instruction 

3.7.1  Use major sources of research and theory related to English language arts to support their teaching decisions 

3.7.2  Use teacher-researcher models of classroom inquiry to inform their own study and teaching 

4.1  Examine and select resources for instruction such as textbooks, other print materials, videos, films, records, and software, appropriate for supporting the teaching of English language arts 

4.2  Align curriculum goals and teaching strategies with the organization of classroom environments and learning experiences to promote whole-class, small-group, and individual work 

4.3  Integrate interdisciplinary teaching strategies and materials into the teaching and learning process for students 

4.4  Create and sustain learning environments that promote respect for, and support of, individual differences of ethnicity, race, language, culture, gender, and ability 

4.5  Engage students often in meaningful discussions for the purposes of interpreting and evaluating ideas presented through oral, written, and/or visual forms 

4.6  Engage students in critical analysis of different media and communications technologies 

4.7  Engage students in learning experiences that consistently emphasize varied uses and purposes for language in communication 

4.8  Engage students in making meaning of texts through personal response 

4.9  Demonstrate that their students can select appropriate reading strategies that permit access to, and understanding of, a wide range of print and nonprint texts 

4.10.1  Using a variety of formal and informal assessment activities and instruments to evaluate processes and products