N.H. Admin. Code § Ed 507.241

Current through Register No. 45, November 7, 2024

Section Ed 507.241 - English Language Arts Teacher For Grades 5-8

The following requirements shall apply to the certification of an English language arts teacher for grades 5-8:

(a) To be certified as an English language arts teacher for grades 5-8, the candidate shall:

(1) Have at least a bachelor's degree;

(2) Qualify for certification under one of the alternatives in Ed 505.01 - Ed 505.05; and

(3) Meet the requirements of (b) and (c) below;

(b) In compliance with RSA 193-C:3, IV (f) and consistent with RSA 193-C:3, III , a candidate for certification as an educator in English language arts for grades 5-8 shall demonstrate competency in the teaching of English language arts, including techniques for enhancing student learning in this area and the use of assessment results to improve instruction.

(c) A candidate for certification as an English language arts teacher for grades 5-8 shall have the following skills, competencies and knowledge, gained through a combination of academic and supervised practical experience, in the following areas:

(1) In the area of language uses, knowledge of:

a. T he cognitive processes by which children acquire and use primary and secondary languages;

b. The social, cultural, psychological, and economic factors that affect language learning;

c. The grammatical structures and conventions of standard English usage;

d. How language changes and develops over time;

e. How diction, tone, and voice vary according to audience;

f. How language can convey bias, propaganda, persuasion, and points of view; and

g. The nature and needs of students whose primary language is not English;

(2) In the area of language uses pedagogy, the ability to:

a. Apply and model grammatical rules in reading and writing;

b. Explain how the application of grammatical rules affects meaning;

c. Show how diction, tone, and voice vary according to audience;

d. Trace how English has changed and developed over time;

e. Distinguish and appreciate regional, ethnic, and standard dialects; and

f. Address the literacy needs of students whose primary language is not English;

(3) In the area of reading, knowledge of:

a. The fundamental processes of reading at the literal, inferential, and evaluative levels;

b. The criteria used to evaluate and select appropriate fiction, non-fiction, and informational materials based on students' needs and interests;

c. The techniques to evaluate students' reading comprehension; and

d. The metacognitive processes and strategies, which are the awareness of the thoughts employed to analyze an issue or complete a task, readers use to construct meaning from print;

(4) In the area of reading pedagogy, the ability to:

a. Guide students to employ a variety of reading strategies according to their purpose for reading at the literal, inferential, and evaluative levels;

b. Design instruction to assist students' comprehension with increasing text complexity;

c. Design instruction to enhance students' strategies to expand their vocabulary;

d. Promote independent and reflective readers who enjoy reading; and

e. Implement a variety of assessments to evaluate, monitor, and adjust instruction;

(5) In the area of writing, knowledge of:

a. Various modes of writing for a variety of purposes and audiences;

b. Writing as a recursive and multi-step process; and

c. The use of rubrics for holistic and analytic scoring of writing;

(6) In the area of writing pedagogy, the ability to:

a. Model and guide students as they plan, draft, revise, edit, publish, and share writing for a variety of purposes;

b. Develop students' competence with writing on demand, writing to learn, writing to demonstrate understanding, and writing creatively;

c. Offer constructive and focused response to students' writing;

d. Present authors' works as models to encourage diversity in students' writing;

e. Guide students in proofreading their work with an understanding of how audience, purpose, and formality of form impact language usage; and

f. Implement a variety of assessments, including student writing portfolios, to monitor and evaluate student growth and adjust instruction;

(7) In the area of literature, knowledge of:

a. How literature can be a source for exploring and interpreting human experience;

b. The rhetorical and literary elements of literature;

c. Significant developmentally appropriate works and literary movements from:

1. American literature;

2. British literature;

3. World literature;

4. Young adult literature;

5. Literature by and about women; and

6. Literature by and about minorities;

d. How significant works relate to and influence each other in terms of:

1. Genre;

2. Theme or style; and

3. Social and historical contexts;

e. Strategies for analysis, interpretation, and evaluation of various works in the following major genres:

1. Fiction;

2. Non-fiction;

3. Drama;

4. Poetry;

5. Informational texts; and

6. Media;

(8) In the area of literature pedagogy, the ability to:

a. Provide opportunities and guide students to analyze, evaluate, and appreciate literature;

b. Provide an environment in which students develop and support critical insights in response to literature;

c. Guide students to read, discuss, and write about literature through various critical lenses such as but not limited to gender, religion, ethnicity or socio-economic conditions as appropriate; and

d. Guide students in the understanding and appreciation for literary devices and rhetorical strategies;

(9) In the area of speaking and listening, knowledge of:

a. The strategies speakers use to present information, ideas, and feelings in a range of social contexts from informal to formal discourse; and

b. The processes speakers use to adjust a spoken message for different audiences and purposes;

(10) In the area of speaking and listening pedagogy, the ability to:

a. Provide opportunities for students to practice different forms of classroom discourse, including formal and informal conversations and presentations;

b. Explain how speakers and listeners establish and maintain contact with their audience;

c. Promote civil and participatory discourse;

d. Guide students to listen critically and speak purposefully and articulately; and

e. Explain how bias, propaganda, persuasion, and point of view are expressed;

(11) In the area of media literacy, knowledge of:

a. How media and technology can be used to present and interpret the human experience;

b. How visual and informational media can support or distort messages; and

c. How to select and use digital resources to support and enhance instruction; and

(12) In the area of media literacy pedagogy, the ability to:

a. Guide students to construct and interpret meaning from images and information provided by media and technology;

b. Guide students to select, evaluate, and analyze digital resources critically; and

c. Help students to recognize bias, propaganda, persuasion, point of view, and intellectual property.

N.H. Admin. Code § Ed 507.241

#8725, eff 9-9-06; ss by #9525, eff 8-14-09