230:116 Methods of Teaching Content
Literacy in the Intermediate Grades
Alignment with INTASC Professional Standards
Principle #1: CONTENT KNOWLEDGE--The candidate
understands the central concepts, tools of inquiry, and structures of the
discipline(s) he or she teaches and can create learning experiences that make
these aspects of subject matter meaningful for students.
nationally published literacy materials used for classroom instruction for
applications of literacy curriculum development and instruction for
intermediate grade students.
a content-integrated instructional unit within an appropriate scope and
sequence of literacy learning for intermediate grade students.
Principle #2: LEARNING AND DEVELOPMENT--The candidate
understands how children learn and develop, and can provide learning
opportunities that support their intellectual, social and personal development.
and create student profiles to include developmental, cognitive, and
social characteristics of intermediate grade students.
- Align the
developmental, cognitive, and social characteristics of intermediate grade
students with engaging literacy activities and lesson plans.
Principle #3: DIVERSE LEARNERS--The candidate
understands how students differ in their approaches to learning and creates
instructional opportunities that are adapted to diverse learners.
- Examine and
select research-based strategies for adapting curriculum and instruction
for populations of diverse intermediate grade students.
literacy curriculum and children’s literature that enhances the learning
of diverse populations of intermediate grade students.
literacy curriculum to meet the needs of diverse learners within a regular
education classroom setting.
Principle #4: INSTRUCTIONAL STRATEGIES--The candidate
understands and uses a variety of instructional strategies to encourage
students' development of critical thinking, problem solving, and performance
- Apply the
learning theories of Bloom’s Taxonomy, Piaget’s theory on cognitive
development, Gardner’s theory on multiple intelligences, and Hunt’s theory
on learning styles in designing learning activities and lesson plans for
intermediate grade students across the content areas.
Principle #5: CLASSROOM MANAGEMENT--The candidate
uses an understanding of individual and group motivation and behavior to create
a learning environment that encourages positive social interaction, active
engagement in learning, and self-motivation.
literacy learning situations for intermediate grade students that
demonstrate the use of research-based classroom management techniques
known to promote optimum student learning.
in writing ways teachers can plan and implement various techniques used
for managing the intermediate classroom.
Principle #6: COMMUNICATION--The candidate
uses knowledge of effective verbal, nonverbal, and media communication
techniques to foster active inquiry, collaboration, and supportive interaction
in the classroom.
- Produce a
reflective letter introducing themselves to a future classroom of
intermediate grade students.
and become aware of the use of classroom newsletters as a means of
communication between teachers and families.
the impact of personal appearance as a means of nonverbal communication to
students, families, administrators, and colleagues.
in writing various ways teachers use written communication in the
classroom to promote student engagement, motivation, and learning.
Principle #7: PLANNING INSTRUCTION--The candidate
plans instruction based upon knowledge of subject matter, students, the
community, and curriculum goals.
- Produce instructional activities and lesson
plans for intermediate grade students based upon district, state, or national
content standards and objectives and identify these within each activity or
lesson across the content areas.
Principle #8: ASSESSMENT--The candidate
understands and uses formal and informal assessment strategies to evaluate and
ensure the continuous intellectual, social and physical development of the
assessment plans directly related to each activity and lesson plan
designed for intermediate grade students across the content areas.
across assessment plans implementation of formal and informal applications
Principle #9: REFLECTION AND PROFESSIONAL DEVELOPMENT--The candidate
is a reflective practitioner who continually evaluates the effects of his/her
choices and actions on others (students, parents, and other professionals in
the learning community) and who actively seeks out opportunities to grow
the role of teachers in educational research, issues confronting educators
today, reading methodologies, and how research informs practice.
upon their own literacy development and the impact literature has had on their
Principle #10: SCHOOL-COMMUNITY RELATIONS--The candidate
fosters relationships with school colleagues, parents, and agencies in the
larger community to support students' learning and well-being.
- Present themselves to the school and community as
individuals knowledgeable in the methods of teaching intermediate grade
students in the areas of literacy during field experiences
Principle #11: USE OF TECHNOLOGY--The candidate integrates the computer
and other high and low technology into classroom teaching activities,
assessment and/or documentation.
select, and develop literacy activities and lessons that will engage
intermediate grade students in learning from and with technology across
the content areas.
curriculum materials developed from the use of technology to enhance the learning
and motivation of intermediate grade students.