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.
  1. Analyze nationally published literacy materials used for classroom instruction for applications of literacy curriculum development and instruction for intermediate grade students.
  2. Situate 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.
  1. Research and create student profiles to include developmental, cognitive, and social characteristics of intermediate grade students.
  2. 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.
  1. Examine and select research-based strategies for adapting curriculum and instruction for populations of diverse intermediate grade students.
  2. Select literacy curriculum and children’s literature that enhances the learning of diverse populations of intermediate grade students.
  3. Modify 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 skills.
  1. 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.
  1. Design literacy learning situations for intermediate grade students that demonstrate the use of research-based classroom management techniques known to promote optimum student learning.
  2. Demonstrate 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.
  1. Produce a reflective letter introducing themselves to a future classroom of intermediate grade students.
  2. Experience and become aware of the use of classroom newsletters as a means of communication between teachers and families.
  3. Recognize the impact of personal appearance as a means of nonverbal communication to students, families, administrators, and colleagues.
  4. Demonstrate 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.
  1. 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 learner.
  1. Develop assessment plans directly related to each activity and lesson plan designed for intermediate grade students across the content areas.
  2. Demonstrate across assessment plans implementation of formal and informal applications of assessment.

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 professionally.
  1. Recognize the role of teachers in educational research, issues confronting educators today, reading methodologies, and how research informs practice.
  2. Reflect upon their own literacy development and the impact literature has had on their lives.

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.
  1. 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.
  1. Research, select, and develop literacy activities and lessons that will engage intermediate grade students in learning from and with technology across the content areas.
  2. Produce curriculum materials developed from the use of technology to enhance the learning and motivation of intermediate grade students.