1135.20--analyze recurring and evolving family, workplace, and community concerns. 1135.24--analyze the West Virginia Teacher Code of Conduct. ELA.T.5 Determine two or more central ideas of an informational text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the informational text. 1301.3--analyze how special needs and exceptionalities affect the learning process. 1301.6--analyze ways in which a teacher’s personality impacts instructional style and interaction. 1301.7--summarize effective teaching strategies. . 1301.26--summarize the role of self-esteem in learning. 1302.2--analyze theoretical application to cognitive and communicative development. 1302.7--analyze the psychosocial stages of learners. 1302.12--analyze the role of family and social support systems in meeting human growth and development needs. 1302.13--analyze processes for building and maintaining interpersonal relationships. X
ELA.T.9 Determine the meaning of words and phrases as they are used in an informational text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). 1301.8--identify the elements of an effective lesson for all learners. 1301.25--explain the factors contributing to self-esteem. 1304.25--identify how core academic knowledge and skills benefit learners. 1135.22--explain major laws that govern behavior within learning settings. 1135.23--determine nature of the classroom teacher’s authority. 1135.25--determine how leadership can be exhibited as advocates for education. X ELA.T.10 In informational text, analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. 1301.3--analyze how special needs and exceptionalities affect the learning process. 1301.6--analyze ways in which a teacher’s personality impacts instructional style and interaction. 1301.11--critique different assessment techniques. 1302.2--analyze theoretical application to cognitive and communicative development. 1302.7--analyze the psychosocial stages of learners. X
1135.26--assess the value of community service and civic responsibility. ELA.T.15 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. • Introduce precise, knowledgeable claims(s); establish the significance of the claim(s); distinguish the claim(s) from alternate or opposing claim(s); and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. • Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values and possible biases. 1301.11--critique different assessment techniques. 1301.18--critique their field experience activities with a collection of artifacts. 1301.20--critique teaching performance of at one lesson using appropriate models of instruction. 1301.22--critique classroom performance and personal areas for improvement as learners. 1302.6--compare how moral development can be influenced by negative and positive factors. 1302.22--compare concepts of “melting pot” and “multicultural education.” 1302.24--examine possible conflicts between a students’ home cultures and cultural identity, with the schools’ culture. 1302.27--compare instructional strategies designed to meet the needs of diverse learners. X
1302.37--compare methods of assessments. 1304.14--determine if labeling is appropriate. 1304.15--determine if grouping is appropriate. 1304.20 The student will demonstrate knowledge of issues in human development such as nature vs. nurture, continuity vs. discontinuity and universal vs. context specific. major theories such as psychodynamic, learning and cognitive theories. 1135.2--compare positive and negative perceptions of the teaching profession. 1135.7--compare the various types of schooling available today. ELA.T.16 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of 1301.7--summarize effective teaching strategies. . 1301.15--apply knowledge of learning styles, multiple intelligences, and Bloom’s Taxonomy to instruction and assessment. X
and introducing a narrator and/or characters; create a smooth progression of experiences or events. • Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. • Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution. • Use precise words and phrases, effective details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. • Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. tone, and features of a standards based learning community. 1304.22--examine interrelationships physical, emotional, social and intellectual aspects of human growth and development. 1135.4--justify in writing a personal philosophy and impact that philosophy may have in their educational practices. ELA.T.18 Produce clear and coherent writing in which the development, organization, and style are appropriate to 1301.7--summarize effective teaching strategies. 1301.11--critique different assessment techniques. X
1135.6--research fields in specialized education. 1135.12--examine the steps to teacher certification. ELA.T.21 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. 1301.4--research major physical, social and personal challenges that impede successful learning. 1302.5--research cognitive stages of learners. 1302.19--research how diversity affects teaching and learning. 1304.26--employ multiple sources of resources and methods. 1304.33--use technology to analyze, manipulate, and interpret information. X ELA.T.22 Draw evidence from literary or informational texts to support analysis, reflection, and research. • Apply Transition English Language Arts for Seniors Reading standards to literature. • Apply Transition English Language Arts for Seniors 1301.4--research physical, social and personal challenges that impede successful learning. 1302.3--examine the stages of normal social and emotional development. 1302.5--research cognitive stages of learners. X Course curriculum incorporates literary See evidence document for literary texts that demonstrate
• Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. • Work with to promote civil, democratic discussions and decision-making; set clear goals and deadlines, and establish individual roles as needed. • Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. • Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; nature vs. nurture, continuity vs. discontinuity and universal vs. context specific. major theories such as psychodynamic, learning and cognitive theories. 1304.21--demonstrate ability to communicate principles of human development. 1302.40--prepare a communication plan on grading policy. 1135.2--compare positive and negative perceptions of the teaching profession. 1135.8--deconstruct the governance structure of the local, state and national educational systems. 1135.10 The student will demonstrate knowledge of effective job application and interview skills. requirements for admission to one or more teacher education programs. 1135.13--discuss various aspects of the teaching
1135.5--the structure and governance of educational practice in the United States. 1135.6--research fields in specialized education. 1135.15--perform Praxis I sample assessment. ELA.T.26 Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. 1301.6--analyze ways in which a teacher’s personality impacts instructional style and interaction. 1301.20--critique teaching performance of at least one lesson using appropriate models of instruction. 1301.21--analyze and reflect on field experiences. 1301.22--critique classroom performance and personal for improvement as learners. 1135.23--determine nature of the classroom teacher’s authority. X ELA.T.27 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning; address alternative or opposing 1301.13--plan and deliver instruction to learners at their field sites. 1301.17--participate in teaching. 1302.6--compare how development can be X
Arts Language standards for specific expectations.) 1302.40--prepare a communication plan on grading policy. 1135.13--discuss various aspects of the teaching profession such as teacher supply and demand, preparation, salaries, rights, professional development, unions, etc. X ELA.T.30 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. • the understanding that usage is a matter of convention, can change over time and is sometimes contested. • Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage or Garner’s Modern American Usage) as needed. 1301.7--summarize effective teaching strategies. 1301.9--synthesize components of effective classroom climate, management, and discipline. 1301.13--plan and deliver instruction to learners at field sites. 1301.15--apply knowledge of learning styles, multiple intelligences, and Bloom’s Taxonomy to instruction and assessment. 1301.17--participate in teaching. 1302.2--analyze theoretical application to cognitive and communicative development. 1302.7--analyze the psychosocial stages of learners. X
• Use context (e.g., the overall meaning of a sentence, paragraph or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. • Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable). • Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology or its standard usage. • Verify the initial determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). 1302.2--analyze theoretical application to cognitive and communicative development. 1302.7--analyze the psychosocial stages of learners. 1302.10--examine the roles of nurturance and communication on human growth and development. 1304.20 The student will demonstrate knowledge of issues in development such as nature vs. nurture, continuity vs. discontinuity and universal vs. context specific. theories such as psychodynamic, learning and cognitive theories. 1302.22--compare concepts of “melting pot” and “multicultural education.” 1301.4--research major physical, social and personal challenges that impede successful learning. 1302.5--research cognitive stages of learners. X