1.A Define humanities as a way of thinking about and responding to the world – as tools to examine and make sense of the human experience in general and individual experiences in particular (e. g. reflect upon our lives and ask fundamental questions of value, purpose, and meaning in a rigorous and systematic way).
1.A.1 Recognize social studies concepts (e. g. power, governance, authority, movement, location, production, distribution, consumption, chronology) and skills (e. g. sequencing, record keeping, mapping, collecting, describing, interpreting) experienced in all learning environments.
1.A.2 Recognize literacy (e. g. reading, writing, speaking, listening, viewing, or thinking) experienced in all learning environments.
2.0 English Language Arts
Candidates know and understand the English Language. They are able to read, write, speak, listen and visually represent
2.A Understand the grammar of Standard American English including semantics, syntax, morphology, and phonology
2.B Understand how to integrate reading, writing, speaking, listening, viewing and thinking
2.CUnderstand the role of reflection, analysis, evaluation, and goal setting in English language arts
2.D Understanding the fundamentals of first and second language acquisition and development and that the linguistic/rhetorical patterns of other languages affect the written and oral expression of diverse learners
2.E Understand diversity in language use, e.g., grammar, patterns, and dialects across cultures, ethnic groups, geographic regions, gender, and social roles
3.0 Knowledge and Understanding of Reading Processes
Candidates know and understand the processes, purposes, and practical aspects of teaching reading.
3.A Understand the essential components of reading (phonics, word recognition, fluency, vocabulary, comprehension).
3.B Understand and articulate how to use meta-cognition process of reading for a variety of purposes, including strategies useful before, during, and after reading (such as characters, plot, setting, themes, and genres).
3.C Understand and construct meaning from wide variety of culturally relevant literary and expository text including fiction, non-fiction, poetry, and drama.
3.D Understand and articulate a wide range of strategies used to comprehend, analyze, interpret, and evaluate a wide variety of literary, argumentative, narrative, and expository texts.
3.E Demonstrate knowledge of selecting reading assessment tools to match the instructional purpose.3.F Demonstrate how to use a wide range of reading assessment tools and practices that range from individual and group standardized tests to individual and group informal classroom assessment strategies, including technology-based assessment tools.3.G Demonstrate understanding of the reasons for using a wide range of assessment tools and practices [e.g., individual and group standardized tests, individual and group informal classroom assessments, and technology-based tools].3.H Demonstrate understanding of interpreting assessment results to inform instruction based on assessment data, identify students’ proficiencies and difficulties.
4.A Understand the writing process, its components (prewriting, drafting, revising, editing, publishing), and its recursive, interactive, and collaborative nature4.B Understand conventions of spelling, capitalization, punctuation, proper word usage and grammar
4.C Understand how mode (expository, persuasive, and narrative) and form (such as research paper, editorial, memoir) shape writing
4.D Understand how audience (groups of professionals), purpose (such as entertaining or explaining), and form (such as research paper, editorial, memoir) shape writing
4.E Understand strategies for writing including:
4.E.1 finding, selecting, and refining topics for research project.
4.E.2 locating, working with, and documenting reliable sources for research projects
4.E.3 paraphrasing, summarizing, quoting sources, citing, and acknowledging sources in a text
4.F Understand methods of developing text that are clear, concise and coherent
Candidates know and understand an extensive range of literary texts.
5.A Read and understand a broad range of literary texts; such as critical biography, short story, poetry and drama including:
5.A.1 works representing and authored by a range of cultures and ethnicity globally and within the United States.
5.A.2 works written specifically for children and young adult readers.
5.A.3 works providing both male and female representation and authorship
5.B Understand the elements of literature including:
5.B.1 structure (e.g., exposition, denouement, blank verse)
5.B.2 literary and rhetorical devices (e.g., flashbacks, foreshadowing, metaphor)
5.B.3 points of view, tones, voices, moods (e.g., diction, word choice)
5.B.4 development of characters, plot, setting, central ideas, themes,
formal, stylistic, and thematic characteristics of major literary works, genres, movements and periods and of major authors of literary texts
5.B.5 historical, social, cultural, and political contexts and influences of literary texts
6.A characteristics of various types of listening and speaking, such as interviewing and empathic listening
6.B barriers to listening, such as listening only to what is considered important, and methods of listening actively, such as restating and encouraging
6.C types of speech delivery, such as impromptu, and methods of managing speech anxiety and apprehension, such as visualizing success
6.D forms and functions of verbal and nonverbal interpersonal communication, such as clarifying and validating
6.E individual, social, and cultural factors that influence interpersonal communication, such as internal and external noise and perceptions of self and others
6.F large- and small-group dynamics and factors that influence group communication, such as group composition and group members' roles
6.G strategies for managing conflicts, solving problems, and making decisions in large and small groups, such as compromising and collaborating
6.H understand how to communicate through a wide variety of media and non-print materials (e.g., digital slide shows, web pages, digital portfolios)
7.A Understand diverse perceptions (e.g. historical, cultural, or regional) of interaction, exchange, space, and time.
7.B Understand the development of social efficacy as a continuous and meta-cognitive process.
8.A Understand key democratic ideals and constitutional principles of the United States as expressed in the foundational documents.
8.B Understand the purposes, function, and structure of governments, laws, and differing political systems.
8.C Understand the rights and responsibilities of citizenship and civic involvement.
8.D Understand the purposes and organization of international relationships and United States foreign policy.
9.A Understand that people have to make choices among needs and wants and evaluate the outcomes of those choices.
9.B Understand how economic systems function.
9.C Understand governments’ role in an economy.
9.D Understand the economic issues and problems that all societies face.
10.A Understand how to construct and use geographical tools (e.g. maps, charts, diagrams, models) to explain spatial arrangements of people, places, resources and environments.
10.B Understand the role of interactions among humans, cultures, and environments.
11.A Understand historical chronology including the ability to understand how themes and developments help to define eras.
11.A.1 Understand key themes and developments in world history including civilizations on two or more continents (8000 B.C.E. to 600 C.E.).
11.A.2 Understand key themes and development of societies in two or more world regions from 600 C.E. to 1450 C.E.
11.A.3 Understand key themes and developments in Washington state history in the following eras: Northwest Coastal and Plateau Tribes; Maritime and overland exploration and trade; Immigration and settlement; Territorial and treaty-making era; Railroads, resources, labor; Great Depression and World War II; Cold War, Civil Rights; Contemporary Washington history.
11.A.4 Understand key themes and development of United States history to 1900: Indigenous people; Encounter, Colonization and Devastation; Founding of the Early Republic and the Constitution; Slavery, Expansion, Removal and Reform; Civil War and Reconstruction; Development of the West, Industrialization, Immigration, and Urbanization.
11.B Understand the major causal factors that have shaped history, including individuals and groups, ideas and technology, culture & cultural groups.
11.C Analyze and synthesize multiple interpretations and perspectives about historical events.
11.D Understand the role of historical perspective to explain the present and to plan for the future.
12.A Understand the process of inquiry and information skills required by citizens in a democratic society.
12.B Understand the concepts and procedures of interpersonal and group process skills required by citizens in a democratic society.
12.C Understand the concepts and procedures of critical thinking and problem solving skills to make informed and reasoned decisions in an increasingly complex world.
12.D Understand concepts, issues, themes, and events from perspectives of diverse ethnic and cultural groups.
12.E Understand the function of reading, writing, and communication skills to create meaning and to share a developing awareness of history, geography, civics and economics.
13.A Demonstrate integration of the Humanities.
13.A.1 Demonstrate knowledge of the interrelationships of reading and writing, and listening and speaking.
13.A.2 Demonstrate knowledge of the essential components of reading (phonics, fluency, vocabulary, comprehension).
13.A.3 Demonstrate the integration of other content areas into the Humanities.
13.B Demonstrate a wide range of instructional strategies used to comprehend, analyze, interpret, and evaluate a wide variety of literary and expository texts.
13.B.1 Model meta-cognition through the use of think-alouds and read-alouds.
13.B.2 Integrate higher level thinking skills into lesson designs.
13.B.3 Model and scaffold meta-cognitive processes for a wide variety of tasks and text.
13.C Model and scaffold the writing process, its components (prewriting, drafting, revising, editing, publishing), and its recursive, interactive, and collaborative nature.
13.D Model and scaffold the traits of effective writing (ideas, organization, voice, word choice, sentence structure, and conventions).
13.E Demonstrate a variety of ways to incorporate opportunities for students to use oral communication and presentation.
13.E.1 Demonstrate a variety of ways for students to listen actively to gain information.
13.E.2 Create a classroom environment that supports the development of deliberative discussion skills.
13.E.3 Support discussion of controversial issues by emphasizing and modeling the importance of evidence, objectivity, active listening, and mutual respect.
13.F Demonstrate knowledge of the interrelationship between language of origin and literacy acquisition.
13.G Use a wide range of curriculum materials to ensure effective use of text for learners at different stages of reading and writing development and from different cultural and linguistic backgrounds.
13.G.1 Use students’ interests, reading skills, and backgrounds when selecting resources.
13.G.2 Select and adapt a variety of print, non-print (e.g. digital slide shows, web pages, artifacts), and classroom-based instructional materials appropriate to the developmental needs of the student.
13.G.3 Demonstrate the use of primary source materials in units and lessons.
13.G.4 Demonstrate knowledge of the purpose and use of various nonfiction text.
13.G.5 Demonstrate knowledge of the range of genre in classic and contemporary children's and young adult literature in relationship to content area themes.
13.HPlan and implement classroom activities that involve students in authentic experiences to become informed, engaged citizens.
13.I Engage in culturally inclusive, sensitive, and relevant teaching of humanities.
14.A Demonstrate ongoing and long-term monitoring of student progress in social studies and language arts content and skills.
14.A.1 Demonstrate the use of variability in reading levels among children in the same grade, and within a child, across the essential components of reading.
14.A.2 Document and communicate students’ progress toward the GLEs for social studies, reading, writing, and communication using multiple sources of evidence (qualitative and quantitative evidence).
14.B Interpret assessment results to inform instruction.
14.B.1 Demonstrate differentiation of instruction based on assessment data.
15.A Plan lessons, units and courses that target Washington Essential Academic Learning Requirements (EALRs), Grade-Level Expectations (GLEs), Classroom-Based Assessment (CBA), Washington Assessment of Student Learning (WASL) Test and Item Specifications, and additional WASL resources.
15.B Design, facilitate, and assess differentiated learning experiences that reflect an understanding of the development of all middle level learners.
15.C Use understanding of students’ cognitive and social development to present concepts in multiple and meaningful ways.
15.D Select, adapt and implement middle level instructional materials that are relevant, rigorous, challenging, integrative, and exploratory.
15.E Design and facilitate a positive, productive learning environment where developmental differences are respected and supported, and individual potential is encouraged.
15.F Create and maintain a psychologically and socially safe and supportive learning environment.
15.G Use continuous observation, assessment, and reflection on student learning and development to guide instruction.
15.H Engage middle level learners in activities related to their interpersonal, community, and societal responsibilities.
15.I Design and implement learning experiences requiring students to locate, acquire, and evaluate information from a variety of sources.
15.J Use skillful questioning strategies to support student learning and develop critical thinking.
15.K Know effective, developmentally responsive classroom management techniques.
15.L Understand a variety of strategies to motivate middle level learners.
16.A Understand that teaching all young adolescents includes students of diverse ethnicity, race, language, religion, socioeconomic status, gender, sexual orientation, regional or geographic origin, and those with exceptional learning needs.
16.B Understand the major concepts, principles, and theories of young adolescent development – intellectual, physical, social, emotional, and moral- in the context of classrooms, families, peer groups, communities and society.
16.C Understand the range of individual differences of all middle level learners and the implications of these differences for teaching and learning.
16.D Understand the importance of mutually respectful relationships with and among all middle level learners that support their intellectual, ethical, and social growth.
17.A Understand the philosophical foundations of developmentally responsive middle level programs and schools.
17.B Understand the rationale and characteristic components of developmentally responsive middle level schools.
18.A Understand how prior learning, differing experiences, and family/language/cultural backgrounds influence middle level learning.
18.B Understand the challenges that families may encounter in contemporary society, and are knowledgeable about support services and other resources that are available to assist them.
18.C Understand reciprocal relationships between schools and community organizations.
18.D Understand the roles of families and community members and strategies to involve them in improving the education of all middle level learners.
19.A Understand the interrelationships and inter-dependencies among various professionals who serve middle level learners (e.g., school counselors, social service workers, home-school coordinators).
19.B Understand the need for continual reflection on middle level development, the instructional process, and professional and collaborative relationships.