MICHIGAN
TEST OBJECTIVES
FIELD 601: LANGUAGE ARTS

Reading and Writing
Listening and Speaking
Experiencing Literature and Language
Integrating Language Arts Instruction

READING AND WRITING

Understand literacy as a developmental process.

Includes ways in which reading and writing development complement and facilitate each other; different concepts of reading instruction reflected in the terms ‘emergent literacy” and “reading readiness”; and the relative importance of skills instruction and frequent, sustained reading and writing in fostering literacy development.

Understand ways of fostering the development of literacy and the aesthetic appreciation of literature.

Includes ways of fostering reading and writing strategies and skills withinthe context of actual reading and writing (e.g., shared book experience, for reading); strategies for helping emergent readers and writers who have particular difficulties; using the interrelationships among reading, writing, listening, and speaking to support literacy development; fostering the appreciation of reading for personal enjoyment (e.g., by reading aloud to students, providing time for sustained reading, providing materials for graphic interpretation, providing opportunities for oral interpretation, such as puppet shows and drama) and nurturing the habit of exploring lifelong learning through all forms of language arts; interpreting and evaluating text based upon ones experiences; and appreciating the interpretations and evaluations of others.

Understand the nature of reading as a constructive process that involves interactions among reader, text, and context.

Includes factors affecting the reader’s construction of meaning through interactions with text (e.g., readers prior knowledge, experiences, socio­cultural background); the nature, genre, structure, and features of a text; the context of the reading situation; purposes for reading; the application of various kinds of information to determine word meaning, such as word structure (e.g., recognize words from phonetic analyses, linguistic knowledge, and the context of the word) and context clues; and integration of textual information from within sentences, and/or within a whole text, with information outside the text and with the reader’s prior knowledge.

Understand reading strategies for constructing meaning.

Includes an understanding of reading miscues (e.g., an ability to distinguish among different types of miscues, an understanding of how miscues reflect weaknesses in one or more reading strategies, an ability to recognize reading miscues that reflect dialect variation); an understanding of the different models of the reading process that emphasize strategies for reading rather than skills (e.g., psycholinguistic models versus skills models); and strategies for helping less proficient readers use and integrate reading strategies.

Understand strategies for constructing meaning from a variety of texts and for a variety of purposes.

Includes the use of different reading comprehension strategies for different purposes (e.g., reading a textbook to review for a test versus reading for enjoyment); techniques for monitoring comprehension of different kinds of texts; techniques for reconsidering text when meaning is unclear; issues related to reading in the content areas (e.g., the relationship between reading comprehension and content area learning); and strategies for helping readers with particular reading difficulties.

Understand writing as a process of constructing meaning.

Includes factors affecting writers construction of meaning through strategies for prewriting, drafting, revising, editing and/or proofreading; consideration of audience, purpose and occasion to guide topic selection, formal text elements, and strategies for composing; an understanding of ways to identify and analyze text errors; recognition of the relationship of error to growth and learning; strategies for fostering text editing skills in the context of a student’s own writing; and techniques for helping writers evaluate, share, maintain, display, and publish their writing.

Understand the use of writing as a means for learning.

Includes strategies for the use of writing to engage and explore ideas, access memories, record information, rehearse language, and analyze reading; the use of writing for learning in content area classes; the use of writing-to-learn activities (e.g., notes, reading logs, clustering, journals) as a means of gathering and generating material for formal texts; and the relationship of writing-to-learn activities and the improvement of both content area learning and formal written expression.

Understand composing strategies for and uses of expressive, literary, and transactional writing.

Includes knowledge of organizational and stylistic principles; an understanding of the differences among literary, expressive, and transactional forms of writing (e.g., journals, letters, personal writing, poems, plays, stories, reports, essay exams); the ability to determine the writing form that best suits the objective of the writer and the requirements of the writing situation; techniques for gathering background information (e.g., research resources, interviews, observation, personal experience, peer interaction, mapping, and webbing); and strategies for using various forms and purposes for writing in the content areas.

Organize, develop, and write an essay applying select theory and practice in language arts.

LISTENING AND SPEAKING

Understand listening as a process that enables a person to receive and interpret messages.

Includes characteristics and principles of the steps in the listening process, such as perceiving and discriminating, attending, assigning meaning, evaluating, responding, and remembering; and recognizing the distinction between hearing and listening.

Understand listening strategies for the development of meaning in oral communication.

Includes the distinction between verbal and nonverbal communication; recognition of emotional and aesthetic meaning; characteristics of listening behavior; different objectives for listening (e.g., listening for valid and invalid inferences); ways to promote a supportive communication environment; techniques to aid in the retention of messages; and strategies for modeling good listening behavior.

Understand the application and integration of the listening process in the language arts curriculum.

Includes the development of an appreciation for listening within the communication process; an understanding of the different purposes of listening; effects of linear and nonlinear organizational patterns (e.g., chronological, spatial, topical, causal, motivated sequence); the retention of information in both short- and long-term memory; and factors affecting the ability to construct meaning in various listening situations.

Understand how the speaking process affects message development.

Includes principles of ethical communication (e.g., awareness of both sides of an issue, accuracy in citations, a philosophy of truthfulness); recognition and application of tests of evidence (e.g., testimony, statistics, examples); identification and application of various patterns of inductive and deductive reasoning (e.g., analogy, cause, sign, generalization): recognition that meanings vary by interpretation and circumstance; and the ability to apply demographic and situational audience characteristics.

Understand strategies to enhance the speaking process.

Includes types and functions of outlines in oral presentations; purposes of a presentation (e.g., to inform, to entertain, to persuade); types and characteristics of introductions; types and characteristics of conclusions; principles and characteristics of different speaking styles (e.g., extemporaneous, impromptu, manuscript); the influence of context on communication; the use of vocal strategies (e.g., vocal variety, pauses) to produce effective meaning in oral communication; application of methods to improve vocal resources (e.g., breathing, pronunciation, articulation, resonance); and ways to enhance presentation skills through the use of audiovisual materials.

Understand the nature, functions, and effects of feedback in the speaking process.

Includes types and functions of feedback: ways to adapt the speaking process based upon feedback; the use of the questioning process to respond to a message; effects of source credibility (i.e., competence and character) on understanding the message; the importance of communication modes; and effects of verbal and nonverbal communication (e.g., gestures, movement, eye contact) on message understanding.

EXPERIENCING LITERATURE AND LANGUAGE

Understand different genres of literature (e.g.. poetry, drama, fiction, and nonfiction).

Includes purposes, types, and structural elements of different genres and sub-genres of literature (e.g., historical fiction, realistic fiction, folk/fairy tales, fantasy, myths and fables, picture books); the use of rhythm, figurative language, symbolism, characterization, theme, conflict, setting, and other literary elements in poetry, drama, and fiction: the use of topics, themes, theses, and organizational patterns (e.g., sequence, cause and effect, comparison/contrast, problem/solution) in nonfiction; and the comparison of language, style, mood, and point of view in different works of literature.

Understand the diversity of literary traditions and texts.

Includes recognizing characteristic features of literary works according to their styles, historical periods, cultural origins, and ethnic traditions; recognizing ways in which themes or traditions of a literary work both reflect and transcend its time and place of origin; understanding key characteristics of literary genres and their uses as sources of inspiration or modeling in writing; exploring and respecting commonalities and differences among people through literature; principles for selecting literature for specific purposes; and understanding how readers gain insight into themselves and others and learn to appreciate others’ points of view.

Understand literature for children and adolescents and issues related to these types of literature.

Includes characteristic features associated with major works, authors, and genres of literature for children and adolescents; criteria for evaluating such literature (e.g., in terms of stereotypical images, authentic portrayals, literary quality, readers’ responses); real-world uses of such literature (e.g., to promote cultural awareness, address student issues, generate ideas for writing); and techniques for integrating such literature into the language arts program and other content areas.

Understand literary and linguistic implications of mass media.

Includes forms, purposes, and characteristics of mass media (e.g., advertising, videos, television); the expression of social and cultural values through mass media; effects of mass media on public values, attitudes, and expectations; the critical examination of mass media messages; and issues related to the effects of mass media on children and young people.

Understand literature and language through presentational experiences.

Includes the presentational forms of oral interpretation; techniques for developing an appreciation of literature through oral interpretation (e.g., choral reading, storytelling, readers theater); types and characteristics of prose, poetry, and drama used in oral interpretation; creative drama techniques (e.g., improvisation, role playing, creative movement) appropriate for language arts activities; the use of audio or visual technology to present and interpret literature; and the use of visual media to explore literary responses.

Understand significant aspects of the history and structure of the English language.

Includes major developments in the history of the English language (e.g., the change from a highly inflected language to a word-order dominated language; contributions of other languages such as Latin, Greek, French, and native American languages to English structure and vocabulary; the history of and variations among English dialects such as Black English and Appalachian English); significant aspects of structure (e.g., distinction between grammar and usage, effective syntactic alternatives, major grammatical terms, grammatical aspects of punctuation and usage); steps in the acquisition of language, including learning English as a second language; and strategies for helping students use the syntactic resources of language effectively and appropriately.

Understand the sociopolitical aspects of languoge use.

Includes ways in which language can affect thinking and perception (e.g., the use of the generic he); how the use of language relates to issues of age, religion, gender, ethnicity, social class, handicapping conditions, and sexual orientation; an understanding and appreciation of one’s own and other dialect systems; an understanding of sociolinguistics (e.g., the relationships between power, social class, and language); and strategies for suiting language to audience and purpose.

INTEGRATING LANGUAGE ARTS INSTRUCTION

Understand diverse factors that affect language arts instruction.

Includes influences on language learning (e.g., effects of culture, language, home, community, economy, and other environmental factors); individual factors (physical, social, emotional, intellectual) that affect language learning; understanding the special educational needs of a variety of student populations (e.g., gifted students, students with learning difficulties, ESL students); knowing how to adapt language arts instruction to meet the needs of all students; and applying strategies for working with special education teachers and other specialists to enhance learning opportunities for students with special educational needs.

Understand processes of communication.

Includes elements of the communication process; forms of communication (e.g., collaborative learning, interpersonal communication, cooperative learning); social, cultural, economic, and educational influences on communication; the role of observation, inference, and judgment in communication; types, characteristics, and functions of nonverbal communication; and the relationship between verbal and nonverbal cues.

Understand the interrelationship of reading. writing, listening, and speaking skills and their integration within other content areas.

Includes ways in which reading, writing, listening, and speaking connect and mutually influence one another; ways to integrate these language modes to promote learning; and techniques and activities for integrating the language arts within other content areas.

Understand instructional and management strategies for language arts education.

Includes characteristics, principles, and techniques of various language arts approaches (e.g. whole language, literature-based, developmental reading, process writing); strategies for organizing the language arts environment to promote language learning; uses of technology (e.g., computers, video) to enhance language instruction; criteria and procedures for evaluating language arts curricula and materials; ways to adapt or modify language arts instruction based on evaluation information; and the use of textual aids (e.g., boldface print, italics) and graphic aids (e.g., pictures, photos, graphs, tables) as language arts instructional strategies.

Understand issues and procedures related to student assessment in language arts education.

Includes characteristics, advantages, and limitations of various methods of formal and informal assessment (e.g., standardized tests, teacher-generated tests, observations portfolios, performance assessments); the interpretation and use of assessment information; procedures for developing or selecting assessment methods and instruments for various instructional situations; and issues of bias in the design, implementation, and interpretation of assessment procedures and instruments.