3.2.1 Demonstrate a lack of Use their understanding of Create opportunities and understanding of the the influence of language develop strategies that influence that language and visual images on permit students to and visual images have on thinking and composing in demonstrate, through thinking and composing; their own work and in own work, the influence of their teaching; language and visual images on thinking and composing; 3.2.2 Show infrequent use of Use writing, speaking, and Create opportunities and writing, speaking, and observing as major forms develop strategies for observing throughout the of inquiry, reflection, and enabling students to program as major forms expression in their demonstrate how they of inquiry, reflection, and coursework and teaching; integrate writing, speaking, expression; and observing in their own learning processes; 3.2.3 Exhibit infrequent use of Use composing processes Demonstrate a variety of the processes of composing in creating various of ways to teach students to create various of oral, visual, and written composing processes that oral, visual, and written literacy of their own and result in their creating literacy; engage students in these various forms of oral, visual, processes; and written literacy; 3.2.4 Use writing, visual images, Demonstrate, through Engage students in activities and speaking for a variety their own learning and that provide opportunities of audiences and purposes; teaching, how writing, for demonstrating their skills visual images, and in writing, speaking, and speaking can effectively creating visual images for a perform a variety of variety of audiences and functions for varied purposes; audiences and purposes; NOT ACCEPTABLE ACCEPTABLE TARGET 3.2.5 Show little knowledge of Demonstrate their Use a variety of ways to assist language structure and knowledge of language students in creating and conventions in creating structure and conventions critiquing a wide range of and critiquing print and by creating and critiquing print and nonprint texts for nonprint texts; their own print and multiple purposes and help nonprint texts and by students understand the assisting their students in relationship between symbols such activities; and meaning. Candidates demonstrate knowledge of reading processes. AS A RESULT, CANDIDATES
3.2.1 3.2.2 3.2.3 3.2.4 Demonstrate a lack of understanding of the influence that language and visual images have on thinking and composing; Show infrequent use of writing, speaking, and observing throughout the program as major forms of inquiry, reflection, and expression; Exhibit infrequent use of the processes of composing to create various of oral, visual, and written literacy; Use writing, visual images, and speaking for a variety of audiences and purposes; Use their understanding of the influence of language and visual images on thinking and composing in their own work and in their teaching; Use writing, speaking, and observing as major forms of inquiry, reflection, and expression in their coursework and teaching; Use composing processes in creating various of oral, visual, and written literacy of their own and engage students in these processes; Demonstrate, through their own learning and teaching, how writing, visual images, and speaking can effectively perform a variety of functions for varied audiences and purposes; Create opportunities and develop strategies that permit students to demonstrate, through own work, the influence of language and visual images on thinking and composing; Create opportunities and develop strategies for enabling students to demonstrate how they integrate writing, speaking, and observing in their own learning processes; Demonstrate a variety of ways to teach students composing processes that result in their creating various forms of oral, visual, and written literacy; Engage students in activities that provide opportunities for demonstrating their skills in writing, speaking, and creating visual images for a variety of audiences and purposes; NOT ACCEPTABLE ACCEPTABLE TARGET 3.2.5 Show little knowledge of language structure and conventions in creating and critiquing print and nonprint texts; Demonstrate their knowledge of language structure and conventions by creating and critiquing their own print and nonprint texts and by assisting their students in such activities; Use a variety of ways to assist students in creating and critiquing a wide range of print and nonprint texts for multiple purposes and help students understand the relationship between symbols and meaning. Candidates demonstrate knowledge of reading processes. AS A RESULT, CANDIDATES