There are two different standards in this section, and each standard has a variety of

components inside of it. The first standard puts a great deal of emphasis on the reading
and literacy component of content knowledge in the English language arts classroom. The
first element of the standard deals with my knowledge of different types genres and
formats of texts. Additionally, the first element is concerned with my competence in
different types of literary criticism and how those schools of literary thought represent a
variety of experiences.
The first piece of evidence that I chose for this standard is my Resource Collection from
EDSE 787. One thing that I have learned about creating units is the importance and value
in creating a unit that is when you concentrate on creating one around a centralized theme
instead of a particular text. The novel that I chose for this unit will serve as the anchor
text, which is one of my favorite works by Arthur Miller, Death of a Salesman, which
is very unique for a unit plant. Nominee text that I have worked with throughout my
undergraduate and graduate experience are built around a play so to be able to use this in
my resource collection provided me unique opportunity when it came to providing
various supplemental material. The theme that I am focusing on for this text is the
American dream, however I am focusing on addressing the American dream as if it were
something that not all people have accessibility to. With the theme of the roots, I have
chosen a variety of techs that deal with a similar theme. In this collection Ive included
young adult novels, songs, movies, artwork, short stories, and an additional play. In this
unit collection, it not only shows that I understand a variety of techs, but also that I
understand that text can be a lot more than just books. Everything that we read in class
can be used to interpret a different meaning, even artwork can be seen as a text. I believe
that with this artifact, I will not only be able to meet the diverse needs of my students by
providing them with multiple different ways to engage holistically in text, but I will be
able to provide my students the opportunity to engage with text that are much more
relevant to their lives.
The second is of evidence that I chose for the standard is an Excerpt of my Praxis II
exam. I believe that my demonstrating if Passing score on this exam shows the various
capabilities of my understanding of many different forms of literature that I have had to
show my ability to understand. Not only does this exam test your ability to demonstrate
satisfactory performance for knowledge of texts, but it also includes a small section on
connecting those skills learned in the English classroom with best teaching practices.
The third documentation demonstrating satisfactory in this category is my EDSE 547
unit plan in which I was able to create a unit plan surrounding a particular text, Othello,
and create lesson plans which will target student growth in grammar, reading, writing,
and speaking/communicating skills.
The second element in this standard requires me to know about how my students read
texts and make meaning with media environments. The first piece of evidence that I

chose to prove I meet this requirement are transcript excerpts from my EDRD 600 and
EDRD 651 classes. I chose these because EDRD 600 was my teaching reading
instruction course. The main thing that I learned in this class was focusing on how
students read and how they are able to create meaning (or not) from what they read. I was
able to work with 2 students from the Department of Juvenile Justice working to
understand how students who are considered reluctant readers visualize and read
books. My EDRD 652 course allowed me to interact through understanding the role that
media literacy should play in our classrooms. We were empowered to learn through the
multi dimensions of media environments and were able to learn how we can be more
tech savvy in the classroom so that we are able to keep up with a changing educational
system where students are relying more and more on technology as a source of learning.
The second standard in this category addresses my ability to demonstrate knowledge of
English language arts as it relates to language, writing, and the nature of adolescents. The
first element addresses my ability as an individual to create a variety of texts in different
genres and media.
The first artifact I have included is a link to a digital multi-genre project that I
contributed to for one of my classes. Not only does this demonstrate my ability to write in
a variety of ways, but it connects with my EDRD 600 and EDRD 651 course in the fact
that we were able to take those same criteria learned such as how to engage reluctant
learners as well as using technology as an enhancement in the classroom to boost the
learning of English.
The second artifact in this section is transcript excerpts from the following courses:
Teaching composition in secondary school (EDSE 787), the teaching of writing (ENGL
461), and advanced writing (ENGL 460). In each of these classes, I was exposed to many
different genres and formats of writing.
The second element is concerned with my knowledge of the conventions of the English
language. This knowledge extends to different aspects of language, such as dialects,
usage and grammar, and language acquisition. The first artifact for this section are
transcript excerpts from the following courses: English Grammar (ENGL 450), the
English Language (ENGL 389), and Language and Gender (LING 541).
The second artifact that I have included is a lesson plan that I have done using the text
Monster in which I am able to have students create compositions using their home
languagewhich is very important to me. I believe it is essential to show students that
there is no one way of writing and speaking and so throughout this lesson, students are
able to be comfortable with the language they use most often.
The third element maintains that teaching candidates should be knowledgeable about
how adolescents compose texts and make meaning through media environments. The

artifact for this element that I included is a research project that I did for my teaching of
composition course. I studied a student in my class, gathered information on his writing,
and based on that data, I created a variety of activities and assessments for him. I was
able to see the process through which my student made texts, and I was able to learn a lot
about the importance of recursive lessons for students who are reluctant writers.