Components of Language Arts



EDU 512 Course Assignment - Components of Language Arts and Social Studies Chart

Note: This chart is an organizational tool useful for preparation for the final exam as well as the RICA exam and for teaching in general. It should be filled out as we progress through the course in order to be useful for class discussions. It will also be submitted for part of the final exam points. It is essential to become skilled at teaching and assessing each major component of both language arts and social studies. The notion is that you will know what you are to teach and how to teach each of these critical components of language arts and social studies. Please add any missing components as you read each chapter. If a component is not listed please add it as you work through the assigned readings for the course.

Please complete only the components that are linked with each weekly reading assignment each week. Generally there will be only one/two component(s) per week. You can always add to each component as you find information in future chapters for each component but don’t bother going ahead of the readings assigned. Copy and paste the CCSS that applies in the Content Standard box (Use the CCSS K-6 document posted in BB to make this task easy).

NOTE: This is an electronic table that will expand to accommodate your writing and is intended to be used on the computer. Just download it into your computer and submit the appropriate page(s) for each weeks reading assignment.

|Content Component |CCSS/1998 |Teaching Strategies found throughout your texts. |Assessment Strategies |

| |Content Standards | | |

|List and Describe the concept |Note the Content |How do you teach (or use) this component? |How do you assess this component? |

|or component of language |Standard that corresponds with the strategies you have | | |

|arts/social studies content. |selected where appropriate. |Add text book pages so this becomes a support document to carry forward into |Add text book pages so this becomes a support|

| | |future courses and Student Teaching. |document to carry forward into future courses|

| |Copy and paste in correct content box. (See Standard sample |Include 50 Strategies and 40 Strategies and all texts and Frameworks where |and Student Teaching. |

| |under the reading/Writing Component) |appropriate. | |

| | | | |

|Content of Social Studies |Culture: focus humans create culture as a way of making sense|S./A. Page: 115-131 |Advance Organizers Approach could use |

|(list and give brief |out of their social and physical worlds. |Advance Organizers Approach: students are presented with information they are |formative assessment which provides |

|description of each content |Time, Continuity, and Change: helps students understand |familiar to, so that they have a frame of reference; and the new information they |information during a learning sequence so |

|area S/A 1-4, ) Stick to the |continuity & the influence of past on present. Change is |are learning is connected to their knowledge. For example if students are learning|that adjustments can be made to maximize the |

|BIG ideas of the content areas.|inevitable. |about government the teacher first reviews how decisions in families are made. |probability of success (p.291, S.A.) |

|Use the 10 National Content |People, Places, and Environments: *geographic theme. Concepts| | |

|Strands to help organize your |like location and spatial interaction. Diversity of |Multipass Learning: Students use multipass reading to gradually learn the material| |

|content. |environments |in the textbook. Steps include: teacher breaks down the reading into sections, |For Multipass learning and Anticipation |

| |Individual, Development, and Identity: focuses on importance |teacher begins the lesson with an introduction that will connect to the reading, |Guides students can be assessed by selected |

| |of individual development & relationship w/others. Helps |students leaf through the pages to look at the pictures and predict what it will |response and constructed response. Selected |

| |students understand their own identity development & how it |be about, students leaf through the pages reading only the headlines and compare |response is where an individual being |

| |influences their attitudes and beliefs. |it to their predicts, students leaf through pages reading the 1st sentence of each|assessed chooses a response from alternatives|

| |Individuals, Groups, and Institutions: *sociology. Human seek|paragraph (for students to get the major idea of the reading) and the students |proved by the assessor. Constructed response |

| |being in groups and create social institutions to meet their |discuss some of the main ideas, students read the sections to learn facts & |is where the individual being assessed |

| |needs. It influence their norm, value, & behavior |details, and students review what they have learned. |constructs rather than chooses a response (p.|

| |expectations | |292, S.A.). |

| |Power, Authority, and Governance: *political science and |Anticipation Guides (prediction or reaction guides): Students are presented with | |

| |civics. Questions: who has power, how did they get it, how is|statement, questions, pictures, or diagrams related to the new material they will |For Direct Instruction and Concept |

| |it used. |encounter. Students will predict what they will learn about. Students discuss |Attainment you can do a traditional |

| |Production, distribution, and consumption: *economics. |their responses to the anticipations guide before and after learning the material.|assessment, which includes test or matching |

| |Unlimited wants, scarce resources, what to produce, who gets |The students compare their initial responses to what they learned. |items. Also performance task is a good |

| |it, and how. | |assessment tool which requires a student to |

| |Science, Technology, and Society: *Interdisciplinary/all |Direct Instruction (active or explicit teaching): step by step approach. Steps |do a task that they will apply and |

| |social science disciplines & more. Impact of science and |include: review what the students know, state objective/ tell students what they |demonstrate the skills and knowledge |

| |technology on society. |will learn, lesson dev. (do direct instruction), guide practices (students work on|consistent with the learning objectives |

| |Global Connections: transportation to connect to world. |related assignment to lesson objective & teacher checks for understanding), |(p.297, S.A.). |

| |Civic Ideas and Practice: *Political science, civic |closure- review, reinforce main points, independent practice | |

| |competence, & history | | |

| | |Concept Attainment: features the acquisitions of concepts that the teacher has | |

| | |identified as critical for students to know or understand. Steps include: provide | |

| | |students with concept and definition/ attributes, give students examples and | |

| | |non-examples, have students identify them, students define concepts, and students | |

| | |apply concept by finding new concepts. | |

| | | | |

| | |Other includes: Classroom Discussion, Learning Centers, Student Teams, Jigsaw | |

|SDAIE Strategies for EL |SDAIE: Specially Designed Instruction in English (S/A |S./A. P. 226-229 |Students can be assessed by classroom |

|Instruction |p.219-221) | |discussion. Teachers can also used a |

| |Making the subject matter equally comprehensible for all |Cooperative Learning: Opportunities are provided for students to interact with |checklist which defines important components |

| |students |each other and to use language in a nonthreatening environment. ELL students are |that must be present in a product or a |

| |Meaningful & Comprehensive Input: students can make sense of |more likely to communicate in small groups |performance (p.302, S.A.). |

| |what they learn. | |Teachers can also do a conference with |

| |**Background Knowledge |Multimedia Experiences: students benefit when instruction features concrete |individual students to assess their progress |

| |**simplify- use high frequency words, eliminate slang, speak |experiences and uses various types of media to illustrate new material. Examples |(p. 307, S.A.) |

| |in shorter sentences, repetition, long pauses, slow down rate|include: imovies, audiotapes of class, flashcards (vocabulary), sentence strips , | |

| |of speaking |and field trips. | |

| |Move from simple to complex: | | |

| |**diagnose entry-level |Language Experiences: Language experiences are needed but ELL students are | |

| |Affective filter: refers to the combination of the variables |embarrassed and/or fearful about communicating | |

| |in your class related to self-concept, motivation, and fear |Semantic mapping: encourages visual representation of connections among ideas. | |

| |of ridicule or failure that facilitates or blocks learning. |Steps include: students are given focus topic & brainstorm ideas about it, student| |

| |*anxiety-high affective filter (comprehension/ learning is |then associated ideas with graphics, and students are given study material and | |

| |blocked) |then go back to revise their map. | |

| | |Guided Writing: promotes generation of ideas in a verbal context and integration | |

| | |of reading and writing in social studies. Steps include: students brainstorm about| |

| | |given topic with the ideas given by students an outline or web is created, the | |

| | |students work in groups to create paper, and then students incorporate new ideas | |

| | |from their reading. | |

| | | | |

|Higher Levels of Critical |Cognitive Taxonomy: |It’s good to know and understand Blooms Taxonomy as well a Depth of knowledge in |Teachers can use planning for instruction |

|Thinking – Bloom’s Taxonomy & |Knowledge |planning a lesson plan for students. As teachers we need to know what are goal is |where teachers determine students’ background|

|Depth of Knowledge (DOK) |Comprehension |for our students to reach. This way we can better assess our students. The level |knowledge about a topic to know how to |

| |Application |of Critical thinking is critical to know in what assessment tool we need to use to|differentiate instruction to meet students’ |

| |(Higher levels) |make sure our students understand the lesson being taught. |needs (p.45 Tompkins). Monitoring Progress |

| |Analysis | |through classroom observations, anecdotal |

| |Synthesis | |notes, and conferences (p.46, Tompkins). |

| |Evaluation. | |Evaluating learning through checklist and |

| | | |rubrics (p. 48, Tompkins). |

| |Depth of Knowledge: (DOK) | | |

| |Level 1: Recall | | |

| |Level 2: Skill/ Concept | | |

| |Level 3: Strategic Thinking | | |

| |Level 4: Extended Thinking | | |

| | | | |

|Assessment Types/Define |Diagnostic Assessment (S/A p. 291): how much students know |Assessment tools for each type of assessment |When do you use this type of assessment? |

|Formal |before beginning a unit of study |Selected response (S/A p. 292): tool where student chooses a response from |Depends on learning target |

|Informal |Formative Assessment (S/A p. 291):: what progress students |alterative (given options) | |

|Rubrics |are making during unit |Constructed response (S/A p. 292): individual is assessed by what response they |Traditional assessment tool is good to use to|

|Authentic |Summative Assessment (S/A p. 291):: how much students learn |construct rather than select |test students knowledge of a topic. |

|Portfolio |at the end | | |

| |Formal | |Using a performance task assessment gives the|

| |Informal | |students the opportunity to show what they |

| |Rubrics (S/A p. 299): is a mechanism that defines the |Traditional assessment tools (S/A p. 294): |have learned through the lesson. |

| |features of work that constitute quality. |multiple-choice | |

| |Authentic assessment (S/A p. 297): assessment seeks |true or false |Authentic assessment tools can be used to |

| |opportunities to measure students learning in the content of |matching items |monitor a students’ progress in their |

| |a natural or authentic task |test |learning. |

| |Portfolio (S/A p. 298): is a collection of student work that | | |

| |covers a specific period of time. |Authentic assessment examples (S/A p. 296-298): | |

| |Traditional assessment (S/A p. 294): tests |Performance tasks: | |

| | |Participating in simulation | |

| | |Conducting interview | |

| | |Giving a skit | |

| | |Writing a poem | |

| | |Preparing report | |

| | |Make collage | |

| | |Make model | |

| | |Prepare slide show | |

| | |Create data display | |

| | |Mock trial | |

| | |Portfolios | |

| | |Authentic assessment tools: | |

| | |Rating scale | |

| | |Rubrics | |

| | |Checklist | |

| | |Attitude inventories | |

|Data Based Assessment | |What types of data is typically used? Where/how do teachers get useful data? |How does data based assessment drive |

|(Define) | |instruction? |

| |_decision_making |Data that is typically collected is concerning the students (learning, behavior, | |

| | |classroom management) or the teachers themselves. Useful data can be obtained in |Data based assessment informs teachers how |

| | |various ways depending on what is being measured. |well their class is performing on given tasks|

| | | |or if their students understand the content |

| | |Data concerning student learning can be gather from: |being taught; and because teachers obtain |

| | |Test results, observations, journal reflections, |this valuable information they are able to |

| | | |adjust their lessons accordingly. |

|6 Language Arts – Name, Define,|Tompkins p. 18 |Learning Strategies & specific strategies related to Language Arts: Tompkins p. 20|Assessing L.A.Tompkins Ch. 2 |

|and Provide general teaching |Listening- |Activate background knowledge |Projects |

|and assessing strategies in |hearings is one part to listening |Connect |PowerPoint presentations |

|appropriate columns |people hearing differently according to their purpose |Consider audience |Puppet show |

| |use listening strategies |Detect bias |Poems |

| |monitor their own understanding to listen more effectively |Determine importance |Wikis |

| |Talking- |Draw inferences |Written reports |

| |essential part of learning |Elaborate |Video presentations |

| |student participate in grand conversations to respond to |Evaluate |Collection of artifacts |

| |literature |Format |Alphabet books |

| |students create oral projects |Generate |Oral reports |

| |Reading- |Integrate multimedia |Posters |

| |a strategic process |Monitor |Dramatizations |

| |goal comprehension or meaning making |Narrow | |

| |vary how they read according to purpose |Notice/ apply nonverbal cues | |

| |participate in different types of reading: independent, |Observe | |

| |shared, & guided reading |Organize | |

| |Writing- |Play with language | |

| |writing process to develop & refine writing |Predict | |

| |apply the writer’s craft to make their compositions more |Proofread | |

| |effective |Recognize/ incorporate genre characteristics | |

| |write compositions representing variety of genres |Repair | |

| |use informal writing to develop writing fluency and as a |Revise | |

| |learning tool |Set goals | |

| |Viewing- |Take notes | |

| |essential part of literacy in 21st century |Visualize | |

| |view media with variety of purposes | | |

| |use similar strategies in reading & viewing |Teaching Language Arts: Tompkins Ch. 2 | |

| |students learn about propaganda techniques to critically |Literature focus units: Units are created around a chosen book. Usually a book | |

| |analyze commercials & advertisements. |every student should read (classic). | |

| |Visually Representing- |Literature Circles: Students work in small groups to read & respond to their | |

| |consider audience, purpose, & form as they create visual |choice of book. | |

| |texts |Reading & Writing Workshops: Students read their choice of book focusing on | |

| |create visual text to share info. Learned |comprehension & practicing applying the reading strategies they’ve learned. | |

| |use drama as leaning tool & powerful way of communicating |Students write on a topic they have chosen. | |

| |combine real and virtual worlds to make successful |Thematic Units: Language arts activities are integrated with content-area study | |

| |presentations |during thematic units | |

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| |Classifications: | | |

| |listening & talking- Oral | | |

| |reading & writing- written | | |

| |viewing & visually representing- visual | | |

| | | | |

| |Receptive (students receive language): | | |

| |Listening, reading, viewing | | |

| | | | |

| |Productive (students compose/create Language): | | |

| |Talking, writing, visually representing | | |

|Spelling |Kindergarten |Tompkins: |Tompkins: p. 373 |

| |1.2 Spell independently by using pre-phonetic knowledge, |Learn to spell: (p. 213) | |

| |sounds of the alphabet, and knowledge of letter names. |Background knowledge |Assessing students spelling development: |

| |1st Grade |Book experiences | |

| |1.8 Spell three-and four-letter short-vowel words and |Parent’s vocab. Level |Kindergarten through Eighth Grade could |

| |grade-level-appropriate sight words correctly. |Mainly through caretakers, teachers, & experienced other/text |assess students by Entry-level Assessment, |

| |2nd Grade |How should spelling be taught: (p. 217) |Monitoring Student Progress, and Post-test |

| |1.7 Spell frequently used, irregular words correctly |Word study (morphological info) |Assessment. |

| |1.8 Spell basic short-vowel, long-vowel, r-controlled, and |Synonyms & antonyms | |

| |consonant-blend patterns correctly. |Homonyms |Entry Level Assessment: For Instructional |

| |3rd Grade |Multiple meaning (p.223) |Planning. |

| |1.8 Spell correctly one-syllable words that have blends, |Idioms (p. 224) |-Determining what students know before the |

| |contractions, compounds, orthographic patterns and common |Borrowed words (p. 225) |lesson is being taught. |

| |homophones. |Stages of spelling: (p. 353) | |

| |1.9 Arrange words in alphabetic order. |Reread sentences |Monitoring Student Progress: Toward the |

| |4th Grade |Use context clues |Instructional Objective |

| |1.7 Spell Correctly roots, inflections, suffixes and |Analyze words parts |Assessing students throughout the lesson |

| |prefixes, and syllable constructions. |Pronounce the word |being taught. |

| |5th Grade |Check a dictionary or ask teacher | |

| |1.5 Spell roots, suffixes, prefixes, contractions, and |Analyzing spelling sample: |Post-test Assessment: Toward the Standard |

| |syllabus constructions correctly. |Monster spelling test (given resource) |- Assessing the students after a lesson being|

| |6th Grade |Targeted words to teach (p. 228) |taught to see what they have learned. |

| |1.5 Spell frequently misspelled words correctly. |Tier 1 words: basic every day words that don’t usually have to be taught in | |

| |7th Grade |school (BICS-basic interpersonal communication skills) | |

| |1.7 Spell derivatives correctly by applying the spellings of |Tier 2 words: academic words that students need to learn in school (CALP- | |

| |bases and affixes. |cognitive academic language proficiency) | |

| |8th Grade |Tier 3 words: specialized words related to thematic units and uncommon words that | |

| |1.6 Use correct spelling conventions. |students may not need to learn before high school | |

| | |Teaching spelling for ELD students (p. 371) | |

| | |KWL Chart: what students know, what they learned, and what they want to learn |Teachers can assess by doing a class |

|Background Knowledge |Background knowledge is very important to know so teachers |Concept formation (S/A p. 138): opened ended question is asked to students, |discussion to see what they know. |

| |can based their lessons on what the teachers know and what |students respond, responses are groups & labeled by students, debrief (useful |-Question and Answers |

| |they need to know. Teachers can make any alterations that |concepts as students continue to learn about the topic). |-Survey |

| |need to be made in order to accurately serve their students | | |

| |properly. | | |

|Knowledge Acquisition S/A Ch 5|As teachers its important to know students’ prior knowledge, |Describe each strategy/model and explain the use and cognitive taxonomy level. |How would these models be used for assessing |

|List Knowledge Acquisition |to know their present skill levels, their knowledge of |The Structure of Knowledge (p. 112): this pyramid model indicates how students can|learning? |

|models/strategies |content related to the unit, their general attitudes toward |go from facts to concepts to Generalizations. Taxonomy level-knowledge, | |

| |the content, the types of things that generally interest |application, & synthesis |The Structure of Knowledge |

| |them, and their previous experiences (p.110, S.A.). |Advanced Organizers (p. 115): an approach that presents to the students a topic |- Is a good way to assess students because it|

| | |they are familiar to (from previous knowledge) to help them establish a frame of |organizes the students learning process by |

| |- Prerequisite Skills |reference or an organizing schema for the information they are about to learn. |going through the three basic content types: |

| |- Experiential background of the students. |Taxonomy level: knowledge |facts, concepts, and generalizations. |

| |- Personal Experiences |Multipass Learning (p. 116): Students flip through pages they will read several | |

| | |times focusing on different parts of the text (title, sub-heading, pictures). A |Advanced Organizers |

| |Learning Objectives: describes what you expect students to be|way of scaffolding or organizing schema for what is read in textbook. Taxonomy |- Helps students continue to expand and |

| |able to do as a result of your teaching (p.111). |level: knowledge |refine their concepts and understandings |

| | |Anticipation Guide (p. 117): intend to build on students’ prior knowledge and |(p.116, S.A.). |

| |Teacher Preferences and Teaching Skills |relate to their previous understanding to the new material. To present students | |

| | |with some questions or statements related to the new material. (ex.video, film, |Multipass Learning |

| |- Having a preference and teaching skill available. |portion of text, diagrams, or pictures) Taxonomy level: knowledge |- Incorporates some of the same basic |

| | |Direct Instruction (p. 118): teacher directed instruction |principles of advance organizers and is a way|

| | | |of providing a scaffold for what is read. |

| | |Taxonomy Level: knowledge | |

| | |Concept Attainment: features the acquisitions of concepts that the teacher has |Anticipation Guide |

| | |identified as critical for students to know or understand. Taxonomy level: |-Are useful tools for helping students |

| | |comprehension &analysis |understand and process new information (p.117|

| | |Classroom Discussion: learning activity where the purpose is to help students |S.A.) |

| | |learn new concepts and relationships. Guided questions. Taxonomy level: | |

| | |comprehension, application, analysis. |Direct Instruction |

| | |Learning Center (p. 128): enrichment centers, reinforcement centers, and |- powerful method of teaching basic |

| | |alternative-material centers. Taxonomy level: depends on center |information and skills |

| | |Student teams (p. 129): students work on task(goal) until they believe all members| |

| | |of the team understand the content. Taxonomy level: comprehension & application |Concept Attainment |

| | |Jigsaw (p. 131): each person of the group accomplishes a portion of a large |- that the teacher has identified as critical|

| | |assignment. Taxonomy: comprehension |for students to know or understand. |

|Knowledge Discovery S/A Ch. 6 |The professional literature in education contains many |Concept formation (p. 138): opened ended question is asked to students, students |How would these models be used for assessing |

|List Knowledge discovery |references to instructional approaches that are designed to |respond, responses are groups & labeled by students, debrief (useful concepts as |learning? |

|models/strategies |help students discover knowledge and improve problem-solving |students continue to learn about the topic). | |

| |and thinking skills. Improving students’ abilities to do the |Taxonomy level: knowledge |Concept formation: Useful at the beginning of|

| |following: |DOK: level 1 recall (list/identify) |a unit of instruction. It helps orient |

| | |Inferring & Generalizing (p. 139): approach is designed to help students take |students to the topic. |

| |Form new concepts |information they have acquired, organized it, and look for relationships. | |

| |Make meaning out of data and form generalizations |Taxonomy level: analysis & synthesis |Inferring & Generalizing: It does not require|

| |Learn through use of realia, role playing, and simulations |DOK: level 2 & 3 (organize/formulate) |a lot of new material or a change in the |

| |Use inquiry approaches |Using Realia (p. 143): using real objects in class to make subject concrete and |curriculum. |

| |Be creative |can simulate interest | |

| |Think critically |Taxonomy level: comprehend |Using Realia: Using real objects in the |

| |Solve problems |DOK: level 2 (interpret/estimate) |classroom helps make the subject concrete and|

| |Make decisions |Role playing: short impromptu to complex activity |can stimulate a great deal of interest. |

| | |Taxonomy level: synthesis | |

| | |DOK: level 2 (show) |Role Playing: used in helping students |

| | |Simulations (p. 145): students assume particular role, make decisions, and |develop an understanding of values and |

| | |experience the consequences of their actions |attitudes and learn the complexities of |

| | |Taxonomy level: comprehend, application |interpersonal decision making. |

| | |DOK: level 2 (cause & effect, construct) | |

| | |Inquiry (p. 146): like the scientific method applied to teaching. |Simulations: elaborate role playing. |

| | |Taxonomy level: analyze | |

| | |DOK: level 3 (investigate) |Inquiry: Involve inductive reasoning. |

| | |Creative thinking (p. 149): example-brainstorming | |

| | |Taxonomy level: comprehension/application |Creative thinking: Novel approaches to |

| | |DOK: level 3 (formulate) |perplexing problems. |

| | |Critical thinking (p. 150): involves judgments based on informed opinion | |

| | |Taxonomy level: synthesis & evaluation |Critical thinking: encourages generation of |

| | |DOK: level 3 & 4 (formulate/critique & analyze/prove) |new ideas. |

| | |Problem-solving: steps-prob. Identification, possible approaches, proposed | |

| | |solutions, decide on solution. |Problem- solving: Learn how to approach |

| | |Taxonomy level: synthesis & evaluation |problems so that their anxiety is lessened. |

| | |DOK: level 3 & 4 (formulate/critique & analyze/prove) | |

| | |Decision Making: students make personal choice. |Decision Making: Students have to learn to |

| | |Taxonomy level: synthesis & evaluation |make choices in the face of ambiguity and |

| | |DOK: level 3 & 4 (formulate/critique & analyze/prove) |uncertainty. |

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|Content Area Reading/ |Kindergarten |Tompkins (p. 148-155): |Classroom discussions will help assess the |

|Reading Comprehension |2.1 Locate the title , table of contents, name of author, and|Stage 1: Pre-reading |student’s reading and comprehension. |

| |name of illustrator. |Activating background knowledge | |

| |1st grade |Setting Purposes |Having students do Reading Logs and assessing|

| |2.1 Identify text that uses sequence or other logical order. |Planning for Reading |informally what they write in their reading |

| |2nd grade |Stage 2: Reading |logs. |

| |2.1 Use titles, tables of contents, and chapter headings to |Shared Reading | |

| |locate information in expository text. |Guided Reading |Assess students formally by student’s |

| |3rd Grade |Independent Reading |projects. Individual projects or group |

| |2.1 Use titles, tables of contents, chapter headings, |Buddy Reading |projects. |

| |glossaries, and indexes to locate information in text. |Reading Aloud to Students | |

| |4th Grade |Stage 3: Responding | |

| |2.1 Identify structural patterns found in informational text |Writing in Reading Logs | |

| |to strengthen comprehension. |Participating in Grand Conversations | |

| |5th Grade |Stage 4: Exploring | |

| |2.1 Understand how text features make information accessible |Rereading the Selection | |

| |and usable. |Examining the author’s craft | |

| |6th Grade |Focusing on New Vocabulary words | |

| |2.1 Identify the structural features of popular media and use|Participating in mini-lessons | |

| |the features to obtain information. |Stage 5: Applying | |

| |7th Grade |Projects | |

| |2.1 Understand and analyze the differences in structure and | | |

| |purpose between various categories of informational |50 Strategies: | |

| |materials. | | |

| |8th Grade |Choral Reading (p.18) | |

| |2.1 Compare and contrast the features and elements of |Reading Logs (p.113) | |

| |consumer materials to gain meaning from documents. |Venn Diagrams(p.144) | |

| | | | |

| | |RTI- 40 Strategies: | |

| | |Intervention 26-Pull aside Homogeneous Reading Groups (grades 3-6) (p.187) | |

| | |Intervention 32- Mastering the Five C’s of Summarizing (grades 4-6) (p.225) | |

|Journal Writing | |Tompkins p. 90 |Tompkins p. 112 |

| |Kindergarten |Personal Journal -Reflections | |

| |1.0 Students write words and brief sentences that are |Dialogue Journal |Assessing Journals: |

| |legible. |Reading Logs (students sum up the reading with drawing) |Informally by reading their journals and |

| |1st Grade- 4th grade |Double-entry journals |making sure the students wrote in their |

| |1.0 Students write clear and coherent sentences and |Learning logs (picture journal with few explanation since pictures express) |journals. |

| |paragraphs that develop a central idea. |Simulated journals |Formally by having the students turn in their|

| |5th Grade- 8th Grade | |Reading Logs/ Learning Logs for a grade. |

| |Students write clear, coherent, and focused essays. |Technology enhanced: |Having a student do a project by using |

| | |Classroom blogs |Simulated Journals. |

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| | |50 Literary Strategies | |

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| | |Clusters (21) | |

| | |K-W-L charts (60) | |

| | |Reading Logs (113) | |

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| | |RTI | |

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| | |Intervention 22: writing sentences to show you know (grades 4-6) (p.159) | |

|Handwriting | |Timmons: | |

| |Kindergarten |Combine spelling & handwriting: Students carefully fold paper in half (showing |Grading rubric on Handwriting |

| |1.4 Write uppercase and lowercase letters of the alphabet |value to paper). Students write their spelling words in print on one side and |Having a student write a paragraph. |

| |independently, attending to the form and proper spacing of |cursive writing on another side. | |

| |the letters. | | |

| |1st Grade |Tompkins: | |

| |1.3 Print legibly and space letters, words, and sentences |Manuscript, Cursive, & D’Nealian Handwriting: | |

| |appropriately. |Language Arts (391): Elements of Legibility: letter formation, size and | |

| |2nd grade |proportion, spacing, slant, Alignment, and Line Quality. | |

| |1.2 Create readable documents with legible handwriting. |Working with Left Handed Writers (397): Tilting Paper & Slanting letters | |

| |3rd Grade | | |

| |1.2 Write legibly in cursive or joined italic, allowing |50 Strategies: | |

| |margins and correct spacing between letters in a word and | | |

| |words in a sentence. |Data Charts | |

| |4th Grade |Quickwrites | |

| |1.4 Write fluidly and legibly in cursive or joined italic. | | |

| | |RTI- 40 Strategies | |

| | | | |

| | |Intervention 7- Mastering Letter-Sound Correspondence (Grades K-1)(p.59) | |

| | |Intervention 22-Writing sentences to show you know (Grades 4-6)(159) | |

|Grammar |Kindergarten |Tompkins: |-Formally by a test of the different parts of|

| |1.0 Students write and speak with a command of standard |Components of grammar: (p. 379) |speech/ labeling the different parts of |

| |English conventions. |Parts of speech |speech in sentences. |

| |1st Grade |Parts of sentences | |

| |1.2 Identify and correctly use singular and plural nouns. |Types of sentences |- Question and answer |

| |2nd Grade |# of clauses | |

| |1.3 Identify and correctly use various parts of speech, |Capitalization & punctuation |- Class Discussion |

| |including nouns and verbs, in writing and speaking. |Usage | |

| |3rd Grade |8 parts of speech (p. 379-380) |- Having students write in their journals |

| |1.2 Identify subjects and verbs that are in agreement and |Nouns | |

| |identify and use pronouns, adjectives, compound words, and |Pronouns | |

| |articles correctly in writing and speaking. |Verbs | |

| |4th Grade |Adjectives | |

| |1.3 Identify and use regular and irregular verbs, adverbs, |Adverbs | |

| |prepositions, and coordinating conjunction in writing and |Prepositions | |

| |speaking. |Conjunction | |

| |5th Grade |Interjection | |

| |1.2 Identify and correctly use verbs that are often misused, | | |

| |modifiers, and pronouns. |50 Strategies: | |

| |6th Grade |-Interactive writing (56) | |

| |1.2 Identify and properly use indefinite pronouns and present|- Data Charts (31) | |

| |perfect, past perfect, and future perfect verb tenses; ensure|-Learning Logs | |

| |that verbs agree with compound subjects. | | |

| |7th Grade |RTI- 40 Strategies: | |

| |1.2 Identify and use infinitives and participles and make | | |

| |clear references between pronouns and antecedents. |Intervention 21- Organizing Vocabulary for Understanding and Retention (Grades | |

| |8th Grade |4-6)(p.153) | |

| |1.4 Edit written manuscripts to ensure that correct grammar |Intervention 23- Teaching Contextual Information About Words (Grades 4-6)(p.163) | |

| |is used. | | |

|Listening (3 types) | |Tompkins p. 119 | |

| |CCSS | |Monitoring |

| |b. Follow agreed-upon rules for discussions (e.g., gaining |Teaching Strategies for the types of Listening: |Questioning |

| |the floor in respectful ways, listening to others with care, |Discriminative: Students distinguish among sounds |Journal reviews on what they listened to. |

| |speaking one at a time about the topics and texts under |Phonemic awareness activities | |

| |discussion). |Notice rhyming words in poem/songs | |

| | |Experiment with tongue twisters | |

| |Discriminative, aesthetic, efferent, and critical. Used to |Recognize alliteration (literacy w/words that begin with the same consonants) and | |

| |recognize and manipulate sounds. Use aesthetic listening to |onomatopoeia (words that imitate sounds-“buzz”) | |

| |enjoy stories, plays, and movies. Use efferent listening to | | |

| |remember information they’re learning and critical to |Aesthetic: Students listen for pleasure or enjoyment | |

| |evaluate messages |Listen to stories/poem read aloud | |

| | |View video version of stories | |

| | |Listen to stories in the listening center | |

| | |Watch play performance/ readers theatre | |

| | |Participate in grand conversations | |

| | | | |

| | |Efferent: Students listen to understand msg. *for info. | |

| | |Listen to nonfiction book read aloud or at the listening center | |

| | |Listen to oral reports | |

| | |Use clusters & graphic organizer | |

| | |View informational videos | |

| | |Participate in discussions | |

| | |Participate in revising groups | |

| | |Listen during minilesson | |

| | |Listen to classmate share project | |

| | | | |

| | |Critical: Student evaluate messages | |

| | |Listen to debates and political speeches | |

| | |View commercials and other advertisements | |

| | |Evaluate themes and arguments in books read aloud | |

| | | | |

| | |50 Strategies: | |

| | |- Book talk | |

| | |- Choral reading | |

| | |- Grand conversations | |

| | |- Guided reading | |

| | | | |

| | |RTI- 40 Strategies | |

| | | | |

| | |Intervention 38- Teaching Reading a Lot (Grades K-2)(p.271) | |

| | |Intervention 39- Facilitating REAL Reading in the Classroom (Grades 1-3)(p.275) | |

| | | | |

|Talk (3 types) |Talking in Small Groups |Tompkins p.136 |Tompkins p. 141 |

| |Discussions | | |

| |Oral Reports |Teaching Oral Language: |Assessing Oral language: |

| |P. 127 |Minilessons |Observations |

| | |Mentor texts |Anecdotal notes |

| | |Taking notes |Progress monitoring |

| | | |(Comments & questions made by students) |

| | |Oral language activities: p. 127 |Checklist |

| | |Talking in small groups |Rubric |

| | |Discussions/ grand conversations |Self-assessment |

| | |Thematic unit discussions | |

| | |Asking questions | |

| | |Oral reports | |

| | |Interviews | |

| | |Debates | |

| | | | |

| | |50 Strategies: | |

| | |-Thematic units see index | |

| | |-Small groups index 160, | |

| | |- Oral language strategies 160 | |

| | | | |

| | |RTI- 40 Strategies | |

| | |Intervention 5- Blending Sounds to Make Words (Grades K-1)(p.45) | |

| | |Intervention 10- Facilitating Advanced Word Reading (Grades 2-6)(p.79) | |

| | | | |

|Teaching advanced learners |Use of pacing |Grouping students together helps them use all their abilities |Groups |

|Depth and Complexity - LA |Use of Complexity (p.266) |All students have 3 learning levels |Differentiated instruction |

|Frameworks Ch. 7 | | | |

|Social Studies Skills: |Seven Basic Map and Globe Skills: |Social skills (p. 160-165): | |

|Social Skills | |Two by two: learn about pair (icebreaker) |- Student timelines |

|Map Skills |Recognizing shapes |think-pair-share | |

|History/Timelines | |Advocacy switching: requires students to take different sides on an issue |- Modeling |

|Political Cartoons/ (Nonwritten|Utilizing Scale |Conflict Resolution | |

|Information) | |Map Skills (p. 166-175): | |

| |Recognizing Symbols |Map distortion by showing peeling of orange | |

| | |Get map off of wall | |

| |Utilizing direction |Address issue of size by tracing maps on transparencies & overlap them to show | |

| | |differences | |

| |Determining absolute location |Address distortion of route/direction due to flat maps | |

| | |Teach scale by comparing train toy to real size train—globe to real size globe | |

| |Identifying relative location |Timeline (p. 180-181): | |

| | |Help young students develop perspective of time & chronology by giving them a | |

| |Describing earth-sun relationships. |concrete reference (two grandparents ago v. five grandparents ago) | |

| | |Timeline expectations k-6 (p. 181) | |

| | |Political Cartoons/ symbols (p. 183-185): | |

| | |Prerequisites: Knowledge on topic, recognize some symbols cartoonist use, & | |

| | |experience making inferences (conclusions). | |

|History-social Science teaching|- Simulations- used to motivate students | | |

|strategies required in TPE 1A | | | |

|Simulations |- Case studies- Scenario situations in which we must find a | | |

|Case Studies |solution to help the student. | | |

|Cultural Artifacts, | | | |

|Works of Art |-Cultural Artifacts- helpful for student motivation | | |

|Literature | | | |

|Cooperative Projects |-Works of art- Visuals are a good way to help student | | |

|Student Inquiry/Research |comprehension | | |

| | | | |

| |-Literature- Useful for building background knowledge for | | |

| |students. | | |

|Writing Processes |. |Tompkins: p. 157 |Writing rough drafts |

| |CCSS |Prewriting- Students identify the audience and the purpose of the writing |Group revisions |

|- Prewriting |4. With guidance and support from adults, produce writing in |activity; students choose an appropriate genre or form based on audience and |Proofreading |

|- Drafting |which the development and organization are appropriate to |purpose | |

|- Revising |task and purpose. (Grade-specific expectations for writing |Drafting- Students mark their writing as a rough draft | |

|- Editing |types are defined in standards 1–3 above.) |Revising- Students reread their own rough draft | |

|- Publishing |5. With guidance and support from peers and adults, develop |Editing- Students proofread their own compositions | |

| |and strengthen writing as needed by planning, revising, and |Publishing- Student make the final copy of their writing, often using word | |

| |editing. (Editing for conventions should demonstrate command |processing | |

| |of Language standards 1–3 up to and including grade 3.). | | |

| | |50 Strategies: | |

| | |All about books p. 1: Students put together a booklet with illustrations and write| |

| | |sentences about it. | |

| | |Quickwrites p. 91: impromptu writings that students use to explore a topic and | |

| | |respond to a question. | |

| | | | |

| | |RTI- 40 Strategies: p. 159 | |

| | |Writing sentences to show you know (4-6) | |

| | |Students write sentences to show they understand proper sentence structure and | |

| | |vocabulary. | |

|Writing Program observed in | |Step up to writing | |

|school (ex. Step up to Writing)| |[pic] | |

|Reading /Writing for |CCSS |Tompkins: |Tompkins: |

|Information | | | |

| |2. Write informative/explanatory texts to examine a topic |Research process p. 289 |Assessing: p. 310 |

| |and convey ideas and information clearly. | |Checklist |

| |a. Introduce a topic clearly and group related information |Teaching nonfiction: p. 304 |Rubric |

| |in paragraphs and sections; include formatting (e.g., |Research workshops |reflections |

| |headings), illustrations, and multimedia when useful to |Minilessons | |

| |aiding comprehension. |Mentor texts | |

| |b. Develop the topic with facts, definitions, concrete |Reports | |

| |details, quotations, or other information and examples |Autobiographies | |

| |related to the topic. |Biographies | |

| |c. Link ideas within categories of information using words |Directions | |

| |and phrases (e.g., another, for example, also, because). | | |

| |d. Use precise language and domain-specific vocabulary to |50 Strategies: | |

| |inform about or explain the topic. | | |

| |e. Provide a concluding statement or section related to the |- Cubing p. 28 | |

| |information or explanation presented. |- Double entry journals p. 33 | |

| | |- Learning logs p. 63 | |

| | | | |

| | |RTI- 40 Strategies | |

| | | | |

| | |- Using graphic organizers to summarize stories p. 237 | |

|Reading/Writing Poetry |CCSS |Tompkins: |Tompkins: p. 345 |

| |10. By the end of the year, read and comprehend literature, | | |

| |including stories, dramas, and poetry, at the high end of the|Poem students read p. 320 |Assessing poetry can be difficult, but |

| |grades 2–3 text complexity band independently and |Poem students write: p. 321 |students can demonstrate their effort |

| |proficiently. |I am… poems |through: |

| | |Concrete poems |Self-assessment |

| | |Acrostic poems |reflections |

| | |Color poems | |

| | | | |

| | |Teaching poetry p. 334 | |

| | |How to read poems p. 334 | |

| | |Teaching students to write poems p. 321 | |

| | |Mini lessons | |

| | |Mentor texts | |

| | | | |

| | |RTI- 40 Strategies | |

| | |Fluency Development Lesson p. 108 | |

|Reading/Writing Stories |CCSS |Tompkins: |Tompkins: |

| |2.Recount stories, including fables, folktales, and myths | | |

| |from diverse cultures; determine the central message, lesson,|Comprehending stories: p. 264 |Check for: |

| |or moral and explain how it is conveyed through key details |Guided reading |Grammar |

| |in the text. |Readers theatre |Punctuation |

| |3.Describe characters in a story (e.g., their traits, |Responding to stories |Spelling |

| |motivations, or feelings) and explain how their actions |Retelling stories |Order |

| |contribute to the sequence of events. | |- Transitions |

| |5.Refer to parts of stories, dramas, and poems when writing |Writing stories: p. 270 | |

| |or speaking about a text, using terms such as chapter, scene,|Writing retelling | |

| |and stanza; describe how each successive part builds on |Story innovations | |

| |earlier sections. |Genre stories | |

| |6.Distinguish their own point of view from that of the |Original stories | |

| |narrator or those of the characters. | | |

| |7. Explain how specific aspects of a text’s illustrations |50 Strategies: | |

| |contribute to what is conveyed by the words in a story (e.g.,|-interactive writing | |

| |create mood, emphasize aspects of a character or setting). |-alphabet books | |

| |9. Compare and contrast the themes, settings, and plots of |-clusters | |

| |stories written by the same author about the same or similar |-revising groups | |

| |characters (e.g., in books from a series). |-reading logs | |

| | |-learning logs | |

| | |-story boards | |

| | | | |

| | |RTI- 40 Strategies | |

|Differentiation of Instruction | |S/A Chapter 8 |Monitor progress |

|– Define and supply strategies | |Differentiation for students w/disabilities (S/A p. 202-207): |Assess regularly |

|for a diverse student group | |Control task difficulty | |

| | |Provide advanced organizer to create learning framework | |

| | |Model learning: thinking aloud & cooperative learning | |

| | |Adjust time allowance | |

| | |Use learning aids: | |

| | |Audiotape reading material | |

| | |Provide structured outline (student fills in blanks, focus on main points/topics) | |

| | |Use multipass reading | |

| | |Present materials in multiple ways | |

| | | | |

| | | | |

| | |Differentiation for gifted/talented students (S/A p. 208-209) | |

| | |Acceleration program | |

| | |Enrichment program: doesn’t mean “do more” | |

| | |Learning contract: student learns topic unrelated to class after signed | |

| | |approval/contract by student & teacher | |

|Universal Access (ELA |All students get the instruction that they need. |How does UA work? Ch.7 p.263 |Universal access focuses on the need for |

|Frameworks) | | |every individual student. It focuses on |

| | |Access to the curriculum begins when students can interact with it in order to |distinctive strategies for EL, struggling and|

| | |learn. |gifted students. |

|Reciprocal Teaching Strategy |- It encourages students to think about their own thought |Steps of Strategy – Reciprocal Teaching | |

|on www |process during reading. |Step 1: Predict (use pictures, book title/cover) | |

| |- It helps students learn to be actively involved and monitor|Step 2: Clarify (clear up unknown info: location, definition) | |

| |their comprehension as they read. |Step 3: Questioning (text purpose/audience) | |

| |- It teaches students to ask questions during reading and |Step 4: Summarizing (main ideas) | |

| |helps make the text more comprehensible. | | |

| | |Reciprocal Teaching for young students can be done as a whole. Each step has a | |

| | |character/item & hand motion. | |

| | |Clare the clarifier- glasses/magnifying glass | |

| | |Paula the predictor- crystal ball | |

| | |Quinsy the Questionnaire- finger tapping chin/ microphone | |

| | |Sammy the summarizer- Rope/ lasso movement/ cowboy hat | |

|RTI: Response To Intervention |Tompkins p. 43 |Strategies: |Students’ progress in Tier 1 is monitored to |

| |Response to Intervention: |Tier 1: Whole class receives high-quality, research-based instruction |ensure students are making adequate progress |

| |Tier 1: Screening & Prevention |Tier 2: Students who need additional assistance receive in-class help from teacher|or receive necessary assistance. |

| |Teachers provide high-quality instruction, screen student to |using research-based strategies (40 strategies) | |

| |identify those at risk for failure, & monitor their progress.|Tier 3: Students who do not show improvement are provided with intensive |Students’ progress in Tier 2 is monitored and|

| |If students don’t make adequate progress towards meeting |intervention from special education teacher |recorded thoroughly to ensure students are |

| |grade-level standards, they move to Tier 2. | |making adequate progress or receive necessary|

| |Tier 2: Early Intervention | |intervention. |

| |Teachers provide enhanced, individualized instruction | | |

| |targeting students’ specific areas of difficulty. If the | | |

| |intervention is successful and students problems are | | |

| |resolved, they return to Tier 1; if they make some progress | | |

| |but need additional instruction, they remain in Tier 2; and | | |

| |if they don’t show improvement, they move to Tier 3 where the| | |

| |intensity of the instruction increases. | | |

| |Tier 3: Intensive Intervention | | |

| |Special education teachers provide more intensive | | |

| |intervention to individual students and small groups and more| | |

| |frequent progress monitoring. They focus on remedying | | |

| |students’ problems and teaching compensatory strategies. | | |

|RTI Intervention Strategies | |Part 1 |Modeling; explaining, giving directions, |

|Select one strategy from each | |Intervention 2: Reducing Cognitive Load & Increasing Cognitive Processing (Grades |reminding, Guiding practice, scaffolding, |

|of the 7 Parts in the 40 | |K-6) |coaching |

|Strategies book. | |Part 2 |Direct instruction, modeling. Scaffold |

|Part 1 | |Intervention 5: Blending Sounds to Make Words (Grades K-1) |practice |

|Part 2 | |Part 3 |Gradually move from scaffold oral reading to |

|Part 3 | |Intervention 9: Reading Irregular Words (Grades K-3) |independent silent reading. Intervenes early |

|Part 4 | |Intervention 10: Facilitating Advanced Word Reading (Grades 2-6) |and focuses on the “big picture” of fluency. |

|Part 5 | |Part 4 |Create a routine in which the students are |

|Part 6 | |Intervention 14: Facilitating Fluency in Your Reading Groups (Grade 1-2) |encouraged to read a lot |

|Part 7 | |Part 5 | |

| | |Intervention 19: Teaching More Vocabulary Every Day (Grades 2-6) | |

| | |Intervention 22: Writing Sentences to Show You Know (Grades 4-6) | |

| | |Part 6 | |

| | |Intervention 30: Thinking Aloud to Teach Inferences (Grades 3-6) | |

| | |Part 7 | |

| | |Intervention 39: Facilitating REAL Reading in the Classroom (Grades 1-3) | |

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