Language Arts/English: Methods

1. Language Arts/English: Methods WRAPPING IT ALL UP WITH AUTHENTIC ASSESSMENT

2. Dangling Topics: Too Much Talk, Too Little Time Poetry Reader’s and Writer’s Workshops

3. Scavenger Hunt • The Goal: To collect planning strategies for practicum and career • The Task: On a sheet of looseleaf, set up sections for Incredible Intros Terrific Transitions Wowzer Worksheets (graphic organizer ideas) Captivating Closures Awesome Accommodations. Circling the floor are lists of ideas posted. Try to note 2 for each category. You have 15 minutes!

4. Motivation: Motivation Readers’ and Writers’ WorkshopsLiterature Circles

5. Motivation to Learn

6. Encouraging Intrinsic Motivation Pugh, K. (2008). Available: http://www.unco.edu/cebs/psychology/kevinpugh/motivation_project/349_spring07/final03/intrinsic_extrinsic_motivation/page1.htm

7. Reader’s Workshop Components of Reader’s Workshop • Focus on student choice and independent reading. • Mini-lessons (10-15 minutes) focus on reading strategies, features of text, read-alouds and can be done with whole class, in small groups or with individual students. • Blocks of quiet, focused, uninterrupted reading time are provided. • Individual Reading Conferences with Students • Opportunities for response in discussion, drawing or writing formats are provided. • Teacher and peer feedback to response supports student learning and growth.

8. Times Texts Teaching Tasks Talk Testing http://www.scholastic.com/teachers/top_teaching/2009/10/reading-workshop “Six T’s”Richard Allington

9. Larsen, G. (1986). The far side gallery 2. Kansas City, MO: Andrews, McMeel & Parker.

10. Writer’s Workshop Components of Writer’s Workshop http://www.ehow.com/video_4983884_teach-writing-workshop.html • Focus on individual student writing and student choice. • Recognizes the writing process: pre-writing, drafting, revising, editing and proof-reading, publishing. • Mini-lessons that focus on specific writing skills linked to the writing process. • Portfolios that allow students to collect and value their own writing projects. • Assessment on-going, linked to stage of the process, student directed. • Ensures opportunities for authentic sharing of student work.

11. What is authentic student choice, and can it exist in school classrooms? Larsen, G. (1986). The far side gallery 2. Kansas City, MO: Andrews, McMeel & Parker.

12. Student Choice: The Debate Be it resolved that student choice and interest should direct curricular choices in English Language Arts and other subjects. In groups: • Determine “Affirmative” and “Negative” Groups. • Brainstorm arguments for your position. • Determine the main points (3-4) that you will address and the evidence (logic, examples, anecdotes, etc.) that you will use to support it. You may want to use evidence from your own experience, other classes, readings, etc. • Decide on a speaking order. First speaker lays out the main points and evidence. Second and third speaker listen to the opposing team’s argument and provides rebuttal for each point made. Final speaker summarizes the team’s argument and restates why the other team’s position will not stand. • Plan 1-2 minute initial statement and points to include in summary. • Debate. When finished, discuss student choice in your future classroom and find points of consensus.

13. Motivation and Relationship • Learning From Classrooms What special student in your classroom needs your thoughtful support? What can you do to change reading, writing and learning experiences for that student?

14. Practising Poetry “Poetry is the art of using words charged with their utmost meaning. ” Dana Goia, 1991 -Reading Poetry: Beyond form, poetry, much like music, reaches into our experience and emotions. * Flip through poetry books for a text that might appeal to your students, or link with topics you’re teaching. Poetry and Technology

15. Found poetry is created by collecting words from a variety of sources and creating new meaning by arranging the words in interesting ways. Some Sources- • Read an article or informational book, select words and arrange them to make a poem. • Listen to a speech or presentation, select and record words, and use those words to create your poem. • Cut out magazine or newspaper words and pictures to make an interesting statement about an article or topic. Anagram Poems: Choose a word or phrase, perhaps related to a unit or resource topic. Take the letters of that word and make as many words from it as you can. Arrange the words to create a meaningful poem or statement on the topic, repeating words as often as desired. Try this one with a phrase like “endangered species.”

16. Found Poetry with Performance Standards Throughout their schooling and in their lives outside of school, students apply their reading skills in order to acquire, organize, and interpret information. These skills are fundamental to their success in a variety of curriculum areas. The ability to deal with technical and reference materials is also essential for success in most careers and in many leisure activities. Skills Reading skills Acquire Organize Interpret Success in careers Schooling Leisure Information

17. Exploring AssessmentYour task: Performance Standards in ELA offer specific examples and quick scales to guide assessment tasks and offer effective formative and summative assessment. Think about your own assessment tasks for your unit. Re-visit the performance standards to find tasks and quick scales that might be useful for designing your own assessment.

18. Use the rubric guides, and the sample performance standards to develop a developmental rubric appropriate for your activity. Larson, G. (1993). The Far Side Gallery 4, p. 136. Kansas City: Andrews and McMeel. Adding assessment activities to your plan.

19.  1.Weekly substantial (1+ pgs.) timely response 2.Reflections integrate topic, theory, readings, teaching and learning strategies and personal and practicum experiences. 3. Reflective Practice and Professional Inquiry □Reflections consistently explore professional growth throughout the term. □Personal philosophy of education is articulated and considered in relation to English Language Arts theory and concepts. □Issues and concerns related to English Language Arts identified and discussed. □Reflections describe strategies and actions planned or attempted to address issues and concerns.

20. Unit Plan Peer Editing Check Lists Rubrics • Individually read through checklist, thinking about how your plan addresses each aspect. • With a partner, talk through your unit, asking them to consider each checklist bullet. • Use the rubric to consider the developmental range of each aspect of the unit. • With a partner, discuss possible changes that would result in more fully achieving each outcome or aspect. • Final draft due by April 7 (ish).

21. Good Bye and Good Luck! It has been a true pleasure to get to know each of you this term. I wish you all the best through the remainder of your degree and as you ride the wave into your shining future! All the best, Mary Ann