Welcome to ED LA320: Language Arts Methods & Procedures

1. Welcome to ED LA320:Language Arts Methods & Procedures

2. Getting to Know You Language as Symbols Systems

3. Language as Symbol Systems • Make a name plate for yourself. • Write your first name in LARGE letters. • Make an icon (symbol) that represents some aspect about who you are. • Be ready to introduce yourself to the class.

4. Connecting to Practice • Why might you use this activity, in addition to learning the names of students? What might be another purpose of this activity? • How might you modify this activity?

5. We want to know more about you!

6. Please create or compose an introduction of yourself. • You have 3 options from which to choose. • Note: Everything is on the course website, in Class 1 materials zipped file. • Write a brief letter… • Write to the prompts… • Create an artistic representation…

7. ED LA320:Language Arts Methods & Procedures • Email your text to us at the email addresses on the assignment and on the course syllabus. If an art-ifact, bring to class. • You will find introductions from us on the course website: www.education.ucsb.edu/edla320

8. Story and Activity • Each week, we will begin class with a story and an activity. The goal is to introduce you to children's literature and some instructional activities that you can use in your classroom. • On the course website there is a record sheet to keep track of the stories and strategies. • Today’s story is Thank You Mr. Falker, by Patricia Polacco. • The activity is called Book Detective.

9. Book Detective Directions • Choose a partner. Decide who will be A and who will be B. Partners will stay together for this activity. • Together, find another pair. Partner A asks a question from the list. She/he will ask the same pair different questions until someone in thatpair answers yes to one of them. • When you find someone who says yes to a question, Partner B writes that person’s name in the space provided. • Switch roles with your partner. • Find another pair. • B asks the questions and A writes. • Switch roles with your partner and repeat these steps until time is called.

10. Thank you, Mr. Falker By Patricia Polacco

11. Connecting to Practice • How and why might you use Book Detective in a classroom? • How might you adapt this activity for the students with whom you work? • Students who are English Learners? • Students who qualify for Special Education? • Students who are designated GATE?

12. Pre-Reading Activities • Book Detective is a pre-reading activity. • Referred to as the “hook”or “engagement” or “motivation” in lesson planning • Pre-Reading activities serve many important purposes: • To activate and/or build background knowledge • To elicit feelings • To enhance identification with the characters • To set purposes for reading • To arouse curiosity • To motivate or “hook” students into the lesson

13. Course Overview ED LA320: Language Arts Methods Fall 2014

14. Course Assumptions • Everyone has something of value to contribute. • Everyone has expertise. • There are no definitive answers in teaching. • They are all “our” students. • Ask Questions • Of the instructors • Of each other

15. Class Expectations • Be “present” • Please refrain from social networking during instructional time. • Come to class prepared (e.g., HW) • Listen to each other respectfully

16. Course Website http://www.education.ucsb.edu/edla320 • Access website weekly to download materials for in-class learning activities • Syllabus with links to online resources • Assignments • Tools for the literacy assessment assignment • Rubrics • Sample lesson plans

17. ED LA 320 Classes Document

18. Required Text • Literacy for the 21st Century by Gail Tompkins (6e)

19. Optional Texts • Observation Survey of Early Literacy Achievement by M. Clay • Ready for RICA

20. Evaluation of Student Performance • Attendance, completion of readings and class participation and “present-ness*” * Present-ness: Being physically, emotionally, cognitively, socially “present” as an active learner and colleague during instructional time.

21. Assignments Map

22. WALP • Word Analysis Lesson Plan • Due October 20 for Grades K-2 • Due October 27 for Grades 3-6 + ESC • ESC-MST collaboration option • We will explicitly address this next week.

23. CLS • Comprehension Learning Segment • Draft due • November 10 – holiday (Week 1 Take Over) • November 17 (Week 2 Take Over) • Option to submit for feedback from instructors • Final due December 17 @ 5:00 PM • MST: This is part of the EdTPA and therefore is a requisite for the credential.

24. Literacy Assessment • Literacy Assessment • This is a comprehensive assessment of a student’s literacy development. It includes the collection and analysis of data/evidence, diagnosis, and instructional recommendations. • Chapter 1 – optional draft due Sept. 29 • Chapter 2 – optional draft due November 3 • Chapter 3 – optional draft due November 3 • Chapter 4 – no draft option available • Chapter 5 – no draft option available • Final Literacy Project dueJanuary 12, 2015 or December 19, 2014 if you are an ITC

25. Literacy Assessment • Choose a student who interests you, one who raises questions for you and your cooperating teacher. • Accomplished within the context and structure of Language Arts instruction in the classroom, as is possible and plausible. • Evidence collected during the course of everyday classroom lessons and activities.

26. Literacy Assessment • This assignment is based on the premise that assessment of students’ language and literacy development is critical for planning and designing instruction that supports meaningful learning. • Such a premise requires the collection and analysis of multiple forms of evidence over time and the consideration of what students KNOW and what they CAN DO.

27. Identifying a Student • You are encouraged to select a student who is identified as an English learner and/or a student who has special needs. • If this is not possible in your fall placement, please let us know.

28. Literacy Assessment • Developing an evidence-based approach to teaching and learning allows teachers to make instructional decisions that better meet the needs of ALL students. • Introduction to a variety of assessment tools • Additionally, it is intended to help MST and ESC candidates prepare for the RICA exam (specifically the case study)

29. English Language Arts Common Core State Standards

30. Common Core State Standards • Build toward preparing students to be college and career ready in literacy by no later than the end of high school • Provide a vision of what it means to be a literate person in the twenty-first century • Develop the skills in reading, writing, speaking, and listening.

31. Common Core State Standards • National Standards • Each state can add 15% (in bold and underlined) • When lesson planning, your objective needs to align with a standard or part of a standard

32. Common Core State Standards • English Language Arts (ELA) Strands: • Reading • Reading Foundational Skills • Reading Literature • Reading Informational Texts • Writing • Speaking & Listening • Language • Instructional Requirements • In grades K-3: 2-1/2 hours of instruction • In grades 4-8: 2 hours of instruction

33. Common Core State Standards • Literacy in History/Social Studies & Science and Technical Subjects • K-5: Embedded in ELA • 6-12: Separate sections

34. Shared Responsibility for Teaching the CCSS • A single K-5 set of grade-specific standards • Most or all of the instruction students receive comes from one teacher • Two content areas – specific sections for grades 6-12 • One set of standards for ELA teachers • One set of standards for history/social studies, science, and technical subject teachers • The literacy standards in history/social studies, science, and technical subjects are meant to complement rather than supplant content standards in those disciplines

35. Introducing CCSS Map Quest

36. Introducing the Standards: Map Quest • You have an incomplete map. • By navigating the CCSS, fill in the missing information. • Strands • Substrands • Subheadings • Standards

37. Strand Organization Quiz • Locate the Reading: Informational Text Standards • Answer the following questions: • The standards on this page are from which strand? • This sub-strand contains reading standards for what type of text? • What are the consistent subheadings? • How many standards are in the Reading Standards for Informational Text in each grade level? • Bonus: What does the bold and underlined text in standard 4 indicate?

38. Organization of Standards Across Grade Levels • K-12 grade-specific standards define end-of-year expectations • A cumulative progression designed to enable students to meet college and career readiness expectations no later than the end of high school

39. Tracing a Standard Across the Grades RL.11-12.1: • Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text… Note the progression across grade levels: • RL.K.1: With prompting and support, ask/answer questions about key details in a text. • RL.1.1: Ask/Answer questions about key details in a text. • RL.2.1: Ask/Answer who, what, where, when, why and how… • RL.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from a text.

40. Tracing a Standard Across the Grades • Each table group has been given a standard. • Cite the Grade 11-12 Standard. • See example • Cite the K-6 Standards and note the cumulative changes across grades. • Cite yet again the Grade 11-12 Standard so you can appreciate the progression across the grade levels.

41. Free! CCSS App *Does not include CA specific standards.

42. RICA Reading Instruction Competence Assessment www.rica.nesinc.com

43. RICA • RICA will be offered only online. • You are encouraged to: • Form RICA study groups • Keep up with the reading for this course • Do the Literacy Assessment • Use the Ready for Revised RICA text

44. RICA • UCSB Institution Code: 412 • Cost: $171 • Sign up for written not video option • Santa María, Westlake Village, Gardena, and Pasadena are the closest to UCSB.

45. RICA Review • Each week we will have a short RICA Review. This will start in Class 3, on September 22. • Typically, the RICA Review will address concepts that were either introduced in a previous class or in the assigned readings. • We will go over the answers in class in order to confirm your developing understandings.

46. RICA Review Seminar • On Friday, December 12 @ 8:45-11:30, we will be offering an optional RICA Review Seminar in this room. • Attendance is optional. • We will provide an overview of the RICA and practice the short essays and case study.

47. RICA Testing Dates Santa MariaDecember 9 - Tuesday (optional RICA Review seminar is Friday 12/12)December 16 - Tuesday (on the heels of fall take over and CLS is due the next day)December 23 - holiday break December 30 - holiday break January 8 - ThursdayJanuary 10 - Saturday January 15 - Thursday January 20 - Tuesday January 24 - Saturday January 29 - Thursday January 30 - Friday WestlakeDecember 23 - holiday break December 30 - holiday break January 8 - ThursdayJanuary 10 - Saturday January 15 - Thursday January 20 - Tuesday January 22 - Thursday January 24 - Saturday January 29 - Thursday January 30 - Friday

48. Homework… • Read: • Tompkins Chapter 1: Principles 2, 4 and 8 • Tompkins Chapter 2: pp. 36-47 and 62-64 • Classes Document (on course website) www.education.ucsb.edu/edla320 • Skim: • Tompkins Chapter 1: Principles 1, 3, 5, 6 and 7 • TO DO: • Complete the HW Reading Guide (on course website “class 1 materials”) • Introduction of self assignment – email to Ann, Danielle, Kelsee • Select a student for the Literacy Assessment assignment • Bring class or caseload list of students with whom you are working

49. Mark Your Calendar... • We will not be having class on November 10th, instead we will meet on November 17th. • 1:00 – Section A, 4:00 – Section B

50. Please bring to class 2: • HW Reading Guide • Intro to Self (if an art-ifact) • Class list • Note English learners (and CELDT level of proficiency for each), GATE students, and all students with IEPs or 504 plans. • If you are in Kindergarten, ask your CT to identify students who might have special needs of any kind.