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Welcome to Class 10

Welcome to Class 10. Please find your seat according to the informational text clue found on the card you chose. Please answer the RICA Review questions. If you think you may have answered all correctly, you know what to do to enter the Book Give Away . . Class 10-13.

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Welcome to Class 10

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  1. Welcome to Class 10 • Please find your seat according to the informational text clue found on the card you chose. • Please answer the RICA Review questions. • If you think you may have answered all correctly, you know what to do to enter the Book Give Away.

  2. Class 10-13 Final Class (for this quarter)  Workshop Time

  3. Story and Learning Activity • The story for today is Chato’s Kitchen by Gary Soto. • It is a challenged book in many schools. • The learning activity is Collaborative Character Map.

  4. Collaborative Character Map • Write the character’s name in the center. • Discuss words that describe the character and select one word (trait) for each person to write with her/his color pen in nodes linked to the center.

  5. Character Map-2 • As a group, discuss evidence from the story for each trait. • After you decide the evidencefor each trait, each student writes that evidence, using her/his color pen in the next set of nodes.

  6. Character Map -3 • Finally, discuss what happened as a resultof the trait. • Draw another set of nodes and write the outcomes, following the same protocol.

  7. Collaborative Character Map results results evidence evidence trait trait Chorizo trait trait evidence evidence results results

  8. Application • Discuss how you might use this strategy – Collaborative Character Map. • What adaptations might you make for English learners, students with special education needs and/or students who may qualify for GATE?

  9. Literacy Assessment: The Final Chapters • Chapter 4: Language Arts Program • Chapter 5: Reflection

  10. Literacy Assessment: Chapter 4: Language Arts Program • This is the chapter where everything comes together! • Using the information gleaned from the literacy assessment process, your task is to design an instructional program that supports this student’s language and literacy development. • What instructional strategies would you use to address this student’s strengths and stretches?

  11. Literacy Assessment: Chapter 4: Language Arts Program • Address the questions that you posed in the introduction, as well as other questions that may have arisen in the process of this literacy assessment. • Consider: What do these assessments tell you about this student’s language and literacy strengths and/or needs? Cite evidence.

  12. Literacy Assessment: Chapter 4: Language Arts Program • Please be specific. Address the focus of each chapter: • Dispositions toward literacy and oral language development • Word Analysis and/or Concepts about Print • Comprehension (listening and/or reading) • There are no page length requirements, but in the past this chapter has ranged between 5-10 pages.

  13. Literacy Assessment: Chapter 4: Language Arts Program Chart addressing each chapter

  14. Literacy Assessment: Chapter 4: Language Arts Program Paragraphs addressing each chapter

  15. Literacy Assessment: Chapter 4: Language Arts Program Specific Examples

  16. Literacy Assessment: Chapter 4: Language Arts Program In this section you need to connect your findings with what you have learned in your methodology and procedures courses, specifically Language Arts, ELD/SDAIE Methods, Special Education courses that may be relevant.

  17. Literacy Assessment: Chapter 5: Reflection • Describe, analyze and reflect on your own growth as a teacher, particularly in relationship to assessment and diagnosis

  18. Literacy Assessment: Chapter 5: Reflection • Address the prompts: • What have you learned about assessment from this assignment? • What have you learned about teaching from this assignment? • What new understandings of language and literacy development do you now have? • What might you do differently if you were to do this again? If you were to give any of these assessments to this student again, what changes would you make? How might you adapt the assessment? Why? • In what ways did these assessments support or not support this student’s language abilities? (BEspecific and support your claims with evidence) • Do you need to collect more evidence or a different type of evidence for this student? Why or why not? • What questions do you now have?

  19. Literacy Assessment: Final Reminders: • Include draft feedback (if applicable) • Include all of your data • Use a pseudonym • Include dates • Answer the prompts in the assignment • Be sure to provide your rationale for any of your analysis and decisions • Review the rubrics • Review sample Literacy Assessments (website) • Use headings and page #s • Submit a hard copy in a binder by Thursday, January 9th, 2014. • TEP Office • Danielle or Ann’s Mailbox (by TEP pictures)

  20. Workshop Time! Literacy Assessment Chapters CLS

  21. edTPA CLS Submission

  22. Lesson Plan Template for edTPA

  23. Resources on the Website:- LA 320 presentations- Exemplars from TEP Graduates- Link to comprehension strategies website (Class 7)-Book List

  24. Due Dates • CLS drafts (optional) • November 11th – Week #1 Takeover • November 18th – Week #2 Takeover • CLS final is due (GauchoSpace) • Due December 18 @ 5PM • Literacy Assessment (hard copy) • Due January 9, 2014

  25. Homework Read: • Tompkins Chapter 11 – Differentiating For Success pp. 379 - 390 To Do: • Complete Comprehension Learning Segment Assignment • Due by Wednesday, December 18 @ 5:00 • Completed Literacy Assessment (including Language Arts Program and Reflection sections) • Due on or before Thursday, January 9, 2014

  26. FYI • This course is 2 units in the fall and 3 units in the winter • This quarter you will receive a S/U as a placeholder grade • Your final grade including all assignments will be reflected in your winter quarter grade when the class is weighted with more units and scored with a letter grade

  27. Ta Da! • This is our last class meeting this quarter. • Therefore, there are 3 course evaluations to complete: • ESCIs (1 for each instructor) • Zoomerang – online • Homework Reading Guides Survey • There is a Fall-2013 Summary to help you.

  28. Homework Reading Guides • This is the first time we have used reading guides to support the reading for LA320, so we would love your feedback about how the reading guides worked for you. • Please check the statements that you agree with for each reading guide. • Then add comments/confusions/suggestions if applicable.

  29. Thank you… …for a great quarter full of excellent questions, insights, and growth! Cheers to all of your hard work and to all of your future students who will benefit from having YOU as their teacher! Sincerely, Ann and Danielle

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