Welcome to Class 8 Select a card and find the table where your clue fits with the Comprehension...

Welcome to Class 8

Select a card and find the table where your clue fits with the Comprehension Strategy listed on the table tent:

Summarizing

Making Predictions

Making Connections

Making Inferences

Visualizing

Please complete the RICA Review

Class 8-15Nov. 2, 2015•Book Trailers•Workshop Time

Story and Learning Activity Out of my Mind by Sharon M. Draper

Counting By 7s by Holly Goldberg Sloan

Rules by Cynthia Lord

Wonder by A.J. Polacio

The Circuit by Francisco Jimenez

Gracefully Grayson by Ami Polonsky

Story and Learning Activity

The Learning Activity is Creating a Book Trailer

4$ 5$5$

TEP Book Orders

Creating a Book Trailer Students creating their own book trailer can be a

powerful learning experience, combining learning goals from reading, writing, technology and the arts to produce a real product that they can share with others.

Book Trailers & CCSS RL.5.2: Determine a theme of a story, drama,

or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

Book Trailers & CCSS SL.5.4: Report on a topic or text or present an

opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

SL.5.5: Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

Creating a Book Trailer Pick the right book Watch other trailers and get ideas

Creating a Book Trailer Get basic book info

Title, Author, Genre, Awards

Find free pictures and music

Give credit to photographers, composers, musicians

Narrate

10 to 15 sentences

Edit throughout. Save throughout.

Photo Story 3, PowerPoint, Animoto, iMovie, Adobe Voice for iPad

Add credits

Resources for Book Trailers

Lesson Plans

Resources

Literacy Assessment: The Final Chapters

Chapter 4: Language Arts Program

Chapter 5: Reflection

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?

Literacy Assessment: Chapter 4: Language Arts Program

Address the questions that you posed in Chapter 1, 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.

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.

Please include a minimum 5 instructional strategies.

Describe the instructional strategy and why it would be appropriate for your student.

Literacy Assessment: Chapter 4: Language Arts Program

Literacy Assessment: Chapter 4: Language Arts Program

Chart addressing each

chapter

Literacy Assessment: Chapter 4: Language Arts Program

Paragraphs addressing each

chapter

Literacy Assessment: Chapter 4: Language Arts Program

Specific Examples

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.

Literacy Assessment: Chapter 5: Reflection

Describe, analyze and reflect on your own growth as a teacher, particularly in relationship to assessment and diagnosis

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? (BE specific 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?

Literacy Assessment Final Reminders:

Include drafts with feedback (if applicable)

Include all of your data

Answer all of the prompts in the assignment

Be sure to provide your rationale for any of your analysis and decisions

Include data analysis not just data (see sentence frames)

Double space

Literacy Assessment Final Reminders:

Review the rubrics

Review sample Literacy Assessments (website)

Use headings and page #s

Submit a hard copy in a binder, labeled with name & grade

Due on or before Monday, January 11, 2016

Due date for ITCs is Friday, December 18, 2015

TEP Office

Danielle or Ann’s Mailbox (by TEP pictures)

Helpful Documents:Literacy Assessment Do’s & Don’ts

Helpful Documents:Literacy

Assessment Sentence Frames

Helpful Documents:Literacy Assessment Checklist

Workshop Time! Literacy Assessment Chapters CLS

Standard will most likely remain the same each day.

Homework

Read: Tompkins Chapter 7: Expanding Academic

Vocabulary (pp. 214-246) Literacy Assessment Assignment Chapter 4 & 5

(Website)  To Do: HW-Reading Guide –Chapter 7 Comprehension Learning Segment Lesson Drafts

(optional)