Focal Assignment and Literacy Lesson Seriesela369.weebly.com/.../focal_assignment_and_literacy_lesson_series.… · 1 Focal Assignment & Literacy Lesson Series C&I 368 & 369 INTRODUCTION

Murrow&StoetzelFall2017

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FocalAssignment&LiteracyLessonSeriesC&I368&369

INTRODUCTIONTOASSIGNMENTThisprojectprovidesapowerfulopportunityforyoutoworkwithyourpracticumpartnerinordertoapplytheoriesandmethodsfromourcoursestoyourspecificpracticumsite.Thefocalassignmentprovidestheopportunitytofocusonindividualstudentsbygettingtoknowtheirinterests,academicstrengthsandneeds,personalbackgroundsandlargercommunities.Thisexperiencewillguidetheprocessofdesigningthreeconsecutiveliteracylessonsthatareappropriateandmeaningfultothosestudents.Youwillalsohavetheopportunitytoteachyourlessonseriesatyourpracticumsiteandengageinanalysisandfocusedreflectiononstudentperformances.Thegradeyoureceiveforthisprojectwillaccountfor40%ofyourcoursegradeinboth368and369.Youwillbeworkingprimarilywithoneofyourinstructors(AllieorLindsay)tosubmitmaterialsanddiscussfeedbackthroughpartnerconferences.Instructorswillworktogethertodiscussandgradeprojectsthroughoutthecourse.DetailedgradinginformationisprovidedinAppendixD.Therearemultipledeadlinesforthisprojectandmanymovingpieces.ItisimportantforyoutomeetwithyourCooperatingTeacherearlyontodiscusstheexpectationsrequiredofyou.Itisalsoimperativethatyoumeettheposteddeadlinesandattendscheduledmeetingswithyourinstructor.Whiletheprojectmayseemcomplexandoverwhelmingatfirst,itisexcellentpreparationfortheedTPA(whichyouwillcompleteduringstudentteaching)andprovidesareal-worldopportunitytotransfercourseconceptstopractice.

Task Deadline

Focal Assignment Task 1: Planning the Literacy Series

Task 1: Written Commentary

Sunday, Oct. 1 by 8:00 pm CT (to dropbox)

Conference w/ Instructor

Schedule between October 2-4 Selected Time Slot _______________

Make any required revisions

Task 2: Teach/Record the Literacy Series Task 2: Written Commentary

Tuesday, Nov. 21 by 8:00 pm CT (to dropbox)

Conference w/ Instructor

Schedule between November 27-29 Selected Time Slot _______________

Task 3: Written Commentary

(Note- This task requires copies of student evidence from teaching.)

Wednesday, Dec. 12 by 5:00 pm CT (to dropbox)


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FOCALASSIGNMENT(10pagesmaximum,single-spaced)Pleaseusethefollowingsectionheadingswhencomposingyourresponse.TheFocalCommunity

1. Whatisthelocalcommunitylike?Whatresourcesareavailable?Arethereparticularcommunitiesthatteachersneedtolearnaboutandinteractwithinordertobestservechildren?

TheFocalSchool

2. Inwhattypeofschooldoyouteach:Elementaryormiddle?Urban,suburbanorrural?3. Listanyspecialfeaturesofyourschoolsetting(e.g.,charter,co-teaching,themedmagnet,classroom

aid,bilingual,specialeducationco-teacher).Whatistheschool’sperspectiverelativetoinclusion?Whatinclusivepracticesareinplace?WhatRTIinterventionsareestablishedinthisschool?HowaretheseRTIinterventionsaffectingstudentsinyourclassroom,includingthefocalstudent?

4. Discussanydistrict,school,orcooperatingteacherrequirementsorexpectationsthatmightaffectyourplanningordeliveryofinstructionsuchasrequiredcurriculum,pacingplan,useofspecificinstructionalstrategies,orstandardizedtests.

TheFocalClassroom

5. Howmuchtimeisdevotedeachdaytoliteracyinstructioninyourclassroom?6. Whatisthephysicallayoutoftheclassroomandwhatimplicationsdoesthishaveforliteracy

teachingandlearning?7. What“types”ofchildrenarepresentinyourclassroom(e.g.,Englishlanguagelearners,gifted

students,studentswithIndividualizedEducationPrograms(IEP’s)or504plans,strugglingreaders,underperformingstudentsorthosewithgapsinacademicknowledge)?How,ingeneral,dothesechildrenengagewitheachother,theteacher,andotheradultsintheclassroom?Howdoesclassroommanagementworkinthisclassroom?

8. Arethereanyabilitygroupingortrackingpracticesforliteracy?Ifso,pleasedescribehowgroupingproceduresaffectyourclass.

9. Identifyanytextbooksorinstructionalprogramsthatyourcooperatingteacherusesextensivelyforliteracyinstruction.Ifatextbook,pleaseprovidethetitle,publisher,anddateofpublication.

10. Listotherresources(e.g.,electronicwhiteboard,classroomlibraryorothertextsets,onlineresources)usedforliteracyinstructioninthisclass.

TheStudents

11. GradeLevel(s):_____________________________________12. Numberofstudentsintheclass:13. Completethechartbelowtosummarizerequiredorneededsupports,accommodations,or

modificationsforyourstudentsthatwillaffectyourinstructioninfuturelearningsegments.Asneededconsultwithyourcooperatingteachertocompletethechart.Somerowshavebeencompletedinitalicsasexamples.Useasmanyrowsasyouneed.Considerthevarietyoflearnersinyourclasswhomayrequiredifferentstrategies/supportsoraccommodations/modificationstoinstructionorassessment:Englishlanguagelearners;Giftedstudentsneedinggreatersupportorchallenge;StudentswithIndividualizedEducationPrograms(IEP’s)or504Plans;Strugglingreaders;Underperformingstudentsorthosewithgapsinacademicknowledge.


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14. Whatmightyouneedtokeepinmindwhenworkingwiththisclassofstudents?

TheFocalGroup(approximately2-6students)

15. Describeafocalgroupofstudentsforwhomyouwillcraftyourlessonseries.Thisgroupwillincludeyourfocalstudent.Drawonexistingclassroomassessmentstoidentifyareasofstrengthandareasforgrowth.TheselectionofthegroupandyourfocalstudentshouldbeworkedoutwithyourcooperatingteacherandwiththesupportofyourUWsupervisor.

TheFocalStudent16. DescribeastudentwhoiseitheranEnglishlanguagelearner,giftedstudentneedinggreater

supportorchallenge,astudentwithanIndividualizedEducationProgram(IEP’s)or504Plan,strugglingreader,oranunderperformingstudentorastudentwithgapsinhis/heracademicknowledge.

17. Drawingontheassessmenttoolsusedinyourpracticumclassroom,describewhatyouknowaboutthischild.Whatdoyouknowaboutthischild’severydayexperiences,culturalbackground,literacypractices,onlineliteracyactivities,andinterests?YouwillberevisitingtheseassessmentsinTask3.

18. Describethefocalchildintermsofwhathe/shesuccessfullybringstotheclassroomandhowtheyinteractwiththeteacher,andotherstudents.

ChoosingaFocusforInstructionNegotiateyourtopicchoicewithyourCooperatingTeacherearlyinthesemester.

19. Describethecentralfocusandpurposeforaseriesofthreesequentiallessonsthatyouwillteachlaterthissemester.Youwillchooseeithercomprehensionorcompositionasthecentralfocus(SeeAppendixAforideas).Providearationaleforwhyyouchosethisfocusforthisgroupofstudents.

20. Provideabriefdescriptionofthelessonseries.21. Givenyourchosenfocus,identifytheCommonCoreStateStandard(s)andrelatedlearning

objectivesthatyouwilladdress.

StudentswithSpecificLearningNeedsIEP/504Plans:

Classifications/NeedsNumberofStudents

Supports,Accommodations,Modifications,PertinentIEPGoals

Example: Visual Processing 2 Close monitoring, large print text, window card to isolate text.

OtherLearningNeeds Numberof

StudentsSupports,Accommodations,Modifications,

Example: Struggling readers 5 Leveled text, targeted guided reading, ongoing reading assessment (e.g., running records, miscue analysis, conferencing)


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TASK1:PLANNINGLITERACYINSTRUCTION(10pagesmaximum,single-spaced)LessonPlanning

1. Writealessonplanseries(3consecutivelessons)foryoursmallgroupofstudentsincludingyourfocalstudent.Alternatively,youmayplantheselessonstoteachtothewholeclasswhilestilltargetingyourfocalgroup/studentwithinthedesignplans.Eachlessonplanshouldbenomorethanfourpagesinlength.Allthreelessonplansshouldreflectthedimensionsoflessonplanningpresentedduringthefirstfewweeksofthesemester.Pleasefollowthelessonplanformatprovidedforthisassignment(seeAppendixC).

• Togetstarted,youwillwanttouseinformationfromyourfocalassignmenttodetermineanappopriatecompositionorcomprehensionfocus(seeAppendixA).Youarenotrequiredtochooseoneofthelistedfoci,butyouarewelcometodoso.

• Sharetheemergingplanswithyoursupervisorandcooperatingteacher.Feelfreetoaskquestionstogetthesupportyouneed.

• Youwillhavetheopportunitytodiscussyourplanswithyourinstructorpriortoteaching(duringourfirstconference).Youshouldmakeanysuggestedrevisionstotheplansbeforeteaching.

• Youwillco-teachallthreelessonscraftedfortheassignment.UsingResearchandTheorytoSupportStudents’Learning

2. Basedonyourreadingthissemesterandinpastsemestersexplainhowyourunderstandingsofyourstudents’prioracademiclearningandpersonal/cultural/communityassetsguidedyourchoiceoradaptationoflearningtasksandmaterials.Citetheoryand/orresearchtoexplainandjustifywhyyourinstructionalstrategiesandplannedsupportsareappropriateforthesmallgroupofstudentsyouareteachingandtheirspecificlearningneeds.PleaseuseAPAforcitations.

SupportingLiteracyDevelopmentThroughLanguage3. Identifyonelanguagefunctionthatstudentsneedinordertolearntheliteracystrategyidentified

asyourcentralfocus(seeAppendixBfordefinitionsandinformationrelatedtoacademiclanguagedemands).

4. Giventhelanguagefunctionandlearningobjectivesyouidentified,describethefollowingassociatedlanguagedemands(writtenororal)studentsneedtounderstandand/oruse:

•Vocabularyorkeyphrases •Syntaxdemands •Discoursedemands

5. Describetheinstructionalsupports(duringandpriortothelessons)thatyouwillusetohelpthestudentsunderstandandsuccessfullyusethelanguageneededforlearning.


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TASK2:ENGAGINGSTUDENTSINLEARNING(10pagesmaximum,single-spaced)Task2consistsoftwosections:A)teachthelessonseriesyoudesignedinTask1andB)providewrittencommentaryreflectingonyourinstructionandstudentengagement.YoumayplantobeginTask2atanytimeAFTERyouhaveconferencedwithyourinstructor.Thiswillgiveyoutheopportunitytomakeanyrecommendedchanges.SectionA:TeachingYourLessonSeries

• Remembertovideorecordoneofyourlessons,asyouarerequiredtosubmitthisrecordingwithyourmaterials.

• Youwillalsowanttocollectsamplesofworkfromyourfocalstudents.Ifyoucannotretaintheoriginalcopies,youwillneedtomakephotocopies.Pleasebesuretoblackoutanyindicators(suchasname).Ifyoufailtocollectstudentwork,youwillnotbeabletocompleteTask3.

SectionB:WrittenInstructionalCommentaryonEachLessonForthissection,youwillwriteacommentaryrespondingtothepromptsbelow.Foreachprompt,youshouldcollectivelysummarizeandspecificallyreferenceeachlessonasyouanalyzeandreflect.YoushouldalsoresubmitlessonplansifyouhavemadechangesbasedonyourfeedbackfromTask1.Otherwise,youdonotneedtoincludeoriginallessonplans.Pleaseusethefollowingnumberedpointsasheadingsforyourreflections.

1. Howdidyoudemonstratemutualrespectforandrapportwith,andresponsivenesstostudents

withvariedlearningneedsandbackgroundsandchallengestudentstoengageinlearning?2. Explainhowyourinstructionengagedstudentsindevelopingthefocusyouhaveselectedforyour

instruction(e.g.,comprehensionorcomposition;SeeAppendixA).3. Describehowyourinstructionlinkedstudents’prioracademiclearningandpersonal,culturaland

communityassetswithnewlearning.4. Basedonyourreadingthissemesterandinpastsemesters,explainhowyourunderstandingsof

yourstudents’prioracademiclearningguidedyourchoiceoradaptationoflearningtasksandmaterials.

5. Explainhowyouelicitedandbuiltonstudents’responsestopromotethinkingandapplythelessonseriesfocusrelatedtoeithercomprehensionorcomposition(seeAppendixA).

6. Explainhowyoumodeledthelessonfocusandsupportedstudentsastheypracticedandappliedtheliteracystrategyinameaning-basedcontext.

7. Didthetransitionsbetweenactivitiesrunsmoothly?Ifso,why?Ifnot,howcouldyoureviseeachlessontomakeitflowmoresmoothly?Keepinmindthattheretwoperspectivesforthinkingabouttransitions:(1)themanagementnatureoftransitions;and(2)theuseoftransitionstopedagogicallyandlogicallymovefromoneactivitytothenext.

8. Whataspectsofeachlessonwereyoupleasedwith?Whataspectswouldyouliketoimproveon?9. Reflectonhowyourfocalstudentexperiencedeachlesson.Werethereanyparticularchallenges

thatyourfocalstudentfaced?Whatdidyoudobefore,duringorafterthelessontosupportyourfocalstudent?Whatmightyouattendtomoreexplicitlyinthefutureinordertosupportyourfocalstudent?

10. Basedonthislesson,whatmightbefruitfulareastofocusoninfuturelessonwiththisgroupofstudents?


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TASK3:ASSESSINGSTUDENTLEARNING(10pagesmaximum,single-spaced)YoumaybeginwritingTask3atanytime,thoughitmaybehelpfultowaituntilafteryouhavecompletedthefinalconferencewithyourinstructor.Thiswillgiveyouanopportunitytobringupspecificquestionsrelatedtothecommentarybelowand/ordiscussideasyoumighthaveforresponding.SchoolandClassroomAssessmentContext

1. School-wideMandatedLiteracyAssessments:Whatsortsofliteracy-relatedassessmentsdoesyourschoolengagein?Howdoesassessmentworkinsettingsoutsideyourclassroom(e.g.,inTitleI,ReadingRecovery,specialeducation,othersupplementaryprograms)?

2. FormalandInformalAssessmentsDeliveredbyyourCooperatingTeacher:Whatsortsofliteracy-relatedassessmentsdoesyourcooperatingteacheradminister?How,ifatall,doesthisvaryforindividualchildren?

3. PastAssessmentsoftheFocalStudent:Askyourcooperatingteachertosharewithyouexistingassessmentdataforyourfocalstudent.Identifyanystrengthsorareasforgrowththatthechildmighthave.Identifyanychangesinhis/herabilitiesovertime.Basedonyourconversationwithyourcooperatingteacher,explainwhyeachassessmentwasused.Whatadditionalinformationwouldyouliketohaveaboutthisstudentinordertoplaninstructioninthefuture?

WrittenAssessmentCommentaryfortheSmallGroupLessonSeries

4. Identifytheevaluationcriteriayouwillusetoanalyzestudentlearning.5. Describethefinalassessmentthatyouhavecraftedforyourlessonseries.Administerthe

assessmenttoyoursmallgroupandidentifyeachstudent’sstrengthsandareasforgrowthrelativetothelearningfocus.

6. Provideatableorchartthatsummarizestheassessmentdataforthestudentsinyoursmallgroup.Thischartmightresembletheonebelow.Addressallassessmentcriteriaidentifiedin#4above.

Performance

SummaryStrengths AreasforGrowth

Student#1 Student#2 Student#3 Student#4 Student#5

7. Useevidencefromthestudentassessmentstoidentifypatternsoflearningforthegrouporfor

segmentsofthegroup.Besuretoanalyzestudentlearningforalloftheevaluationcriteriayouidentifiedabove.

8. Explaintheextenttowhichyourstudents,includingthefocalstudent,wereabletouseacademiclanguagerelatedtothefocusofinstruction.Whichlanguagedemands(vocabulary,syntax,discourse)weretheysuccessfulwith?Howdoyouknowthis?Whichonesaretheystillworkingon?

WrittenAssessmentCommentaryfortheFocalStudent

9. Provideadescriptionoftheassessmentsettingandhowthefocalstudentrespondedtotheassessmentsituationandtask.

10. Useevidencefromthefocalstudent’sassessmenttoidentifythestrengthsandareasforgrowthofthisstudentrelativetotheevaluationcriteriaidentifiedabove.

11. Focusontheassessmentcompletedbythefocalstudentandthewrittenfeedbackthatyouprovidedtothisstudent.Evaluatehowwellthisfeedbackreflectstheevaluationcriteriaidentifiedabove.


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WrittenAssessmentCommentaryReflectingonLanguageDemands12. Explainwithspecificevidencehowstudentsmadeuseofthelanguagefunction,vocabulary,and

additionallanguagedemandsinwaysthatdevelopedcontentunderstandingswithineachlesson(SeeappendixB)?

13. Whatchallengesrelatedtoacademiclanguagedemandsdidyourstudentsencounterasyoutaughteachlesson?

14. Howmightyourevisethelessonseriestoaddressthesechallengesandtoscaffoldlanguagelearning?

WrittenAssessmentCommentaryReflectingonFutureTeaching

15. Doyouneedtorevisitthefocusofthislessonserieswithsomeorallstudents?Arethestudentsreadytomoveontoanewlessonfocus?Describethreeactivitiesforsupportingstudentswhoneedadditionalsupportand/oridentifythenextlearningfocusthatyouwouldintroducetostudentswhoarereadytomoveforward.

16. Explainhowyournextstepsaresupportedbycoursereadingsfromcurrentandpastsemesters.UseAPAformattingforcitations.Thesereferencesshouldexplicitlyrelatetoyournextsteps—notsimplyreferencetheresearchyoualreadydrewuponinTask1.


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GRADINGFORFOCALASSIGNMENT&LITERACYLESSONSERIES WorkingwithYourPracticumPartnerThisisapartnerproject,meaningallmaterialsandactivitiescanbecompletedandsubmittedjointly.Thefinalgradefortheprojectwillbethesameforbothpartners,UNLESSonepartnerraisesaconcernwiththeinstructorregardingequitableparticipation.Pleasedonothesitatetogetintouchwithyourinstructorifyouareconcernedaboutyourpartnershipinrelationtothisproject.AssignedInstructorOneinstructor(LindsayorAllie)willbeassignedtoread,discuss,andgradeyourproject.Inaddition,instructorswilldiscussquestionsandconcernswitheachotherastheyworkthroughprojects.Thefinalgradegivenbyyourinstructorwillmakeup40%ofyourfinalgradeforboth368and369.RubricsEachtaskwillbescoredusingtworubrics(includedinAppendixD)foratotalofsixrubricscoresfortheentireproject.Itwillbeimportantandhelpfultoreviewtheserubricspriortobeginningworkoneachtask,aseachrubricemphasizesdifferentelementsandconsiderationswithinyourteaching.Itisalsoimportanttoacknowledgethattherubricsrepresentaprogressionofteaching,planning,andassessingthatyouareexpectedtodemonstratebytheconclusionofyourteachereducationprogram.Youarenotexpected(thoughitisstillpossible)toscoreonthehighend(5)oftherubrics.Therefore,theconversionofRubricscorestoclassgradeshasbeenadjustedtoreflectamoreappropriaterangeforyourcurrentleveloftraining(seeAppendixD).FeedbackYouwillreceivefeedbackfrominstructorsthroughoutyourprogressonthisproject,includingspecificallyduringyourtwoscheduledconferences.Inaddition,weencourageyoutositdownwithustobrainstormideasorclarifyquestionsatanypointalongtheway.YouwillbeusingthesamelessonplanningtemplateasusedintheWriter’sWorkshoplesson,sothiswillprovideanadditionalopportunitytoreceivetargetedfeedbackfromyourinstructorandpeersrelatedtoplanning.Finally,youmightalsochoosetoscheduleanobservationwithyoursupervisorduringoneofyourlessonsfromthisseries.Yoursupervisorisanotherusefulresourcetodrawfromwhileworkingonthisproject.However,pleasekeepinmindthatyourinstructorsandsupervisorsmaybelookingfordifferent“things”whenprovidingfeedbackonthisproject.Asliteracyinstructors,ourperspectivesarespecificallyhonedtoliteracyinstructionandcomponentsofpreparationfortheliteracyedTPA.Asaresult,theremaybemismatchesinthefeedbackyoureceivegiventhedifferentiallenseswemaybeapplyingtoyourwork.


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APPENDIXA

ELEMENTARYLITERACYFOCAL/CURRICULUMUNITCENTRALFOCUSCONSIDERATIONS

AdaptedfromedTPA

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ChooseeitherComprehensionorcomposition

asthecentralfocus

Comprehension

Composition

IdentifyONEstrategyforstudentlearningacrossthe3-5lessonsKeepitsimple!ThelistsatrightprovideexamplesandarenotinclusiveSeeCommonCoreStandardsforadditionalideas

ForExample:AnalyzecharactersorargumentsAnalyzetextstructuresSummarizeplotormainideasComparecharactersorversionsofstoriesComparepointsofviewArgue/persuadeusingevidenceInfermeaningfromevidenceDescribeaprocessortopicSequenceeventsorprocessesSupportpredictionsbasedonevidenceInterpretacharacter’sactionsorfeelingsDrawconclusionsRetellastoryIdentifystoryelements,charactertraitsorthemesIdentifycharacteristicsofinformationtexts

ForExample:BrainstormingorotherwaystogatherandorganizeinformationforwritingNotetakingfrominformationaltexttosupportwritingtopicUsinggraphicorganizersforprewritingRevisingadraftUsingarubrictorevise

ChooseoneormorerequisiteskillsthatdirectlysupportyourstudentstodeveloporrefinethestrategyTheskillsshouldbeappropriatetograde-levelstudentreadinessandscopeoflessonsinlearningsegment

ForExample:PrintconceptsDecoding/PhonicsPhonologicalawarenessWordrecognitionFluencyMiscueselfcorrectionLanguageconventionsWordanalysisSyllabic,structural,ormorphologicalanalysis(affixesandroots)VocabularymeaningincontextTextstructurefeatures

ForExample:Languageconventions(spelling,grammar,punctuation)ApplyingtextstructurefeaturesEditing/RevisingSentencefluencyOrganization(topicsentences,transitions,paragraphstructure,etc.)AttributesofgenreUsingdescriptivelanguageWordchoiceUsingactivevoice

MakeReading/WritingConnectionsLiteracynaturallyexplorestherelationshipofreadingandwriting.Supportingstudentsinmakingreadingandwritingconnectionsiscriticalfordevelopingstrongliteracyskills.Manyoftheskillsthataretaughtinreadinginstructionalsoarebeneficialtoyoungwriters.Studentsshouldunderstandthroughexplicitconnectionsthattheprocessesofreadingandwritingareinterdependentandmutuallybeneficial.Throughwritingabouttheirreading,studentshaveopportunitiestodevelopanddemonstrateacademiclanguage.Theypracticethevocabularyassociatedwithliteracyskillsandstrategiesandexpresstheirunderstandingsaboutreadingthroughwriting.Studentsdemonstrateunderstandingsofsyntaxandgrammar,textstructure,andgenre,aswellasotherfeaturesof“author’scraft.”

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APPENDIXB:AcademicLanguageDemands HowdoIidentifythelanguagedemandsofalearningtask?Academiclanguageisthelanguageneededbystudentstounderstandandcommunicateintheacademicdisciplines.Yourdiscussionofacademiclanguagedevelopmentshouldaddressyourwholeclass,includingEnglishLearners,speakersofvarietiesofEnglish,andnativeEnglishspeakers.Languagedemandsofalearningtaskincludereceptivelanguageskills(i.e.,listening,reading),productivelanguageskills(i.e.,speaking,writing),andinsomefields,representationallanguageskills(i.e.,symbols,notation,etc.),neededbythestudentinordertoengageinandcompletethelearningtasksuccessfully.Languagedemandsaresoembeddedininstructionalactivitiesthatyoumaytakemanyforgranted,especiallywhenyouareasubjectmatterexpert.Thisassessmentrequiresyoutoidentifyacademiclanguagedemandswithinyourlearningsegment.Theseincludealanguagefunctionandessentialacademicvocabulary,aswellassyntaxand/ordiscourse.ThelanguagefunctionisbasicallythePURPOSEorreasonforusinglanguageinalearningtask.Whatwillstudentstowithlanguagetounderstandcontent?Often,thestandardsand/orobjectivesforthelearningsegmentwillincludelanguagefunctionsembeddedinthecontenttobelearned---looktotheverbsused(i.e.,explain,infer,compare,argue,justify)andchoosethelanguagefunctionthatallstudentswillneedtodevelopinordertodeepenlearninginyoursubjectarea.Youwillneedtoidentifyvocabularycentraltotheoutcomesofthelearningsegmentthatmayposeachallengeforstudents.Examineallyourinstructionalmaterials(texts,assessments,andotherresources)todocumentwhichcontent-specificwords/conceptsyouwillneedtoteachtoensurethatyourstudentsareengagedanddevelopunderstandingduringyourlearningsegment.Syntaxisthesetofconventionsfororganizingsymbols,words,andphrasestogetherintostructures(e.g.,sentences,formulas,andstaffsinmusic).Forexample,syntaxreferstothestructureofasentence---itslength,wordorder,grammar,arrangementofphrases,activeorpassivevoice,etc.Ifthesyntaxofasentenceischallengingitsreader,thenitiscloudingthesentence’smeaning.Aftercarefullyexaminingthetextsofyourlessons,thewaysyouexplainkeyideas,andyourexpectationsforwhatyouwantthestudentstowrite,determinewhichsymbolicconventions,grammaticalstructuresorsentencepatternsmightbeunfamiliarordifficultforyourstudents.Discoursereferstohowpeoplewhoaremembersofadisciplinetalkandwrite.Itishowtheycreateandshareknowledge.Eachdisciplineorsubjectareahasparticularwaysofcommunicatingwhattheyknowandhowtheyknowit.Discipline-specificdiscoursehasdistinctivefeaturesorwaysofstructuringoralorwrittenlanguage(textstructures)thatprovideusefulwaysforthecontenttocommunicated.Forexample,scientistsandhistoriansbothwritetextstojustifyapositionbasedonevidenceordata.Inbothfields,theyperformthesamelanguagefunction---justify---butthewaytheyorganizethattextandpresentsupportingevidencefollowsadifferentstructureordiscoursepattern.Whichdiscoursestructuresdoyouexpectyourstudentstounderstandorproduceinyourlearningsegment?Thelanguagedemandsyouidentifyshouldbeessentialtounderstandingthecentralfocusofthelearningsegmentandshouldbeembeddedinthelearningtasksinwhichstudentswillbeengaged.Allstudents,notonlyEnglishLearners,havelanguagedevelopmentneeds(reading,writing,speaking,andlistening)andneedtobetaughthowtodemonstratetheseskillsinyoursubjectarea.


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APPENDIXC:LessonPlanFormat

Date of Lesson: Teacher: Grade Level: Subject Area: Time Needed: Topic: CommonCoreStateStandardsaddressedinthislesson:You should include appropriate literacy standards. LearningandLanguageObjectives:You will need to identify learning objectives written in student-friendly language (I Can Statements). These should be detailed and specific; avoid broad terms or objectives that are too hard to accomplish or assess. However, keep in mind that some objectives may be tackled over multiple lessons and across units. In addition, you should provide language objectives based on the language functions and demands present in your chosen activities (see Echevarria for ideas and guidance). MaterialsNeeded:List any materials (copies, books, technology) that you and the students will need to complete the lesson. LessonContext:Provide a brief synopsis to indicate prior student learning, context within larger unit, school year, or any other relevant information for understanding this lesson. LessonOpening:How will you hook student interest or situate this lesson within the broader context of student learning and experience? Procedures:How will you organize activities to scaffold student learning, actively engage students, and support development of key literacy learning? Closure:How will you bring this lesson to a close in a meaningful way that connects to previous and/or later learning? SpecialConsiderations(Optional):This portion does not need to anticipate every potential accommodation needed, rather, it should demonstrate your flexibility and sensibility in regards to differentiation and meeting student needs. Assessment:Briefly state how you will assess student achievement of stated objectives (or progress towards these objectives if planned across lessons). Assessment need not be extensive or formal; keep in mind that formative, quick assessments are just as vital and useful during the learning process. Observations and discussions may also serve as informal types of assessment. It is essential that your assessments align to your literacy learning outcomes, providing a clear indication of student learning as a result of the lesson, in order to guide future planning decisions. Personalgoalsyouareworkingoninthislesson:Are there any specific goals you are working on during the implementation of this lesson? Supporting authentic discussion, practicing longer wait time, facilitating group work, etc.?


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APPENDIXD:OverviewofRubrics

Pleasereviewthefollowingrubricstounderstandhowthecomponentsofyourprojectwillbegraded.Pleasenotethatascoreof4isan“A”andthehighestscorethatisgenerallyexpectedofstudentsinanundergraduateprogram.Very,veryfewstudentswillearna5onanyoftheserubrics.TheserubricsarefromtheTPAthatstudentstakeduringthestudentteachingsemester.

Task1Rubrics Score CommentsRubric1:PlanningforLiteracyLearning

Rubric2:PlanningtoSupportVariedStudentLearningNeeds

Task2Rubrics Rubric3:Subject-specificPedagogy

Rubric4:AnalysisofStudentLearning

Part3Rubrics Rubric5:AnalyzingStudents’LanguageUse&LiteracyLearning

Rubric6:UsingAssessmenttoInformInstruction

TotalPoints:_____________Pleasenotethatascoreof4isan“A”onthisrubric.Veryfewstudentsscorea“5”onanytheserubrics.A 30-22.5points =80pointsA/B 20-22points =72pointsB 18-19.5points =69pointsB/C 16-17.5points =65pointsC 14-15points =62pointsD 12-13points =55points


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Documents

Focal Assignment and Literacy Lesson Seriesela369.weebly.com/.../focal_assignment_and_literacy_lesson_series.… · 1 Focal Assignment & Literacy Lesson Series C&I 368 & 369 INTRODUCTION