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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)
