EDU 512 Course Assignment - Components of Language Arts and Social Studies Chart

Note: This chart is an organizational tool useful for preparation for the final exam as well as the RICA exam and for teaching in general. It
should be filled out as we progress through the course in order to be useful for class discussions. It will also be submitted for part of the final
exam points. It is essential to become skilled at teaching and assessing each major component of both language arts and social studies. The
notion is that you will know what you are to teach and how to teach each of these critical components of language arts and social studies. Please
add any missing components as you read each chapter. If a component is not listed please add it as you work through the assigned readings for
the course.
Please complete only the components that are linked with each weekly reading assignment each week. Generally there will be only one/two
component(s) per week. You can always add to each component as you find information in future chapters for each component but dont bother
going ahead of the readings assigned. Copy and paste the CCSS that applies in the Content Standard box (Use the CCSS K-6 document posted
in BB to make this task easy).
NOTE: This is an electronic table that will expand to accommodate your writing and is intended to be used on the computer. Just download it
into your computer and submit the appropriate page(s) for each weeks reading assignment.

Content Component CCSS/1998 Teaching Strategies found throughout your Assessment Strategies
Content texts.
List and Describe the concept or Standards How do you assess this
component of language arts/social How do you teach (or use) this component? component?
Note the Content
studies content. Standard that
Add text book pages so this becomes a support document Add text book pages so this
corresponds with
to carry forward into future courses and Student becomes a support document to
the strategies you
Teaching. carry forward into future courses
have selected
Include 50 Strategies and 40 Strategies and all texts and and Student Teaching.
where appropriate.
Frameworks where appropriate.
Copy and paste in
correct content
box. (See Standard
sample under the
reading/Writing
Component)

Content of Social Studies
(list and give brief description of
each content area S/A 1-4, ) Stick to
the BIG ideas of the content areas.
Use the 10 National Content Strands
to help organize your content.
Ten National Give a few general instructional strategies for SS content Give a few general assessment
Standards strategies for SS content
4. Individual development and identity: students will become
1. Culture: aware of the process that learning, growing and interacting 8. Science, technology and society:
Examines how with people has on their lives. The will begin to ask questions This standard covers how scientific
human beings adapt, related to identity and development to help understand how advances have influenced the world.
learn and share people function. The goal will be for students to be able to Students will be able to ask and
1
culture. Students grasp personal skills such as working toward goals and answer questions about science and
will understand that making an effort tot understand other peoples emotions. technology in culture.
cultures can share 5. Individuals, groups and institutions: The study of
commonalities and individuals, groups and institutions will prepare students to 9. Global connections: Students will
differences. This ask questions about the role those things play in society. explore how global connections have
standard also Students will analyze how the institutions work and find increased and changed aspects of
examines how ways to participate more within them. Schools usually do this society at the local, national and
cultures change over through sociology, anthropology, psychology, political international levels. They will
time. Students will science and history. interpret patterns and relationships of
be prepared to ask global interdependence and examine
and answer policy alternatives. Students will
questions about 6. Power, authority and governance: Learners will develop develop skills in addressing issues
culture and how it and understanding of ideas and values of a constitutional such as peace, conflict, poverty,
differs across democracy. Students will begin to ask questions about the disease, human rights, trade and
aspects of life. functions of the government, fundamental rights, and limits global ecology.
Students will also of authority. This theme usually comes up during
identify culture government, political science, history or other social
similarities and sciences. At every grade level, students have the opportunity 10. Civic ideals and practices:
differences through to use their knowledge to participate in the workings of Students will learn to apply civic
data, literature and power, authority and governance. ideals as part of being a citizen and
conversing with will understand how essential it is to
people from 7. Production, distribution and consumption: This standard exercise their democratic freedom.
different covers the unequal distribution of resources of systems of They will also need to become
backgrounds. trade to improve the economy, while the role government in familiar with civic ideals and
Schools will economy makes polices to control the trade. Students will practices in countries other than the
implement this in face questions that apply to factors influencing on united states.
themes within the production. They will be able to gather and analyze data in
units of lessons regards to the economy. The goal is to have students be able
throughout the to prioritize their economic wants versus their needs.
school year.

2. Time, continuity
and change: This
standard studies the
past to help students
be able to
understand past
societies. Being able
to understand the
past will help us to
analyze the cause
and effect of events
2
during certain time
periods. Children in
early grades will be
able to establish a
sense of time and
understand where
they stand in time
and space. Students
in the middle grades
will expand their
understanding of the
past and begin to
research to learn
about more
information of the
topic of study.

3. People, places
and environment:
This standard helps
to understand the
relationship between
human population
and the physical
world. Students will
learn about climate
and natural resource
influence on
populations around
the world. They will
develop and
understanding of
spatial perspectives.
Global and national
regions will be able
to be understood as
a key component in
populations. In
schools, this unit
students learn to
evaluate geography,
regional studies and
3
 world cultures.

SDAIE Strategies for EL Instruction 1. SL.2.1, 6; 50 Literacy Strategies Pg 18

EL: New to English, Early acquisition, L.2.1, 3, 6 *pg 60-63 - Use rubric to grade
becoming familiar, becoming Exchangi -KWL Charts: instructional procedure helps students the work that is
competent, becoming fluent, fluent. ng combine new information with background knowledge. written by the
SDAIE: Specifically designed informati -EL students can use these to participate in groups to students
academic instruction in English on and develop their background knowledge and vocabulary about a - assess KWL chart
-6 components ideas with specific topic. before and after the
1. contextualize the lesson ( use others -teachers sometimes allow their EL students to use pictues reading to see how
objects, pictures, hands on) through to help them with their K column. much knowledge the
2. Tap prior knowledge (kwl charts, oral *pg 144-147 student gained and
brainstorm) collaborat -Venn Diagrams: This graphic organizer can help understood.
3. Modify the use of the textbook ive students think more analytically by comparing and -informal assessment of the venn
( audio tapes, use technology, conversat contrasting. diagram
worksheets) ions on a -These help EL students to structure information by
4. Performance Based assessment range of building their comprehension skills.
( oral reports, role playing, testing,) social and
5. positive affective domain ( mistakes academic
are learning opportunities, flexible topics
groups)
6. teach study skills ( outlining, graphic 9. C:
organizer, memory tactics, time Productiv
management) e

W.2.18, 10;
L.2.13, 6
Writing literary
and
informational
texts to present,
describe, and
explain ideas
and information,
using
appropriate
technology

W.2.6; L.2.1, 3,

4
 6

1. Interactin
g with
others in
written
English in
various
communi
cative
forms
(print,
communi
cative
technolog
y, and
multimedi
a)

Higher Levels of Critical Thinking S.L. 4.a Tell a Teaching it: Assessing:
Blooms Taxonomy ( from WWW story or recount 50 Literacy strategies: 50 Literacy Strategies:
download 3-5 articles) an experience Venn Diagram pg 144 Rubrics pg 119
with appropriate - Students use these to compare and - Scoring guides
facts and contrast topics that teachers
relevant, Grand Conversations pg 45 use to assess
descriptive - Discussion about a story in which students students
details, explore the big ideas and reflect on their achievements
speaking feelings. 1st part are open ended questions on writing and
audibly in where students talk about their reactions to the other projects.
coherent book, their comments determine the direction of - Requirements
sentences. conversation. The second part teachers focus can help
students attention on one or two aspects of the students
a. Plan and book that didnt talk about in the first part of become receive
deliver a the conversation. a better grade
narrative because the
presentation students
5
that: recounts a understand how
well-elaborated the assignment
event, includes will be
details, reflects assessed.
a logical 99 More Ideas for English
sequence, and Learners
provides a pg 227. Process Verbs and
conclusion. CA Products Matched to
Taxonomy for Learning,
Teaching and Assessing.

6
Assessment Types/Define
Formal: have data which support
conclusion from a test.
Standardized measures
-Informal: Not data driven, but
content and performance driven.
-Rubrics: multidimensional sets of
scoring guidelines that can be
used to provide consistency in
evaluating student work. They
spell out scoring criteria so that
multiple teachers, using the same
rubric for a student's essay, for
example, would arrive at the
same score or grade.
-Authentic: aims to evaluate
students' abilities in 'real-world'
contexts. In other words, students
learn how to apply their skills t
authentic tasks and projects.
-Portfolio: s an evaluation tool
used to document student
learning through a series of
student-developed artifacts.
Collegeandcareer Assessment tools for each type of assessment When do you use this type of
readiness: Key Formal: Standardized test, quiz, exams assessment?
Informal: Running records, projects, experiments and Formal: formal assessment can
Ideas and presentations can be established for the students be announced after the
Details 1.Read whether in the classrooms or any other platform. completion of a topic, subject or
closely to Rubric: divides the assigned work into component term and thee questions which
determine what parts and provides clear descriptions of the will be asked in that assessment
the text says characteristics of the work associated with each will be related to that topic.
explicitly and to component, at varying levels of mastery. Informal: T o assess and
make logical Authentic: do science experiments , conduct social- evaluate the performance of the
science research , write stories and reports, read and learners along with their
inferences from
interpret literature , solve math problems that have practical skills by avoiding the
it; cite specific real-world applications use of the standardized tests
textual evidence and scoring patterns which are
when writing or Portfolio: portfolios are a collection of student work officially in practice.
speaking to that allows assessment by providing evidence of Rubrics: research papers, group
support effort and accomplishments in relation to specific projects, portfolios and
conclusions instructional goals (Jardine, 1996). At its best, presentations.
drawn from the portfolio assessment demands the following: clarity of Authentic: focuses on students'
text. 2. goals, explicit criteria for evaluation, work samples analytical skills; ability to
Determine tied to those goals, student participation in selection integrate what they learn;
of entries, teacher and student involvement in the creativity; ability to work
central ideas or
assessment process, and self-reflections that collaboratively; and written and
themes of a text demonstrate students' metacognitive ability, that is, oral expression skills
and analyze their understanding of what worked for them in the Portfolio: depending on the type
their learning process, what did not, and why. of portfolio, the contents may
development; vary widely. Possible contents
summarize the include writing samples that
key supporting may vary in genre, content, and
details and style, laboratory reports,
ideas. 3.Analyze journals, taped performances,
7
how and why recordings, art, research papers,
individuals, projects, photos, interviews,
events, and conferences, tests, quizzes,
ideas develop observations, and reflections
and interact
over the course
of a text. Craft
and
Structure
4.Interpret
words and
phrases as they
are used in a
text, including
determining
technical,
connotative,
and figurative
meanings, and
analyze how
specific word
choices shape
meaning or
tone. 5.Analyze
the structure of
texts, including
how specific
sentences,
paragraphs, and
larger portions
of the text (e.g.,
a section,
chapter, scene,
or stanza) relate
to each other
and the whole.
6.Assess how
point of view or
purpose shapes
the content and
style of a text.
8
Integration
of
Knowledge
and Ideas 7.
Integrate and
evaluate
content
presented in
diverse media
and formats,
including
visually and
quantitatively,
as well as in
words.* 8.
Delineate and
evaluate the
argument and
specific claims
in a text,
including the
validity of the
reasoning as
well as the
relevance and
sufficiency the

9. Analyze how
two or more
texts address
similar themes
or topics in
order to build
knowledge or to
compare the
approaches the
authors take.

Range of
Reading and

9

Data Based Assessment
(Define):
6 Language Arts Name, Define,
and Provide one general teaching
and assessing strategies for each
language art strand.
Level of Text
Complexity
10. Read and
comprehend
complex literary
and
informational
texts
independently
and proficiently.
What types of data is typically used? Where/how do teachers How does data based assessment
get useful data? drive instruction?
Data from students assignment and test scores are typically This drives instruction because
used. teachers then utilize the data
gathered to restructure their lesson
plans and teaching approaches.
2.RL.10 by the end Strategies: Assessments:
of the year, read and -Listening: 50 Literacy Strategies pg 53, Interactive Read - Listening
comprehend Aloud. These focus on comprehension and interpretation is -Speaking: 50 Literacy Strategies pg
literature, including enhanced because students are engaged in reading process 134, Story Retelling: Their
stories and poetry in before, during and after reading. comprehension improves when they
10
Listening: Understanding spoken
language
Speaking: Communicating ideas
through oral language
Reading: understanding written
language
Writing: Communication through
written language.
Viewing: understanding visual images
and connecting spoken or written
words
Visually representing: Presenting
information through images, either
alone or along with spoken or written
words.
Spelling:
5 stages:
-invented spelling: based on their
knowledge of English orthography.
Stage 1: Emergent: scribbles, letters
and letter like forms together but they
dont associate the marks they make
with any specific phonemes.
-difference between drawing and
writing, direction of writing on page,
some letter sound matches, formation
of letters
Stage 2: Letter Name-Alphabetic
Spelling: student represent phonemes
in words with letters. At first their
spellings are abbreviated, but they
learn to use consonant blends and
digraphs and short vowel patters to
the grades 2-3 text need to retell what occurred in
complexity band -Speaking: 50 Literacy Strategies pg 134 Story Retelling something they previously read.
proficiently, with Can use this to retell a story they just read or listened to.
scaffolding as Helps students practice their verbal skills. - Reading: WRIGHT pg 19 Repeated
needed at the high Reading: Student reads through a
end of the range. -Reading: PRIM pg 126 Strategy # 3 Have student identify passage repeatedly aloud and
words and phrase that he/she does not recognize. Make these receives help with reading errors.
words the student word list to be learned. -Writing: 50 Literacy Strategies pg
56 Interactive Writing: Assess
-Writing: 50 Literacy Strategies pg 56 Interactive Writing: students by having them write what
Students and the teacher create a text and write the text on we wrote as a class, on their own
chart paper. The text is composed by the group and the without a guide for them to copy.
teacher guides the students as they write the text word by - Viewing:
word. - Visually representing: WRIGHT
- Viewing: 50 Literacy Strategies pg 40 Gallery Walks: pg 36 Mental Imagery : have
Students walk around the classroom to view photos that students illustrate a photo of what is
coincide with the lesson being taught or they use their own going on in the text passage read to
works of art as the photos being displayed around the room. them or that they read on their own.
- Visually Representing: WRIGHT pg 36 Mental Imagery:
Improving text recall
students will construct mental pictures of what they are
reading and closely study text illustrations, students increase
their reading comprehension.
2.RF.3 Know and Strategies Assessments can be done by spelling
apply grade level PRIM tests
phonics and word Pg 183 Strategy # 14 Have the student consistently practice a
analysis skills in spelling rule until that rule is mastered. When one rule is 50 Literacy Strategies pg 148, Word
decoding words both mastered, a new one is introduced. Ladders
in isolation and in - Students change one
text. 50 Literacy Strategies pg 71 Making Words word into another
This activity would be helpful because the students will be through a series of
arranging lettercards to spell words. The teacher would steps, altering a
choose words from nooks that students are reading to help single letter at each
students practice a particular phonic concept. This is effective step.
because students collaborate with classmates and its hands 2. Pg 155 Word Walls
on. - collections of words posted
in the classroom that
Tompkins: students use for word study
Pg 334 activities and they can refer
-Sound it Out: student segments the word into sounds and to them when they are
spell each one reading or writing.
-Spell by analogy: Students spell unknown words by analogy
11
spell words. ( 5-7 years old) to familiar words
- alphabetic principle, -Apply Affixes: Students apply affixes to root words
short vowel sounds, -Proofread: Students proofread to locate spelling errors in
consonant sounds, their rough drafts
consonant blends and -Check a Dictionary: Students locate the spelling of
digraphs unfamiliar words in a dictionary
Stage 3: Within Word Spelling:
students learn long vowel patterns and
r-controlled vowels, but they may
confuse spelling patterns and spell
meet as METE and reverse the order
of letters (7-9 years old)
- long vowel spelling
patterns, complex
consonant patters, r-
controlled vowels,
diphthongs
Stage 4: Syllables and Affixes
Spelling: students learn to spell
multisyllabic words . they also add
inflectional endings, use apostrophes in
contradictions and differentiate
between homophones such as your-
youre (9-11 year olds)
- inflectional endings,
homophones,
syllabications,
[possessives
Stage 5: Derivational Relations
Spelling: students explore the
relationship between spelling and
meaning and learn that words with
related meanings are often related in
spelling despite sound changes. They
also learn Latin and Greek root words
and derivational affixes (amphi-, -tion)
( 11-14 years old)
-consonant and vowel altercations,
Greek affixes and root words, Latin
affixes and root words, etymologies
2.SL.2 50 Literacy Strategies: 50 Literacy Strategies:
Background Knowledge: Students Comprehension and Anticipation Guides pg 7 KWL Chart pg 60
12
knowledge on the subject before the
lesson begins.
Knowledge Acquisition S/A Ch 5
List Knowledge Acquisition
models/strategies
Knowledge Discovery S/A Ch. 6 List
Knowledge discovery
models/strategies
Collaboration2. - Complete these before reading content area - Teachers use charts to help students
Recount or describe textbooks and non fiction books to activate activate their background knowledge
key ideas or details background knowledge. Will stimulate and gather information about non
form a text read students interesting the topic and to activate fiction topics.
aloud or information background knowledge.
presented orally or Exclusion Brainstorming pg 37
through other media - Prereading activity because students talk
about the words on the word list and try to
decide which ones are related. They expand
their background knowledge, gain
experience with key vocabulary word and
develop a purpose for reading.
Tompkins pg 22
Figure 1-6 Listening
Describe each strategy/model and explain the use and How would these models be used for
cognitive taxonomy level. assessing learning?
Describe each strategy/model and explain the use and How would these models be used for
cognitive taxonomy level. assessing learning?
13
Content Area Reading/
Reading Comprehension
Prereading: students activate or build
background knowledge, set purposes
for reading and students preview the
text.
Reading: Students read independently
with a buddy, using shared reading for
through guided reading, or they listen
to the text read aloud, students read the
text from beginning to end or read one
or more sections to learn specific
information, students apply strategies
and student read the illustrations, chars
and diagram
Responding, students respond in
reading longs and students discuss the
text with classmates and /or the
teacher.
Tompkins:
Oral language projects: create and perform a song about a
book
Written language: write a letter to the author
Visual language: make a scrapbook about the book
Reading process:
word identification: phonics is an important part of word
identification.
fluency: reading, speed, accuracy and prosody ( ability to
read sentence with appropriate phrasing and intonation) .
Need to read at least 100 words per minute.
vocabulary:
comprehension: use predicting, visualizing, connecting,
questioning, summarizing to understand what theyre
reading.

Exploring, students reread and think 50 Strategies:

more deeply about the text, examine
the writers craft, learn vocabulary interactive read alouds
words and participate in minilessons

Applying: students create a project and

students value the reading experience.
Visual Language: Reading Literature Pg 157: graphs: picture and line graphs, bar graph and pie
Viewing and Visually representing RL 4.7 Make chart: use lines to communicate information visually.
(T. Ch. 6) connections between
Elements: color (evokes meaning), line the text of a story or Teachers use close reading to help students analyze the
(defines objects, communicate ideas drama and a visual illustrations in picture books, aps and other charts in stories
and express feeling- contributes to the presentation of the and dramas.
mood of picture)), symbols and humor text, identifying
to comprehend, interpret and respond where each version
to images, symbols and graphics. reflects specific
descriptions and
Students must understand than written directions in the
langue. Must learn to process both text.
words and pictures.
14
Supports oral and written language-
linked to listening, talking , reading
and writing.

Building Vocabulary T. Ch. 7 2.L.4 Determine or Tompkins: Tompkins: pg 201

Morpheme: Basic part of a word to clarify the meaning Pg. 202 Word Learning Strategies - Students use words
which affixes are added. of unknown and - use context clues skillfully,
Root words: multiple meaning - analyze word parts understanding the
Affixes: bound morphemes that are words and phrases - check a dictionary nuances of words
added to words. Either prefixes or based on grade 2 1. Reread the sentence - Students gain a deep
suffixes. reading and content, 2. Use context clues appreciation of
Prefixes: added tot eh beginnings of choosing flexibly 3. Analyze word parts words and value
words from an array of 4. Pronounce the word them
Suffixes: added to the ends of words strategies. 5. Check a dictionary or ask the - Students are aware
Homonyms: words with sound and teacher. of differences
spelling similarities. Divided into Pg 204 Word walls: Teachers hang vocabulary words and between social and
homophones, homographs and place them on the walls of the classroom academic words
homographic homophones. - Students understand
-Homophones: words that sound Pg 199 the power of word
alike but are spelled differently (sun- - pronounce the word correctly choice
son) - understand the words multiple meanings - Students are
- Homographs: words that are - use the word appropriately in sentences motivated to learn
spelled the same but pronounced - identify related noun, verb and adjective the meaning of
differently ( bow, close, lead, read) forms unfamiliar word.
-Homographic homophones: words - recognize related words that come from the Pg 213 check journals, examine
that are spelled and pronounced alike same root word word maps or other diagrams about
( bark, bat, bill, box) - name synonyms and antonyms targeted words, listen for targeted
words during discussion.
Synonyms: words that have the same
or nearly the same MEANING. (ex.
Cold: chilly, icy, frosty)
Antonyms: Words that express
opposite meanings.

Handwriting 2.W.1 Write opinion Tompkins: Assessment:

Writing created by a person with a pen pieces in which the Pg 13o Writing process: prewriting, drafting, revising, editing
or pencil. Can be done in cursive or in introduce the topic and publishing 50 Literacy Strategies pg 10-11
printing. or book they are - Students will be able to correct any misspellings or errors Authors chair
Tool for writers writing about, state with letters through the writing process. - students are able to ask classmates
15
Need to develop legible and fluent an opinion, supply for feedback and support about their
handwriting so they can communicate reasons that support writing that they read while sitting in
effectively. he opinion, use the authors chair.
liking words to
connect opinion and
reasons and proved
a concluding 50 Strategies:
statement or pg 28 Cubing: students work together in small groups to
section . create cubes to review a topic theyve been studying. It offers
a higher level of thinking process as they create a cube and
share their thinking with classmates. Each student will craft
paragraphs for each side of the cube, further refining their
thinking and deepening their understanding .

Grammar: 2.L.1 Demonstrate Tompkins: Tompkins: Teacher walks around and

Set of rules that explain how words are command of the Grammar word sort pg 317 students need to organize the observes if the students are placing
used in a language. conventions of stand words based off of their origin (noun, adjective, verb, the flash cards in the correct places.
Ex) morphology, syntax, semantics English grammar adverb). If not, teacher assists the students
and usage when and corrects them.
Description of the syntax or structure writing or speaking -Teach through reading: ex) reading Chrysanthemum
of language and prescriptions for its a. use collective (Henkes, 1991)
use. It involves principles of word and nouns
sentence formation. b. form and use - Reading: students choose sentences from books theyre -
frequently occurring reading for grammar activities and they apply the grammar
Parts of speech: nouns, pronouns, irregular [plural concepts theyve learned when they edit their rafts during the
verbs, adjectives, prepositions, nouns writing process.
conjunctions and interjections c. use reflexing
pronouns
Part of sentence: subject names what
the sentence is about, predicate 50 Strategies:
includes the verb and anything that t
completes or modifies it Pg 155 word walls
this will help students keep their words organized by having
the vocabulary posted on the walls around the classroom .

Listening (3 types) SL.2.2 Recount or Tompkins: Instruction assessment cycle:

*Discriminative: Listen to distinguish describe key ideas Pg 94 Interactive Read Alouds will engage students because Planning: plan minilessons. Critical
16
sounds. Children use this as they
develop phonemic awareness.
*Aesthetic: Listening for pleasure or
enjoyment. 3 most aesthetic listening
stages are predicting, visualizing and
connecting ( text-to-self connection,
text-to-world connection and then text-
to-text)
*Efferent: to understand a message and
remember important information. Help
learners organize and remember
information.
-getting clues from speaker,
monitoring, summarizing
*Critical: Evaluate a message.
Extension of efferent listening
Talk (3 types)
*Small groups: support students use of
interpretation and use other
comprehension strategies. Students
support one another in groups by
calling each other by name and my
maintaining eye contact.
*Discussions: teacher led or student
led discussions promote ability to think
and solve problems. They move
or details from a text of the brief conversation before during and after the read. that teachers anticipate which
read aloud or -teachers can use stories, poems, non fiction books strategies might be unfamiliar so
information they can present minilessons as
presented orally of needed.
through other media. pg 98 Propaganda Devices Monitoring: observation and
glittering generality, name calling, bandwagon, testimonial, anecdotal notes. Monitor students
card stacking or rewards. critical listening as they critique
debates, commercials and other oral
presentations.
evaluating : Checklists to assess
50 Strategies: students interviews, oral reports,
debates and other oral presentations.
pg 7 Anticipation Guides: students work together as a class or reflecting: ask students to reflect on
in small groups to discuss the statements and decide which how well theyve demonstrated the
ones are accurate before and again after reading. oral language qualities theyve been
1. Identify several major concepts taught.
related to the reading assignment.
2. Develop a list of statements
3. Discuss the anticipation guide
4. Read the text
5. Discuss each statement again.
Pg 15 Book Talks: informal activities that dont take much
time. Teachers regular introduce books theyre adding to the
classroom library; otherwise , few students will pick up the
book to read and then follow this procedure:
1. select a book to share
2. plan a brief presentation present the book talk
SL.2.1 Participate in Tompkins: Instruction assessment cycle:
collaborative Planning: plan minilessons. Critical
conversations with Pg 107 minilessons: teach to introduce, practice and review that teachers anticipate which
diverse partners strategies as well as procedures and other concepts related to strategies might be unfamiliar so
about grade 2 topics listening and talking. they can present minilessons as
and texts with peers needed.
and adults in small Mentor texts: teach students to listen and talk more Monitoring: observation and
and larger groups. effectively. Students use a combination of aesthetic and anecdotal notes. Monitor students
critical listening as they listen to stories. critical listening as they critique
debates, commercials and other oral
Taking notes: more active listeners when they take notes to presentations.
help them remember the big ideas while they listen to an oral evaluating : Checklists to assess
17
beyond one word and single sentence presentation. students interviews, oral reports,
responses, engage in speculative debates and other oral presentations.
thinking which leads to higher level reflecting: ask students to reflect on
questions and critical thinking. how well theyve
demonstrated the oral language
*Oral Reports: students prepare and qualities theyve been taught.
give reports about topics theyre 50 Strategies:
studying in social studies and science.
Helps students deepen their knowledge pg 51 Hot Seat: whole class activity where students follow
as well as to develop their ability to these steps:
speak in front of a group. 1. Learn about the character
2. Create a costume
3. Prepare opening remarks
4. Introduce the character
5. Ask questions and make comments
6. Summarize the ideas

Teaching advanced learners

Depth and Complexity (All texts)
Social Studies Skills: 2..RI.8 Describe 50 Social Studies Strategies: 50 Social Studies Strategies:
Map Skills how reasons support Maps pg 150- Have the ability to show the size and shape of Maps: rubric while using Google
History/Timelines specific points the an area exactly as it appears on the earths surface. Students maps to analyze the data retrieved.
Political Cartoons/ (Nonwritten author makes in a can use a globe to track different migration of families to Evaluates students methods of
Information) text. united states. inquiry while organizing
Timelines 214: With students, determine breadth and depth of information.
the time line to be constructed. This encourages students to Timelines 216: have students
remain focused as they evaluate the relevance of the communicate what they learned
information gathered. Allows learners to visually display through a written or oral narrative
chorology and examine historical significance. also using a rubric.
Historical characters 121 Provide opportunity for students to
learn disciplinary contents and processes and to demonstrate
their learning through elaborate communication via oral
presentations.
History-social Science teaching 50 Social Studies Strategies:
strategies required in TPE 1A Case studies pg. 62
Simulations: Research:
Case Studies Simulations: pg 199

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 Cultural Artifacts, Artifacts: pg 52
Works of Art 136
Literature
Cooperative Projects
Student Inquiry/Research

Writing Processes Tompkins: Authors Chair: Social routine that

. Pg 139 Collaborative composition: teacher models the can be used during any phase of
1. Prewriting: students engage in 2.W .2 Write writing process and provides an opportunity for students to writing process to ask classmates for
rehearsal activities, students identify informative/explanat practice the process in a supportive environment. Students feedback and support about their
the audience and the purpose of the ory texts in which write a composition together with teacher guidance. writing.
writing activity, students choose an they introduce a THE WRITERS CRAFT:
appropriate genre or form based on topic, use facts and Trait 1: ideas
audience and purpose. definitions to Trait 2:organization
2. Drafting: students write a rough develop points and Trait 3: voice
draft, students mark their writing as a provide a Trait 4: Word Choice
rough draft, students emphasize concluding Trait 5: Sentence Fluency
content rather than mechanics. statement or section. Trait 6: Conventions
3. Revising: students reread their own
rough draft, students share their writing
in revising groups, students make
substantive rather than minor changes. 50 Strategies:
4. Editing: students proofread their Authors Chair pg 10
own compositions, students help read - a chair in a class should be labeled with a sign identifying it
classmates compositions, students as the Authors Chair. Students sit in the chair to share
meet with the teacher for a final draft their writing with classmates and this is the only time anyone
5. Publishing: students make the final sit there. They share their writing at different stages in the
copy of their writing, students publish writing process.
their writing in an appropriate form.

GENRES:
Informational, narrative, persuasive,
poetry
Writing Program observed in school
(ex. Step up to Writing)
Step up to writing is an organizational
program that teaches explicit writing
strategies within the writing process to
help students organize their thinking
and their writing.
Ex) pre-writing, drafting, revising,
2.W.2 Write WRIGHT PG 33 Main Idea Maps: This strategy teaches -use Informal assessments to check
informative/expla students to generate a graphic organizer containing the main on the work of students work.
natory texts in idea of an expository passage.
which they
introduce a topic, -This will be helpful because students will be able to 50 Literacy Strategies pg 116
use facts and organize their thoughts before they begin their writing Revising Groups
definitions to process and create a piece of work that makes sense. -students will meet in groups to
develop points, share their rough drafts and get
and provide a
concluding 50 Literacy Strategies pg 56 Interactive Writing feedback on how well theyre
19
editing, final copy, proofreading, statement or Shows students how writing words and how to construct communicating.
sharing) section. words using their knowledge of sound symbol
correspondences and spelling patterns.
Recognize common types of text,
summarize and retell key details in
stories, write and share their own
information in paragraphs
Reading /Writing for CCSS Tompkins: Students use their question-answer-
Information Alphabet books, autobiographies, biographies, concept relationship questions to write a
Nonfiction books: 2. Write books, directions, journals, letters and speeches. piece of work to prove their
-accuracy: information is factual, informative/explana knowledge.
tory texts to
objective and current, avoid examine a topic and
Expository Text Structures
stereotypes convey ideas and -description: topic is delineated using attributes and examples
-organization: ideas are developed information clearly. -sequence: steps, events or directions are presented in
logically using sequence, cause and a. Introduce a numerical or chronological order
effect or other expository pattern and topic clearly and -comparison: two or more tings are compared or contrasted
group related
the authors purpose is clear. information in -cause and effect: causes and the resulting effects are
- design: paragraphs and described
-style: reveals the authors curiosity sections; include -problem and solution: a problem and one or more solutions
and enthusiasm for the topic. formatting (e.g., are presented. Also uses question and answer format
headings),
illustrations, and
multimedia when
useful to aiding
comprehension.
b. Develop the topic
with facts, 50 Strategies:
definitions, concrete
details, quotations,
or other information Question-Answer- Relationships
and examples related
to the topic. Teaches students to be consciously aware of whether theyre
c. Link ideas within likely to find the answer to a comprehension question right
categories of there on the page, between the lines, or beyond the
information using information provided in the text.
words and phrases
(e.g., another, for
example, also, because).
d. Use precise
language and
domain-specific
vocabulary to
inform about or
explain the topic.
e. Provide a
concluding
statement or section

20

Reading/Writing Poetry
-RIDDLES: Can use multiple
meanings, combine literal and
figurative language, create a metaphor,
shift word boundaries and separate a
word into syllables.
ACROSTIC POEMS: use word
structure to create these and write the
word vertically.
COLOR POEMS: students begin each
line or stanza with a color word when
they write color poems
FIVE SENSES POEMS: students write
about a topic using the senses; usually
brief, with one line for each sense
I AM POEMS: students write
about themselves or from the point of a
book character or historical figure.
Begin each stanza with I am
IF I WEREPOEMS: students write
about what theyd feel and do if they
were something else (ex. Dinosaur,
sunshine..)
PREPOSITION POEMS: begin each
line with a preposition
WISH POEMS: begin with I wish.
FREE VERSE POEMS: unrhymed
poems such as bilingual, comparison,
concrete and found poems.
SYLLABLE COUNT POEMS: Haiku
(17 syllables arranged in 3 lines of
5,7,5 syllables focus on nature),
cinaquain (5 line poem containing 22
syllables 2-4-6-8-2 usually tells a
story)
RHYMED VERSE: limericks (uses
both rhyme and rhythm), clerihews
related to the
information or
explanation
presented.
CCSS2.W.3 Write Tompkins: Tompkins:
narratives in which -teachers need to decide how theyre
they recount a well -Introduce poems to students by beginning to read to them going to monitor students progress.
elaborated event or different types and explaining what each type of poem being -observation, , keep anecdotal notes
short sequence of read is. (pg 308) of students as they respond to poems
events, include and examine the poems students are
details to describe Figure 10-4 Rules About Writing Poetry (pg 309) writing.
actions, thoughts, - have a list of the teachers rules and a list of rules the -assessing can be difficult because
and feelings, use students help to create. poems are creative word play. So
temporal words to instead of grade for quality, teachers
signal event order, can ask
and provide a sense DIFFERENTIATED INSTRUCTION -Has the student experimented
of closure. Oral language: choral reading, listening to poems, singing with the poetic form presented in a
poems, reading poems mini-lesson?
Written Language: making word clouds, arranging sentence -Has the student used the process
strips to craft a poem, writing original poems approach in writing, revising and
Visual Language: Adding digital features to poems, designing editing the poem?
concrete poems, creating picture book to go along with poem. -Has the student used wordplay
or another poetic device in the
poem?
50 Strategies:
Pg.56 Interactive Writing
- Students and teacher create a text and share
the pen as they write the text on chart paper.
Pg 106 RAFT (role, audience, format and topic)
- create projects and other assignments to enhance students
comprehension of what theyre learning .
RTI- 40 Strategies
Pg 19 Repeated Reading
- students will read through the passage
repeatedly, silently or aloud and receives
help with reading errors
21
( describe a person) - would be helpful with poems that have
MODEL POEMS: apologies funny sounding words (made up words).
ALLITERATION: repetition of the That way the student has the poem
initial consonant sound in consecutive memorized before they recite it.
words
ONOMATOPOEIA: sound words
(crash, slurp, varoom, meow)

22
Reading/Writing Stories Tompkins: Savy Teachers Guide Reading
Plot: sequence of events involving Sketch to stretch: Interventions that Work
characters in conflict situations. 1. read a story - My Reading Check
Based on the goals of one or more 2. discuss the story in a grand Sheet pg 27
characters and the processes they go conversation and talk about ways to
symbolize the theme using lines,
through to attain them. Divided into
colors, shapes and words
beginning, middle and end. 3. draw sketches that reflect what the
Characters: people in the story and story means to them. Focus on using
are most important element of the symbols to represent the story.
story structure because many stories 4. Share the sketches in small groups.
are centered on a character. 5. Share some sketches with the class
Setting: specific location where the
story is est.
Point of view: written from a
particular view point first persons,
omniscient, limited omniscient and
objective.
50 Strategies:
1st person: tells story through the
eyes of ne character using the fist interactive Writing
person pronoun. Reader students and teacher create a text and share the pen as they
experiences the story as a narrator write the text on chart paper
tells it.
Omniscient viewpoint: author is
godlike, knowing all. Author tells
readers about the though processes
of each character without worrying
about the information is obtained.
Most are novels.
Limited omniscient: used so readers
can now the thoughts of one
character. Told in 3rd person and the
author concentrates on the thoughts
and feelings of the main character
or another important character.
Objective viewpoint: readers are
eyewitnesses and are confined to
the immediate scene.
Theme: underlying meaning of the
23
story. Embodies general truths
about human nature.

Providing individual feedback to all Rubrics communicate expectations of an assignment.

students (All Texts- an edTPA
requirement) Post it notes: lace the note on the students desk the feedback
is meant for.

Provide a model: Demonstrate to students what you are

looking for by giving them an example of what an A+ paper
looks like. Provide a contrast of what a C- paper looks like.
This is especially important at the upper learning levels.

RTI: Response To Intervention Define: process used

by teachers to help
students who are
struggling with a
skill or lesson.
Struggling learners
are provided with
interventions at
increasing levels of
intensity to
accelerate their rate
of learning.

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