Adobe Connect Synchronous Meeting Course Template Course Number and Name: EDSU 533-1- Effective English Language

Arts Instruction for Single Subject Candidates Week 1 Synchronous Session Topics- Instruction and Student Involvement Topic for Synchronous Meeting: Topic for Synchronous Meeting: Orientation to Course: Course Information, LiveText Signature Assignment and Weekly Assignment Expectations, Attendance and Late Work Policies, Use of Adobe Connect; Common Core State Standards for English Language Arts and Literacy, Professional Organizations. Instructor Role: Introduce Yourself Provide an Overview of Course- Show them the Course-at-a-Glance in course information and discuss the contact hour requirement. Discuss purpose of Adobe Connect Classroom- chance to interact with other students and with you as instructor, discuss course topics, review key assignments, address questions Show students how the Adobe Connect Classroom works- icons they can use to participate, comment box for questions/responses, microphone- how to mute/unmute Have students try out the icons or status symbols. (Examples: Ask students to click on the green agree button if they have received their textbook already and a red disagree button if they have not received their textbook yet. Then call attention to the textbook requirement in course information). (Other examples: Ask students to click on the green agree button if they are currently teaching in a secondary classroom. Ask students to click on green agree button if they are familiar with Common Core State Standards and red disagree button if not. Then share your screen with the California CCSS with students and discuss key shifts for ELA teachers. Dont forget to clear their status.) Guide the students through the course by sharing your screen and walking through the Blackboard course site. Focus on the Course Information section, as well as the organization of each week Learning Activities and Assignments. Discuss Grading and Assignments in Course Information and show them the Rubrics for Grading folder. Review Attendance Policy for Synchronous Meetings/Expectations for Meetings Review Late Work Policy Review Week One Learning Activities o Click on California CCSS for ELA (http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf) and the national core standards - (http://www.corestandards.org/ELALiteracy) and give a brief introduction. (Have your browser already open and use screen sharing of your desktop. ) o Explain to students that they will need to through all of the videos, presentations, and web resources (unless they are marked optional by the end of week 1 as a part of their class time. o Remind them that the learning activities prepare them for them for assignments, journals, and discussions. o Show students the Professional Organizations folder and explain that they will be examining and discussing these for the week 1 journal prompt. Review Week One Assignments o Reading Folder: Remind students to read the textbook chapters and go through the CCSS Anchor Standards on their own in preparation for their

assignment. o Discuss expectations for week 1: student lounge introduction, journal response, discussion, and assignment. Go through the instructions on how to write the reflective paper on CCSS for ELA and Literacy. See the Review fieldwork assignments for this course (See Fieldwork folder in course information. Observations are due in week 3 and week 6 and must be secondary ELA classrooms with diverse populations (SDAIE and SIOP).

Student Involvement: Utilize icons, comment box, microphone to participate in discussion and ask questions. Break students into small groups and use break out rooms to have students introduce themselves to their peers (name, campus) and to discuss questions related to the course. Encourage students to collaborate to answer questions amongst themselves. One person from each group will then share any questions they could not answer when the breakout session ends. (If you have a small class, you may want to divide into pairs or simply discuss with the whole class rather than use the breakout room). Topic for Synchronous Meeting: Curriculum CCSS for ELA Key Points, Informational Text, Essential Questions, and Curriculum Mapping Instructor Role: Provide an overview of the topic for the week- Key Points in English Language Arts Request that students view all videos and website resources for both informational text and curriculum mapping under learning activities during the week in preparation for assignment. Share your screen and review Week Two Learning Activities/Assignments in Blackboard with an emphasis on curriculum mapping, informational text, and literary non-fiction. Examine the CCSS Appendix B: Text Exemplars http://www.corestandards.org/assets/Appendix_B.pdf. Discuss age appropriate texts used for assessment in preparation for breakout rooms. (May want to use breakouts by grade level with each room providing overview of the types of informational texts used for assessment at particular grade level). Review the curriculum map template and rubrics, giving further instructions and guidance on assignment. Review upcoming assignments Curriculum Map, Journal on Informational Text, and Discussion. Student Involvement: Utilize icons, comment box, microphone to participate in discussion and ask questions. Break students into small groups and have students go into break out rooms by grade levels (6-8, 9-10, 11-12). Assign different grade levels from Appendix B Text Exemplars (See table of contents for page numbers http://www.corestandards.org/assets/Appendix_B.pdf Discuss the text exemplars for your grade level and locate examples of informational text for ELA for your grade levels. Select one person from the breakout room to share out some of the examples they brainstormed when the whole group comes back together. (If you have a small class, you may want to divide into pairs or simply discuss with the whole class rather than use the breakout room). Topic for Synchronous Meeting:

Instructor Role: Provide an overview of the topic for the week- Lesson Planning and Objectives, Cognitive Rigor, and Webbs Depth of Knowledge; CCSS Anchor Standards for Writing Request that students view all videos and website resources for both Depth of Knowledge and teaching writing under learning activities during the week in preparation for assignment. Share screen and go through the DOK chart and the Hess Cognitive Rigor for ELA. You may wish to discuss the comparisons between DOK and Blooms Taxonomy. Share your screen and review Week Three Learning Activities/Assignments in Blackboard with an emphasis on the DOK. Review SDAIE diverse secondary classroom observation requirements: due by the end of week 3. Review the expectations for the discussion and journal on Applying DOK Levels to Lesson Objectives. Remind students to view the videos for discussion early in the week so that they can get their first discussion prompt in by mid-week. Student Involvement: Utilize icons, comment box, microphone to participate in discussion and ask questions. Breakout rooms: Have each group brainstorm an English unit of study and create an appropriate question for each of the four levels: recall and reproduction, skill/concept, strategic thinking, and extended thinking. Suggest that they download the DOK question stems for ideas. Have groups share out some of the examples they brainstormed when the whole group comes back together. You might want to upload the DOK question stems into a file pod ahead of time or remind students to have it handy for discussion ahead of time. You may also want to select a common English unit of study. If you have a small class, you may want to divide into pairs or simply discuss with the whole class rather than use the breakout rooms. Topic for Synchronous Meeting: CCSS Reading Standards and SIOP Lesson Planning Instructor Role: Provide an overview of the topic for the week- SIOP and CCSS Reading Standards. Request that students view all videos, presentations, and website resources for both close reading and SIOP under learning activities during the week in preparation for assignment. Optional: Introduce SIOP Strategies for EL Students (533review.ppt). Download the PowerPoint and select/edit out slides on scaffolding and building background to help generate some whole class discussion. Either share your screen or upload your edited ppt as a shared document. Share your screen and review Week Four Learning Activities/Assignments in Blackboard with an emphasis anchor standards for reading, close reading, and SIOP. Remind students of the Journal and Discussion requirements. Remind students to view the videos for discussion early in the week so that they can get their first discussion prompt in by mid-week. Review the SIOP lesson plan template and discuss the importance of graphic organizers as scaffolding for EL. May want to introduce one of the online graphic organizer applications or demonstrate your own favorite application for creating graphic organizers.

Student Involvement: Utilize icons, comment box, microphone to participate in discussion and ask questions. Break students into small groups and have students go into break out rooms. Discuss strategies they use to make content comprehensible for their EL students. Ask each group to come up with at least 3 strategies to share. Have groups share out some of the examples they brainstormed when the whole group comes back together. Recommendation: Have them download the ELLSIOP pdf guide from the week 4 learning activities. (You can upload the pdf ahead of time in a files pod or remind them to have that pdf handy ahead of time.) If you have a small class, you may want to divide into pairs or simply discuss with the whole class rather than use the breakout rooms. Topic for Synchronous Meeting: SDAIE, Constructivism, Project-Based and Inquiry Learning, Technology, and CCSS for Speaking and Listening Instructor Role: Check to make sure students all have registered for LiveText and remind students that the week 5 signature assignment will be submitted and graded in LiveText. Review the template and rubric for the signature assignment and remind students of due date. Provide an overview of the topics for the week. Request that students view all videos, presentations, and website resources for CCSS for Speaking and Learning, Constructivism, Project-Based Learning, and Rubric Design under learning activities during the week in preparation for assignment. Optional: You may wish to use the Constructivism and Project-Based Learning PowerPoint to review concepts. (You will want to download and edit/select out slides you feel are helpful) Model for students how to create a rubric for a project-based assignment and have students determine what Depth of Knowledge (DOK) level of the task You may wish to create a quick rubric using an online rubric generator like Rubistar. (See Online Rubric Resources folder). Discuss possible criteria that demonstrate exceptional performance vs. adequate or unacceptable performance. Share your screen and review Week Five Learning Activities/Assignments in Blackboard with an emphasis on the upcoming signature assignment in LiveText. Remind students to view the videos for discussion early in the week so that they can get their first discussion prompt in by mid-week. Student Involvement: Utilize icons, comment box, microphone to participate in discussion and ask questions. Break students into small groups and have students go into break out rooms and respond to the following question: What new technologies might be useful in engaging students in a project-based or performance-based assignment? What criteria would you use to design a rubric that provided authentic assessment of student performance? Have groups share out some of the examples they brainstormed when the whole group comes back together. (You might want to request that students explore the Resources for Using Newer Technologies to Engage Students in Learning folder in the Information and Media Literacy and Web 2.0 Technology Tools for Teaching folder for ideas prior to your synchronous meeting) If you have a small class, you may want to divide into pairs or simply discuss with

the whole class rather than use the breakout rooms. Topic for Synchronous Meeting: Universal Design for Learning, ELA Anchor Standards for Language, and Prezis for Multimedia Presentations Instructor Role: Provide an overview of the topic for the week- Universal Design for Learning and Inclusion, CCSS for Language Optional: Use the Accommodations and Modifications: Creating an Effective Learning Environment for ALL students. Remind students that all TPAs include emphasis on how to work with students with instructional challenges or special needs. Recommendation: Review the Nine Adaptations by editing out that section of the PowerPoint and direct students to the TPA Optional Prep folder. Review Universal Design for Learning. May wish to use the CAST website http://www.cast.org/udl/index.html. Discuss Assignment Expectations for Multimedia Prezi. Demonstrate with one of your Prezis or use the examples/tutorials in the Optional Prezi Tutorial folder in week 6 learning activities folder. Share your screen and review Week Six Learning Activities/Assignments in Blackboard with an emphasis on Universal Design for Learning (UDL) and Using Multimedia Prezis for student presentations. Remind students to be prepared to share their Prezis in Adobe Connect in week 7. Review journal (online teaching case) and discussion expectations for week 6. Remind students that the SIOP classroom observation is due by the end of week 6. Student Involvement: Utilize icons, comment box, microphone to participate in discussion and ask questions. Break students into small groups and have students go into break out rooms and respond to the following question: How might you use the principles of Universal Design for Learning to make your curriculum content accessible and comprehensible for all students? How will you differentiate instruction for students with special needs and instructional challenges? How will you vary the way you presentation information and content (multiple means of representation)? How will you differentiate the ways that students express what they know (multiple means of action and expression)? How will you stimulate interest and motivation for learning (multiple means of engagement)? Recommendation: Use the UDL Guidelines http://www.udlcenter.org/aboutudl/udlguidelines Have groups share out some of the examples they brainstormed when the whole group comes back together. If you have a small class, you may want to divide into pairs or simply discuss with the whole class rather than use the breakout rooms. Topic for Synchronous Meeting: Assessment, Common Core and Smarter Balanced Assessment Instructor Role: Provide an overview of the topic for the week - Assessment, Smarter Balanced Assessment, and Test Design. Introduce Smarter Balanced Assessments May want to view part of the Smarter Balanced Assessment Consortium Introduction PowerPoint. Edit out certain slides

for your presentation in Adobe Connect. Optional: View the Depth of Knowledge, Cognitive Rigor, and Smarter Balanced Assessment PowerPoint presentation. You may wish to edit out certain slides for your presentation in Adobe Connect. Share 1 or 2 examples of a Smarter Balanced Assessment and go through the SBAC Item Specifications in preparation for journal prompt. See the folder in the week 7 assignment folder: Item Specification Tables and Examples of Smarter Balanced Assessments. Request that students view all videos, presentations, and website resources for Smarter Balanced Assessment, Computer Adaptive Testing, and Test Design under learning activities in preparation for assignment, journal, and discussion. Share your screen and review Week Seven Learning Activities/Assignments in Blackboard with an emphasis on Smarter Balanced Assessment and Test Design Examine assignment expectations for student test assignment. Review journal (SBAC item analysis) and discussion expectations for week 7.

Student Involvement: Utilize icons, comment box, microphone to participate in discussion and ask questions. Have students share Prezi presentations. If you have a large class, divide into breakout rooms and share with smaller group or present in both weeks 7 & 8. You may also want to set a time limit for each presentation. Topic for Synchronous Meeting: 21st Century Skills, CCSS, TPEs, TPAs, and Exit Portfolio Instructor Role: Request that students view all videos and website resources for 21st Century Learning and Common Core State Standards under learning activities in preparation for assignment, journal, and discussion. Review the P21 Literacy Map for English and discuss alignments between CCSS and 21st Century Skills (See pdfs under learning activities or click on English ICT literacy map http://www.p21.org/storage/images/stories/matrices/ictmap_english.pdf ) Share your screen and review Week Eight Learning Activities/Assignments in Blackboard focusing on the TPEs and the Exit Portfolio Reflection. Remind students to collect artifacts from this class to put in their portfolio. Review journal requirements (reflection on week 7 assessment test and possible adaptations for TPA focus students) and discussion expectations for final week. Student Involvement: Utilize icons, comment box, microphone to participate in discussion and ask questions. Multiple Choice Poll: Create a poll with each of the 21st Century Skills http://www.p21.org/storage/images/stories/matrices/ictmap_english.pdf . (information/media literacy, communication skills, critical thinking and systems thinking, problem identification, formulation and solution, creativity and intellectual curiosity, interpersonal and collaborative skills, self-direction, accountability and adaptability, social responsibility). Vote on which of these 21st century skills each teacher candidate feels is most important to develop in their secondary students in order to prepare them for their future. After voting and broadcasting results, ask students to defend their

choice. Discuss the tool and share 1-2 sample outcomes at the 12th grade level Continue Prezi Presentations if not completed.