Final Components of Language Arts and Ss Notes SP 16

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
List and Describe the concept or
component of language arts/social
studies content.
Content of Social Studies

(list and give brief description of
each content area S/A 1-4.)
Chapter 1: Social Studies is a complex
integrated subject, which includes
social sciences, humanities and
prepares students for civic citizenship.
Ten thematic content strands include:
1. Culture,
2. Time continuity and change
3. People, places, and environment
4. Individual development and identity
5. Individuals, groups, and institutions
6. Civic ideals and practices
7. Global connections
8. Science, technology, and society
9. Production, distribution,
CCSS/1998
Content Standards
Note the Content
Standard that corresponds with the strategies you have
selected where appropriate.
Teaching Strategies found throughout

your texts.
Copy and paste in the correct content box. (See

Standard sample under the reading/Writing
Component)
Add textbook pages, so this becomes a

support document to carry forward into
future courses and Student Teaching.
Include 50 Strategies and 40 Strategies
and all texts and Frameworks where
appropriate.
2nd Grade Standards

2.1 Students differentiate between things that
happened long ago and things that happened
yesterday.
1.
2.
3.
Trace the history of a family through the use of

primary and secondary sources, including artifacts,
photographs, interviews, and documents.
Compare and contrast their daily lives with those of
their parents, grandparents, and/or guardians.
Place important events in their lives in the order in
which they occurred (e.g., on a timeline or
storyboard).
2.2 Students demonstrate map skills by describing the

absolute and relative locations of people,
places, and environments.
Assessment Strategies
How do you assess this component?
How do you teach (or use) this

component?
Add textbook pages, so this becomes a support

document to carry forward into future courses
and Student Teaching.
Give a few general instructional

strategies for SS content.
Give a few general assessment

strategies for SS content
Make sure that learning is meaningful to the

students this increases retention of the
material; isolated memorized facts are soon
forgotten.
Page 25 Alternative Assessment approaches;

include the use of multiple assessments and
alternatives to standardized test. These include
work products: completed assignments, projects,
and portfolios that can provide an overview of the
growth a student has made throughout the school
year.
Social History:
Page 34: Family Origins and Traditions
brainstorm a chart with the class that lists
different holidays and special days and how
they are celebrated. Next tell the students that
they will find out how these days were
celebrated in the past by interviewing a
family member. After the interviews students
compare and contrast celebrations now and
in the past for the different holidays.
Page 34 Family Origins and Traditions students

discuss their findings from the interviews with the
class. Assessment of student product based on
questionnaires that students fill out during the
interview and anecdotal observational records
maintained during class discussion activities.
consumption
10. Power, authority, and consumption.
The implementation of a standards
checklist is recommended to ensure the
faithful implementation of the
standards throughout the school year.
Chapter 2 History & Geography
History focuses on change and
continuity
Social history: understanding of
society, families, immigration,
migration, class conflicts.
Political history: governments, core
values of US democracy.
History of science and technology:
impact on food production,
transportation, communication.
Economic history: impact on quality
of life, and society.
Cultural history: religion, philosophy
art, and music.
Geography: Focus: space & location
Spatial terms: location, maps, globes,
distance, and distribution.
Places & Regions
Physical Systems: weather and
climate, soils and erosion, water cycle,
plants animals, ecosystems.
Human Systems: culture, economics,
agriculture, transportation, economics.
Environment & Society: impact of
modifications to the environment.
Uses of Geography: economic growth,
immigration, urban sprawl.
Chapter 3
Political Science: processes of
government, democracy, laws, rules,
resolving conflicts.
Economics: elementary focus
consumer & personal finance
economics, choices, and incentives.
Sociology: group membership, rules,
norms, social problems and justice,
media literacy.
Anthropology: natural tendency
towards ethnocentrism, multicultural
education exposes students to different
cultures and perspectives.
1.
2.
3.
4.
Locate on a simple letter-number grid system the

specific locations and geographic features in their
neighborhood or community (e.g., map of the
classroom, the school).
Label from memory a simple map of the North
American continent, including the countries, oceans,
Great Lakes, major rivers, and mountain ranges.
Identify the essential map elements: title, legend,
directional indicator, scale, and date.
Locate on a map where their ancestors live(d), telling
when the family moved to the local community and
how and why they made the trip.
Compare and contrast basic land use in urban,
suburban, and rural environments in California.
2.3 Students explain governmental institutions and

practices in the United States and other countries.
1.
Explain how the United States and other countries

make laws, carry out laws, determine whether laws
have been violated, and punish wrongdoers.
2.
Describe the ways in which groups and nations

interact with one another to try to resolve problems in
such areas as trade, cultural contacts, treaties,
diplomacy, and military force.
2.4 Students understand basic economic concepts and

their individual roles in the economy and demonstrate
basic economic reasoning.
1.
2.
3.
Describe food production and consumption long ago

and today, including the roles of farmers, processors,
distributors, weather, and land and water resources.
Understand the role and interdependence of buyers
(consumers) and sellers (producers) of goods and
services.
Understand how limits on resources affect production
and consumption (what to produce and what to
consume).
2.5 Students understand the importance of individual

action and character and explain how heroes from long
ago and the recent past have made a difference in
others lives (e.g., from biographies of Abraham
Lincoln, Louis Pasteur, Sitting Bull, George
Washington Carver, Marie Curie, Albert Einstein,
Golda Meir, Jackie Robinson, Sally Ride).
Geography: Environmental Perception

Page 46: Start a class discussion about what
students like to do at a park and tell students
that they will design the perfect park.
Students work in groups and create a list of
things that are part of a perfect park. The
groups share their ideas and think about why
the different groups included different
components for their park.
They think about whether the location and
time park was built influences the park
design.
Political Science:
Page 61: Rule Making tell students that there
have been problems in an area of the
playground, which have led to several
students being injured. To solve this issue
two different rules have been suggested:
1. Remove younger students from the area.
2. Students that use good citizenship skills
are allowed to use the special play
area.
Students engage in a class discussion
regarding the rules. Students discuss the
fairness, problems, advantages and
disadvantages of each rule, and then come up
with alternative rules that they feel would
best to solve the problem.
Anthropology:
Page 78: Learning from an Artifact tell
students to imagine that they live on another
planet 3000 years in the future and come to
visit earth and find a jar of coins, nickels,
dimes, pennies, and quarters. Provide each
student with a coin and ask them to inspect
the coin and make inferences about the lives
of the people who used the coins (dress,
government, skills, and abilities). Next,
students share their thoughts and ideas and
gain an understanding that we can learn
about the lives and cultures of the people of
the past by examining artifacts and that not
all conclusions reached from such an
examination are correct.
Page 46: Students share and summarize what they

learned from the activity and learn how to
cooperate and collaborate to resolve differences.
Assessment based on observation of student
interactions, a rubric or an observational log can
be used to record the observations.
Page 61: At the end of the lesson the students
present their rules to the student council or the
principal and try to find a way to implement the
new rules to solve the playground issue.
Applied Learning Experiences:
Provide opportunities for students to apply what
they have learned. Assessment is based on task
completion of students.
Page 88 Story Path: story drama, where
characters have to solve problems, which helps
the students take ownership of their learning.
Example Oregon Trail, where students become
part of a wagon train.
Foxfire: involves learners in the planning of the
lesson, active involvement activities, problemsolving, imagination, rigorous evaluation of
learning.
Page 94 Service Learning: links a service to the

school and community to learning in the
classroom and increases social responsibility and
positive attitude.
Exploratory-understanding-level teaching and
learning. Students go through the process of
investigation, reflection, knowledge formation and
application.
Short-term lessons featuring active concrete
learning can be implemented through story path.
Page 77: Cultural conflict lessons can be

implemented through childrens books.
Examples: Lotus Seed by Sherry Garland
Double Life of Pocahontas Jean Fritz.
Content Component
SDAIE Strategies for EL

Instruction
SDAIE (Specifically Designed
Academic Instruction in English) is
often implemented through sheltered
instruction, which makes subject
matter content available to students.
Key Components of SDAIE
1. Explicit vocabulary instruction
2. Focus on the main concepts (1or2)
3. Build context
4. Make connections
5. Check for understanding
6. Encourage student interactions
7. Deliver meaningful comprehensible
input
8. Integrate technology
9. Teach study skills
ELD Standards 2nd Grade

Part I Interacting in Meaningful Ways
A. Collaborative
1. Exchanging information and ideas with others
through oral collaborative conversations on a range
of social and academic topics.
2. Interacting with others in written English in various
communicative forms (print, communicative,
technology, and multimedia).
3. Offering and supporting opinions and negotiating
with others in communicative exchanges.
C. Productive
9. Expressing information and ideas in formal oral

presentations on academic topics.
10. Writing literary and informational texts to present,
describe, and explain ideas and information, using
appropriate technology.
11. Supporting own opinions and evaluating others
opinions in speaking and writing.
12. Selecting and applying varied and precise vocabulary
and language structures to effectively convey ideas.
Part II Learning How English Works
A. Structuring Cohesive Texts
1. Understanding text structure
2. Understanding cohesion
C. Connecting and Condensing Ideas

6. Connecting ideas
7. Condensing ideas
Teaching Strategies found

throughout your texts.
Encourage Student to Student
Interactions:
Collaborative group activities in
heterogeneous groups with native English
speakers, Think-Pair-Share.
Integrate Technology
In student projects: word-processing,
presentations, video recordings, podcasts,
spreadsheets, blogs, internet research,
calculators.
In the instructional delivery of content:
Internet, video, CDs LCD projectors,
document cameras, interactive whiteboard,
tape recorder.
Explicit Vocabulary Instruction word
walls, word sorts, word list, flip card files.
Focus on Key Concepts semantic maps,
webbing, graphs, charts, and outlines.
Semantic maps support ELs because they
encourage discussion, note-taking, and a
review of the content.
Build context props, manipulatives, bulletin
boards, objects, gestures, and movements.
Make connections ask guiding questions,
relate to students personal experiences.
Check for understanding
- Revisit vocabulary and concepts.
- Make sure students feel comfortable to ask
questions.
- Use effective questioning, apply Bloom's
taxonomy levels.
Basic Performance Assessments
Portfolios
Oral Assessments
Oral quizzes
Oral reports/presentations
Share learning with peers or another
class
Role play
Students demonstrate a concept they
learned.
Students lead a parent teacher
conference and show their learning.
Hand-on Assessments
Students demonstrate a concept
Students create projects such as
dioramas and murals.
Content area games
Group Activities
Whole group testing
Students compose a play
Group activities
Peer revisions and editing
Observations
Of student interactions and anecdotal
records of student performance.
Meaningful Comprehensible input students

learn best when the delivered content makes
sense to them.
- Make sure students understand the concept
- Select appropriate activities for students
language acquisition levels.
- Stay away from idioms, use clear language,
simplify concepts.
- Include gestures, visual, realia, maps,
graphs, modeling.
- Include review activities
Teach Study Skills
- teach classroom routines, dictionary skills,

note taking, research skills, summarizing,
scanning, skimming, retelling, outlining,
highlighting, alphabetizing.
Content Component
English Learners, non-native
English speakers, limited English
proficient students, second language
learners need two types of language
proficiencies to be successful in
content area courses:
1. BICS Basic Interpersonal
Communication Skills
Language skills needed for interactions
in social situations, on the playground,
the lunch line, in the classroom
develops within 6 months to 2 years.
2. CALP Cognitive Academic
Language Proficiency is the language
required to be successful in the
classroom this includes reading,
writing, listening, and speaking about
the material in the different content
areas. Acquisition in 5-7 years.
ELD Standards 2nd Grade
Teaching Strategies to support EL
ELD Proficiency Level Continuum

A. Collaborative
Emerging
1. Exchanging information and ideas
Contribute to conversations and express ideas by asking
and answering yes-no and wh- questions and responding
using gestures, words, and learned phrases.
Expanding
Contribute to class, group, and partner discussions,
including sustained dialogue, by listening attentively,
following turn-taking rules, asking relevant questions,
affirming others, and adding relevant information.
Stages of Language Acquisition

-Preproduction: students are shy and
often dont respond orally, use gestures
or simple yes/no answers.
Bridging
Contribute to class, group, and partner discussions,
including sustained dialogue, by listening attentively,
following turn-taking rules, asking relevant questions,
affirming others, adding pertinent information, building on
responses, and providing useful feedback.
-Early Production students start to

exhibit BICS, can produce short verbal
statements. Can understand about 1000
word but only speak about 100 of
them.
Emerging
4. Adapting language choices
Recognize that language choice (e.g., vocabulary) varies
according to social setting (e.g., playground versus
classroom), with substantial support from peers or adults.
-Emergence of Speech students

become more comfortable using the
English language, start to participate in
conversations can understand about
7000 words and produce about 700.
Expanding
Adjust language choices (e.g., vocabulary, use of dialogue,
and so on) according to the purpose (e.g., persuading,
entertaining), task, and audience (e.g., peers versus adults),
with moderate support from peers or adults.
Bridging
Adjust language choices according to purpose (e.g.,
persuading, entertaining), task, and audience (e.g., peer-to- peer versus peer-to-teacher), with light support from peers
or adults.
- Intermediate fluency within 3-4

years. Students are able to engage in
everyday conversations without
difficulty. Often high rate of fluency
but students are still struggling with
comprehension in content areas.
Relatively high competency in
Pg. 221/222 Preproduction & Early

Production
Speak at a slow rate,
Give short, simple directions.
Write key terms and key items of
presentations or directions on board or
overhead.
Provide a supportive learning environment
that encourages the students to practice
their oral language skills and helps them
not to be embarrassed when they make
mistakes.
Model proper use of words and sentence
structure to provide correction.
Use graphic organizers, story maps and
language experience charts.
Support vocabulary development with
explicit vocabulary instruction
Emergence of Speech Stage Strategies
- Provide direct correction as students now
have developed confidence.
- Focus on improvement of comprehension
- Provide graphic organizers to support the
students discovery of word meanings.
- Give the students may ways to practice the
oral language in a non-threatening
environment.
Intermediate Fluency Stage Strategies
- Students enjoy small group instruction.
- Now errors may be consistently corrected
to support the students' acquisition.
Use of SDAIE assessment strategies.
-
Use multiple forms of assessment.

Adjust assessment to the Language
Acquisition Stage of the student.
Assessment Tools to Assess English Proficiency
Use of diagnostic assessments.
SELP (Stanford English Language

Proficiency) Test
DIBELS (Dynamic Indicators of Basic

Early Literacy Skills)
IPT (IDEA Proficiency Tests) I and II:

Oral Language
LAS (Language Assessment Scales)
Woodcock-Munoz Language Survey
BINL (Basic Inventory of Natural

Language)
BSM (Bilingual Syntax Measure) I and

II
Possible Modifications for English Learners
Administer assessment in orally instead of a

written format.
Use of observational checklists, logs, and

records.
Integrated performance-based assessment
Use flexible student journals
Cooperative Learning Strategies are key

Encourage students to practice the language
with their peers in a non-threating learning
environment.
Strengthen the interactions of students and
promote a positive learning environment.
Provide a nurturing comfortable more
relaxed learning environment.
Heterogeneous groups provide many
opportunities for the students.
speaking and listening, students still

need extra support in reading and
writing.
Problems of EL students
-Different cultural backgrounds
-Lack of content background
-Language difficulties impact
instruction of social studies content
-Lack of connections with content and
organization patterns.
Affective Filter a students selfconcept, motivation, sense of
belonging and fear of failure affect
student learning. When students feel
anxiety about their learning
environment, such as worry about
embarrassment when they make a
mistake they have a more difficult time
processing information.
Sheltered Instruction focuses

on making subject matter accessible to
students while they learn English.
4 Basic Elements
- Meaningful & comprehensible
input
- Building Background
- Student Interaction
- Hands-on practice or application
B. Interpretive
Emerging
5. Listening actively
Demonstrate active listening to read-alouds and oral
presentations by asking and answering basic questions,
with oral sentence frames and substantial prompting and
support.
Multimedia Tools & Concrete Experiences

- - Multimedia presentations, artifacts, tape
recordings of discussion, globes, and
computer programs, provide visual and
auditory stimuli for EL support.
- - Field trips
- - Activities such as dioramas, models, and
murals provide opportunities for students
to share their learning in different ways.
Expanding
Language Learning Experiences
- - Flashcards, sentence strips, sentence
frames, word banks
presentations by asking and answering detailed questions,
with oral sentence frames and occasional prompting and - - Semantic mapping
- - Guided writing
support.
- - Provide sufficient wait time
Bridging
40 Reading Intervention Strategies
- Practice Beyond Perfection: provide at least
3 daily opportunities to practice a concept
presentations by asking and answering detailed questions,
for 3 weeks.
with minimal prompting and light support.
C. Productive
Meaningful & Comprehensible Input:
- Use language at the students level.
Emerging
- Provide clear, concise step by step
9. Presenting
instructions and modeling.
Plan and deliver very brief oral presentations (e.g.,
- Use a variety of instructional strategies;
recounting an experience, retelling a story,
include visuals, demonstrations, and
describing a picture).
hands-on activities.
Building Background:
Expanding
- Link content with students personal
9. Presenting
experiences.
Plan and deliver brief oral presentations on a variety of
- Link new concepts to previously learned
topics (e.g., retelling a story, describing an animal).
concepts.
- Focus on key vocabulary
Bridging
- Use artifacts, video, photos maps and picture
9. Presenting
books
Plan and deliver brief oral presentations on a variety of
Student Interactions:
topics (e.g., retelling a story, describing an animal).
- - Provide opportunities for students to
discuss content and interact with others.
Encourage positive discourse.
- Adjust groups for language/content of the
lesson.
- Gives students the opportunity to clarify
concepts in their first language.
Hands-on practice/application
- Provide hands-on materials, models, and
simulations.
- Include projects where students apply
content and languages skills.
- Integrate all language components reading,
Use of SDAIE Assessment strategies
writing, listening,speaking into activities.
Six Types of Knowledge

Structures
ELD Standards Grade 2

B. Interpretive
Emerging
- Description students locate

information, describe elements
(persons, objects, settings, events).
- Sequence: put things in order,
understand changes over time, and
follow steps in directions.
- Choice students make decisions.
- Classification students find shared
characteristics of things.
- Principles require students to explain
information, predict outcomes,
interpret data, formulate hypotheses,
and apply information in context.
- Evaluation students make judgments
about information.
Background Knowledge
Prior knowledge is essential because it
helps students understand and
remember new concepts better. When
students form personal connections
with the content, they integrate new
concepts into their schema.
Background knowledge is composed
out of life experiences and prior
learnings.
8. Analyzing language choices

Distinguish how two different frequently used words (e.g.,
describing a character as happy versus angry) produce a
different effect on the audience.
Expanding
Distinguish how two different words with similar meaning
(e.g., describing a character as happy versus ecstatic)
produce shades of meaning and different effects on the
audience.
Bridging
Distinguish how multiple different words with similar
meaning (e.g., pleased versus happy versus ecstatic, heard
or knew versus believed) produce shades of meaning and
different effects on the audience.
ELD Standards Grade 2
C. Productive
Emerging
11. Supporting opinions
Support opinions by providing good reasons and some
textual evidence or relevant background knowledge (e.g.,
referring to textual evidence or knowledge of content).
Expanding
Support opinions by providing good reasons and
increasingly detailed textual evidence (e.g., providing
examples from the text) or relevant background knowledge
about the content.
Bridging
Support opinions or persuade others by providing good
Six Types of Knowledge Structures are used

to organize the content to facilitate
instruction for EL students across various
areas of content. By teaching students the
different structures, I can facilitate their
acquisition of the material.
Assessments
Asking questions:
Description:
Who, what, where, when why questions.
Sequence:
What happened first, next, last?
Choice:
What would you do in this situation?
What are different options?
Classification:
How are these things alike/different?
What items can be grouped together?
Principles:
Can you explain that?
What caused this?
Evaluation: What is the best choice?
50 Strategies:
Page 7 Anticipation Guides, prior to
reading informational text, or textbooks
students talk about different statements
and decide whether they are correct or
incorrect.
-
Page 37 Exclusion Brainstorming

before a science or social studies lesson,
students are given a list of words, and
they brainstorm in a whole class or
small group environment whether the
words relate to a topic or not.
Page 60-63 KWL Chart, consists of 3

components columns
What We Know.
What We Want to Learn.
Pre-tests,
Auditions
Self-reports
Inventories
Guiding questioning
reasons and detailed textual evidence (e.g., specific events

or graphics from text) or relevant background knowledge
about the content.
What we learned
Administered as a whole class or small
group brainstorming activity.
-
Content Component
Standards
Higher Levels of Critical Thinking

Blooms Taxonomy
( from WWW download 3-5
articles)
Level I, Knowledge, focuses on the recall of
Blooms Taxonomy serves as a

framework that helps guide teachers in1.
the composition of higher order
thinking tasks and questions.
Comprised of 6 Levels, the framework
provides a systematic approach to
support teachers in effective
questioning strategies.
Higher Levels of Critical Thinking
Blooms Taxonomy
( from WWW download 3-5
articles)
Standard: RL 2.1
Ask and answer such questions as who, what, where, when,
why, and how to demonstrate understanding of key details
in a text.
Blooms Taxonomy serves as a

framework that helps guide teachers in
the composition of higher order
thinking tasks and questions.
Comprised of 6 Levels, the framework
provides a systematic approach to
support teachers in effective
questioning strategies.
Standard: RL 2.2
Recount stories, including fables and folktales from
diverse cultures, and determine their central message,
lesson, or moral.
DOK
Depth of Knowledge developed by
Norman Webb. DOK is a scale used to
think about context complexity and
cognitive demand; it goes beyond the
questions and includes tasks.
Higher order thinking questions are a
large part of SBAC assessments
ELA/Literacy DOK3 43% and DOK4
25%.
previously learned information, such as basic facts or

terms. Students recognize or recall information presented
in a similar format. Rote memorization.
Level II, Comprehension, focuses on the

understanding of the meaning of principles, ideas, and
facts. Students explain information based on prior learning.
Standard: RI 2.2
Identify the main topic of a multi-paragraph text as well as
the focus of specific paragraphs within the text.
Level III, Application, is focused on the

application of previous learning to different situation and
to solve problems. Students correctly apply facts, rules,
information, and techniques.
Page 87 Prereading Plan used for

nonfiction and textbooks, introduce key
concepts and have students brainstorm
words and ideas connected to the
concepts of the lesson.
Teaching Strategies found

throughout your texts.
Teaching Methods: lecture, memorization,

readings, video, or web-based information.
Question Stems for Level I (Knowledge)
What happened ? Where is ?
Who is the main character of the story?
When did happen? Why did?
How did ? Can you select?
Keywords: recall, tell, find, label, show, list,
name, choose, select, describe, repeat, state,
define
Teaching Methods: readings, graphic
organizers, demonstration, discussions.
Question Stems for Level II
(Comprehension)
What facts or ideas show ?
Can you explain?
Can you state the main idea in your own
words?
What can you tell about ?
Which statements support?
How would you compare or contrast?
What is meant by?
What is the main idea of?
Which is the best answer?
Keywords: explain, summarize, illustrate,
classify, translate, rewrite, predict, recognize,
express, extend, give examples, describe,
estimate
Teaching Methods: practice in multiple
contexts
Question Stems for Level III (Application)
What strategy would you use to?
How would you use?
Assessments for Level I (Knowledge)
Students match the names of characters with

their pictures.
Students draw a picture to demonstrate their

ability to recall the setting of a story.
Students arrange sentences or pictures based

on the proper sequence of the events in a
story.
Students match sentences to the appropriate
characters in a story.
Assessments for Level II (Comprehension)
Students explain how the boy felt in the

beginning, middle, and end of the story.
Students use pictures to make a timeline to

summarize a story.
Students make predictions about what might

happen next in the story.
Students visualize what happened before or

after a section of the story by drawing a
picture or writing a sentence.
Students explain a part of the story in their

own words.
Q&A
Student presentations/demonstrations
Think-Pair-Share
Assessments for Level III (Application)
Students create a map
Students make a puppet and act out a part of

a story.
Students classify characters as human,
Standard RL 2.3
Describe how characters in a story respond to major events
and challenges.
Standard RI 2.3
Describe the connection between a series of historical
events, scientific ideas or concepts, or steps in technical
procedures in a text.
Level IV, Analysis, focuses on breaking information into
components and examining motives and causes. Students
make inferences and generalizations based on evidential
information. Students recognize hidden meanings and see
patterns.
How would you solve the problem using

what you learned?
What would be the result of .?
How would you apply what you learned?
How would you organize the information
to?
Keywords: apply, build, choose, model,
identify, organize experiment, utilize,
compute, write, sketch, show, discover,
employ, interpret, report, solve.
Teaching Methods: labs, graphic organizers,
simulations, discussions.
Standard RL 2.7
Use information gained from the illustrations and words in
a print or digital text to demonstrate understanding of its
characters, setting, or plot.
Question Stems for Level IV Analysis

Can you justify?
Make a distinction between ?
What is the purpose/role of ?
What are the parts or features of ?
Why do you think ?
What inferences can you make?
How would you classify?
What conclusions can you draw?
What evidence can you find?
Can you list the parts of ?
What is the theme of ?
Level V, Synthesis, focuses on a new or creative

application of prior knowledge or skills.
Keywords: discover, compare, dissect,

divide, inspect, analyze, separate, apply,
contrast, demonstrate, employ, practice,
show, sketch, produce, manipulate, prepare,
relate, infer, order
Teaching Methods: research and labs,
interviews with experts.
Standard RL 2.5
Describe the overall structure of a story, including
describing how the beginning introduces the story and the
ending concludes the action.
Standard W 2.7
7. Participate in shared research and writing projects (e.g.,

read a number of books on a single topic to produce a
report; record science observations).
Level VI Evaluation
Questions Stems for Level 5 (Synthesis)

Suppose you could __. What would you do?
What evidence can you find ..?
Can you distinguish between?
What is the function of?
How would you categorize?
Can you formulate a theory for ?
Can you predict the outcome of .?
What way would you design ?
Keywords: arrange, assemble, compose,
construct, create, design, formulate, manage,
organize, plan, prepare, propose, build,
imagine, improve, adapt, maximize, theorize,
elaborate, test, develop,
Teaching Methods: debates, small group
animal or thing.
Students make a diorama or diagram
Students select an outfit the main character
of the story would wear.
Students demonstrate problem-solving
through case studies
Students demonstrate the application of rules,
laws or theories
Student presentations to peers or teacher.
Assessments for Level IV Analysis
Student presentations
Graphic organizers
Essays
Portfolio
Students apply the difference between fact

and opinion
Students identify stated and implied

characteristics of characters.
Students are able to discern events in a story

they can analyze which events could happen
in real life.
Students are able to dissect the parts of a

story and separate the saddest, happiest, most
unbelievable parts.
Assessments for Level V Analysis
Portfolios/student presentations
Design or build a model
Students create a story after hearing the title

of a story.
Students reconstruct a story and create a

different ending.
Students use their imagination and draw a

picture about the story.
Students put themselves in the shoes of the

main character and write a diary about the
characters thoughts, ideas, and events.
Students prepare a poster to advertise a book.
Assessments
Students make judgments about the validity of information

or quality of work. They present their ideas and form
opinions.
1.
Standard: W 2.1
Write opinion pieces in which they introduce the topic or
book they are writing about, state an opinion, supply
reasons that support the opinion, use linking words (e.g.,
because, and, also) to connect opinion and reasons, and
provide a concluding statement or section.
Depth of Knowledge Levels
DOK 1: Recall and Reproduction

Recall or recite facts, information or procedures, students
demonstrate rote responses, information is processed at a
low level.
1.
DOK
Depth of Knowledge developed by
Norman Webb. DOK is a scale used to
think about context complexity and
cognitive demand; it goes beyond the
questions and includes tasks.
Higher order thinking questions are a
large part of SBAC assessments
ELA/Literacy DOK3 43% and DOK4
25%.
Standard: RL 2.1
Ask and answer such questions as who, what, where, when,
why, and how to demonstrate understanding of key details
in a text.
DOK 2:
Skills and Concepts

Students apply information, skills, and concepts.
Standard: RL 2.2
Recount stories, including fables and folktales from
lesson, or moral.
Standard: RI 2.2
Identify the main topic of a multi-paragraph text as well as
the focus of specific paragraphs within the text.
discussions
Question Stems:
How could you determine?
Based on your knowledge, how can you
explain..?
What information can you use to support?
Do you agree with the action or outcome ?
What is your opinion?
How would you prioritize?
What would you select?
What information would you use to support
your view?
How would you rate..?
What judgment would you make about?
Would it be better if?
How would you evaluate?
Keywords:
Award, choose, conclude, criticize, mark,
rate, prove, disprove, value, influence,
assess, compare, justify, select, agree, rule on
recommend
Question Stems:
Can you recall? How would you
describe?
Who discovered..? Who was ?
Can you select? When did happen?
Can you find the meaning of?
What is the formula for?
How can you recognize?
Who was? How would you write?
Keywords:
Arrange, calculate, use, recognize, cite,
define, describe, draw, explain, give
examples, identify, repeat, tell, name, Who,
what, where, when, why?
Question Stems:
Can you explain how ___ affected ..?
How would you estimate?
How would you organize ?
What steps are needed to ?
What can you say about ?
How would you compare?
How would you contrast ?
How would you summarize?
Keywords:
Apply, simplify, predict, modify, relate,
observe, organize, predict, extend, find,
Group discussions
Students make a judgment on whether a
character in the story should have acted as he
or she did. Students explain their rulings.
Students evaluate whether a story could have
happened in real life.
Assessments:
Students are able to recall the elements in a

story.
Students can identify character, setting, and

plot of a story.
Students can label places on a map
Students use diagrams to represent words
Students recall a single word or phrase from

the text
Students can explain simple concepts.
Assessments:
Students can summarize a story
Students are able to solve multiple step

problems
Students can describe advanced patterns.
Students identify patterns in behaviors or

actions.
Students explain the cause/effect of a specific

event
Students show relationships
Students sort objects
Students can state a basic problem based on
DOK 3: Strategic Thinking

Students explain, generate, or connect ideas from one text
to another.
Standards
RI 2.6
Identify the main purpose of a text, including what the
author wants to answer, explain, or describe.
RI 2.9
Compare and contrast the most important points presented
by two texts on the same topic.
DOK 4: Extended Thinking

Students gather information from multiple sources and
apply the material in a new task. Students form
connections and extensions, engage in cognitively
demanding complex reasoning.
Standards
RL 2.9
Compare and contrast two or more versions of the same
story (e.g., Cinderella stories) by different authors or from
different cultures.
W 2.7
compute, classify, explain, classify, relate,

modify, make observations, summarize,
show, interpret, identify patterns, separate,
graph, estimate, relate, compare,
cause/effect, infer, collect and display,
context clues predict
Question Stems:
What is the best answer and why?
How would you adapt _____ to make a
different ___?
What conclusions can you draw from ?
How would you test?
Can you formulate a theory for ?
What facts would you select to support?
Can you predict the outcome if?
What is your understanding of the text?
How is ____ related to ?
What would happen if?
Keywords:
Examine, assess, investigate, revise, critique,
formulate, develop a logical argument,
hypothesize, cite evidence, compare,
construct, use concepts to solve non-routine
problems, draw conclusions, differentiate
Question Stems:
What information can you gather to support
your opinion about?
Keywords:
Synthesize, report, prove, justify, judge,
design, critique, create connect.
provided data
Students can apply a concept they learned.
Assessments:
Students are able to solve advanced

problems.
Students can identify the authors purpose

and explain its impact on the text.
Students can create a model for a complex

simulation.
Students gather information from multiple

sources to research a topic.
Students draw logical conclusions.
Students support ideas with examples and

evidence from the text.
Students interpret graphs
Assessments:
Students participate in mock activities.
Students construct a product based on their

analysis and synthesis of multiple sources.
Students research and apply information to

find a solution to a problem.
Students examine and synthesize multiple

primary and secondary sources and compare
and contrast multiple perspectives.
Write an essay and draw conclusions from

multiple sources.
Design or build an experiment.
Write a research paper.
7. Participate in shared research and writing projects (e.g.,

read a number of books on a single topic to produce a
report; record science observations).
10
Assessment Types/Define
Assessments = steps taken to collect
and analyze data about student learning
to make informed decisions about
instruction. Assessment is a continuous
process that includes many different
forms.
Formal assessments are systematic,
preplanned tests that are used to
evaluate whether students have
mastered a particular learning target or
standard.
- Compare a students performance to
other students in the class.
- Compare a students performance to
grade-level, district, statewide
performance.
- Used to find a student's strengths and
weaknesses.
Informal assessments are used by
teachers every day to evaluate an
individual students progress and
understanding of concepts taught.
Rubrics often used for alternative
assessments. Define necessary
components of a project or assignment
and performance descriptors for each
level of performance.
Authentic assessment or natural
assessment is a form of alternative
assessment, measures student
performance on authentic or real tasks.
Portfolio a collection of student work
collected over a certain time period.
Showcases the learners development
and growth, includes work samples,
can be both student and teacher
selected items.
ELA/ELD Framework
Chapter 8 Assessment Page 9
Assessment Cycle
Minute by Minute Assessments (evaluate student

learning status, analyze difficulties, misunderstandings)
Observations
Questioning by student or teacher
Student discussions
Student work
Daily Lesson Assessments (provide feedback and
analyze student progression to understanding of
concepts)
Observations
Questioning
Discussions
Student work products
Weekly Assessments
Journals
Class discussions
Student work products
End of Unit Project
Summative classroom assessments
Teacher created classroom assessments
Portfolios and artifacts
Student self-evaluation
Rubrics
Quarterly Interim Benchmark
Portfolio
Oral reading assessments
tests
Assessment tools for each type

of assessment
Formal Assessment
1. Standardized tests
2. End of unit test
3. Benchmark tests
4. Program tests
5. Essay tests
6. Criterion-referenced tests
Informal assessments:
Observations
Anecdotal records
Checklists
Portfolios
Interviews
Work samples
Rating scales
Tests
Quizzes
Project based assignments
Written work
Role play
Rubric essentials
Use clearly defined categories
Define target performance for the
different levels
Provide space for comments
Portfolios may contain
Completed student assignments
Self-evaluations by students
Summaries where students describe
what they learned.
Drawings, maps, and articles students
include demonstrating their learnings.
When do you use this type of

assessment?
Formal Assessment
at the end of a unit
at the end of a reporting period
at district mandated times of the year
Informal assessments are continuously used

throughout each lesson and unit; they are used to
monitor student understanding of concepts and to
adjust the pacing of the lesson to the needs of the
learners.
-provides opportunities to give feedback to the
learners.
- drives instruction
Rubrics are used to

Clearly, communicate the project
expectations to the learners.
To evaluate project-based learning.
To evaluate collaborative group learning
To establish clear performance indicators for
writing projects and oral presentations.
To ensure that assignments such as
benchmark writing assignments are scored
according to the same criteria for all students.
Portfolios
To show student growth over time
Can be used at parent-teacher conferences.
Can empower students to feel ownership of
their learning because they get to select
pieces and reflect on their learning.
Annual Assessments
11
Formative Assessment is a
continuous process that is used
throughout instruction to provide
feedback to the learners and to adjust
the teaching strategies to the needs of
the students. It maximizes the
effectiveness of the learning time
through the use of continuous
monitoring and feedback of student
progress.
CELT test
SBAC summative assessments grades (3-8)
District or school created assessments
Assessment Social Studies Framework

Chapter 19 page 1
Meaningful assessment can guide instruction, increase
learning, and improve discipline-specific cognitive skills.
2014 ELA/ELD Framework page 823
Key components:
1. Clear learning goals and success benchmarks ensure that
students know what they are supposed to accomplish.
2. Evidence of student progress is collected throughout the
lessons to ensure the students progression towards the
goals.
3. Constructive feedback is crucial for learning. Students
understand:
Where am I going?
Where am I now?
What are my next steps?
4. Peer- and self-assessment are used to encourage students
5. Both students and teachers work together in learning.
Portfolio checks
Observations and anecdotal records
Student conferences
Journal entries
Readers theater
Think-Pair-Share
Oral questioning
Quick write
Student data notebooks
Student conferences
Self-assessments
Exit tickets
How does data based assessment drive

instruction?
The goal is to use the data to see trends and
based on the trends improve the instructional
program to improve student achievement for
all students.
Assessment data is analyzed to identify gaps
in instruction and provide supplemental
materials if necessary.
Provide targeted interventions for students
Cluster students to receive targeted small
group instruction.
Align and revise curricular maps
Standards CCSS Grade 2
Strategies: Tompkins pg.20
Assessment:
Speaking and Listening: SL 2.1 Participate in

collaborative conversations with diverse partners about
grade 2 topics and texts with peers and adults in small and
larger groups.
a. Follow agreed-upon rules for discussions (e.g., gaining
the floor in respectful ways listening to others with care,
speaking one at a time about the topics and texts under
discussion).
b. Build on others talk in conversations by linking their
comments to the remarks of others.
c. Ask for clarification and further explanation as needed
about the topics and texts under discussion.
Speaking:
Activate background knowledge
Consider the audience and adjust
language accordingly
Highlight big ideas
Incorporate multimedia
Use nonverbal clues
Listening:
Notice bias
Draw inferences
Evaluate content
Monitor comprehension
(Define) Targeted high-quality

assessment data is used to drive
instruction. Used to close the
achievement gap and to design targeted
interventions.
Speaking: Conveying information,

facts, and opinions to others, is part of
speaking skills. Speaking is part of the
learning process; students often
practice this by working in small
groups.
Listening: Paying attention to sounds
and making sense of meaning when
others are speaking or reading out loud.
Assessments
What types of data is typically used?

Where/how do teachers get useful data?
Universal screening data for reading and
math
Data from benchmark tests, writing,
reading, math
Data from baseline assessments
Data from grade level assessments.
Standardized test data
Data-Based Assessment
6 Language Arts Name, Define,

and Provide one general teaching
and assessing strategies for each
language art strand.
Strategies
Speaking:
Oral participation in classroom activities
assessed through observation.
Digital voice journals which use audio or
video prompts
Class presentations
Class debates
Group testing
Observation of group work
Anecdotal notes
12
Children learn language through

listening. Hearing is only part of the
process, listening depends on the
purpose.
- Discriminative: distinguishing
between sounds
- Aesthetic: for pleasure or enjoyment
- Efferent: to understand the message.
- Critical listening: to evaluate message
Reading: Consists of decoding words
to form meaning and understand the
text.
Writing: Composition of letters to
form words, which convey meaning.
Viewing: Students view visual media
such as DVDs presentations,
illustrations, the Internet and print
illustrations to understand the meaning.
Visually representing: students create
video presentations, dramatizations,
posters, and illustrations to create
meaningful presentations.
Reading: RL 2.1 Ask and answer such questions as who,

what, where, when, why, and how to demonstrate
understanding of key details in a text.
RL 2.2 Recount stories, including fables and folktales from
lesson, or moral.
RL 2.4 Describe how words and phrases (e.g., regular
beats, alliteration, rhymes, repeated lines) supply rhythm
and meaning in a story, poem, or song. (See grade 2 Language standards 46 for additional expectations.) CA
Writing W 2.1 Write opinion pieces in which they
introduce the topic or book they are writing about, state an
opinion, supply reasons that support the opinion, use
linking words (e.g., because, and, also) to connect opinion
and reasons, and provide a concluding statement or
section.
Viewing: RL 2.7 Use information gained from the
illustrations and words in a print or digital text to
demonstrate understanding of its characters, setting, or
plot.
Visually representing:
SL 2.5 Create audio recordings of stories or poems; add
drawings or other visual displays to stories or recounts of
experiences when appropriate to clarify ideas, thoughts,
and feelings.
Take notes
Visualize
Make predictions
Play with language
Reading:
Monitor comprehension
Take notes
Visualize concepts
Play with language
Draw inferences
Decide importance/evaluate
Use of literature circles
Reading workshops
Guided reading
Writing:
Consider target audience
Elaborate on concepts
Highlight key concepts
Incorporate characteristics based on
genre
Revise, edit, proofread
Organize
Integrate multimedia
Writing workshops, authors chair to
share writing
Interactive writing
Viewing:
Draw inferences
Connect
Evaluate information
Take notes, visualize
Observe, predict
Visually Representing:
Consider audience
Organize, narrow
Integrate multimedia
Highlight big ideas
Listening:
Questing
Checking for understanding
Asking students to respond to something they
listened to
Use of anecdotal notes to record classroom
and group participation
Reading:
Reading of benchmark passages
Running record
Star Reading Test on computer
High-frequency word assessments
Asking comprehension questions about
passages.
Phonics assessment
Fluency timed reading
Writing:
Student products of in-class writing
assignments
Response to literature assignments
Writing personal narratives, opinion writing
Spelling and vocabulary assessments
Conferences with teacher
Checklists and rubrics
Viewing:
Check for comprehension through
questioning
Visually Representing:
Assessment of student projects
Assessment of student performances
Assessment of student presentations
Often through the use of a project rubric
Portfolios offer a great way to show overall
language arts progress and can include:
Autobiographies
Books
Essays
Diagrams
Podcasts
Websites/wikis
Reading logs
Reports/posters/letters/poems
Simulated journals
Presentations and PowerPoints
Learning logs
Stories
Charts and drawing
Multigenre projects
13
Electronic Classrooms
Legal Basis for Servicing all students

Education for All Handicapped
Children Act, 1975 renamed to
Individuals with Disabilities Education
Act.
Key principles:
Zero rejects all students must be

enrolled in public schools
regardless of the childs disability.
Nondiscriminatory Testing use

of multiple tests to determine
appropriate services for the child.
Appropriate education
according to the IEP
Individualized Education Plan.
LRE students must be serviced in

the least restrictive environment
Due Process protects the rights of

parents and children regarding
placements.
Parents must participate in IEP

process.
Inclusion Principle students with

disabilities have to be welcomed
as valuable members of the
classroom community.
Activities:
Reading electronic storybooks
Creating a video podcast
Writing blogs about books
Emailing messages
Researching non-fiction topics
Exploring the website of a favorite author
Collaborating on projects with other students.
Adaptations for disabilities:
Strategies
Navigating
Coauthoring
Evaluating
Synthesizing
Use of multiple non-linear resources
Unique Characteristics of Internet texts

Nonlinearity, use of hyperlinks allows users to navigate
can click on words to find a definition of the word or ha
Incorporates multiple modalities, words, images, and so
Interactive features such as games, videos, emails, links,
Adaptations for specific disabilities:
Alternative Assessments
Control task difficulty to reduce learning frustrations

Adjust learning steps to the learners motivation and
frustration level.
Use advance organizers to help students understand

new concepts in connected to previous learning.
Model learning
o Think aloud strategy
o Cooperative learning
Adjust Time allowance

o provide extra time
o break task into smaller segments and allow
multiple days.
Use Learning Aides

o Record reading materials
o Provide a structured outline, where students
fill in the blanks.
Use Multipass Reading= reading with a specific

purpose each time. Example:
o 1st pass: look pictures
o 2nd pass: look at first sentence of each
paragraph
o 3rd pass: read for details.
Present Materials in multiple ways, visual kinesthetic,
auditory, etc.
Standardized Tests
The California Alternate Assessments (CAAs) for English lan
and the CAPA for science in grades five, eight, and ten is us
cognitive disabilities. The IEP team determines which studen
assessments.
Common Core Standards and Disabilities

Students with disabilities are very diverse, they exhibit a
variety of disabling disorders that significantly hinder their
abilities to benefit from general education (IDEA 34 CFR
300.39, 2004) To support these diverse students within
the common core standards and to ensure that these
students are able to demonstrate their knowledge and
understanding of concepts designated supports needs to be
provided.
Supports:
An Individualized Education Program (IEP), which
Speech and Language

- often suffer from low self-esteem
- The Speech pathologist is an
excellent resource for further
strategies to best support students
with speech disorders.
Only call on students in a group
setting when students show that they
are ready to answer.
Praise them for using oral language.
Provide one-on-one opportunities for
student
Make sure students know that the
school is a safe place for them to
contribute, without fear of ridicule.
Visual impairments
Students who have difficulty seeing
things.
Provide oral instructions instead of
written instructions communicate
instructions clearly and slowly.
Use audio recordings for instruction
so that students can rewind
instructions.
Keep pathways free of obstacles to
help students move around the room.
Employ assistive technology as
applicable
Use color overlays
Magnify text
Use screen reading software
Orthopedic impairments
Impairments may interfere with the
ability to complete assignments.
Fine motor and gross motor skills
may be affected.
Arrange classroom so that students
can maneuver with a walker, crutches
14
Gifted Learners
Four Patterns of Practice
includes annual goals is used to facilitate the students

attainment of grade-level academic standards.
Teachers and specialized instructional support
providers that deliver high-quality, evidence-based
individualized instruction and support services.
Promoting a culture of high expectations for all
students.
To successfully participate in the general curriculum,
students with disabilities, can be provided with
additional supports and services, such as:
Instructional supports for learning based on the
Universal Design for Learning (UDL), which foster
student engagement by presenting information in
multiple ways and providing different opportunities
for action and expression.
Instructional accommodations include adapted
materials or procedures, which do not change the
standards but allow students to learn within the
framework of the Common Core.
Assistive technology devices and services to ensure
access to the general education curriculum and the
Common Core State Standards. For students with
significant cognitive disabilities, substantial supports
and accommodations may have to be provided
or wheelchair.
Hearing impairments
Can range from hard of hearing to
deafness
Students may read lips
Use sign language
Write assignments down on board or
use projection devices.
Emotional Disturbance
Defiant, loud or rude behavior
Desperate seekers of attention
Often have a poor self-image
Strategies
Reduce distractions
Provide lessons that give them a
chance to feel success.
Take extra care, giving directions
Teach students that there is a
connection between their behavior
and consequences.
ELA Common Core Framework page 899.
Characteristics
Strategies
In considering advanced students, grade-level standards

will be inadequate in challenging them each day with new
information. Gifted learners are well able to meet, and
exceed, the core standards on a faster timetable than their
age peers. Therefore, it is critical that curriculum is
matched to student ability through a range of content
acceleration strategies and that teachers are able to
implement an array of differentiation strategies to
supplement and extend the curriculum. These include a
variety of flexible grouping strategies, creative and criticalthinking opportunities, and other approaches designed to
add depth and complexity to the curriculum. Significantly,
the professional development investment in these
differentiation skills benefits the entire student spectrum. It
is particularly important in schools without gifted and
talented programs, often in low-income communities,
where students are dependent on the regular classroom
teacher to meet their needs.
Awareness of the multiple intelligences

allows us to identify students for
giftedness in three different categories.
Acceleration:
Faster pacing of instruction, reduce guided practice activities
Increased depth of instruction.
Enrichment:
1. Should not just be more of the same work.
2. Could be special pull out activities with other gifted
3. Students identify generalizations and move beyond
Use of a learning contract:
4. Provide students with a list of concepts they will le
5. Outline enrichment choices for students
6. Provide space to document how the student spent h
7. Students check in to show their progress towards le
8. Students will be tested on the concept attainment in
9. Final product due date and outline of what the p
Literature Focus Units organized unit around a gradelevel appropriate featured selection text:
2nd Grade Examples: Rathmann, Officer Buckle, and
Gloria
Strategies
Literature Focus Units
K-2 Books
Brett J. (2009) The mitten.
Bunting, E (1999) Smoky night.
Intelligence is assessed through

multiple sources, grades, student
work, assessments, previous teachers.
Task commitment students who
persevere and push through
frustrations are thorough on project
completion.
Creativity students solve problems
in unexpected ways.
May become bored and disruptive if
not challenged.
Students may feel uncomfortable
stepping outside the box.
15
Literature Circles small group activities where students

read and respond to self-selected books, students sign up
for one of the choices of books they are interested in.
Students participate in groups to discuss the book and
reflect on the reading.
Reading Workshop
Students read books they select independently and write in
reading logs. This is designed to strengthen
comprehension, and practice reading strategies they
learned in class.
Writing Workshop students generally write about topics
of their choice, which helps them take ownership of their
learning. Personal narratives or writing sequels to their
favorite books are some of the activities.
Henkes K. (1991) Chrysanthemum

Grades 3-5
Cohen, B. (1999) Mollys pilgrim
White E.B. (2006) Charlottes web.
Naylor, P.R. (2000) Shiloh
Babbitt, N. (2007) Tuck everlasting.
Literature Circles (Tompkins pg 33)
Use assigned roles to hold all students
accountable for participation.
Discussion Director
Passage Master
Word Wizard
Connector
Summarizer
Illustrator
Investigator
Reading Workshop/Writing Workshop
A meaningful schedule for 2nd grade
15 minutes reading aloud to students
15 minutes teaching a mini lesson
30 minutes reading and responding
15 minutes sharing
Later in the day
30 minutes writing
15 minutes sharing
Mini Lesson
Teachers Role and

Scaffolding Learners
5 Steps (Tompkins p. 32)

Strategies:
1. Introduce the topic
1. Introduce topic make connections with classroom activities.
2. Share examples
2. Show examples from student writing or out of mentor text.
3. Provide information
3. Explain and demonstrate how to use the concept.
4. Supervise practice
4. Monitor, the students, working in pairs or in small groups.
5. Assess learning
5. Evaluate student progress; check on students ability to apply the topic through visual, oral or wri
1. Organizer Provide language-rich learning environment, schedule language blocks, apply four patterns of practice, and integrate language arts across the curriculum.
2. Facilitator establishes a community of learners, encourages the students interest in language and literacy. Allows students to choose books for reading and projects. Pr
meaningful, purposeful, and genuine ways. Involves parents in literacy activities inside and out of the classroom.
3. Participant reads and writes with students, learns together with students, asks and seeks answers to questions.
4. Instructor Gives the students information about illustrators, authors, and books. Explains language procedures, teaches mini-lessons, skills, and strategies.
Builds background knowledge, before reading, writing, and viewing. Applies flexible grouping during instruction.
5. Model explicitly models strategies and skills, models reading by reading aloud to students every day.
6. Manager defines expectations and responsibilities, monitors student progress, maintains records, arranges classroom to facilitate learning, and gives technology support f
7. Diagnostician engages in conferencing with students, observes students participation in language arts activities, assesses strengths and weaknesses of learners, plans inst
16
8. Evaluator evaluates the effectiveness of language arts program, helps students self-assess and self-monitor learning, and continuously assesses student progress.
9. Coordinator works with librarian, aides, parent volunteers and guest speakers. Collaborates with other teachers on grade level projects, pen pal activities, and cross-readi
Levels of Scaffolding
10. Communicator has high expectations for all students and encourages them to become lifelong readers and writers. Shares language arts goals/activities with parents and
Thompkins p.
Modeled (Most prevalent level of scaffolding)
Teachers use explicit modeling to show how to use language in new ways, do think-a-louds.
Examples: Book talks, reading aloud
Shared
Engaging students in a limited way, through oral, written, or visual language activities lead by teacher.
Examples: shared reading, K-W-L charts
Interactive
Teacher and students share the work and responsibility of completing the language arts activities.
Examples: Readers Theatre, Interactive Writing
Guided
Teachers supervise as students practice a new procedure, strategy, or skill and do collaborative language arts activities.
Examples: Guided Reading, Making Words.
Independent
Students apply what they have learned and work independently or with partners on authentic language arts projects and activities.
Examples: Reading workshop, revising groups.
Adapting instruction for

ELLs
Thompkins p. 40
1.
2.
3.
4.
5.
6.
7.
8.
Create an inclusive classroom environment that makes all students including EL students feel welcome, valued, and comfortable to talk and take ris
Grouping patterns should be varied so that EL students work in small groups, pairs, and whole class. Small collaborative groups are essential and h
non-threatening learning environment.
Mini-lessons can be used to reteach or preteach concepts EL students are struggling with.
Visuals use visuals, realia; photographs, charts, maps, diagrams, visual language acts as scaffolding tool for EL students.
Background knowledge: build background knowledge by introducing lesson vocabulary before teaching new concepts.
Talk: provide daily opportunities for EL students to practice oral language, use talk to support their reading and writing think-pair-share
Centers: provide more collaborative opportunities for students.
Monitoring: monitor progress and provide assistance as needed.
Thompkins p. 44
Instruction cycle
1. Planning: Assess background knowledge, differentiate instruction, monitor and evaluate student achievement.
2. Monitoring: monitor progress, modify instruction so that all learners can be successful.
3.
Evaluating: use checklists, rubrics, observations, and other assessment data to determine grades.
4.
Authentic Assessment
Reflecting: students reflect upon their learning, and how they apply what they learned in their reading and writing. Teachers reflect upon the effectiveness of their te
the needs of all students best.
Thompkins p. 44
5 purposes:
17
Teaching struggling students
1. Identify strengths and needs before instruction

2. Monitor student progress through observations, checklists, and conferences.
3. Evaluate the students learning.
4. Determine grades
5. Write down student milestones in oral, written and visual language development.
Authentic means through interaction between student and teacher; students use real activities they use language to communicate, comprehend and create.
Thompkins p. 41
1. Differentiate instruction
Use flexible groupings, tiered activities, and continuous assessment, and adjust the instructional content to the developmental needs of the students.
2. Choose appropriate instructional materials
Provide interesting books for students to read at their individual reading levels; recommendation use a single text with the whole class only 25% of the time.
3. Expand the teachers expertise
Join professional organizations NCTE, IRA TESOL to expand professional horizons, read professional publications, and attend training.
4. Collaborate with literacy coaches
Who have special experience working with struggling students and can provide additional resources and strategies to better help those students.
5. Interventions
Schoolwide intervention programs are often used to provide additional support for struggling readers and to accelerate advanced learners.
Spelling
Spelling Stages
Alphabetic principle is based

on the assumption of a one on
one correspondence between
phonemes (units of sound) and
graphemes (units of writing),
which is only accurate 50% of
the time. Spelling differences
are caused by the fact that many
words originated in different
languages.
Students learn to spell by
learning phoneme-grapheme
correspondences through direct
instruction (such as sight
words) and through reading and
writing experiences.
Invented spelling unique
spellings created by children
such as U for you and R for are.
Stage 1: Emergent Spelling

Typical for 3-5-year-olds.
Stings forms or shapes that look like letters
Students do not associate marks they make
with phonemes.
Students discover differences between
drawing and writing
Learn about the direction of writing on the
page.
Learn about the formation of letters.
Strategies to support the spelling

development
Spelling Connections to Patterns of Practice
General Spelling Strategies

1. Sound it out
2. Think it out (think about
spelling patterns)
3. Spell by Analogy
4. Apply Affixes
5. Proofread
6. Check a Dictionary
Literature Focus Units

Post words from books students are reading
Chose words from reading for weekly spelli
Use words form reading in spelling activitie
Teach students to use word wall to help them
Stage 1: Emergent Spelling
Allow students to experiment

with letters and marks.
Teach children to write with a
pencil and draw with a crayon.
Ask children to talk about their
writing.
Encourage children to look at
letters in environmental print.
Reading and Writing Workshop

Make connections between spelling and wo
writing.
Set the expectation that students spell the stu
projects.
Literature Circles
Teach spelling separately from literature
Make connections with literature circle activ
Implement an individualized spelling progra
Teach students the connection between read
18
Standards
Model writing
Show direction of print in books
L 2.2 Demonstrate command of the

conventions of standard English
capitalization, punctuation, and
spelling when writing.
d. Generalize learned spelling patterns
when writing words (e.g., cage
badge; boy boil).
e. Consult reference materials,
including beginning dictionaries, as
needed to check and correct spellings.
Thematic Units
post words for thematic units on word wall
expect that students use the word wall to spe
include words in weekly spelling lists
include words in writing
Components of a Spelling Program
http://www.slideshare.net/rosieamstutz/the-stages-of-spelling
Stage 2: Letter Name-Alphabetic Spelling

Children ages 5-7
Children start to write letters, which
represent the phonemes within the words.
At the beginning of the stage, the spellings
are often abbreviated.
Students learn to use consonant sounds,
consonant blends, digraphs, and short vowel
sounds to spell.
Stage 3: Within-Word Spelling
Ages 7-9
Students learn long-vowel spelling patterns,
complex consonant patterns, r-controlled
vowels
Stage 2: Letter Name-Alphabetic

Spelling
ABC songs/letter naming
activities
Teach children to write letters in
names and common words.
Use interactive writing (teacher
and students jointly compose
writing).
Demonstrate how to stretch a
word to isolate beginning,
middle, and ending sounds.
Display high-frequency words
on the word wall.
Segmenting activities with
Elkonin boxes.
Teach lessons on consonants,
consonant digraphs, and short
vowels.
Words their Way for sorts for
letter name-alphabetic spellers.
http://www.isd500.k12.mn.us/upload
s/3/5/9/9/3599199/words_their_way
_letter_name_alphabetic_spellers.pd
f
Word Wall #1
words from books they are reading
words from thematic units
Word Wall #2
High-frequency words
100 most frequently used words (Thom
Minilessons
On specific spelling strategies
Lessons on specific spelling patterns.
Tompkins:
10. Making words (p. 71)
11.
Stage 3: Within-Word Spelling
Teach long vowel spelling rules,

vowel digraphs, r-controlled
19
Diphthongs
vowels.
Write sentences using interactive
writing.
Teach proofreading to help
students identify misspelled
words.
Teach students to visualize
words (does it look right)
Teach irregular high-frequency
words
Have student make words with
magnetic letters and letter cards.
Teach silent letters in onesyllable words (know, light)
Word sorts by spelling pattern
Stage 4: Syllables and Affixes Spelling

Ages 9-11
Students learn to spell multisyllabic words
Homophones
Syllabication
Possessives
Stage 5: Derivational Relations Spelling
Stage 4: Syllables & Affixes

Spelling
Teach syllabication
Teach rules for inflectional
endings.
Teach schwa sound and spelling
pattern (ex. Handle)
Teach homophones,
contractions, compound words,
and possessives.
Sort two-syllable words and
homophones
20
Ages 11 -14
Students learn consonant-vowel alternations
Greek affixes and root words
Latin affixes and root words
Etymologies
Students make words

Teach proofreading skills to
proofread writing.
Stage 5: Derivational Relations

Spelling
Teach root words and
derivational affixes
Make clusters with root word in
center and related words in rays
Have students identify English,
Latin, and Greek spellings.
Sort words according to roots or
language of origin.
Students use dictionary to trace
etymologies of words
Goal: teach students spelling
conscience; teach them that spelling
helps the reader understand the
message.
Students may show traits of multiple
spelling stages. Use analysis to
identify best strategies, sample
Thompson p. 336.
Knowledge Acquisition S/A Ch 5

List Knowledge Acquisition
models/strategies
To select the proper teaching
approaches consider students prior
knowledge, attitudes, and skills,
learning objectives, teachers teaching
preferences, and nature of content to be
taught.
Direct Instruction lesson

Vocabulary acquisition
lesson
Concept Attainment Lesson
Describe each strategy/model and explain the use and cognitive taxonomy level.
How would these models be used for assessing learni
Direct Instruction lesson

Most commonly used, uses systematic step by step approach, teacher directed can include high student
involvement.
Cognitive taxonomy level: Knowledge/Remembering
DOK 1 Recall & Reproduction
Direct instruction:
Lessons can be used as part of the informal, formative a
when students participate in guided practice.
Independent practice activities can be used as a formal a
STEPS IN MODEL
1. Daily review (concepts from previous day)
2. Anticipatory set (introduce what will be learned, spark interest)
3. Lesson development
Present content in a systematic manner
21
Advance Organizers
Anticipation Guides
Use of classroom discussions
to enable knowledge
acquisition.
Use of learning centers to
practice or acquire
knowledge.
Jigsaw
Multipass Learning
Cooperative learning models,
which support the acquisition
of knowledge
Use small logical steps

Monitor students
Check for understanding
4. Guided practice (seatwork)
Teacher circulates around room

5. Closure (review of main points)
6. Independent practice (homework)
To ensure that students understand the concept and can do it independently.
Useful to scaffold content, can reduce cognitive load because the content is introduced in a systematic manner
step by step, effective to introduce skills.
Vocabulary Acquisition Lesson

Cognitive taxonomy level: Application/apply DOK 2Basic Application of skills and concepts.
Vocabulary Acquisition Lesson

Informal: Teacher evaluates the correct application of th
1. Teacher introduces the word (1 minute)

2. Teacher explains the word (2-3 minutes)
3. Students practice the word in a sentence (2-5 minutes)
4. Students make their own explanations of the word (3 minutes)
5. Students make a non-linguistic representation of the word (2 minutes)
6. Students participate in a structured activity to use the word flexibly (5-10 min)
7. The teacher has the students apply the word accurately in different situations. (ongoing)
Support the systematic acquisition of a teacher selected concept.
Cognitive taxonomy level Application/Analysis
DOK: 2 Basic application of skills and concepts
Formal assessment of the use of vocabulary in reading,

Informal assessment anecdotal records of observations o
or lesson.
Teacher evaluates lesson product as a formal assessmen
STEPS IN MODEL
Step 1: Give students the name of the concept
Step 2: Provide students with examples of the concept and with essential attributes.
Step 3: Show non-examples of the concept
Step 4: Show mixed examples and non-examples
Step 5: Have students define critical attributes of concept
Step 6: Students apply the concept by finding other examples of the concept.
Advance Organizers shows students familiar concepts or provide analogies to previous knowledge. Helps
students create a frame of reference and to organize schema. Focus on essential information, used to help
students get ready to use the information they are going to learn.
Advance Organizers can be used as a Formative assess

attainment of the concept.
Cognitive taxonomy level: Application/applying

STEPS IN MODEL
1. Identify major concepts / ideas of lesson
2. Plan connections between prior knowledge and new concepts.
Use questions/discussions
Graphic organizers
Role playing
22
3.
Present new concepts / ideas systematically
Monitor understanding
Ask for examples

4. Apply new learning. Students demonstrate understanding of concept by
Building a model
Drawing a picture
Role play
Worksheet
Making a diagram
Anticipation Guides (a.k.a. prediction or reaction guides)
Intent: build on students prior knowledge; relate their previous understanding to new material.
Anticipation Guides assess student learning through an
Cognitive taxonomy level comprehension/understanding

STEPS IN MODEL
1. Preview student materials
2. Create guide: Write statements about concepts covered, consider previous student knowledge
3. Ask students to respond to the guide before they read the new material
4. Discuss the responses with the class
5. Present new material to class
6. Have students respond to the guide after reading
7. Review with the whole class and discuss what they learned and reflect on changes to answers in the guide.
Use of Learning centers to practice or acquire knowledge.

Materials related to a single topic; students visit learning center to complete an assignment.
Cognitive taxonomy: application/applying
Learning Centers
Anecdotal records, maintained by the teacher during cen
data to analyze the effectiveness of the center activities
concepts.
Enrichment centers
Reinforcement centers
Alternative materials centers (example CD-ROMs)
STEPS IN MODEL
1. Identify content
2. Develop task sheet, which lists steps students perform in the center.
3. Gather and display materials
4. Explain expectations for each center
5. Create a schedule to establish, which students work in which center.
6. Monitor and record center time
7. Review central concepts practiced in centers at the end of rotation.
Use of Classroom discussions to enable knowledge acquisition.
Classroom discussion: informal assessment through an
Cognitive taxonomy: analysis/analyzing synthesis/evaluating

23
3 Strategic Thinking
Use of different types of questions for different purposes:
Comparison Questions for similarities and differences
Classification Questions: learners group items by characteristics
Induction Questions: students find their own conclusions based on the analysis of specific information.
Deduction Questions: guide student to see if information is consistent with general principle.
Error-Analysis Questions: ask students to look for error in logic or procedure
Constructing Support Questions: ask students to support a conclusion or prediction
Abstracting Questions: ask students to identify patterns
Analyzing-Perspective Questions: help identify values and consider other views

Steps
1.
2.
3.
4.
5.
6.
7.
Review previous learning

Present opening question
Ask classification question
Ask comparison question
As follow-up question: Why do you think there would be?
Ask analyzing perspective question
Debrief and bring closure
Essentials: responding to students: wait for responses, refocus, clarify, summarize.

Jigsaw cooperative learning method, in which each person in the group is assigned a part of a larger project.
Cognitive taxonomy: application/applying
STEPS IN MODEL
1. Identify the major headings for the topic learned.
2. Divide the class into home groups
3. Expert groups meet, students work together until they feel comfortable with the material
4. Home groups come together, and each expert teaches what they became an expert on in the home group.
5. The output (tests or criterion tasks) by each group are evaluated, outstanding groups get recognized or
rewarded.
6. Debrief: reflection on what helped groups work together.
Multipass Learning strategy that can be used to adapt /scaffold the textbook reading to the needs of EL and
struggling students.
Cognitive taxonomy: comprehension/ understanding application/apply
DOK:
1.
2.
3.
4.
5.
6.
7.
Jigsaw assessment: evaluate group output, test or criter
Multipass Learning Assessment informal assessment o

used as a formative assessment to ascertain if students le
Break content into small steps

Provide an introduction that helps students connect new learnings with prior knowledge.
1st pass Students look at pictures and illustration in the text.
2nd pass Students look at headings and subheadings
3rd pass read the first sentence of each paragraph
Final students pass read entire passage
Review what students have learned big ideas, generalizations
Cooperative learning model, which supports the acquisition of knowledge
24
Knowledge Discovery S/A Ch. 6 List

Knowledge discovery
models/strategies
Concept Development and

formation
Inferring
Generalizing
Socratic Seminars
Analyzing text
Inquiry models
Creative Thinking
Critical Thinking
1.
2.
3.
4.
5.
Describe each strategy/model and explain the use and cognitive taxonomy level.
How would these models be used for assessing learni
Concept Development and formation Focuses on process of forming concepts

Cognitive taxonomy: analysis /analyzing
DOK: 3 Strategic Thinking
Informal assessment: assess student understanding of th

process. Use of exit tickets.
STEPS
1. Start with an open-ended question related to the topic.
2. Record student responses without judgment of right or wrong
3. Group items on a list
4. Label the different groups
5. Debrief, review concepts
Inferring/ Generalizing (generalizations = statements, which describe relationships between concepts)
Students understand key ideas, which will help them predict future actions. Goal: help students take
acquired information, organize it, and find relationships within the categories to understand the big idea.
Monitor student understanding throughout the lesson pr
Cognitive taxonomy: Analysis/Analyzing Synthesis/Evaluating

DOK: 4 Extended Thinking
STEPS
Organize information students learned in a format that supports the identification of relationships. Table
or chart should be used to help students organize information.
Compare the information with the categories question each cell of the chart.
Develop an explanatory statement
Develop a generalization
Test the generalization
Socratic Seminars formal discussion based on a text.
Cognitive taxonomy: Analysis/analyzing Synthesis/Evaluating
DOK: 3 strategic thinking
Informal assessment through observational records of th

used as part of the formative assessment process to asce
didnt understand.
STEPS:
1. Choose an authentic text that invites inquiry
2. Prepare students: provide sticky notes to help them annotate the text so that they can refer
back to the text.
3. Prepare questions: The teacher generally starts as discussion leader as students learn about
the seminars and questioning. Generate many open-ended questions as possible, aiming for
questions whose value lies in their exploration, not the answer.
4. Establish expectations: establish norms for the seminar. Students differentiate between
behaviors that characterize a debate (persuasion, prepared rebuttals, clear sides) and those that
characterize discussion (inquiry, responses that grow from the thoughts of others, communal
spirit).
5. Establish your role: While the teacher initially leads the session, the teacher needs to step
back and limit his/her interferences to helpful reminders about the procedures (such as.
Maybe this is a good time to turn our attention back the text? Do we feel ready to explore a
different aspect of the text?).
6. Assess effectiveness: through reflection by both the teacher and students on the degree to
which text-centered student talk dominated the time and work of the session.
Analyzing text
Cognitive taxonomy: Analysis/analyzing Synthesis/Evaluating
DOK: 3 strategic thinking
Informal assessment through observational records of th

of the formative assessment process to ascertain which p
didnt understand.
25
Formal Assessment of final product, such as essay or op
Inquiry Models Involves inductive reasoning. KEY: proper stimulus or focus of lesson puzzling question.
Steps
Cognitive taxonomy: Synthesis/Evaluation DOK: 4 Extended Thinking
1. Start with a puzzling question or discrepant event, something that does not have an easy answer.
2. Students come up with hypotheses
Introduce students to hypotheses= a testable guess or theory why something might be the way it is.
As students come up with hypotheses: accept and record all guesses.
3. Gather data relating to hypotheses
Suchman inquiry where the teacher has the data and the students need to ask questions to
gather what they need.
Or have class identify the kind of information they need to have for each hypothesis and they
break into groups to seek the data from sources provided by the teacher.
4. After the data is gathered, students evaluate each hypothesis using the data.
5. Students modify or accept their hypotheses
6. Review and debrief the lessons.
Creative Thinking
Novel approaches to perplexing problems to help them accommodate to change. Widely used technique
brainstorming.
Cognitive taxonomy: application/applying Analysis/Analyzing
DOK: 3 Strategic thinking
STEPS:
1. Present focus question or problem
2. Students generate and state ideas as quickly as possible; the students speak freely and
generate ideas that pop into their heads.
3. Teacher writes down ideas or assigns a designated record keeper (circle thinking
map)
4. Stop the idea-generation phase when the ideas dwindle
5. Closure general discussion of all ideas.
Informal assessment: Monitor student understanding of

through anecdotal observations.
Formal assessment: oral or written student reflections on
Informal assessment: Monitor student understanding on


Students may create their own circle map,
26

1.
2.
3.
4.
5.
Critical Thinking analytic brainstorming, which encourages learners to think critically

Cognitive taxonomy: Synthesis/Evaluation
After brainstorming, responses to the problem students think about what the best solution might be.
Ask students why the ideas have not been implemented
Ask follow-up questions to understand what might be done to overcome the difficulties.
Ask students what problems they might encounter in implanting previous responses to the question
Ask students what would be the first step towards a realistic solution to the problem.
Different Types of Problem Solving Models
Cognitive taxonomy: Synthesis/Evaluating
1. Identify the problem
2. Identify possible approaches to the problem
3. Evaluate the proposed solutions
4. Plan a defensible solution
5. Debrief the lesson review steps taken to resolution
Decision Making
Students must learn that there are many questions for which there are no right answers.
Cognitive taxonomy: Synthesis/Evaluating
1. Present dilemma to the students, one with a difficult choice!
2. Clarify why it is important to make a decision
3. Discuss alternative decisions
4. Identify possible consequences of each choice
5. Identify values in each choice
6. Choose from alternatives
7. Finds individuals who share their choices and reasons
8. Debrief the lesson by focusing on the decision-making process.
Use of realia to lead students to analysis and evaluation
Use of artifacts, art prints, picture, documents, music. How can an object tell me a story? (History
detectives http://www.pbs.org/opb/historydetectives/educators/)
Cognitive taxonomy: Synthesis/evaluating evaluation/creating
DOK: 4 Extended thinking
Resource: TCI Brings Learning Alive!

anecdotal observations.
Formal assessment: assess lesson product journal or pro
Informal assessment: Monitor student understanding thr

observations.
Formal assessment of oral or written student reflections

lesson product.

anecdotal observations.


Could be evaluation of lesson product through a rubric.
STEPS:
1.
2.
3.
4.
5.
6.
Identify places within the curriculum that lend themselves to the use of realia.
Decide how to show the realia to the class.
Present each object to the students
Interpret each object
If you have knowledge about the object, share what you know with the students.
Bring the lesson to a close by review what they did. How can we learn about people by looking at the
objects they used?
Role Playing
Used to help students an understanding of values or attitudes, helps them understand the complexities of
decision making.

27
Cognitive taxonomy: Synthesis/Evaluating Evaluation/Creating

DOK: 3 Strategic thinking/4 Extended Thinking
STEPS:
1. Identify situations in the curriculum that demand the dynamics of interpersonal decision
making to help students understand the concepts.
2. Create character profile for each role
3. Introduce situation to class and assign roles
4. Perform role play
5. Discuss and evaluate the enactment and talk about what happened
6. Reenact the situations with different students
Simulations
Students take a role and make decisions based on the role and gain first-hand experience of the
consequences of their decisions. Can be computer based. Example: Gold rush, Oregon trail,
Formal assessment can be part of the debriefing proces

as students talk about their experiences they reflect upon
journal format that is assessed through a rubric.
Cognitive taxonomy: Synthesis/Evaluating Evaluation/Creating

DOK: 3 Strategic thinking/4 Extended Thinking
STEPS
1. Select the simulation which best fits with the curriculum
2. Provide the students with an overview
3. Give students time to walk through the roles
4. Conduct the simulation: students do the activity
5. Conduct the debriefing what did we learn, most important part as students talk about their experiences
they reflect upon their learning.
28
Content Area Reading/

Reading Comprehension
Non-Fiction texts have unique text
features that are integral to the
understanding of the content.
Table of contents
Headings and subheadings
Photographs/drawings
Figures, maps, tables
Margin notes
Highlighted vocabulary
words
Glossaries
Review section
Indexes
Types of Non-Fiction Texts
Alphabet Books
Autobiographies
Biographies
Concept Books
Directions
Journals, letters, speeches
Photo essays
Multigenre books
Q&A Books
Reference Books
STANDARDS RI 2nd Grade
Tompkins:
- Teach Expository Text structures:
Description
Sequence
Comparison
Cause and Effect
Problem and solution

- Compare fiction and nonfiction books
- Use nonfiction books to teach nonfiction features booklist p 261
- Teach Research Process
1. Identify topic
2. Design research question
3. Gather information
4. Organize information
5. Analyze results
6. Create project
7. Share project
12.
- Teach how to use research tools
1. Learning logs
2. Note taking skills
3. Data charts
4. Pocket charts
5. Clusters
6. Teach the use of digital research tools
Noodle Tools
Notefish
NoteStar
Yahoo NotePad
7. Teach students how to create oral written and visual projects, reports, presentations, poster
8. Cubing p 267
9. Integrate multigenre projects, examples. p 272
50 Strategies:
All about Books (p 1)
Alphabet Books (p 4)
Anticipation Guides (p. 7)
Book Boxes (p. 12)
Book Talks (p 15)
Digital version: podcast (p 16)
Clusters (p 21)
Collaborative Books (p 25)
Cubing (p 28)
Data Charts (p. 31)
Double Entry Journals (p 34)
Exclusion Brainstorming (37)
Gallery Walks (p 40)
Hot Seat (p 51)
Interactive Read-Alouds (p 53)
Interactive Writing (p 56)
29
KWL Charts (p 60)

Learning Logs (p 67)
Possible Sentences (p 83)
Prereading Plan (p 87)
Process Drama (p 90)
QAR Question-Answer Relationships
Questioning the Author (p 96)
Quick Writes (p 99)
Quilts (p 103)
RAFT (p 106)
Rubrics (p 119)
SQ4R Study Strategy (p 129)
Tea Party (p 141)
Venn Diagram (p 144)
Word Sorts (p 151)
Word Wall (p 155)
Digital Classroom: interactive web-based word wall.
RTI- 40 Strategies
-
Scaffolding Grade-Level Reading Texts for Struggling Students p 187

Teaching the Seven Cognitive strategies of highly effective readers p 191
Teaching students about inferences p 195
Thinking Aloud to teach Inference p 211
Mastering the Five Cs of Summarizing p225
Assessment:
Through rubrics, checklists, anecdotal observation logs.
Visual Language:
Viewing and Visually representing (T. Ch. 6)
Images have the power to convey emotion and information at the same time.
Visual Elements:
Color:
Warm:
Red: warning, courage, vitality, love heat, violence, embarrassment.
Pink: beauty, romance, love
Yellow: cheerful, hopeful, happy joyous cowardly
Gold: extravagance, grandeur, prosperity, praise.
Orange energetic, stimulating warm, vibrant.
Cool:
Blue: calming, peaceful, truthful, tranquil
Green environment, envy, ferity, health, inexperience, jealousy, life, nature renewal
Purple: magical, mysterious, noble royalty
Silver: distinguished, glamourous, modern, ornate, rich, sleek.
Neutral:
Standards
RL 2.7
Use information gained from the illustrations and words in a print or digital text to demonstrate unde
plot.
RI 2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexe
facts or information in a text efficiently
RI 2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to an
Strategies:
Teach as part of patterns of practice:

Literature Focus Unit: talk about visual language during a unit on a picture book, students compare
Reading and Writing Workshop: teachers teach about visual language and students apply their lea
and non-fiction books.
Literature Circles: When students read graphic novels, and other books teachers provide an introdu
30
Brown: earthy, wholesome, simple

Gray moodiness, sorrow, maturity, formability
Black: death, mourning, sophistication, power
White: innocence, cleanliness
Colors may have different meanings and connotations in different cultures.
Line: define objects, communicate ideas, and express emotions. Line quality contributes to mood.
Diagonal lines suggest movement, zigzag lines are dramatic, energetic, straight lines: rigid predictable.
Fonts: give visual form to language, some are serious others playful.
Maps: use lines to present symbolic representations of places.
Graphs: communicate information visually: line graphs track change over time, picture graphs use pictures
to represent quantities (easiest to interpret) bar graphs compare groups or track change over time, pie charts
who parts of a whole.
Symbols objects used to stand for something else
Pictograms self-explanatory pictorial representations. Prehistoric cave paintings, handicapped sign.
Ideogram: graphic symbols that represent and idea Egyptian hieroglyphics, numerals, religious symbols,
Logograms visual symbols that represent words $, %
Animal Symbols: elephants: memory, owls: wisdom, zebra: individuality
Corporate logos, emergency symbols, entertainment logos, monuments, peace symbols, political symbols,
sports logos.
visual representations when using diagrams in their groups.

Thematic Units: Students learn about visual features of nonfiction books, such as images, diagrams
representations to share their learning.
Through Digital Classroom:

Virtual Fieldtrips: CIA, National Weather Service, colonial Williamsburg, Kentucky Educational Tel
resources. http://www.ket.org/
http://www.uen.org/k12educator/
artBabble.com
http://artjunction.org/
Visual Language Software:
10. Animoto (create videos)
11. Flickr (photos)
12. Gliffy (collaborative diagrams)
13. Glogster (interactive multimedia posters)
14. Inspiration (concept maps graphic organizers)
15. Pixton (create comics)
16. Prezi (presentations)
17. ToonDoo (cartoons, comic strips and comic books)
18. Visuwords (check word meanings and associations in the online graphical dictionary.
Digital Learning Games:
19. Eduweb
Humor whimsy, satire, comic response,
Strategy for Viewing Images:

1. Look at image
2. Analyze image, look at elements and their meaning.
3. Interpret image
4. Draw conclusion about image.
Hyperbole exaggerations or overstatement often used to make a point.
Booklist about Art and Artists pg. 167
Cartoons: poetical cartoons used to introduce history or government.
Looking at Art (artistic styles) p. 169
Caricature: a portrait that exaggerates or distorts a persons appearance to make them easier to identify.
Visual Language in Picture Books
Analogy: comparison between two things to compare familiar with unfamiliar.
Realism accurate illustrations, lifelike depiction with details

Make Way for Ducklings (McCloskey, 2004)
Grandfathers Journey (Say, 2008)
Emoticons: sequences of punctuation marks and letter that create facial expressions, :D (big grin)
Impressionism illustrators show an impression of what they see, emphasis on light and color:
Mirette of the High Wire (McCully, 1997)
The Napping Horse I (Wood & Wood, 2010)
Expressionism illustrations convey emotional responses to subjects, bold lines, distorted shapes, stro
Smoky Night (Bunting, 1999)
Hey, Al (Yorinks, 1989)
Surrealism illustrators show startling/shocking images, as experienced in dreams or nightmares:
Jumanji (Van Allsburg, 1981)
Tuesday (Wiesner, 1997)
31
Folk Art illustrators model the art and style of their region, country, or cultural group, often include
The Mitten (Brett, 2009)
Abuela (Dorros, 1997)
Nave Art simple style resembling folk art, often flat or two-dimensional.
Tar Beach (Ringgold, 1996)
Ox-Cart Man (Hall, 1983)
Cartoon Art use of simplified drawings, b/w or colored, often humorous
Goldilocks and the Three Bears (Marshall, 1998)
Dont Let the Pigeon Drive the Bus! (Willems, 2003)
Collage illustrators glue paper, wood, glass and photos on a flat surface to create a picture.
The Very Hungry Caterpillar (Carle, 2001)
Lunch (Fleming, 1996)
Computer Generated Art: art generated through the use of software.
Knuffle Bunny: A Cautionary Tale (Willems, 2004)
Wordless Picture Books communicate through illustrations only.
Floatsam Wiesner 1999)
The Snowman (Briggs, 1997)
Graphic Novels chapter book stories that use a series of cartoons, illustrated in a comic book format
Magic Pickle (Morse, 2008)
Artemis Fowl (Colfer, 2009)
Novels in some novels the illustrations are essential to the story.
The Invention of Hugo Cabret (Selnick, 2007)
Regarding the Sink (Klise 2006)
Nonfiction Books: generally include visual components such as images, diagrams, and graphic repr
Built to Last (Macaulay 2010)
The Magic School Bus Explores the Senses (Cole, 2001)
Multigenre Books incorporate journals, letters, menus, newspaper articles, postcards, diagrams, ima
How to Get Rich on the Oregon Trail (Olson, 2009)
Lincoln Shot: A Presidents Life Remembered (Denenberg, 2008)
Diagrams use graphical representations to help students think about a topic
Venn diagrams (comparing/contrasting)
Pie charts to show parts of a whole
Matrix to condense and organize data
Flow charts present steps in a process
Cutaways show internal structure of a three-dimensional model
Cross-sections illustrate inside an object
Clusters are nonlinear diagrams used to organize ideas about a topic.
Time Lines
Are used to examine events across a period of time. Look at the Stars (Aldrin, 2009)
32
Visually Representing
Students support their learning by drawing pictures, sketches, drawings, constructing collages, making quilts, constructing table top displays, creating posters, drawing cartoons, constructing puppets, taking photos
and movies.
Graphic Representations: charts, graphs, diagrams etc.
Dramatic Representations:
Process Drama p. 179, improvisations, playing with puppets.
Assessment: part of the overall assessment process for reading, and writing.
Building Vocabulary T. Ch. 7
Critical to Vocabulary Success:
20. Background knowledge
21. Book experiences
22. Parent vocabulary level
History of English Language
23. Old English (A.D.450-1100)
24. Middle English (A.D. 1100
-1500)
25. Modern English (1500
present)
Standards
How do we teach it?
RI 2.4
. Determine the meaning of words and phrases in a text
relevant to a grade 2 topic or subject area. (See grade 2
Language standards 46 for additional expectations.) CA
Tompkins:
Develop Word Meaning:
26. Pronounce words correctly
27. Understand the words multiple meanings.
28. Use the word appropriately in sentences
29. Identify related noun, verb or adjective forms.
30. Recognize related words that come from the same root.
31. Name synonyms and antonyms
Provide Word rich environments
32. Label classroom
33. Word walls
34. Bulletin boards
L 2.4. Determine or clarify the meaning of unknown and

multiple-meaning words and phrases based on
grade 2 reading and content, choosing flexibly from
an array of strategies.
a. Use sentence-level context as a clue to the
meaning of a word or phrase.
b. Determine the meaning of the new word formed
when a known prefix is added to a known word
(e.g., happy/unhappy, tell/retell).
c. Use a known root word as a clue to the meaning
of an unknown word with the same root
(e.g., addition, additional).
d. Use knowledge of the meaning of individual words
to predict the meaning of compound words
(e.g., birdhouse, lighthouse, housefly; bookshelf,
notebook, bookmark).
e. Use glossaries and beginning dictionaries, both
print and digital, to determine or clarify the
meaning of words and phrases in all content
areas. CA
Students determine the meaning of grade-appropriate academic
vocabulary words.
Students recognize multiple meanings of words and shades of
meaning.
Students analyze unfamiliar words by using word-learning
strategies.
Connect to Patterns of Practice

Literature Focus Units students post keywords on the word wall, use of word maps and word sorts.
Reading and Writing Workshop
Students learn words incidentally through reading and writing activities.
Literature Circles: students identify words in the books they are reading and check for word meani
in discussions.
Thematic Units: students post keywords on the word wall, and apply tea party, words chains, and se
Targeting Words to teach:

Tier I Basic everyday words that usually dont have to be taught at school.
Tier 2 Academic words that students need to learn in school
Tier 3 Specialized words related to thematic units and uncommon words that student may not need t
Teach Students Word Learning Strategies:
Use context clues
Analyze word parts
Check dictionary
Step-by-Step Word Learning:
Reread the sentence
Use context clues
Analyze words parts
Pronounce the word
Check a dictionary or ask a teacher
Word Walls:
Prepare word wall
33
Introduce word wall

Add words to word wall
Apply word wall word in reading, writing, speaking and listening activities.
Write words on word cards
Word Study Activities:
Word posters
Word maps
Dramatizing words
Word sorts
Word chains
Semantic feature analysis p 206
Minilessons
Digital classroom:
Vocabulary clouds (Wordle)
Crossword Puzzles
Comic Strips
Video Clips
Scavenger hunts
Differentiating Instruction
Oral Language
Discuss stories (Grand
conversations)
Giving PowerPoint
presentations
Listen to read aloud in
listening center
Small group conversations
Presenting and listening to
podcasts
Written Language
-Writing reading log
entries
- researching topics online
- reading books with
partners or independently
- making word walls
- Participating in quick
writes
- Creating KWL charts
Visual Language
-Drawing diagrams
- word sorts
-drawing word maps
-Dramatizing words
Doing semantic feature
analysis
-Creating word posters
EL
-
Provide meaningful contexts for learning

Useful words
Teach word-learning strategies
50 Strategies:
Clusters (p 21)
KWL Charts (p 60)
Minilessons (p 74)
Sustained Silent Reading (p 138)
Tea Party (p 141)
Word Ladders (p 148)
Word Sorts (p 151)
Word Wall ( p 155)
34
40 Strategies:
18 Using Context to Infer Word Meanings (p 133)
19 Teaching More Vocabulary Every day (p 139)
20 Using Read-Alouds to Teach New Words (p 149 )
21 Organizing Vocabulary for Understanding and Retention (p 153 )
22 Writing Sentences to Show You Know (p 159)
Handwriting
35.
Help students develop legible
forms so that they can effectively
communicate through writing.
36.
Fluency: being able to write
effortlessly.
37.
Essential because the student
cant communicate his/her
knowledge if the recipient of the
message cant read the writing.
38.
Thompkins p 344
39.
Research shows a critical
connection between handwriting
proficiency and literacy.
D'Nealian style handwriting should be
used
Resource to create custom DNealian
style handwriting worksheets:
http://www.handwritingworksheets.co
m/
Handwriting Forms:
40.
Manuscript or printing
Better for young children because they dont have the
necessary eye-hand coordination and fine motor skills
for cursive.
Facilitates reading because it simplifies letter
recognition.
41.
Cursive
Connected writing, where letters are connected
Grades 3 and up.
Handwriting development:
42.
Kindergarten:
Stimulate interest in writing: adults recording
childrens talks, modeling
43.
Practice using and holding writing
instruments: provide paper and pencils to let children
experiment with writing instruments, teach children
how to hold the pencil.
44.
Printing letters of the alphabet: continuous
modeling and practice are essential.
Formal Handwriting Instruction begins in 1st grade; fat
beginner pencils are not recommended most children
prefer to use regular pencils.
Introduction to Cursive
45. 3rd grade
46. Students continue to use printing for tasks such
as taking notes because it may be faster but
apply cursive for final drafts.
Assessment based on application of vocabulary in reading, writing, listening and speaking.

5. Use effective planning
6. Monitor student implementation of target words
-check reading/learning logs and journals for target words
-check student created word maps and diagrams for target words
-listen to students application of target words in discussions
3. Evaluating application of vocabulary in meaningful, authentic ways.
4. Reflecting and reteaching asking students what they learned
Tompkins: p 347
Assessment
Characteristics of Legibility
47. Letter Formation
Handwriting affects grades: teachers consistently score
48. Size and Proportion beginning upper
to lower case letters 2:1 upper grades
Manuscript Handwriting Checklist
3:1
49. Spacing: manuscript spacing: one
__ Did I form my letters correctly?
lower case letter o. Space between
__ Did my lines touch the middle and top line neatly?
sentences two lower case oos.
__ Did I space evenly between letters?
Cursive: between sentences one
__ Did I leave enough space between words?
uppercase letter O to indent a
__ Did I make my letters straight up and down?
paragraph two upper case OO.
__ Did I make all my letters sit on the baseline?
50. Slant: cursive slightly to the right.
51. Alignment: letter should be uniform
and touch the baseline.
52. Line quality: even thickness of
strokes.
Strategies:
Systematically teach letters and practice
them.
In connection with reading.
Minilessons, and practice sessions several
times per week.
Active teacher involvement, continuous
modeling, circling of incorrectly formed
letters with a red pen.
Left-handed writers:
10 % of student population observe students
use of other tools such as scissors, throwing
ball, etc.
Hold pencil 1 inch further back
35
Digital Classroom
Keyboarding instruction begins in primary grades.
Students in grades 6/7 can type 20 to 25 wpm.
Our district keyboarding goals are:
3rd grade 10 wpm
4th grade 15 wpm
5th grade 20 wpm
6th grade 25 wpm
Standards:
Intervention Strategies:
Spacing: teach finger spaces
Case constituency: use reminder letter strip
with all upper and lower case letters.
For Size and Proportions use highlighted
notebook paper.
Letter formation: reteach letters
L 2.1 Demonstrate command of the conventions of

standard English grammar and usage when writing or
speaking.
g. Create readable documents with legible print. CA
Grammar
Grammar is the description of the syntax or structure of a language and the rules for its use.
Tilt paper slightly to right
50 Strategies:
Word wall: use handwriting to add words
to word wall
RTI- 40 Strategies
Mastering Letter-sound correspondence p.
59
Provide pencil grip for students who have a

hard time controlling the pencil.
Standards
Language Standards K5
We assess grammar as part of writing. Often rubrics

How do we teach grammar?
Tompkins:

conventions of standard English grammar
and usage when writing or speaking.
a. Use collective nouns (e.g., group).
1. Through integration in reading and writing.

Students are able to read longer and more complex sente
writing. Therefore, students get exposed to many gramm
b. Form and use frequently occurring irregular

plural nouns (e.g., feet, children, teeth, mice,
fish).
Students identify grammar concepts in books.

Example: students identify statements, declarative sente
sentence in the book Gloria and Officer Buckle (Rathma
c. Use reflexive pronouns (e.g.,

ourselves).
Students identify structures, simple, complex, compoun

book, example The Giver (Lowry, 2006).
myself,
d. Form and use the past tense of frequently

occurring irregular verbs (e.g., sat, hid, told).
2. As part of Patterns of Practice:
e. Use adjectives and adverbs, and choose

between them depending on what is to be
modified.
Literature Focus Units: students select words and sent

sorts, sentence manipulation, and grammar activities.
f. Produce, expand, and rearrange complete

simple and compound sentences (e.g., The boy
watched the movie; The little boy watched the
movie; The action movie was watched by the
little boy).
conventions of standard English
capitalization, punctuation, and spelling
Reading and Writing Workshop: students choose sent

for grammar activities and apply grammar in the writing
Literature Circles: students use sentences from books
activities.
Thematic Units: students apply knowledge about sente

writing reports and creating projects.
36
when writing.
a. Capitalize holidays, product names, and
geographic names.
b. Use commas in greetings and closings of
letters.
c. Use an apostrophe to form contractions and
frequently occurring possessives.
3. Teaching parts of speech during reading and writi

p 327)
-
Collecting parts of speech students find examples o

prepositions and conjunctions in a book they read.
Use of word cards for practice, do a word sort by p
Through mentor texts, that focus on a certain part o
Ordinary: What is an Adjective, (Cleary, 2000).
4. Use books to Teach students to manipulate sentenc

Brown Bear, Brown Bear, What do you See? (Martin, 2
5. Sentence unscrambling, the teacher chooses a senten

divides phrases and scrambles them into a random order
sentence and put it in the authors original order.
6.
7.
8.
9.
Minilessons on grammar topics

Sentence imitating students choose a sentence fro
sentence imitating the style of the original sentence
Sentence combining students combine sentences a
stronger sentences.
Sentence expanding teacher presents an abridged
students work on expanding the sentence.
Students learn syntactic structures and practice them du

https://s-media-cache-ak0.pinimg.com/originals/fd/43/78/fd4378d87862bb7d143b3d262178e252.jpg
50 Strategies:
Word Sorts (151)
Organizing Vocabulary for Understanding and
RTI- 40 Strategies
-
Power Up Word Games (175)
http://media3.picsearch.com/is?3y25Oh6DrU1euwePJcWUCQev8Tc5aI4fPeEvoOjA8ek&height=34
37
Grammar Concepts
Parts of Sentences
A sentence must express a complete thought, to do so it must contain a subject and a predicate.
Subject: names who or what the sentence is about.
Predicate: includes the verb and anything that completes or modifies it.
Types of Sentences
By Structure:
Simple: contains one independent clause
Compound: two or more independent clauses
Complex: one independent and one or more dependent clauses.
Compound-Complex: two or more independent clauses and one or more dependent clauses.
According to the number of clauses in the sentence:
Clause: consists of subject and predicate.
Independent clause: complete thought that can stand alone.
Dependent clause: not a complete thought cant stand alone.
By Purpose:
Declarative sentences: statements (.)
Interrogative sentences: ask questions (?)
Imperative sentences: issue commands (. !)
Exclamatory sentences: communicate strong emotion or surprise. (!)
Capitalization
Capitals divide sentences, indicate important words within sentences, and affect the meaning of
sentences. They also indicate the loudness of speech or intensity of emotion.
Punctuation
Punctuation marks signal pauses in speech and grammatical boundaries.
Periods, questions marks, and exclamation points mark sentence boundaries.
Commas and semicolons mark grammatical units in sentences.
Quotation marks and apostrophes express meaning in sentences. are used to indicate talk or irony.
Usage
Students come to school using non-standard English (dialects). We teach students standard English in
school.
Usage Errors Tompkins p. 324
Irregular verb forms
Past-Tense forms:
Nonstandard Verb forms:
Nonstandard Pronoun Forms:
Objective pronouns for the subject:
Lack of Subject-Verb Agreement:
Double Negatives:
Confusing pairs of words:
I as an Objective pronoun:
38
Listening (3 types)
Discriminative Listening
Listening used to distinguish among
sounds, used to develop phonemic
awareness, blending and segmenting
sounds and listening to non-verbal
messages. Discover rhymes in songs
and poems.
Recognition of alliteration and
onomatopoeia, tongue twisters.
Aesthetic Listening
Listening for pleasure or enjoyment,
listening to stories or poems read
aloud, listening centers, readers
theater, grand conversations, tea party
activities.
Efferent listening
Listening to understand messages,
listen to classmates sharing projects,
mini lessons, work in revising groups,
participate in discussions, listen to
informational videos, oral reports, and
non-fiction listening centers, and use of
clusters and graphic organizers.
Critical Listening
Students evaluate messages, listening
to debates, political speeches,
commercials, advertisements,
evaluating themes in books read aloud.
Standards:
CCSS ELA
. 2.1 Participate in collaborative conversations with
diverse partners about grade 2 topics and texts with

peers and adults in small and larger groups.
a. Follow agreed-upon rules for discussions (e.g.,
gaining the floor in respectful ways listening to others
with care, speaking one at a time about the topics and
texts under discussion).
2.2
Recount or describe key ideas or details from a text
read aloud or information presented orally or
through other media.
a. Give and follow three- and four-step oral
directions. CA
College and Career Readiness Anchor Standards

Comprehension and Collaboration
1. Prepare for and participate effectively in a range of
conversations and collaborations with diverse partners,
building on others ideas and expressing their own clearly
and persuasively.
2. Integrate and evaluate information presented in diverse media
and formats, including visually, quantitatively, and orally.
3. Evaluate a speakers point of view, reasoning, and use of
evidence and rhetoric.
Assessment:
Listening is often assessed in correspondence with
talking, writing and reading activities.
Listen to recordings and answer questions orally or in writing, use
of a listening log.
Listening to a Presentation or dialogue, answering multiple
choice, cloze, short answer or essay questions.
Resource for formative listening assessments:
http://www.caslt.org/resources/english-sl/classroom-resourceform-assess-listening-esl_en.php
Tompkins:
Strategies for Aesthetic Listening
Predicting: students make predictions by thinking about what will happen next.
Visualizing: creating an image in the mind while listing to a story. Students close their eyes and thin
hear.
Connecting: Students form connections with text-to-self between the story and their own lives. Text
story and current events. Text to text connections between the story and other stories they have read
Strategies for Efferent Listening
Organizing: use graphic organizers to visualize presentations, clustering, thinking maps
Summarizing:
Students find 2-3 main ideas and supporting details for each main idea.
Monitoring: students ask themselves questions while listening

Why am I listening to the message?
Do I need to take notes?
Does the information make sense?
Is my strategy working?
Did I organize the information effectively?
Was the speaker giving clues with the information of his message?
Is the speaker giving non-verbal cues (gestures and facial expressions)
Strategies for Critical Listening
Evaluating the authors purpose
Character, informational, emotional appeal
Propaganda
Deceptive words and inflated language
Reading Aloud reading to children should be a regular classroom routine, which has the following b
Stimulates student interest in listening
Introduces students to high-quality literature
Introduce students to genres and text structures
Expands student background knowledge
Modeling of what capable readers do
Introducing books that are must reads
Helps students get introduced to sounds of the written language
Expands students knowledge of sentence patterns and vocabulary
Interactive Read-Alouds
1. Pick high interest award-winning high-quality books, Caldecott medal, Newbery med
Sibert Informational Book medal.
2. Preview book, select academic vocabulary to be introduced, select instructional strate
3. Introduce book: activate student background knowledge, preview text
4. Read book interactively model fluency and expressive reading, ask questions check fo
5. Implement after reading activities. Students participate in discussions or response acti
Oral Language fits into patterns of practice:
39
Literature Focus Units students participate in small groups, listen to the teacher read stories aloud,
conversations, and create oral reports, projects, and podcasts.
Reading and Writing Workshop: teachers teach mini-lessons, read aloud, students listen to classm
and discuss their writing.
Literature Circles small group conversations, listening and talking are important to implement liter
Thematic Units Students get into small groups read and discuss non-fiction books and work on proj
oral presentations.
50 Strategies:
Story retelling (p 134)
Interactive read alouds (p. 53)
Book Talks (p. 15)
RTI- 40 Strategies
Using read alouds to teach new vocabulary (p. 149)
Choral reading
Segmenting words into sounds (p. 49)
Talk (3 types)
CCSS ELA
Tompkins:
Talking in Small groups

Size: 3-6 heterogeneous or
homogenous depending on the task,
teacher or student selected. Flexible or
fixed.
2.1 Participate in collaborative conversations with diverse

partners about grade 2 topics and texts with peers and adults in
small and larger groups.
Oral Language fits into patterns of practice:
Participants: are expected to

collaborate, form a cohesive group, be
supportive of each other and be
responsible for the task.
Purposes: teacher defined tasks such as
creating knowledge, organizing
information, deepen interaction.
Questions: teachers post genuine
meaningful questions that require
higher thinking and analysis skills to
guide student conversations.
Strategies: apply strategies they
learned to begin the conversation, keep
it focused, deal with disagreements,
and conclude the conversation.
Discussions
a. Follow agreed-upon rules for discussions (e.g., gaining the

floor in respectful ways listening to others with care, speaking
one at a time about the topics and texts under discussion).
b. Build on others talk in conversations by linking their
comments to the remarks of others.
c. Ask for clarification and further explanation as needed about
the topics and texts under discussion.
2.2 Recount or describe key ideas or details from a text read
aloud or information presented orally or through other media.
a. Give and follow three- and four-step oral directions. CA
Literature Focus Units students participate in

small groups, listen to the teacher read stories
aloud, participate in whole class grand
conversations, create oral reports, projects, and
podcasts.
Assessment through
Rubrics:
Example of a listening rubric
Reading and Writing Workshop: teachers

teach mini-lessons, read aloud, listen to
classmates share their writing, students share
and discuss their writing.
Literature Circles small group conversations,
listening and talk are important to implement
literature circles.
3. Ask and answer questions about what a speaker says

help, get information or clarify something
that is not understood.
Thematic Units Students get into small groups

read and discuss non-fiction books and work on
projects, conduct interviews, debates, and oral
presentations.
2.4 Tell a story or recount an experience with appropriate facts

and relevant, descriptive details, speaking audibly in coherent
sentences.
a. Plan and deliver a narrative presentation that recounts a wellelaborated event, includes details, reflects a logical sequence, and
Mini-lessons: teacher selects speaking topic

Mentor Texts: are used to teach students to
listen and talk more effectively
Hiaasen, (2005). Flush
40
Teacher or student led to promote

students ability to think and solve
problems. More in-depth beyond single
word responses include speculations
and piggy-back responses, teachers
include higher order thinking
questions, DOK 3 and 4.
Oral Reports/Interviews/Debates
Oral reports: students give reports
about content area topics in language
arts, science or social studies. Teachers
often help students identify key
questions to focus the report.
Interviews: students ask questions as
part of a literature focus unit.
Debates
Students debate about issues they are
excited about and form personal
connections with learned content. They
use oral language to persuade
classmates.
provides a conclusion. CA
Scieszka, (1999), The Story of the Three Little

Pigs
2.5 Create audio recordings of stories or poems; add drawings or

other visual displays to stories or recounts of experiences when
appropriate to clarify ideas, thoughts, and feelings.
Taking Notes: students are more active listeners

when they take notes. Teachers introduce
notetaking by stopping during oral
presentations and asking students to identify
2.6. Produce complete sentences when appropriate to task and
situation in order to provide requested detail or clarification. (See main ideas.
grade 2 Language standards 1 and 3 for specific expectations.)
Interview Strategy: Hot Seat
College and Career Readiness
Comprehension and Collaboration
1.
1. Prepare for and participate effectively in a range of

conversations and collaborations with diverse partners,
building on others ideas and expressing their own clearly
and persuasively.
2.
2. Integrate and evaluate information presented in diverse media

and formats, including visually, quantitatively, and orally.
4.
3. Evaluate a speakers point of view, reasoning, and use of

evidence and rhetoric.
Presentation of Knowledge and Ideas
5.
4. Present information, findings, and supporting evidence such

that listeners can follow the line of reasoning and the
organization, development and style are appropriate to task,
purpose, and audience.
5. Make strategic use of digital media and visual displays of data
to express information and enhance understanding of
presentations.
6. Adapt speech to a variety of contexts and communicative tasks,
demonstrating command of formal English when indicated or
appropriate.
3.
6.
Learn about the character: students read a

story or biography
Create a costume: students create a
costume and collect artifacts that represent
the character.
Prepare opening remarks: important things
to share
Introduce the character: student introduces
character may lead with a famous quote
from the character.
Ask questions: classmates ask thoughtful
higher order thinking questions, which the
student answers in character.
Summarize ideas: the student performing
the role-play selects a classmate to
summarize the ideas.
http://www.ed.gov.nl.ca/edu/k12/evaluation/crts/e
Anecdotal observation logs

Student Checklist Elementary:
Booklist for Debates:

Middle Grades: 3-5
Bunting, E. (2007). A days work.
Bunting, E. (1999). Smoky night.
Naylor, P.R. (2000). Shiloh.
Steig, W. (1990). Doctor De Soto
50 Strategies:
Questioning the author (p 96)
Process drama (p. 99)
Interactive Read-aloud (p. 53)
Choral Reading (p. 18)
Book Talks (p. 18)
Story Telling (p. 137).
https://s-media-cache-ak0.pinimg.com/236x/38/b7/f0/38b7f03be45acd4b2
RTI- 40 Strategies:
Mastering Letter-Sound Correspondences (p.
59)
Mastering the Five Cs of Summarizing (p.225)
Asking and Answering Questions (p. 255)
Other:
https://thinkingtogether.educ.cam.ac.uk/resourc
41
es/
Teaching advanced learners

Depth and Complexity (All
texts)
Increasing the depth and complexity of
instruction, increasing the pace,
provide less direct instruction and
support. Promote independent thinking
and work habits.
Acceleration and Enrichment, the use
of learning contracts can provide more
independent learning opportunities for
the students.
1. Provide Choice.
1. Provide texts at students independent reading levels.
2. Engage students in deeper questioning, ask more complex questions.
3. Incorporate research students use a variety of texts, websites, blogs, and supplemental resources.
4. Encourage divergent thinking, provide opportunities for other forms of outputpoems, collages, podcasts, and blogs, videos, presentations, etc.
2. Integrate Technology Provide opportunities to collaborate with students across the globe.
3. Provide Opportunities for Collaboration pairs, groups, cross class, project-based, homogeneous and heterogeneous.
4. Accommodate Pace Accelerated pace of instruction so that students remain challenged.
5. Assess Prior Knowledge: avoid drill and kill doing more of the same thing.
6. Encourage Goal Setting and independent work habits
7. Teach Creatively
8. Implement Independent Learning Projects
9. Provide opportunities for students to follow and develop their Interests
10. Encourage Self-assessment
11. Increase depth and complexity of tasks, allow students to become experts and provide a forum to share.
12. Prevent boredom and misbehavior by challenging the students.
Social Studies Skills:
Map Skills
Maps use lines present symbolic
representations of places, include
a compass rose, scale, and key.
Basic Map and Globe Skills
Recognizing shapes
Utilizing scale
Recognizing symbols
Utilizing direction
Determining absolute location
Identifying relative location
Describing earth-sun
relationships
Resources:
www.nationalgeographic .com
www.usgs.gov
Standards
Strategies
2.2 Students demonstrate map skills by describing the
absolute and relative locations of people, places, and

environments.
1.
Locate on a simple letter-number grid system the specific

locations and geographic features in their neighborhood or
community (e.g., map of the classroom, the school).
2.
Label from memory a simple map of the North American

continent, including the countries, oceans, Great Lakes,
major rivers, and mountain ranges. Identify the essential
map elements: title, legend, directional indicator, scale, and
date.
Locate on a map where their ancestors live(d), telling when
the family moved to the local community and how and why
they made the trip.
3.
4.
History/Timelines
Providing access to maps and globes

Modeling how to use maps and globes
Explicitly teach and apply basic map and globe skills in projects.
Giving students hands-on experiences with maps and globes
Incorporating technology such as google earth to provide better access to maps.
Assessment
-
Through observational records

As part of projects through rubrics or checklists.
Compare and contrast basic land use in urban, suburban, and

rural environments in California.
42
Provide a way to understand time by

organizing events in a sequenced
pattern, are a concise way to
summarize information.
Younger students dont
understand decades or centuries.
K-2 beginning, middle, and end.
3-4 construct time line of
significant events
5-6 construct multiple timelines of
important developments.
Political Cartoons/ (Nonwritten
Information) Tompkins 161
Make comments on political events,
can be used to introduce current events,
US history or government through
visual language.
Use of caricature, symbols, and
analogies.
History-social Science
teaching strategies required
in TPE 1A
Simulations
Students assume a role in a simulation,
make decisions, and experience
consequences can be conducted
through computer applications or be
web-based.
Case Studies
Cultural Artifacts can be

almost anything that is
connected to a culture, pots,
books, religious items that
illustrate how a society lived.
Works of Art: art lends itself

to the integration into social
studies content. Art and
music can deepen the
students appreciation of
social studies content and
help students make
inferences.
Literature lends itself to the

integration into social
studies; much of childrens
Historical and Social Sciences Analysis Skills

The intellectual skills noted below are to be learned through, and
applied to, the content standards for kindergarten through grade
five. They are to be assessed only in conjunction with the content
standards in kindergarten through grade five.
In addition to the standards for kindergarten through
grade five, students demonstrate the following
intellectual, reasoning, reflection, and research skills:
Chronological and Spatial Thinking
1. Students place key events and people of the historical era they
are studying in a chronological sequence and within a spatial
context; they interpret time lines.
2. Students correctly apply terms related to time, including the
past, present, future, decade, century, and generation.
Timeline Strategies
- Timelines: Timeless Teaching Tools http://www.educationworld.com/a_lesson/lesson/lesson044.sht
- Make a Clothesline Timeline
- Make a Timeline With Excel
- TimeLiner 5.0 software to make time lines.
Step by Step: Interpreting Political Cartoons

1.
2.
3.
4.
5.
6.
Study the cartoon

Analyze the cartoonists tools
Identify topic
Consider intended audience
Examine the viewpoints
Construct the message
Simulations Examples and Process

Gold rush simulation, creating a business, Oregon Trail CD version westward expansion simulation.
Steps in Model:
1. Select the simulation (simulations require time). Therefore it may be easier to just use a commercially created one.
2. Provide an overview to the class.
3. Do a training phase where students practice their roles and to a walk through.
4. Conduct the simulation, students do the activities, they work in their role and make decisions based on the role.
5. Conduct a debriefing where students talk about their experiences within the simulation.
Case Studies
Generally, necessitate students to answer open-ended questions or come up with a solution to an open-ended problem with multiple potential solutions. Requirements vary
group action plan or proposal.
Cultural Artifacts can act as realia that deepen the students understanding of a culture by making connections with the objects and their cultural meanings and relevanci
43
literature is available to
connect to social studies
topics, historical fiction
particularly.
Cooperative Projects
provide a non-threating
learning environment to
practice language skills.
Student Inquiry/Research
student-driven exploration
and research.
http://wilkes.edu/Images/polish%20room/decorated%20eggs.jpg
Works of Art add another dimension to social studies instruction.
Literature resources: Through the Eyes of a Child (Norton, 2003), Carter Woodson Award, Booklist School Library Journal, Hornbook, Publishers Weekly.
Cooperative Projects are well suited for EL students because they provide opportunities to practice language skills because small groups can be selected with the student
The small group environment fosters student interactions, can reduce embarrassment if effectively implemented and reduce fear of failure because students dont have to
The use of student teams is suggested if there is a wide range of ability in the classroom.
Steps to successful student teams:
1. Break entire class into heterogeneous teams of 4-5 students use baseline scores to assemble heterogeneous teams.
2. Introduce content expected of all learners in a whole group setting.
3. Provide task sheets and support materials for all teams.
4. Team members take the test when the team decides that all members understand the material.
5. Teacher scores test and awards group points; scoring system emphasizes cooperation and peer tutoring.
6. Debrief at the end of activity, focus on quality of interaction within the team.
Student Inquiry/Research involves inductive reasoning; stimulating students to form a hypothesis that could explain a puzzling experience, gather data related to the hy
result in acceptance, rejection or modification of the hypotheses.
Writing Processes
Standards
1.
Writing Standards 2nd Grade
Prewriting
Choosing a topic, setting the
purpose for the writing, choosing
a genre, generating and organizing
ideas, often through the use of a
graphic organizer.
Strategies:
Tompkins:
Systematically introduce writing genres:
Informational writing
o Autobiographies, biographies, directions, interview, reports
Narrative writing
o Original short stories, personal narratives, retellings of stories, sequels to stories,
Persuasive writing
44
2.
Drafting
Students write a rough draft, mark
it as the rough draft, emphasis on
content not mechanics.
3.
Revising
Students reread their drafts, share
writing in revising groups,
participate in constructive
discussions about each others
writing, and make changes based
on comments from classmates and
teacher. Make substantive
changes.
4.
Editing
Students proofread their own
work, help proofread work of
classmates, identify and correct
mechanical errors, meet with the
teacher for final edits.
5.
Publishing
Students make a final copy of
their writing, which is often done
with a word-processor. Students
publish their writing in an
appropriate form; students share
their writing, authors chair.
6 Traits of Writing use books to

teach them booklist p 143.
Ideas
Organization
Voice
Word Choice
Sentence Fluency
Conventions
Writing Program observed in school (ex. Step up to Writing)
Units of Study for Teaching Writing, Heineman 2013
o Advertisements, book or movie reviews, commercials, opinion pieces, persuasiv

Poetry writing
o Acrostic poems, I am poems, free verse, found poems, five-senses poems.
o
Teach proofreading Marks p 136
-
As part of Patterns of Practice

Literature Focus Units build knowledge through reading; students apply that background knowledg
in writing.
Reading and writing workshop students develop background knowledge through independent read
workshop and refine their writing.
Thematic Units students create projects based on what they learned in the unit and use the writing p
50 Strategies:
Authors Chair (p 10)
Clusters (p 21)
Cubing (p 28)
Data Charts (p. 31)
Language Experience Approach (p 64)
Mini-lessons (p 74)
Quick Writes (p 99)
Reading Logs (p 113)
Digital Classroom: blogs (p 115)
Revising Groups (p 116)
Rubrics (p 119)
RTI- 40 Strategies
Reducing the cognitive load and increasing cognitive processing p 23
Teaching Task Engagement, Time Management, and Self-control p 35.
Assessment through rubric or checklist, individual conferencing with students.
My Favorite Strategies:
-
Using half page templates

to encourage young
writers, the page is a lot
less intimidating when it
Assessments:
Strategic performance
assessments to help monitor
students progress and
45
The focus of the curriculum is on getting students to produce writing,

encouraging students to learn and produce the different genres effectively.
The very systematic curriculum includes the following components that teach:
opinion, information, and narrative writing with increasing complexity
fosters high-level thinking skills, such as synthesizing, analyzing and

critiquing.
developing and refining strategies for content-area writing
support greater independence and fluency
is smaller.
Making mini books to
share with the class.
A special template for the
final published work.
differentiate instruction
a ladder of exemplary texts

that model writing
progressions across grades.
Example:
The curriculum is beautifully aligned with common Core Standards.

I loved reading the teachers manual it is written like a college textbook and not
like your typical teachers manual that provides a script, which teachers follow.
Reading /Writing for

Information
The purpose of informational reading
and writing is to attain or provide new
knowledge or information.
Clarify a process or
procedure
Develop a concept
Informative/explanatory writing can
focus on
Enumerating and clarifying

different types of information
Defining
Listing parts
Explaining behavior or
function
Giving explanations of why
CCSS
2. Write informative/explanatory texts to examine a
topic and convey ideas and information clearly.
a. Introduce a topic clearly and group related
information in paragraphs and sections; include
formatting (e.g., headings), illustrations, and multimedia
when useful to aiding comprehension.
b. Develop the topic with facts, definitions, concrete
details, quotations, or other information and examples
related to the topic.
c. Link ideas within categories of information using 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 related to
the information or explanation presented.
Tompkins:
-Science Center
- Book-Making Center
- Listening Center
- Storytelling Center
-Sequencing Center
- sorting center
- Word Work Center
- Library Center
-Teach non-fiction text features
-Explore expository text structures p 259
50 Strategies:
- collaborative Books
- RAFT
46
A great resource for informational

writing resources.
http://readingandwritingproject.org/res
ources/student-work/student-writing
- KWL charts
- Cubing
- Clusters
RTI- 40 Strategies
-
Reading/Writing Poetry
coding text to improve comprehension p 249

Facilitating real reading in the classroom 275
Strategies:
Tompkins:
Children have a natural affinity for verse, songs, riddles, jokes, chants, and puns.
Types of Student Poems: p 293
Formula Poems, which make it easier to be successful for students when writing poetry.
-
Acrostic Poem: Students choose a keyword and write it vertically on a sheet of paper, they create
lines of poetry, each beginning with a letter in their keyword.
Color Poems: students begin each stanza or line with a color word.
Five-Senses Poems: students write about a topic using the five senses. Sound, smell, look, taste,
feel.
If I were poems: students write a poem as if they were something. (dinosaur, person)
Preposition Poems: Students begin each line of the poem with a preposition.
Wish Poems: Students begin each line with I wish.
Free Verse: unrhymed poetry.
o Bilingual poems: students add words from other languages.
o Comparison poems: students compare two things.
o Concrete poems: students arrange words in a pleasant way. Such as writing the poem
along the outline of an animal.
Found poems: Students create poems by culling words from stories, newspaper and magazine
articles and nonfiction books and arranging them
List poems: students create poems using words and phrases from a list they have brainstormed.
Odes: Students write odes to celebrate everyday objects, especially those things that arent
appreciated.
Poems with two voices: written in two columns they show the viewpoints of two characters.
Syllable-Count Poems:
o Cinquain: 5 line poem containing 22 syllables in a 2-4-6-8-2 format.
o Haiku: 17 syllables arranged in 5,7, 5 syllables
Rhymed Verse
o Limericks: most common type of poetry students read but less common for them to
write.
o Clerihews: rhymed verses that describe a person.
Model Poems students model their poems on poems composed by an adult.
Poetic Devices:
Simile: comparison with like or as.
Playing with words: list of books p 290.

Experimenting with Rhyme
Implement as part of Patterns of Practice
Literature Focus Unit: teachers share poems in conjunction with featured books. Author focus unit
Reading and Writing Workshop: students may choose poetry to read, and may write poems.
Literature Circles: students read books of poetry during lit. circles and respond to books.
Thematic Units: teacher read poems aloud, and students wore poems they have read as models.
Teaching Students how to Read Poems readers need to consider tempo, rhythm, pitch, and junctur
-
Read poems aloud

Show students how to read poems expressively
Song tunes: have children sing poems such as Twinkle, Twinkle Little Star
Have students rehearse poems several times
Include poetry books in classroom library and class readings.
Rarely assign memorization of poems to students, encourage students to share their favorit
Author units on a focus poet such as Dr. Seuss, Jack Prelutsky, Nikki Giovanni or Gary So
Display poems for students to read and enjoy.
Teach Students how to Interpret poems: consider

Structure
Order of words in line
Rhythm and rhyme
Shape of the poem
Imagery of poem
Dont tell students the meaning gives them tools to analyze and find the meaning.
Performing Poems
Echo reading
Leader and chorus reading
Small-group reading
Cumulative reading one student or group reads the first stanza, and another group reads the
Response Activities
47
Metaphor: compares two things by implying that one thing is something else, without like or as.
Alliteration: repetition of the initial consonant sound in consecutive words or close proximity. Example: The
duck dunked the D.
Tongue Twisters: exaggerated form of alliteration
Onomatopoeia: sound words crash, slurp, varoom, meow
Repetition: word or phrases are repeated as part of the poem structure.
Standards:
RL 2.4
Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and
meaning in a story, poem, or song. (See grade 2 Language standards 46 for additional expectations.) CA
RL. 2.10
10. By the end of the year, read and comprehend literature, including stories and poetry, in the grades 23
text complexity band proficiently, with scaffolding as needed at the high end of the range.
W 2.4
With guidance and support from adults, produce writing in which the development and organization are
appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 13
above.) CA
SL 2.2
Recount or describe key ideas or details from a text read aloud or information presented orally or through
other media.
a. Give and follow three- and four-step oral directions. CA
SL 2.5
Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of
experiences when appropriate to clarify ideas, thoughts, and feelings .
Reading/Writing Stories
(Tompkins p 216)
o
o
o
o
Story Structure:
Plot: the sequence of events involving the
characters
Characters: people or personified animals in
the story.
Setting: where the story takes place, weather,
time period.
Point of View:
1st person view point
Omniscient viewpoint
Limited omniscient viewpoint
Objective view pint
Theme: underlying meaning of the story, the
general truth the story addresses, can be
Students listen to poems read aloud to them and participate by moving their bodies, tap th
words or rhymes, figure out the sequence of lines in the poem.
Create a class collection of favorite poems.
Digital Classroom
Students explore and respond to poems online and listen to poets read the poems, and they
Differentiated Instruction for Poetry
Oral Language
Written Language
- Choral performances
- Arranging sentence strips
- Listening to poets read
to create a poem
their poetry
- Write an original poem
- Rapping or signing poems - Research a poet
- Reading poems aloud
- Perform close reading
- Reciting poems
- Reading poems
- Making word clouds
Visual Language
- present slide show with a
poem
- dramatizing poems
- collaborative picture
books
- design concrete poems
- add digital features to
poems.
Publishing Poems
Share through authors chair, add student-created poetry books to the classroom library, word-proces
50 Strategies:
- Authors chair to share student-written poems p. 10
- collaborative books p. 25
- Choral reading p 18
- Shared reading p 124
RTI- 40 Strategies
include poetry books in books students choose for independent reading p 117.
- Practicing beyond perfection p 29
Tompkins:
Teach within patterns of practice:
Literature Focus Units students read stories, respond to reading logs and apply c
lessons.
Reading and Writing Workshop students learn about story structure, genres, and
lessons and mentor texts.
Literature Circles: students apply what they learned about stories as they read an
student-led groups. Students may focus story elements.
Thematic Units
48
o
-
expressed explicitly or implicitly.

See booklist p 222
Story Genres:
Folklore: fables, fairy tales, myths, and
legends.
Fantasies: make believe stories, modern
literary tales, fantastic stories, science fiction,
high fantasy
Realism: contemporary stories, historical
fiction.
Narrative Devices:
- Comparison through simile= like or as or
metaphor
- Hyperbole: outlandish exaggerations,
- Imagery: use of descriptive language which
appeals to readers senses.
- Personification: give human attributes to
animals or objects.
- Symbolism: use of a person, place or thing as
a symbol to represent something else.
- Tone: an overall emotional feeling of the
story, humorous, scary, depressed,
heartwarming.
Teachers often read aloud stories, including historical fiction as part of thematic un
learned in the story in projects.
Reading Stories:
- Guided reading
- Readers theater
- Responding to stories
- Retelling stories (step-by-step p 241) Retell rubric p 242
Writing Stories:
- Written retellings
- Story innovations take the pattern from an existing story and reinvent it. E
cookie, turns into if you give Michelle a cookie.
- Genre stories: example students read myths and then write their own myth
- Personal narratives
- Original stories
Digital Classroom
- Webquests: online inquiry projects
- Digital Storytelling
- Literature Focus websites
- It is essential that teachers integrate new technology into the language arts and so
prepare students for 21st-century literacies.
50 Strategies:
Clusters (p 21)
Cubing (p 28)
Data Charts (p. 31)
Language Experience Approach (p 64)
Minilessons (p 74)
Quick Writes (p 99)
Rubrics (p 119)
49
RTI- 40 Strategies
- Teaching time management and self-control p 35
- Building mental orthographic images for keyboards or frequently misread
Providing individual feedback to all students (All Texts- a requirement)
Constructive feedback is essential for student success:
1. Student feedback should be educative in nature.
2. Student feedback should be given in a timely manner.
3. Needs to be sensitive to the individual needs of the student and provide encouragement.
4. Ask the 4 questions.
What can the student do?

What cant the student do?
How does the students work compare with that of others?
How can the student do better?
5. Student feedback should reference a skill or specific knowledge.

6. Give feedback to keep students on target for achievement.
7. Host a one-on-one conference.
8. Student feedback can be given verbally, non-verbally or in written form.
9. Concentrate on one ability.
10. Alternate due dates for your students/classes.
Savage:
Assessment provides information on how students are progressing towards their le
information to the learners on how they are doing and how they can improve them
targets.
Continuous effective feedback is critical for student motivation, attainment of con

student success. When learners dont know how they are doing, they are less likely
potential. When a student gets a bad grade, he or she can only improve if he/she un
Thompkins:
A teachers continuous engagement and interaction with the learners in his/her cla
continuous feedback.
-
Rubrics are an effective feedback instrument because they provide a syste

give clear guidelines on how the work is assessed.
Discussion of rubrics before and after is an effective feedback tool.
Conferencing with students as part of reading or writing workshop provid
provide individualized feedback.
50 Strategies:
- Use of a checklist to guide students when they are completing the work an
the work. (examples p 135)
- Learning logs: students write down their learnings from a unit the teacher
their learning. p 67.
11. Educate students on how to give feedback to each other.

12. Ask another adult to give student feedback.
13. Have the student take notes.
14. Use a notebooks/ portfolios to keep track of student progress.
40 Strategies:
- Feedback can be in a small group
- Feedback can be peer-directed.
- Feedback can be part of the I do we do routine.
- Feedback can be part of the reflection process
15. Return tests, papers or comment cards at the beginning of class.

16. Use Post-It notes.
17. Give genuine praise. Positive phone call home.
50
18. I noticed.
19. Provide a model or example.
20. Invite students to give YOU feedback.
Other: Add any other notes you

find important that are not on this
chart.
Wiggins and McTighe suggest that
successful unit planning should
follow the acronym WHERE:
Where is the unit headed?
How will the students be hooked?
Explore, how will that happen?
Reflect, rethink, revise when?
Exhibit, how will that happen?
Aims, Goals, Learning Objectives: Savage p

236
Aims: are the broadest and least specific
purpose statements, they are used to help
identify priorities for policy and funding.
Goals: are narrower purpose statements than
aims, they focus on a specific subject and grade
level, which lead to the establishment of
frameworks and standards.
SMART Objectives
S pecific (what, where, when how students will be able to do).

M easurable (include clearly defined learning targets and degree of accur
A chievable (resources, and cognitive development of students)
R ealistic (able to obtain the level of change indicated)
T ime-Bound (stating the time period in which they will each be accomplis
Objectives are very specific they clearly define

what students will be able to do, at which degree
of accuracy and within what time frame.
RTI: Response To
Intervention=diagnostic approach to
determine which students are entitled
to special education services. RTI
provides resources to immediately
intervene when students struggle.
It is a district and schoolwide
targeted approach to bring
interventions to the classroom and
catch struggling students as soon
as possible to close gaps.
Define:
Composed out of 3 tiers.
Tier 1
High-quality general
classroom instruction
through a core reading
program, designed to
address the needs of the
majority of students.
Tier 2
Students who do not make adequate progress
are provided with adjusted or modified
instruction, which specifically focuses on
components these students struggle with.
Can be administered in:
- Small group
- By Reading specialist
May provide:
- Additional phonics instruction
- Vocabulary instruction
- Phonemic awareness instruction
Tier 3
Provides more intensive interventions by a
more specialized teacher, which can include
the targeted intervention specialist, special
education teacher, and speech and language
pathologist. Designed for students who are
reading one or more grade levels below
grade level.
If students cant be adequately supported in
this model, they need to be assessed for
special education services.
RTI Intervention Strategies

Select one strategy from each of the 7 Parts in the 40 Strategies book.
Part 1: Interventions for Improving Instruction
51
Teaching Task Engagement, Time Management, and Self-Control (35 -38)

Example: Teaching transition routine the teaching of the transition routine makes sure that all students know and practice how to transition, the routine provides
guidance and support for students who struggle because it automates the process by practicing it many times.
Part 2 Interventions for Building Phonemic Awareness
Blending Sounds to Make Words (K-1) p. 45
Part 3 Interventions for Building Word Identification Skills
Reading Regular Words (K-2) p. 69)
Part 4 Interventions for Building Fluency
Choosing Books for Independent Reading (3-6) p 117
Part 5 Interventions for Building Vocabulary
Using Context to Infer Word Meanings (2-6) p. 133)
Part 6 Interventions for Facilitating Comprehension
Previewing Text to Improve Comprehension (3-6) p. 163
Part 7 Interventions for Teaching Students to Read a Lot
Teaching Reading a Lot (K-2) p 271
Strategies by Instructional Focus

Grade/EL
Oral Language:
6-8
PreK -2/ 3-5 / 6-8/
PreK -2/ 3-5 / EL
PreK -2/ 3-5 / 6-8
3-5 / 6-8
PreK -2/ 3-5 / 6-8/
PreK -2 / EL
PreK -2/ 3-5 / 6-8/ EL
3-5 / 6-8
3-5 / 6-8
PreK -2
50 Strategies
McEvan 40 Reading Intervention Strategies

Book Talks (p 15)
Grand Conversations (p 45)
Hot Seat (p 51)
Language Experience Approach
(p 64)
Rubrics (p 119)
Story Retelling (p 134)
Digital Classroom: Digital story
52
Phonemic
Awareness/Phonics:
Fluency:
3-5 / 6-8/ EL
PreK -2 / EL
PreK -2 / EL
PreK -2/ 3-5 / EL
PreK -2/ 3-5 / 6-8/ EL
PreK -2/ 3-5 / EL
PreK -2/ 3-5 / EL
PreK -2/ 3-5 / EL
PreK -2/ 3-5 / EL
PreK -2 / EL
Comprehension:
K/1
K/1
5. Blending Sounds to Make Words (p 45)

6. Segmenting Words Into Sounds (p 49)
1-3
1/2
2-6
3-6
3-6
PreK -2/ 3-5 / 6-8/ EL

PreK -2/ 3-5 / EL
PreK -2 / EL
PreK -2/ 3-5 / 6-8/ EL
3-5 / 6-8/ EL
PreK -2/ 3-5 / 6-8/ EL
3-5 6-8 / EL

(p 64)
Minilessons (p 74)
Readers Theatre (p 109)
Shared Reading (p 123)
Tea Party (p 141)
Word Wall ( p 155)
13 Crossing the Fluency Bridge (p 99)

14 Facilitating Fluency in Your Reading Groups (p 107)
15 Structuring Repeated Oral Reading Activities Using
Prosody as a motivator or Indicator of Text
Comprehension (p 111)
16 Choosing Books for Independent Reading (p 117)
17 Teaching the Fastest Way to Read Words (p 123)
K-2
1-3
4-6
38 Teaching Reading A Lot

39 Facilitating REAL Reading in the Classroom (275)
40 Teaching Reading a Lot (p 279)
2-6
18 Using Context to Infer Word Meanings (p 133)
3-5 / 6-8/ EL
3-5 / 6-8/ EL
PreK -2/ 3-5 / 6-8/ EL
Clusters (p 21)
KWL Charts (p 60)
K-6
K-3
4-6
PreK -2/ 3-5 / 6-8/ EL

3-5 / 6-8
6-8/ EL
PreK -2/ 3-5 / 6-8/ EL
3-5 / 6-8/ EL
PreK -2/ 3-5 / EL
PreK -2/ 3-5 / EL
PreK -2/ 3-5 / 6-8/ EL
6-8
Minilessons (p 74)
Tea Party (p 141)
Word Sorts (p 151)
Word Wall ( p 155)
4-6
3-6
3-6
4-6
19 Teaching More Vocabulary Every day (p 139)

20 Using Read-Alouds to Teach New Words (p 149 )
21 Organizing Vocabulary for Understanding
and Retention (p 153 )
22 Writing Sentences to Show You Know (p 159)
23 Teaching contextual Information About Words (p 163))
24 Facilitating Content Vocabulary Instruction (p 167)
25 Playing the Word Power Games (p 175)
PreK -2/ 3-5 / 6-8/ EL
Book Boxes (p. 12)
K-6
PreK -2 / EL
PreK -2 / EL
Vocabulary:
telling (p 137)
Tea Party (p 141)
Guided Reading (p 48)
Making Words (p 71)
Minilessons (p 74)
Word Sorts (p 151)
Goldilocks Strategy (p 42)
3-6
26 Scaffolding Grade-Level Reading Texts for

Struggling Students. (p 187)
27 Teaching the Seven Cognitive Strategies of Highly
Effective Readers. (p 191)
53
PreK -2/ 3-5 / 6-8/
3-6
28 Teaching Students about Inferences (p 195)
PreK -2/ 3-5 / EL
Book Talks (p 15)

1-6
6-8/ EL
PreK -2/ 3-5 / 6-8/ EL
3-5 / 6-8
3-5 / 6-8/ EL
PreK -2/ 3-5 / EL
Cubing (p 28)
Data Charts (p. 31)
Goldilocks Strategy (p 42)
3-6
3-6
4-6
K-2
4-6
PreK -2/ 3-5 / 6-8

PreK -2/ 3-5 / 6-8
PreK -2 / EL
3-5 / 6-8
PreK -2/ 3-5 / 6-8/
PreK -2/ 3-5 / 6-8/ EL
PreK -2/ 3-5 / 6-8
PreK -2/ 3-5 / 6-8/ EL
3-5 / 6-8
3-5 / 6-8
3-5 / 6-8
6-8/ EL
PreK -2/ 3-5 / 6-8/ EL
6-8/ EL

Hot Seat (p 51)
KWL Charts (p 60)
Minilessons (p 74)
Open-Mind Portraits (p 77)
Plot Profiles
QAR Question-Answer
Relationships
Quick Writes (p 99)
Quilts (p 103)
RAFT (p 106)
Readers Theatre (p 109)
Shared Reading (p 123)
Sketch-to-Sketch (p 126)
Story Boards (p 131)
Story Retelling (p 134)
Digital Classroom: Digital story
telling (p 137)
4-6
4-6
3-6
29 Teaching Pronouns to Improve Inferential Comprehension.

(p 203)
30 Think Aloud to Teach Inference (p 211)
31 Facilitating Cooperative Comprehension (p 219)
32 Mastering the Five Cs of Summarizing (p 225)
33 Using Graphic Organizers to Summarize Stories (p 237)
34 teaching Students How to Monitor Their Silent
Reading Comprehension (p 241)
35 Coding Text to Improve Comprehension (p 249)
36 Asking and Answering Questions (p 255)
37 Previewing Text to Improve Comprehension (p 263)
3-5 / 6-8
3-5 / 6-8/ EL
3-5 / 6-8
3-5 / 6-8
PreK -2/ 3-5 / EL
PreK -2/ 3-5 / 6-8
PreK -2 / EL
3-5 / 6-8
6-8
PreK -2/ 3-5 / 6-8/ EL
PreK -2
54
Writing
PreK -2/ 3-5 / 6-8/ EL

3-5 / 6-8/ EL
PreK -2/ 3-5 / 6-8/ EL
PreK -2 / EL

Tea Party (p 141)
Venn Diagram ( p 144)
3-5 6-8 / EL
PreK -2 / 3-5 / 6-8
3-5 / 6-8/ EL
PreK -2/ 3-5 / EL
6-8/ EL
PreK -2/ 3-5 / 6-8/ EL
3-5 / 6-8
3-5 / 6-8
PreK -2 / EL
PreK -2 / EL
Clusters (p 21)
Cubing (p 28)
Data Charts (p. 31)
(p 64)
Minilessons (p 74)
Quick Writes (p 99)
Rubrics (p 119)
Making Words (p 71)
Minilessons (p 74)
Word Sorts (p 151)
Book Boxes (p. 12)
Book Talks (p 15)
Clusters (p 21)
Cubing (p 28)
Data Charts (p. 31)
PreK -2/ 3-5 / 6-8

PreK -2/ 3-5 / 6-8/ EL
3-5 / 6-8/ EL
PreK -2/ 3-5 / 6-8
Spelling:
Content Areas:
3-5 / 6-8
3-5 / 6-8
PreK -2 / EL
PreK -2/ 3-5 / EL
PreK -2/ 3-5 / 6-8/ EL
PreK -2/ 3-5 / EL
PreK -2/ 3-5 / EL
PreK -2/EL
3-5 / 6-8 / EL
6-8
PreK -2/ 3-5 / 6-8/ EL
PreK -2/ 3-5 / 6-8/
3-5 / 6-8/ EL
PreK -2/ 3-5 / EL
6-8/ EL
PreK -2/ 3-5 / 6-8/ EL
3-5 / 6-8
3-5 / 6-8/ EL
3-5 / 6-8
55
3-5 / 6-8
PreK -2/ 3-5 / 6-8/
PreK -2 / EL
PreK -2/ 3-5 / 6-8/ EL
PreK -2/ 3-5 / 6-8
3-5 / 6-8
6-8/ EL
PreK -2/ 3-5 / 6-8/ EL
6-8/ EL
3-5 / 6-8
3-5 / 6-8/ EL
3-5 / 6-8
3-5 / 6-8
3-5 / 6-8
6-8
3-5 / 6-8/ EL
PreK -2/ 3-5 / 6-8/ EL
PreK -2/ 3-5 / EL
reK -2/ 3-5 / 6-8/ EL
Word Identification
Phonics Instruction
Hot Seat (p 51)

KWL Charts (p 60)
QAR Question-Answer
Relationships
Quick Writes (p 99)
Quilts (p 103)
RAFT (p 106)
Rubrics (p 119)
Tea Party (p 141)
Venn Diagram (p 144)
Word Sorts (p 151)
Word Wall (p 155)
Digital Classroom: interactive
web based word wall.
K-2
K-2
K-2
1-6
K-2
7 Mastering Letter-Sound Correspondences (p 59)

8 Reading Regular Words (p 69)
9 Reading Irregular Exception Words (p 75)
10 Facilitating Advanced Word Reading (p 79)
11 Reading Decodable Books (p 87)
56

Final Components of Language Arts and Ss Notes SP 16

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Final Components of Language Arts and Ss Notes SP 16

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

Content of Social Studies

Teaching Strategies found throughout

Copy and paste in the correct content box. (See

Add textbook pages, so this becomes a

2nd Grade Standards

Trace the history of a family through the use of

2.2 Students demonstrate map skills by describing the

How do you teach (or use) this

Add textbook pages, so this becomes a support

Give a few general instructional

Give a few general assessment

Make sure that learning is meaningful to the

Page 25 Alternative Assessment approaches;

Page 34 Family Origins and Traditions students

Locate on a simple letter-number grid system the

2.3 Students explain governmental institutions and

Explain how the United States and other countries

Describe the ways in which groups and nations

2.4 Students understand basic economic concepts and

Describe food production and consumption long ago

2.5 Students understand the importance of individual

Geography: Environmental Perception

Page 46: Students share and summarize what they

Page 94 Service Learning: links a service to the

Page 77: Cultural conflict lessons can be

SDAIE Strategies for EL

ELD Standards 2nd Grade

9. Expressing information and ideas in formal oral

C. Connecting and Condensing Ideas

Teaching Strategies found

Meaningful Comprehensible input students

- teach classroom routines, dictionary skills,

ELD Standards 2nd Grade

Teaching Strategies to support EL

ELD Proficiency Level Continuum

Stages of Language Acquisition

-Early Production students start to

-Emergence of Speech students

- Intermediate fluency within 3-4

Pg. 221/222 Preproduction & Early

Use multiple forms of assessment.

Assessment Tools to Assess English Proficiency

Use of diagnostic assessments.

SELP (Stanford English Language

DIBELS (Dynamic Indicators of Basic

IPT (IDEA Proficiency Tests) I and II:

LAS (Language Assessment Scales)

Woodcock-Munoz Language Survey

BINL (Basic Inventory of Natural

BSM (Bilingual Syntax Measure) I and

Administer assessment in orally instead of a

Use of observational checklists, logs, and

Integrated performance-based assessment

Use flexible student journals

Cooperative Learning Strategies are key

speaking and listening, students still

Sheltered Instruction focuses

Multimedia Tools & Concrete Experiences

Use of SDAIE Assessment strategies

writing, listening,speaking into activities.

Six Types of Knowledge

ELD Standards Grade 2