Presentation on theme: "Welcome to Class 10 Please find your seat according to the informational text clue found on the card you chose. Context Clues: Definition by Example."— Presentation transcript:
Welcome to Class 10 Please find your seat according to the informational text clue found on the card you chose. Context Clues: Definition by Example Context Clues: Definition by Apposition Informational Text Structures: Cause & Effect Informational Text Structures: Compare/Contrast Informational Text Structures: Sequence Informational Text Features
Class 10-14 Final Class (for this quarter) Workshop Time
Story and Learning Activity Out of my Mind by Sharon M. Draper Counting By 7s by Holly Goldberg Sloan Rules by Cynthia Lord Wonder by A.J. Polacio The Circuit by Francisco Jimenez
Story and Learning Activity The Learning Activity is Creating a Book Trailer
Creating a Book Trailer Students creating their own book trailer can be a powerful learning experience, combining learning goals from reading, writing, technology and the arts to produce a real product that they can share with others.
Book Trailers & CCSS RL.5.2: Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
Book Trailers & CCSS SL.5.4: Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes ; speak clearly at an understandable pace. SL.5.5: Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
Creating a Book Trailer Pick the right book Watch other trailers and get ideas Write down your narration 10 to 15 sentences Short sentences – 1 picture Long sentences – 2 to 3 pictures
Creating a Book Trailer Get basic book info [Title, Author, Genre, Awards] Find pictures Narrate Edit throughout. Save throughout. Photo Story 3 or PowerPoint Create music Add title and credits Edit throughout. Save throughout.
Literacy Assessment: The Final Chapters Chapter 4: Language Arts Program Chapter 5: Reflection
Literacy Assessment: Chapter 4: Language Arts Program This is the chapter where everything comes together! Using the information gleaned from the literacy assessment process, your task is to design an instructional program that supports this student’s language and literacy development. What instructional strategies would you use to address this student’s strengths and stretches?
Literacy Assessment: Chapter 4: Language Arts Program Address the questions that you posed in the introduction, as well as other questions that may have arisen in the process of this literacy assessment. Consider: What do these assessments tell you about this student’s language and literacy strengths and/or needs? Cite evidence.
Literacy Assessment: Chapter 4: Language Arts Program Please be specific. Address the focus of each chapter: Dispositions toward literacy and oral language development Word Analysis and/or Concepts about Print Comprehension (listening and/or reading) There are no page length requirements, but in the past this chapter has ranged between 5-10 pages.
Literacy Assessment: Chapter 4: Language Arts Program Chart addressing each chapter
Literacy Assessment: Chapter 4: Language Arts Program Paragraphs addressing each chapter
Literacy Assessment: Chapter 4: Language Arts Program Specific Examples
Literacy Assessment: Chapter 4: Language Arts Program In this section you need to connect your findings with what you have learned in your methodology and procedures courses, specifically Language Arts, ELD/SDAIE Methods, Special Education courses that may be relevant.
Literacy Assessment: Chapter 5: Reflection Describe, analyze and reflect on your own growth as a teacher, particularly in relationship to assessment and diagnosis
Literacy Assessment: Chapter 5: Reflection Address the prompts: What have you learned about assessment from this assignment? What have you learned about teaching from this assignment? What new understandings of language and literacy development do you now have? What might you do differently if you were to do this again? If you were to give any of these assessments to this student again, what changes would you make? How might you adapt the assessment? Why? In what ways did these assessments support or not support this student’s language abilities? (BE specific and support your claims with evidence ) Do you need to collect more evidence or a different type of evidence for this student? Why or why not? What questions do you now have?
Literacy Assessment: Final Reminders: Include draft feedback (if applicable) Include all of your data Use a pseudonym Include dates (On Sept.10, I observed Starshine talk to...) Answer the prompts in the assignment Be sure to provide your rationale for any of your analysis and decisions Review the rubrics Review sample Literacy Assessments (website) Use headings and page #s Submit a hard copy in a binder, labeled with name & grade Due on or before Thursday, January 15, 2015 Due date for ITCs is Friday, December 19, 2014 TEP Office Danielle or Ann’s Mailbox (by TEP pictures)
Homework Read : Tompkins Chapter 11 – Differentiating For Success pp. 379 - 390 To Do : CLS drafts (optional) November 17 th – Week #2 Takeover & ESC Complete Comprehension Learning Segment Assignment Due by Wednesday, December 17 @ 5:00 on GauchoSpace Completed Literacy Assessment (including Language Arts Program and Reflection sections) Due on or before Thursday, January 15, 2015 Due date for ITCs is Friday, December 19, 2014
FYI This course is 2 units in the fall and 3 units in the winter This quarter you will receive a S/U as a placeholder grade Your final grade including all assignments will be reflected in your winter quarter grade when the class is weighted with more units and scored with a letter grade
Ta Da! This is our last class meeting this quarter. Therefore, there are 2 course evaluations to complete: ESCIs (1 for each instructor) Zoomerang – online There is a Fall-2014 Summary to help you.
Thank you… …for a great quarter full of excellent questions, insights, and growth! Cheers to all of your hard work and to all of your future students who will benefit from having YOU as their teacher! Sincerely, Ann and Danielle