1. Task One Boot Camp Fall, 2015

2. Components of Task One Context for Learning  Choose a class and complete a Context for Learning template for Literacy.  Include demographic information for your district and school  Ask about student IEPs, speak with the Special Education and Gifted teachers to find out specific accommodations and modifications you should include on students. Include the teaching assistant who works with a group, special education teacher who comes in and works with students.  Describe required curricula, assignments, assessments that are aligned to standards used for literacy. Any required text or scripted program (Saxon Phonics, Reads With Sarah, AR, STAR Reading, Dibels)

3.  List other resources used( electronic whiteboards, manipulatives, graphic organizers, anchor charts, workbooks, etc.  Students in class-identify grade level and number of students and divided into number of males and females.  Next part is the chart that summarizes the needed supports, accommodations or modifications for your students.  It is important that you identify students in any of the groups listed on the form. Ask for help filling it out.  You will address each of these groups in your lesson plans and in the commentary prompts. If you list the students on this form you must address the students in the commentaries. You CANNOT say you do not have any students with learning needs. In every class there will be students who learn differently than others.

4. What DO I Need TO Do?  Select a class- it may be the whole class or a small group of at least 4 students.  Identify a standard to plan, teach, and analyze. The standard needs to be either reading comprehension or writing composition.  Identify the central focus for the learning segment and the essential literacy strategy( e.g. summarizing the story and related skills for comprehension or using evidence to support an argument in composing text) AND related skills needed to develop and apply strategy ( e.g. decoding, recalling, sequencing, writing conventions, writing paragraphs).  Learning goals or objectives: what do you want the students to be able to do after you teach the 3-5 lessons?  Identify and plan language demands. What will you use to support the language demands? Specific ways to use the vocabulary, syntax and discourse.( anchor charts, graphic organizers, sentence stems, five paragraph story,

5.  Write lesson plans for the learning segment using the UWG lesson plan format. Make sure you include information for each section and give enough information that a substitute could follow the lesson plan.  State Adopted Standard- please include the number and text. If only a portion of a standard is being addressed, then only list that part that is relevant.  Learning objectives associated with standards.  Formative assessments with evaluation criteria (rubric, key, )  Instructional strategies and learning tasks  Instructional resources and materials  Specific ways to meet the needs of identified learners.  Each lesson plan must be NO MORE THAN 4 pages. Identify each lesson as lesson 1, lesson 2, lesson 3.  No identifying information on lesson plans.

6. Planning Commentary  Use the Planning Commentary Template to answer prompts. TYPE inside the [ ]  Answer each prompt completely and in complete sentences. Use the language of the prompt to respond to it.  1. Central Focus: describe central focus, describe how the standards and objectives address essential literacy strategy, related skills that support the strategy and reading and writing connections.  Explain how your plans build on each other.

7.  2. Knowledge of students: consider the variety of students who may require different strategies and supports as you answer prompts. Address prior learning and skills related to the central focus. Address personal, cultural and community assets related to the central focus.  3. Supporting Students Literacy Learning: Refer to your instructional materials and lesson plans to justify how you decided on tasks for learning. Include research and/or theory to support your answers. How do you know your plans are appropriate for the students. What are the common misconceptions or common developmental approximations and how you will address them.

8.  4. Supporting Literacy Development Through Language: Identify language function and the key learning task that provides the students with opportunities to practice the language function. Describe the language demands (vocabulary, syntax, discourse). What supports did you use to help students understand and use the language function.  5. Monitoring Student Learning: Describe how you assessments provide evidence that students can use the literacy strategy. Explain how the adaptions allowed specific needs students to demonstrate their learning.  No more than 9 single-spaced pages including the prompts.

9. Rubric 1: Planning for Literacy Learning  Covers Prompt 1, lesson plans, instructional materials, assessments.  For a 3- Learning tasks are aligned with learning outcomes (objectives)  Learning tasks build skills/facts/procedures and subject specific understanding.  For 4 or 5 - Learning tasks are aligned with learning outcomes (objectives and are sequenced in a learning progression across the lessons.  Supports students to understand the relationship between the skills/facts/procedures/conventions and deep subject specific understandings across all lessons.  Explain how and why the planned activities and materials support students to apply the essential strategy and skills independently.  Lesson plans include materials and resources, literacy activities, and teacher questioning/modeling that will clearly support students to apply the essential strategy and skills to connect reading and writing in authentic ways.

10. Rubric 2: Planning to Support Varied Student Learning Needs  Covers Prompts 2 &3, lesson plans, instructional materials  For a 3- Planned supports are aligned with learning outcomes.  Planned supports address and are appropriate for and whole class, IEPs, and 504 plans  For 4 or 5- Planned supports are aligned with learning outcomes  Planned supports address and are appropriate for and whole class, IEPs, and 504 plans AND include scaffold learning for ELL, struggling readers/learners, underperforming and gifted students.  Identifies and discusses potential misconceptions or partial understandings

11. Rubric 3: Using Knowledge of Students to Inform Teaching and Learning  Covers prompts 2 & 3  To score a 3 - justification for plans include  Concrete, specific connections between tasks and prior learning (academic OR lived experiences/assets)  Surface level discussions of theory or research.  To score 4 OR 5 –justifications for plans include  Concrete specific connections between tasks and prior learning (academic AND lived experiences/assets)  Grounded discussion of theory or research (goes beyond name dropping)

12. Rubric 4: Identifying and Supporting Language Demands  Covers prompts 4, lesson plans, instructional materials  For a 3: Language demands include function, vocabulary AND discourse/syntax  Supports generally address vocabulary and one other identified demand (function, discourse, or syntax)  For 4 or 5: supports are strategically designed to address all language demands for students with varying characteristics and language needs.

13. Rubric 5: Planning Assessments to Monitor and Support Student Learning  Covers prompt 5, lesson plans, assessments  For a 3: majority of assessments provide evidence of subject specific understandings  IEPs and 504 plans requirements for adaptations/modifications are addressed.  For 4 or 5: Assessments provide evidence of the full range of subject specific understandings  Are used in EACH lesson  Are differentiated so students show understandings in various ways.

14.  Task I - Part A: Context for Learning (Type directly into the template provided inside the brackets [ ], no school name, mentor teacher name or district name identified)  Task I - Part B: Lesson Plans for Learning Segment (ALL lesson plans should be submitted in ONE file. Each Lesson needs to be labeled Lesson 1, Lesson 2, etc.)  Task I - Part C: Instructional Materials (This includes graphic organizers, smart board activities or templates, KWL, charts, etc. you plan to use with your 3-5 lessons in the learning segment)  Task I - Part D: Assessments (Tests, quizzes, journal entries, discussion questions, rubrics, checklists, anecdotal notes, etc.)  Task 1 - Part E: Planning Commentary(Type directly into the template provided inside the brackets [ ]. This is the most important piece of evidence for Teak 1. The details in your lesson plans should be explained fully in the commentary. Ex. If there is a question about something in the lesson, the evaluator will go by what is in the commentary before going by the information in the lesson plan)

15. Rubric One- Planning for Literacy Learning  Evidence: Prompt 1, lesson plans, instructional materials, assessments.  Learning tasks are aligned with learning outcomes.  Learning tasks build skills/facts/procedures and subject specific understanding.  To score 4- learning tasks are sequenced in a learning progression, build on skills/facts/procedures/conventions and DEEP subject understanding in all lessons. Support students to understand the relationship between skills/facts/procedures/conventions and subject understanding. Lesson plans and objectives attend to both, and lesson plans/learning tasks connect the essential strategy with skills in every lesson and in meaningful contexts  To score 5- Teacher candidates explains HOW you will use the learning tasks and materials to lead students to independently apply the essential strategy and identified skills. Plans include materials and resources, literacy activities, and teacher questioning/modeling that will clearly support students to apply the essential strategy and skills to connect reading and writing in authentic ways.

16. Rubric Two- Planning to support varied student learning needs  Evidence: Prompts 2 and 3, lesson plans, instructional materials  Planned supports are aligned with learning outcomes, are appropriate for the needs of the while class and addresses IEPs and 504 requirements.  To score 4- Planned supports are designed to scaffold learning for a variety of students (ELL, struggling readers, underperforming or gifted) and identify and respond to potential misconceptions or partial understandings. To score 5- Supports include specific strategies to identify and respond to common developmental approximations or misconceptions. The explanation needs to include explicit connections between the learning tasks and the examples provided.

17. Rubric Three- Using knowledge of students to inform teaching and learning  Evidence: Prompts 2 and 3  Justification for plans include concrete, specific connections between tasks and prior learning (academic or lived experiences/assets) Includes a surface level discussion of theory or research.  To score 4- Justification for plans include concrete, specific connections between tasks and prior learning (academic AND lived experiences/assets) Includes a grounded level discussion of theory or research. The explanation needs to include explicit connections between the learning tasks and the examples provided.  To score 5- Justification is supported by principals from research and/or theory. The justifications are explicit, well articulated, and demonstrate a thorough understanding of the research/theory principles that are evident in the plans.

18. Rubric Four- Identifying and Supporting Language Demands  Evidence: Prompt 4, lesson plans, instructional materials  Language demands include function, vocabulary AND discourse/syntax. Supports generally address vocabulary and one other identified demand (function, discourse, or syntax)  To score 4- Identifies vocabulary and additional language demands associated with language function. Plans include TARGETED SUPPORT for use of vocabulary as well as function, discourse, and syntax. Supports are focused on specific language demands, such as sentence starters (syntax or function), modeling how to construct an argument or explanation paragraph (function), graphic organizers tailored to organizing text (discourse or function), identifying critical elements of a language function using an example, more in-depth exploration of vocabulary development (definition, antonym, synonym, contextualized meanings, multiple meanings or contrastive uses of language for home and school).  To score 5- Instructional supports are designed to MEET the NEEDS of ALL identified students with different levels of language learning.

19. Rubric Five- Planning Assessments to monitor and support student learning  Evidence: prompt 5, lesson plans, assessments  Majority of assessments provide evidence of subject specific understanding, and IEPs/504 requirements for adaptations/modifications are addressed.  To score 4- Assessments provide full range of subject specific understandings, are used in each lesson, and are differentiated so students show understandings in various ways (authentic reading/writing assignments, use of skills in meaningful contexts rather than in isolation, such as worksheet exercises – and not that there is only one type of evidence on homework, exit slips, and a final test or written assignment). Evidence collected for both the essential strategy and skills in every lesson if possible.  To score 5- The assessments are strategically designed to allow individuals or groups with specific needs to demonstrate their learning.

20. QUESTIONS ????????  Refer to handbook  Ask peers  Email Mrs. Steed