1. Presented by Exploring edTPA with READ Exploring edTPA with READ Ellen Dobson and Diana Lys May 2, 2014

2. PART 1: CENTRAL FOCUS

3. Goal  To introduce the concept of central focus  To identify comprehension/composition strategies as defined by edTPA  To identify requisite skills to support literacy strategies  To review and critique sample central focus statements

4. Review  Three major tasks: Planning, Instruction, Assessment  Throughout – Academic Language and Analysis of Teaching  Learning segment – 3-5 connected lessons addressing a central focus  Evidences – Artifacts – Commentaries

5. Review  15 Rubrics  5 levels of performance (official scoring)  3 levels of performance (local evaluation)

6. Central focus defined  The central focus is a brief description of the concept or goal that unifies the lessons in the learning segment.

7. The central focus should:  Describe what you are teaching your students  Describe the purpose for teaching that content  Describe how the standards/learning objectives apply to – the learning strategy that you used – any skills that are learned during the lesson – reading/writing connection

8. Central focus Lesson 1 Learning target (s) Lesson 2 Learning target(s) Lesson 3 Learning target(s) Academic Language

9. Central focus for Elementary Literacy  The central should support students to develop an essential literacy strategy and the requisite skills for comprehending or composing text in meaningful contexts. (p. 8)

10. Activity 1 – Examining Examples

11. Activity 2 – Developing a central focus  The goal of this learning segment is to support students’ development of an essential literacy strategy and the requisite skills for {comprehending/composing} text.  The essential strategy to be developed in the learning segment is _______.  The requisite skill(s) needed to develop this strategy are ________.  During the learning segment, students will _____.

12. Central focus and rubrics  In which rubrics is the central focus referenced?

13. Homework  Access the ELEM Literacy Fall 2013 portfolio  Review the Planning Commentaries for Candidate A and Candidate B  Critique the central focus for each candidate  Provide recommendations for improving the central focus

15. Next Steps for Fall 2014  Local Evaluator training

16. CLEAR THE AIR

17. Clear the Air Concluding Thoughts on Part 1: Central Focus

18. PART 2: CURRICULUM FOCUS

19. Goal  Commence curriculum mapping exercise to: – Reconcile READ program and edTPA language – Align instructional language across curriculum – Align READ service courses objectives with Literacy Strategies and Requisite Skills

20. Courses in a Program of Study Program

21. Activity Cosmopolitan Protocol Curriculum Mapping Cosmopolitan Protocol READ Area Action Steps

22. edTPA Literacy Strategies  Focusing on Elementary Literacy strategies…  What do you need to better understand these strategies?  What about the strategies can you “believe in”?

23. edTPA Literacy Strategies What do you need to better understand these strategies? What about the strategies can you “believe in”?

24. Literacy Strategies READ Program VocabularyedTPA Vocabulary

25. Common Definitions READ/edTPADefinition

26. Link to Curriculum READ/edTPAREAD 3301READ 3302READ 4534READ 5317 Where are Literacies Strategies INTRODUCED, PRACTICED, ASSESSED?

27. Debrief Belief Next Steps Doubt

28. Homework

29. Next Steps for Fall 2014  Academic Language – What is a Language Function? – How and where do we teach about Academic Language? – How can READ 3990, 5316, and 5317 contribute to developing candidate knowledge and skills around Academic Language?