CalTPA Subject-Specific Pedagogy Task ID #00000000

Multiple Subject
Before beginning this task, read the complete directions provided in the CalTPA Candidate Handbook.
Case Study 1: Subject-Specific and Developmentally Appropriate
Pedagogy
A. Contextual nformation for Case Study 1
1. !lements of a "earning !xperience in a #nit
Grade: Third
Content Area: Language Arts
Subject Matter: Reading and writing
Time Period for the Learning Exerience: Two !"#minute sessions in two consecuti$e
da%s
State-adopted Academic Content Standards for Students
Reading: Comrehension and Ana&%sis of Grade#Le$e& Aroriate Text
'() *istinguish the main idea and suorting detai&s in exositor% text
+riting: ,rgani-ation and .ocus
/(/ Create a sing&e aragrah:
a( *e$e&o a toic sentence
b( 0nc&ude sim&e suorting facts and detai&s
"earning $oals for t%e "earning !xperience
Students wi&& be ab&e to do the fo&&owing with a focus on reading and writing:
0dentif% the main idea of an exositor% text
0dentif% three suorting detai&s from the exositor% text
Summari-e the exositor% text using the main idea and three suorting detai&s in one aragrah
nstructional &esources Available
Age#aroriate exositor% text and writing journa&s
'. Class Description
Students are in a se&f#contained third grade c&ass( The schoo& is &ocated in a midd&e#&e$e&1 socio#
economic communit%( 0t is the midd&e of the academic %ear( Most of the students are eight %ears o&d(
The% articu&ar&% need oortunities to &earn content in different wa%s and to re$isit content( Man% of
the students enjo% the schoo& en$ironment and &i2e to socia&i-e with each other( Most of the students are
acti$e in after#schoo& acti$ities1 inc&uding sorts1 c&ubs1 tutoring1 and other communit% acti$ities1 which
&ea$es &itt&e time for homewor2(
(. Developmental )eeds of t%e Students in $rade (
Exerience a structured da%
*e$e&o age#aroriate &iterac% s2i&&s
Particiate in hands#on exerience
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CalTPA Subject-Specific Pedagogy Task ID #00000000
Multiple Subject
**********************************************
+. ,uestions for Case Study 1
1. $iven t%e contextual information for Case Study 1- t%in. about a lesson you mig%t use /it% t%ese
students t%at addresses t%e subject matter learning goals and t%e developmental needs of t%e
students described. n t%e columns belo/ describe:
nstructional strategies
Student activities
nstructional resources
Note: Instrctional strategies are !hat the teacher does dring instrction and stdent activities are
!hat the stdents do dring the lesson. Inclde ho! "o !old se the instrctional resorces
as "o describe "or strategies and stdent activities.
nstructional Strategies Student Activities
*a% ,ne:
0nstructor wi&& write the &earning goa&s of
toda%6s &esson and students wi&& be ab&e to
successfu&&% com&ete them b% the end of
the &esson(
0nstructor wi&& write the word 7ST,R89
on the center of the white board1 in &arge
c&ear writing(
0nstructor wi&& as2 students to share with
a artner1 sitting next to them1 what
comes to mind when the% thin2 about the
word 7stor%9(
0nstructor wi&& as2 for $o&unteers to share
their thoughts(
0nstructor wi&& reeat what was shared as
she writes the ideas on the board
surrounding the word 7Stor%9( :word
web;
0nstructor wi&& then ass out exam&es of
a $ariet% of different texts: newsaer1
textboo21 and short stor%(
0nstructor wi&& as2 students1 7+hat do
these exam&es ha$e in common<9 :stor%1
words1 aragrah1 etc(;
0nstructor wi&& de&$e deeer and as2 the
*a% ,ne:
Students acti$e&% &isten to the instructor
describe the &earning goa&s of the da%(
Students wi&& artner share: +hat comes to
mind when the% thin2 about the word 7stor%9
Students wi&& $o&unteer to share their
thoughts in a who&e grou setting( This wi&&
contribute to a word web(
Students wi&& ana&%-e different texts1 which
dis&a% aragrahs(
Students wi&& share exam&es of how the
texts differ(
Students wi&& acti$e&% &isten to instructor
define terms as the% write them down in their
journa&s(
Students wi&& dissect the aragrah for the
2e% terms(
Students wi&& acti$e&% &isten to directions(
Students to Thin2#Pair#Share on dissecting
the exositor% text(
Students wi&& ha$e a artner discussion based
on the Thin2#Pair#Share(
Students wi&& share and comment on the
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CalTPA Subject-Specific Pedagogy Task ID #00000000
Multiple Subject
=uestion1 7+hat6s in a aragrah<9
0nstructor wi&& as2 students to de&$e
deeer and instructor wi&& robe into their
resonses(
0nstructor wi&& introduce and define terms
regarding aragrah structure such as
summar%1 main idea1 toic sentence1 and
suorting detai&s(
0nstructor wi&& ha$e students write in their
journa&s the terms and their meanings(
0nstructor wi&& as2 the who&e c&ass to
wor2 together to create a aragrah on
the board1 as the instructor writes what is
created(
0nstructor and students wi&& dissect the
aragrah for the 2e% terms(
0nstructor wi&& roject a first aragrah
from a Socia& Studies Textboo2 and
students wi&& fo&&ow a&ong(
0nstructor wi&& as2 students to Thin2#Pair#
Share on dissecting the exositor% text(
+hi&e students are wor2ing1 instructor
wi&& wa&2 around to the different tab&e
grous and &isten during share time(
0nstructor wi&& robe to get a better
understanding to the reasons behind
students reasoning(
0nstructor wi&& ca&& on artners to share
and wi&& as2 others to comment on the
thoughts being shared(
0nstructor wi&& do a =uic2 summari-ation
of the &esson1 fo&&owed b% an exit s&i
as2ing students to 7ex&ain what a
aragrah is> and &ist an% confusion that
occurred during the &esson toda%1 &ease
ex&ain9(
*a% Two:
0nstructor ex&ains to students1 7toda% we
are going to be writing our own
aragrahs simi&ar to the exam&e
aragrah we examined in our Socia&
thoughts being shared(
Students wi&& com&ete an exit s&i(
*a% Two:
Students wi&& acti$e&% &isten to &earning goa&s
and toda%6s &esson(
Students wi&& acti$e&% &isten to exit s&i
confusion and resond(
Students wi&& share what the 2e% terms from
%esterda% were :in a ro$ided aragrah
exam&e dis&a%ed on the white board;(
Students wi&& create their own aragrahs
and wi&& be dissecting their ersona&
aragrahs :under&ining 2e% terms;(
Students wi&& begin creating their own
aragrahs(
Students wi&& share in artners( After /
st
student reads1 '
nd
student wi&& i&&ustrate the /
st
students aragrah( This wi&& be the case for
the '
nd
students aragrah( 0f time a&&ows1
students#artners can share with the who&e
c&ass or tab&e grous(
Students wi&& com&ete an exit s&i(
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CalTPA Subject-Specific Pedagogy Task ID #00000000
Multiple Subject
Studies text( ?ust &i2e the we&&#resected
figures in histor% a$ed the wa% for
change1 we too are going to be reca&&ing
an exerience in which we stood u for
something we be&ie$ed to be right and
just desite what others be&ie$ed( @ut
first &et6s re$isit what we ta&2ed about
%esterda%9(
0nstructor wi&& reca the da% one &esson
addressing exit s&i confusion(
0nstructor wi&& ic2 stic2s to as2 students
to come share what the 2e% terms from
%esterda% are :in a ro$ided aragrah
exam&e dis&a%ed on the white board;(
0nstructor wi&& ass out a sam&e
aragrah and grahic organi-er and
discuss with who&e c&ass the exectations
and directions for creating each of the
students own aragrahs and how to
dissect their ersona& aragrahs
:under&ining 2e% terms;(
Students wi&& begin creating their own
aragrahs(
Aa$e students share in artners( After /
st
student reads1 '
nd
student wi&& i&&ustrate
the /
st
students aragrah( This wi&& be
the case for the '
nd
students aragrah( 0f
time a&&ows1 instructor wi&& we&come
artners to share with the who&e c&ass or
tab&e grous(
Exit s&i: Read aragrah and under&ine
toic sentence( Aa$e students a&so
ex&ain their continued confusion after
the two#da% &esson(
'. +ased on your .no/ledge of t%e subject-specific content and of student development- explain /%y
t%e instructional strategies- student activities- and resources you listed in 0uestion 1:
Are appropriate for t%is class This &esson is age aroriate because the Common Core
State Standards &isted are addressed and met through this
&esson( @% the end of the two#da% &essons1 students ha$e
met both reading and writing standards1 which are
secifica&&% written for third grade students( @%
introducing new asects of the third grade curricu&um
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CalTPA Subject-Specific Pedagogy Task ID #00000000
Multiple Subject
into these &essons1 0 ha$e aimed to reach a fitting grade
&e$e&ed &an(
Address t%e developmental needs
of t%ese students
Age#aroriate exositor% text such as the Socia&
Studies text ro$ided for the &essons was one of the
focuses whi&e &anning the &esson to cater to the
de$e&omenta& needs of the students( @% ha$ing the
instructor wor2 with students to focus on summar%1 main
idea1 and suorting detai&s1 surrounding aragrah
writing and structure1 a&so met the aroriate needs of
these students as we&&( Aa$ing both the reading and
writing asects of these &essons he&s to ro$ide structure
and idea&&% the understanding needed in what was taught
and what was &earned in a wa% that !
rd
grade students
wou&d be ab&e to gras( The combination of who&e c&ass
discussion1 thin2#air#share1 tab&e grou discussion
aimed to ro$ide a $ariet% of setting to exress both
confidence and concern1 if needed( The combination of
writing1 sea2ing1 drawing1 and dissecting sam&e
aragrahs ro$ided students with a $ariet% of exosure
to the materia& a&& the whi&e re&ating the materia& to their
ersona& &i$es which adds an asect of ma2ing the
content comrehensib&e(
2elp t%ese students ma.e
progress to/ard ac%ieving t%e
state-adopted academic content
standards for students in t%is
content area
The &esson was designed to cater to the students needs
and reading the descrition of the c&ass1 more secifica&&%
the socia& asect1 0 wanted to focus on a co&&aboration
between who&e grou discussion1 artner wor21
indi$idua& tas2s1 and $o&unteer exercises( 0 a&so noticed
that the c&ass :&i2e most e$er% c&ass; benefits from
&earning content in different wa%s( @% bringing asects of
reading1 writing1 sea2ing1 i&&ustrating1 $o&unteering1
hands#on tas2s1 0 aimed to target the gi$en c&ass( 0
created the exit s&i for da% one because 0 wanted to gain
understanding as to what the students weren6t fu&&%
understanding so that 0 cou&d address that during the first
art of da% two( 3oticing that the% students were bus%
with after#schoo& acti$ities1 0 wanted to ma2e sure that 0
ended with time for the exit s&i1 0 started da% two with a
re$isit of the da% one materia&1 and 0 finished with
another exit s&i to reare for what was to come of the
fo&&owing da%s &esson(
Addressing the main idea and suorting detai&s in
exositor% text were attained whi&e both the teacher and
students re$iewed the aragrah structure and had a
discussion whi&e wor2ing on dissecting the aragrah
and determining what the main idea1 suorting detai&s1
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CalTPA Subject-Specific Pedagogy Task ID #00000000
Multiple Subject
and the summar% of the aragrah seemed to be( 0n da%
two6s &esson1 students created their own aragrah whi&e
ointing out the toic sentence and suorting detai&s( @%
using a grahic organi-er to aid the students to focus on
the main idea1 students were ab&e to easi&% refer bac2 to
directions more c&ear&%(
Each ste of the two &essons was created to ro$ide c&ear
understanding of the subject at hand whi&e addressing the
gi$en State#adoted Academic Content Standards for the
students(
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CalTPA Subject-Specific Pedagogy Task ID #00000000
Multiple Subject
Case Study ': Assessment Practices
A. Contextual nformation for Case Study '
1. !lements of a "earning !xperience in a #nit
Grade: Second
Content Area: Mathematics
Subject Matter: Mone%
Time Period for +ho&e Bnit: Three wee2s
State-adopted Academic Content Standards for Students
3umber Sense
)(" Students mode& and so&$e rob&ems b% reresenting1 adding1 and subtracting amounts of mone%(
)(/ So&$e rob&ems using combinations of coins and bi&&s
Mathematica& Reasoning
/(" Students ma2e decisions about how to set u a rob&em(
/(' Bse too&s1 such as maniu&ati$es or s2etches1 to mode& rob&ems
"earning $oals for :%ole #nit
Students wi&& be ab&e to do the fo&&owing:
0dentif% and describe coins :ennies1 nic2e&s1 dimes1 =uarters1 ha&f#do&&ar; and bi&&s :one and fi$e
do&&ar;
Add two or more coins of different $a&ues
0dentif% mu&ti&e wa%s to show a secific amount
Bse coins and bi&&s or s2etches to mode& addition of two amounts
'. 7eac%er &eflection on Student Assessment for 7%is #nit
70 am not satisfied with the assessment &an 0 used for the &ast unit of stud%( 0 ga$e the students a
diagnostic test at the beginning of the unit1 two =ui--es during the unit1 and a fina& test1 a&& of which
came from the teacher6s guide( 0 fee&1 though1 that 0 need additiona& information on what students rea&&%
2now and understand1 their misconcetions1 what the% &earned during the instruction1 and their rogress
toward achie$ing the &earning goa&s( 0 am &oo2ing for wa%s to imro$e m% assessment &an so 0 can
ha$e a more com&ete understanding of how we&& these students &earned the subject matter(9
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CalTPA Subject-Specific Pedagogy Task ID #00000000
Multiple Subject
(. Assessment Plan
Day 1 Day 9 Day 11 Day 13
$oals
Assessed
Identify the value
of coins and bills
Add two or more
coins of different
values
Use coins and bills
or sketches to
model addition of
two amounts
Identify multiple
ways to show a
specific amount
7ype 6ormal diagnostic
test from
curriculum guide<
multiple c%oice<
formative
6ormal 0ui= from
t%e textboo.<
multiple c%oice<
formative
6ormal 0ui= from
t%e textboo.<
multiple c%oice<
formative
6ormal final
c%apter>unit exam
from textboo.<
multiple c%oice
and fill in t%e
blan.< summative
Purpose Assess previous
.no/ledge and
s.ills
Assess ac0uired
concepts and s.ills
Assess ac0uired
s.ills and concepts
Assess ac0uired
.no/ledge and
s.ills from
instructional unit
mplemen-
tation
ndividual
assessment< paper
and pencil< teac%er
corrects /it% an
ans/er .ey
ndividual
assessment< paper
and pencil< teac%er
corrects /it% an
ans/er .ey
ndividual
assessment< paper
and pencil< teac%er
corrects /it% an
ans/er .ey
ndividual
assessment< paper
and pencil< teac%er
corrects /it% an
ans/er .ey
6eedbac.
Strategies
7ell students of
scores and inform
students of correct
and incorrect
items
nform students of
correct and
incorrect items
nform students of
correct and
incorrect items
nform students of
correct and
incorrect items
nforming
nstruction
7o determine /%at
needs to be
revie/ed and
/%ere to begin
teac%ing
7o determine /%o
%as learned t%e
material presented
7o determine /%o
%as learned t%e
material presented
7o determine t%e
level of eac%
student?s
ac%ievement
to/ard t%e goals
CCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC
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CalTPA Subject-Specific Pedagogy Task ID #00000000
Multiple Subject
+. ,uestions for Case Study '
1.a. dentify one strengt% in t%e
assessment plan and explain
/%y it is a strengt% in
relation to t%e learning goals
of t%e unit.
,ne strength in the assessment &an is the *a% ,ne
.ormati$e diagnostic test( 0t is imortant for the teacher
to assess each student on the fami&iarit% with coins and
bi&&s and b% a formati$e aerDenci& test1 the instructor
can get a decent idea of what each student current&%
understands( *a% ,ne stood out because it6s the first da%
of the &esson and it6s imortant for a&& of the students to
be assessed before continuing on further into the unit( A
teacher needs to be aware of how fami&iar each student is
with the subject matter so that the teacher can
&anDbui&dDcreate effecti$e and aroriate &essons for
herDhis students( .urthermore1 b% administering the
formati$e assessment on *a% ,ne1 the teacher is ha$ing
students identif% and describe coins :ennies1 nic2e&s1
dimes1 =uarters1 ha&f#do&&ar; and bi&&s :one and fi$e
do&&ar;( This is an essentia& ste before continuing on
further in the unit(
1.b. dentify one /ea.ness in t%e
assessment plan and explain
/%y it is a /ea.ness in
relation to t%e learning goals
of t%e unit.
,ne wea2ness in the assessment &an stems from so&e&%
administering formati$e assessments in the form of
aerDenci&1 indi$idua& assessments( @% so&e&%
administering aerDenci&1 indi$idua& assessments1
students don6t ha$e the means to wor2 with hands on
&earning and recognition( *ifferent &earning st%&es
:moda&ities; exist in a c&assroom and b% testing student
2now&edge> the teacher shou&d structure assessments
:thin2 maniu&ati$es; around ro$iding different st%&es
of &earning to re$ai&(
'. Suppose you found t%e follo/ing additional assessment in a supplementary resource. 7%in.
about %o/ t%e additional assessment could improve t%e teac%er?s assessment plan.
Additional Assessment
Each student is gi$en a box of &astic coins and bi&&s( The box
contains exam&es of each t%e of coin and bi&&( Students wi&& use
$arious coins and bi&&s to demonstrate the sum of two gi$en amounts(
0n addition1 students wi&& use coins and bi&&s to show two different
wa%s to ma2e a gi$en $a&ue(
!xplain to t%e teac%er %o/ t%e assessment mig%t be used to improve t%e plan by ans/ering t%e
follo/ing 0uestions:
'.a. :%en in t%e plan /ould you
use t%e assessmentA
0 thin2 the additiona& assessment wou&d be idea&&% used
o$er the entiret% of the unit( 0 wou&d use these a few
times a wee2 esecia&&% during *a% // and be%ond(
3o$ember '""4 Co%right 5 '""4 b% the Ca&ifornia Commission on Teacher Credentia&ing( A&& rights reser$ed( B
CalTPA Subject-Specific Pedagogy Task ID #00000000
Multiple Subject
'.b. :%at goals /ould be assessed
by t%e assessmentA
0f gi$en aroriate time1 each goa& wou&d be assessed
through the use of the additiona& assessment
maniu&ati$es( Li2e the teacher attemted to formu&ate1
wee2 one wou&d focus around 0dentif%ing the $a&ue of
coins and bi&&s( +ee2 two wou&d focus around adding
two or more coins of different $a&ues( +ee2 three1 coins
and bi&&s or s2etches to mode& addition of two amounts
and wee2 four1 0dentif% mu&ti&e wa%s to show a secific
amount(
'.c. :%at type of assessment
/ould it beA
0 wou&d definite&% want the assessments to be informa&
assessments due to anxiet% around new information(
More secifica&&%1 0 wou&d structure this time within
centers or warm u acti$ities(
'.d. :%at /ould be t%e purpose of
t%e assessmentA
The urose of the assessment is to a&&ow students to get
comfortab&e using maniu&ati$es re$o&$ing around
mone%( +hi&e students are using the coinsDbi&&s1 the
teachers has time to assess students on their 2now&edge
and he& to c&arif% areas of concern( More secifica&&% if
students ha$e additiona& needs1 this is a great oortunit%
to ro$ide scaffo&ding and hands on time(
'.e. 2o/ /ould you implement
t%e assessmentA
0 wou&d im&ement the assessment through indi$idua&
assessments1 incororating maniu&ati$es and b% creating
rojects encomassing a&& three( 0 might e$en be oen to
creating a c&ass ba2e sa&e where the students ha$e the
chance to ut their 2now&edge of $a&ue of coinsDbi&&s into
action( 0f the c&ass wasn6t comfortab&e with something
&i2e that1 0 might consider an in c&ass store with fa2e
bi&&sD&astic coins(
'.f. :%at feedbac. strategies
/ould you useA
Three#Minute conference1 written feedbac21 eer
engagement whi&e teacher is resent1 and traffic &ights(
'.g. 2o/ /ould t%e results of t%e
assessment inform
instructionA
0nstructor wou&d ta2e into consideration where students
are and where the teachers needs to exand instruction
and reteach certain areas of instruction to ro$ide
additiona& focus on toics that are confusing to students(
Additiona&&%1 if students are further a&ong then teacher at
first thought1 instructor ma% di$ersif% instruction for
certain students who are further a&ong( This might a&so be
fitting for organi-ing center grous for this unit of stud%(
3o$ember '""4 Co%right 5 '""4 b% the Ca&ifornia Commission on Teacher Credentia&ing( A&& rights reser$ed( 1C
CalTPA Subject-Specific Pedagogy Task ID #00000000
Multiple Subject
(. !xplain %o/ using t%e additional assessment as you described in 0uestion ' improves t%e
teac%er?s assessment plan and /%at specific information /ould be gained about /%at t%e
students understand about t%e content area- t%eir misconceptions- and t%eir progress to/ard
ac%ieving t%e learning goals.
@% using the additiona& assessment1 the teacher has a more we&& rounded c&assroom exerience(
Students are gi$en hands#on too&s to bring &earning further then so&e&% with aerDenci& instruction
and assessments(
+ith the use of the maniu&ati$es throughout the unit1 students gain fami&iarit% with coinsDbi&&s and
gain sufficient ractice using the coinsDbi&&s( .or each unit goa&1 the teacher can incororate the
assessment into the &essons in different t%es of wa%s as we&&( Aa$ing this t%e of assessment o$er
the entiret% of the unit gi$es the teacher a constant t%e of assessment and students aren6t thrown
off b% different assessments1 howe$er1 students can do man% different acti$ities using the same
coinsDbi&&s( @% gaining fami&iarit% with coinsDbi&&s1 the students can further their &earning whi&e the
teacher can assess the rogress made1 where the% are in meeting the standards and e$en the goa&s
for the unit1 whi&e organica&&% creating further instruction for ucoming &essons as we&& as a&&otting
sufficient time in ucoming &essons for re$iew or re#teaching if she obser$es students are ha$ing
confusion with the coinsDbi&&s or an% other asect of the unit(
4 !)D 56 CAS! S7#D8 ' 4
3o$ember '""4 Co%right 5 '""4 b% the Ca&ifornia Commission on Teacher Credentia&ing( A&& rights reser$ed( 11
CalTPA Subject-Specific Pedagogy Task ID #00000000
Multiple Subject
Case Study (: Adaptation of Subject-Specific Pedagogy for !nglis%
"earners
A. Contextual nformation for Case Study (
1. !lements of a "earning !xperience for ' Days in a #nit
Grade: .ourth
Content Area: Science
Subject Matter: Earth Science
Time Period for +ho&e Bnit: Three wee2s
State-adopted Academic Content Standards for Students
Earth Science
E( The roerties and minera&s ref&ect the rocesses that formed them( As a basis for understanding
this concet1 students 2now:
a( Aow to differentiate among igneous1 sedimentar%1 and metamorhic roc2s b% referring to their
roerties and methods of formation :the roc2 c%c&e;
b( Aow to identif% common roc2#forming minera&s :inc&uding =uart-1 ca&cite1 fe&dsar1 mica1 and
hornb&ende; and ore minera&s b% using a tab&e of diagnostic roerties
c( Mo$ing water erodes &andforms1 reshaing the &and b% ta2ing it awa% from some &aces and
deositing it as ebb&es1 sand1 si&t1 and mud in other &aces :weathering1 transort1 and
deosition;
"earning $oals for :%ole #nit
Students wi&& be ab&e to do the fo&&owing with a focus on Earth science:
0dentif% and c&assif% igneous1 sedimentar%1 and metamorhic roc2s
Bse diagnostic roerties to identif% roc2#forming minera&s
*efine the fo&&owing $ocabu&ar%: weathering1 transort1 and deosition
*escribe the rocess of erosion inc&uding weathering1 transort1 and deosition
&elations%ip to Preceding and Subse0uent "earning !xperiences
Science#rocess s2i&&s are imortant in$estigation too&s1 and oortunities for de$e&oing them are
ro$ided throughout the unit( Some of the s2i&&s1 such as obser$ation and in$estigation1 ha$e been
co$ered in other scientific units and wi&& again be used in the next unit on ecos%stems and &i$ing
organisms(
'. 5utline of Plans for Days 1 and '
7%e follo/ing outline addresses some of t%e academic content standards and unit goals- but it is
not expected t%at t%e students /ill ac%ieve t%em during t%e t/o days.
nstructional Strategies
,n *a% /1 students wi&& be di$ided into sma&& cooerati$e grous( Each grou wi&& be assigned one
t%e of roc2 :igneous1 sedimentar%1 or metamorhic;( Grous wi&& identif% defining characteristics
of their assigned roc2 using the science textboo21 0nternet1 and su&ementar% &ibrar% resources(
3o$ember '""4 Co%right 5 '""4 b% the Ca&ifornia Commission on Teacher Credentia&ing( A&& rights reser$ed( 1'
CalTPA Subject-Specific Pedagogy Task ID #00000000
Multiple Subject
,n *a% ' students &ead a discussion b% resenting the defining characteristics of igneous1
sedimentar%1 and metamorhic roc2s( The who&e c&ass wi&& create a chart &isting the characteristics
of each t%e of roc2( Cooerati$e grous wi&& be gi$en ten roc2s to sort into categories based on
their characteristics( Students wi&& draw an aroriate icture and write a corresonding aragrah
in their science journa&s about the characteristics of igneous1 sedimentar%1 and metamorhic roc2s(
Student Activities
Read the textboo2 about roc2 characteristics( Bse &ibrar% resources1 enc%c&oedias1 or the 0nternet
to research the characteristics of the assigned t%e of roc2 :igneous1 sedimentar%1 or metamorhic;(
Particiate in a grou discussion( Grous generate a &ist of defining characteristics of the assigned
t%e of roc2(
Grous share findings with the who&e c&ass( The c&ass wi&& generate a chart comaring their
characteristics(
Students wi&& draw and write in indi$idua& science journa&s(
Progress Donitoring
Teacher wi&& use c&ass discussions1 ora& resentations1 journa& writing1 =ui--es on scientific terms1
and written test to determine &e$e& of &earning(
Students wi&& recei$e written and ora& feedbac2 from the teacher and ora& feedbac2 from eers(
(. Student Description
Gui&&ermo is a /"#%ear#o&d fourth#grade Eng&ish &earner( Ae is from Guatema&a and &i$es with a sing&e
mother1 three %ounger brothers1 and a %ounger sister( Ais mother wor2s &ong hours and is often not
home when he returns from schoo&( Ais extended fami&% in the Bnited States inc&udes aunts1 unc&es1
and cousins( Ais grandarents &i$e in Guatema&a( Gui&&ermo6s fami&% immigrated to the Bnited States
three %ears ago( Ais ora& Sanish is f&uent1 but he is unab&e to read or write in Sanish( Gui&&ermo reads
Eng&ish two %ears be&ow grade &e$e&( Ae has difficu&t% using correct grammar when writing or
sea2ing( Gui&&ermo is somewhat sh% socia&&% but is we&& &i2ed and wor2s we&& in sma&& grous( Ae is
se&dom absent from schoo&( The CEL*T resu&ts indicate an o$era&& score in the ear&% intermediate
range1 and he has been identified as an Eng&ish &earner(
Student?s :ritten &esponse to: E:%at is your favorite family dayAF
A #pecial $amil" Celebration
%" grandparents have special celebration. The" have married &' "ear. %" mother,
m" brothers and sister and me make long trip to (atemala to celebrate. )e carr" a
special gift it is a pictre of all famil". %" tio, tia and primos going to. )e like to
visit or grandparents and especial celebration. *r famil" cooks special food of
(atemala for celebration. I remember !e all had good time together. I miss m"
abelita and abelito. That is the name !e sa" for grandparent in m" contr". The
celebration is fn !e see friends and pla". %" grandparents ver" happ". I !ant to
sta" in (atemala bt m" %om sa" !e come back to America.
7ranscript of Student?s 5ral &esponse to: E7ell me about your soccer game.F
I like to pla" soccer. #atrda" I go to field to pla" !ith friends. )e pt niform on
for games. I pla" center field and goal. It is fn to hit ball. %" brothers pla". I like
it.
3o$ember '""4 Co%right 5 '""4 b% the Ca&ifornia Commission on Teacher Credentia&ing( A&& rights reser$ed( 1(
CalTPA Subject-Specific Pedagogy Task ID #00000000
Multiple Subject
**********************************************
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CalTPA Subject-Specific Pedagogy Task ID #00000000
Multiple Subject
+. ,uestions for Case Study (
1. dentify t/o specific learning needs t%e
student %as as an !nglis% learner- based
on t%e student description and t%e
responses.
Two secific &earning needs that Gui&&ermo has as
an Eng&ish Learner are :/; reading de$e&oment and
:'; his ora& and written &anguage de$e&oment(
More secifica&&% his grammar and s%ntax( @% the
resonses ro$ides as exam&es1 it6s c&ear that
Gui&&ermo omits words which are critica& in
creating a we&&#formed sentence(
'.a. dentify one instructional strategy or
student activity from t%e outline of plans
t%at could be c%allenging for t%e student.
The fo&&owing student acti$it% cou&d be cha&&enging
for Gui&&ermo( 7Read the textboo2 about roc2
characteristics( Bse &ibrar% resources1
enc%c&oedias1 or the 0nternet to research the
characteristics of the assigned t%e of roc2
:igneous1 sedimentar%1 or metamorhic;9(
'.b. !xplain /%y t%e strategy or activity you
c%ose could be c%allenging for t%e
student. #se your .no/ledge of !nglis%
learners and your analysis of t%e student?s
learning needs in your explanation.
This student acti$it% cou&d be cha&&enging for
Gui&&ermo because he is reading at a second grade
reading &e$e&( These t%es of academic &anguage
and text are a&read% going to be difficu&t to a student
reading at a )
th
grade reading &e$e& and e$en more
cha&&enging for Gui&&ermo(
(.a. Describe %o/ you /ould adapt t%e
strategy or activity you identified above to
meet t%e learning needs of t%e student.
Consider specific subject matter
pedagogy /%en /riting your description.
0 wou&d adat the acti$it% for Gui&&ermo in a $ariet%
of wa%s( 0 wou&d first schedu&e a meeting with him
to wor2 /on / so that he isn6t fearfu& of ha$ing a
discussion and as2ing =uestions( 0 wou&d ex&ain
the &esson as a who&e whi&e going o$er each ste of
the acti$it% and what is exected of the assignment(
0 wou&d ro$ide a scaffo&ded handout for him with
$isua& aids ro$ided to assist with the ex&anation
rocess( A&so1 this ro$ides Gui&&ermo a ta2e home
sheet in case he might forget an% materia& that was
co$ered in our schedu&ed meeting( This wor2sheet
wou&d consist of $ocabu&ar% which aears in the
subject content area(
,n *a% /1 students wi&& be di$ided into sma&&
cooerati$e grous( Each grou wi&& be assigned
one t%e of roc2 :igneous1 sedimentar%1 or
metamorhic;( .or this acti$it%1 0 wi&& sea2 with
Gui&&ermo in the meeting and choose a toic for
him and rese&ect his grou which wou&d inc&ude
students who are Eng&ish roficient as we&& as $er%
focused and who wor2 we&& together in grous( This
3o$ember '""4 Co%right 5 '""4 b% the Ca&ifornia Commission on Teacher Credentia&ing( A&& rights reser$ed( 13
CalTPA Subject-Specific Pedagogy Task ID #00000000
Multiple Subject
wou&d ser$e to ro$ide extra he& during the
acti$ities and 0 wou&d re#assign a member of that
grou to wor2 direct&% with Gui&&ermo during the
sma&& grou acti$ities( *uring the meeting with
Gui&&ermo1 0 wou&d showcase different sources that
0 ha$e u&&ed secifica&&% for Gui&&ermo to wor2
from due to not as difficu&t academic &anguage
which wou&d be easier to understand( 0 wou&d
ro$ide a summar% of the materia& as we&&( 0 wou&d
a&so ha$e a discussion with him regarding
articiation in the c&ass discussion and get an
understanding about how comfortab&e he fee&s
sea2ing on the subject in front of the c&ass( 0f he
fee&s frightened1 0 wou&d suggest that he tries to
articiate more in the sma&& grou setting where he
fee&s more comfortab&e sea2ing( 0 wou&d sti&& as2
him to ma2e some effort to sea2ing during the
resentation(
(.b. !xplain %o/ your adaptation /ould be
effective for t%e student in ma.ing
progress to/ard t%e learning goals of t%e
lesson. +In "or e,planation of the
adaptation, refer to specific aspects of the
stdent description and to the samples of
proficienc" in -nglish..
The adations made are fitting for assisting
Gui&&ermo towards ma2ing rogress towards to the
&earning goa&s of the &esson( Gui&&ermo6s adated
instructions assists him in meeting the &earning
goa&s for the two da%s of &essons( Bsing the
additiona& resources ro$ided to him rior to the
&esson1 Gui&&ermo wi&& wor2 towards com&eting
the &esson just as e$er%one e&se in the c&ass is to do
so( +ith the adated instruction and resources
ro$ided1 Gui&&ermo wi&& be wor2ing on reading
about the roc2 assigned to him through the
materia& ro$ided b% the instructor as we&& as be
ab&e to identif% and c&assif% the secific roc2( Ae
wi&& a&so be acti$e&% &istening to other members of
the c&ass ex&ain their roc2s through their
resentations and Gui&&ermo wi&& be &istening to
&earn more about the other roc2s described in the
grou resentations(
(.c. !xplain %o/ your adaptation /ould be
effective for t%e student in ma.ing
progress to/ard !nglis% language
development. +In "or e,planation of the
adaptation, refer to specific aspects of the
stdent description and to the samples of
proficienc" in -nglish..
The adations made for Gui&&ermo wou&d be
effecti$e for him in ma2ing rogress towards
Eng&ish &anguage de$e&oment in a number of
wa%s( .irst1 estab&ishing a / to / meeting and
ha$ing a discussion about the materia& to be
co$ered1 is necessar% to ro$ide sufficient
information and for Gui&&ermo to understand what
is to be co$ered the fo&&owing da%( The 2e%
$ocabu&ar% aired with the images are a&so $er%
3o$ember '""4 Co%right 5 '""4 b% the Ca&ifornia Commission on Teacher Credentia&ing( A&& rights reser$ed( 19
CalTPA Subject-Specific Pedagogy Task ID #00000000
Multiple Subject
imortant for understanding the materia& too( This
sheet is a great source to reference because after
our meeting he wi&& sti&& ha$e access to recount the
image aired with the $ocab( @% grouing him
with students who are Eng&ish roficient1
Gui&&ermo wi&& ha$e more access to continue his
Eng&ish &anguage de$e&oment and b% ha$ing a
direct artner within the grou1 he wi&& benefit
from / to / con$ersation and understanding(
Referring to secific asects of the student
descrition1 it is c&ear that a&though Gui&&ermo is
sh%1 the sma&& grou setting and / to / artner wi&&
idea&&% ma2e him more comfortab&e to sea2 in
sma&& grou discussion( .urthermore1 Gui&&ermo is
a we&&#&i2ed indi$idua& and this wi&& a&so be
beneficia& within the grou and the grou6s
wi&&ingness to wor2 with Gui&&ermo( The sam&es
of Gui&&ermo6s roficienc% in Eng&ish1 made it
c&ear that he needs to wor2 on his ora& and written
&anguage1 which &a%s a &arge ro&e in the acti$it%
resented and this wi&& be an exerience for him to
wor2 on both(
1.a. :%ic% progress monitoring assessment
based on t%e lesson plan /ould you
c%oose to monitor t%is student?s progress
to/ard ac%ieving t%e learning goalGsHA
0 wou&d focus on his understanding of his
resources that 0 ga$e to him( Ae was ro$ided the
information for the research ortion of the roject
and 0 wou&d be $er% interested in focusing m%
attention on his contribution to the grous who&e as
we&& as wor2ing with his artner( 0 wou&d fo&&ow u
at the end of the da% or before the next c&ass to
further in$estigate what he got out of the &esson
and where he sti&& had confusion( *uring the
acti$it%1 0 wou&d send a decent amount of time
obser$ing Gui&&ermo6s grou d%namic each ste of
the wa%(
1.b. $ive a rationale for your c%oice of
progress monitoring assessment. #se
your .no/ledge of content in t%is unit-
and t%is student?s !nglis% language
abilities in your rationale.
0 am ro$iding the information for his research
based roject( 0 &anned to obser$e him throughout
the grou co&&aboration and 0 chose this because
Gui&&ermo sti&& needs to attemt to fu&fi&& the &esson
&earning goa&s as we&& as the State#adoted
Academic Content Standards for Students( Since
Gui&&ermo needs to acti$e&% rogress in his EL*1 0
want to ana&%-e his contribution both ora& and
written( 0 wi&& &oo2 o$er his notes from the
resources 0 ro$ided and 0 wi&& therefore get a
sense of his understanding and what 0 want to
further discuss(
3o$ember '""4 Co%right 5 '""4 b% the Ca&ifornia Commission on Teacher Credentia&ing( A&& rights reser$ed( 1;
CalTPA Subject-Specific Pedagogy Task ID #00000000
Multiple Subject
+ased on /%at you learned about t%is
student?s !nglis% proficiency- /%at /ould
be your next steps in planning to facilitate
%is !nglis% language developmentA
Consider specific information from t%e
student description and %is /ritten and
oral language samples /%en responding.
M% next stes in &anning to faci&itate his Eng&ish
&anguage de$e&oment wou&d be as fo&&ows(
0t is c&ear that he needs he& with his f&uenc% and
ora&Dwritten &anguage de$e&oment( That wou&d be
the first thing 0 wou&d focus on( .urthermore1 0
wou&d &i2e to wor2 with him on grammar when
writing or sea2ing( 0n direct re&ation to the
sam&es1 0 wou&d ma2e a note to focus m%
attention on secifics such as different tenses1 basic
re=uirements of sentence structure such as sim&e1
com&ex1 and comound sentences formats( 0
wou&d a&so focus on caita&i-ation and ru&es and
ractices for sentence writing(
4 !)D 56 CAS! S7#D8 ( 4
3o$ember '""4 Co%right 5 '""4 b% the Ca&ifornia Commission on Teacher Credentia&ing( A&& rights reser$ed( 1@
CalTPA Subject-Specific Pedagogy Task ID #00000000
Multiple Subject
Case Study 1: Adaptation of Subject-Specific Pedagogy for Students
/it% Special )eeds
A. Contextual nformation for Case Study 1
1. !lements of a "earning !xperience for ( Days in a #nit
Grade: .ifth
Content Area: Aistor%DSocia& Science
Subject Matter: American Re$o&ution
Time Period for +ho&e Bnit: Three wee2s
State-adopted Academic Content Standards for Students
Bnited States Aistor% and Geograh%: Ma2ing a 3ew 3ation
)(F Students understand the course and conse=uences of the American Re$o&ution(
/( 0dentif% and ma the majorit% of mi&itar% batt&es1 camaigns1 and turning oints of the
Re$o&utionar% +ar1 the ro&es of the American and @ritish &eaders1 and the 0ndian &eaders6
a&&iances on both sides(
E( Bnderstand the ersona& imact and economic hardshi of the war on fami&ies1 rob&ems of
financing the war1 wartime inf&ation1 and &aws against hoarding goods and materia&s and
rofiteering(
)( Ex&ain how state constitutions that were estab&ished after /GGF embodied the idea&s of the
American Re$o&ution and he&ed ser$e as mode&s for the Bnited States Constitution(
"earning $oals for :%ole #nit
Students wi&& be ab&e to do the fo&&owing with a focus on the American Re$o&ution
Locate the major mi&itar% batt&es on a ma of re#Re$o&utionar% America
0dentif% the turning oints of the American Re$o&ution
*escribe the ro&es of the American1 @ritish1 and 0ndian &eaders in$o&$ed in the American
Re$o&ution
Comare state constitutions created after /GGF to the Bnited States Constitution
&elations%ip to Preceding and Subse0uent "earning !xperiences
The American Re$o&utionar% +ar wi&& be co$ered in a manner simi&ar to other historica& e$ents( E$ents
are being studied in chrono&ogica& order( Ma#reading s2i&&s were co$ered during the stud% of other
historica& e$ents( .o&&owing this unit1 students wi&& stud% the Bnited States Constitution more in deth(
'. 5utline of Plans for Days (- 1- and 3
7%e follo/ing outline addresses some of t%e academic content standards and unit goals- but it is
not expected t%at t%e students /ill ac%ieve t%em during t%e t%ree days.
3o$ember '""4 Co%right 5 '""4 b% the Ca&ifornia Commission on Teacher Credentia&ing( A&& rights reser$ed( 1B
CalTPA Subject-Specific Pedagogy Task ID #00000000
Multiple Subject
nstructional Strategies
,n *a% ! the teacher wi&& resent information about what &ife was &i2e for a /'#%ear#o&d bo% or gir&
during re#Re$o&utionar% time b% reading a&oud text from biograhies and other rimar% sources(
As a who&e c&ass1 students wi&& create a chart to &ist the defining characteristics of &ife during re#
Re$o&utionar% +ar time( Students wi&& write a journa& entr% to comare their own &ife with the &ife
of chi&dren who &i$ed in the re#Re$o&utionar% +ar time(
,n *a% E the teacher wi&& as2 students to wor2 in sma&& cooerati$e grous to read biograhies and
other rimar% sources about what &ife was &i2e for a /' %ear#o&d bo% or gir& during the
Re$o&utionar% +ar( The sma&& grous wi&& generate a &ist of fi$e characteristics that the% wi&& then
share with the who&e c&ass( The who&e c&ass wi&& create a chart that &ists the defining characteristics
of &ife during Re$o&utionar% +ar time( Then students wi&& use the c&ass#generated charts to
indi$idua&&% com&ete a Henn diagram comaring the defining characteristics of &ife during re#
Re$o&utionar% +ar times and Re$o&utionar% +ar times(
,n *a% ) students wi&& wor2 in sma&& cooerati$e grous( Each grou wi&& choose one change in
&ife between re#Re$o&utionar% +ar time and Re$o&utionar% +ar time( Then the grou wi&& use
rimar% resources1 the textboo21 the 0nternet1 and other resources to draw conc&usions about what
&ed to this articu&ar change( The grous wi&& then resent these causes to the who&e c&ass( Then
students wi&& indi$idua&&% write an essa% that ex&ains three causes of &ifest%&e changes for a /'
%ear#o&d bo% or gir& between re#Re$o&utionar% and Re$o&utionar% +ar times(
Student Activities
Students wi&& &isten to excerts from biograhies and other rimar% sources( The% wi&& articiate in
c&ass discussions and he& to create a chart &isting defining characteristics of &ife during the re#
Re$o&utionar% +ar times( Students wi&& indi$idua&&% com&ete a written journa&(
Students wi&& wor2 in sma&& cooerati$e grous to create a chart &isting defining characteristics of
&ife during Re$o&utionar% +ar times( Then students wi&& wor2 as a who&e c&ass to generate a
com&ete &ist of characteristics( Students wi&& indi$idua&&% com&ete a Henn diagram comaring the
two &ists of characteristics(
Students wi&& wor2 in grous to identif% the causes of one change in &ifest%&e between the re#
Re$o&utionar% +ar time and Re$o&utionar% +ar time( The cooerati$e grous wi&& resent to the
who&e c&ass( Students wi&& indi$idua&&% write an essa% that demonstrates their understanding of
what asects of &ife changed between re#Re$o&utionar% and Re$o&utionar% times(
Progress Donitoring
To monitor student rogress1 the teacher wi&& use c&ass discussions1 written ref&ections1 cooerati$e
grou wor21 and resentations(
Students wi&& recei$e written and ora& feedbac21 eer re$iew1 and feedbac2 on grou wor21 as we&&
as indi$idua& conferencing with the teacher when needed(
(. Student Description
?u&ie is an // %ear#o&d gir& in the fifth grade( She has difficu&t% focusing1 which has an imact on her
abi&it% to com&ete course wor2 and c&assroom acti$ities( 0n the first grade1 ?u&ie was diagnosed with
attention#deficitDh%eracti$it% disorder b% her fami&% h%sician( She recei$es rescribed medication
three times er da% for A*A*( *uring first grade1 an 0ndi$idua&i-ed Education P&an was de$e&oed to
meet ?u&ie6s needs( Since then1 ?u&ie has been recei$ing secia& education suort rimari&% in the
regu&ar education c&assroom( She is inc&uded and articiates in a&& genera& education curricu&um( The
secia& education teacher ro$ides two hours of in#c&ass suort( She is ab&e to indeendent&% read text
at grade &e$e&( She strugg&es with both written and ora& communication s2i&&s and is current&%
3o$ember '""4 Co%right 5 '""4 b% the Ca&ifornia Commission on Teacher Credentia&ing( A&& rights reser$ed( 'C
CalTPA Subject-Specific Pedagogy Task ID #00000000
Multiple Subject
erforming at a second#grade &e$e&( She often tries to dominate who&e#c&ass discussions and grou
&earning situations( ,n the &a%ground1 she attemts to dominate games1 and she strugg&es with
organi-ation( Aer eers are often frustrated b% her beha$ior(
CCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC
+ ,uestions for Case Study 1
1.a. dentify one instructional strategy or
student activity from t%e outline of plans
t%at could be c%allenging for t%e student-
considering t%e description of t%e student?s
learning disability.
7Students wi&& &isten to excerts from
biograhies and other rimar% sources( The%
wi&& articiate in c&ass discussions and he&
to create a chart &isting defining characteristics
of &ife during the re#Re$o&utionar% +ar
times(9
1.b. !xplain /%y t%e strategy or activity you
c%ose could be c%allenging for t%e student-
based on specific aspects of t%e student
description.
This co&&ection of student acti$ities cou&d be
cha&&enging for ?u&ie because her written and
ora& communication s2i&&s areas where she
strugg&es( She is a&so at a second#grade &e$e&
which wi&& ma2e it difficu&t for ?u&ie to
comrehend the ora& materia&( This acti$it%
wi&& a&so be cha&&enging because ?u&ie has a
hard time focusing :due to her A*A*;(
*uring the discussion1 ?u&ie wi&& tr% to
dominate the con$ersation and since students
are a&read% aggra$ated1 the% won6t be
interested in what she has to sa%( Creating a
chart wi&& be a cha&&enge for ?u&ie because she
has a hard time with organi-ation too(
1.c. Describe %o/ you /ould adapt t%e strategy
or activity you identified to meet t%e needs
of t%e student.
Since she can indeendent&% read at grade
&e$e&1 0 wou&d ro$ide ?u&ie with a co% of the
materia& that 0 wi&& ora&&% reading to the who&e
c&ass( 0f the text had ictures1 0 wou&d most
definite&% co% those off for her too( 0 might
see about ro$iding &arger font text as we&&(
.or who&e c&ass discussions and charting
characteristics of &ife during the re#
Re$o&utionar% +ar times1 0 wou&d as2 her to
tr% and draw icturesDs%mbo&sDbu&&et oints
that reminded her of characteristics of &ife1
during the re#Re$o&utionar% +ar times1 as
stated in the text( 0nstead of dominating the
c&ass discussion1 0 might remind the c&ass1 that
0 wi&& be u&&ing stic2s for those members to
contribute to the c&ass discussion( +hether or
3o$ember '""4 Co%right 5 '""4 b% the Ca&ifornia Commission on Teacher Credentia&ing( A&& rights reser$ed( '1
CalTPA Subject-Specific Pedagogy Task ID #00000000
Multiple Subject
not 0 u&& her name stic21 0 wi&& choose to ca&&
on her because 0 2now she wi&& be eager to
contribute but 0 wi&& a&so as2 student to
re$ious&% create a few oints that the% want
to share before 0 ca&& on students to share( This
wi&& a&so be a erfect time to gi$e sufficient
wait time in between stic2s which s&ows down
discussion and &ets students rocess the
materia&(
1.d. !xplain %o/ your adaptation /ould be
effective for t%e student in ma.ing progress
to/ard ac%ieving t%e learning goalGsH of t%is
unit.
The adatations 0 ro$ided wou&d be effecti$e
for ?u&ie because she wi&& ha$e mu&ti&e
references in accessing the materia&( Gi$ing
her the freedom to draw1 s2etch1 bu&&et1 etc(
a&&ows her creati$it% to f&ourish whi&e sta%ing
focused on the subject matter( @% ro$iding
her with an indi$idua& text to reference1 ?u&ie
can read si&ent&% and ha$e a greater
understanding of the materia& rather than
as2ing her to so&e&% &isten to the ora& reading(
'.a. dentify one additional instructional
strategy or student activity from t%e outline
of plans t%at could be c%allenging for t%e
student- considering t%e student?s ot%er
learning needs.
7Students wi&& indi$idua&&% write an essa% that
demonstrates their understanding of what
asects of &ife changed between re#
Re$o&utionar% and Re$o&utionar% times(9
'.b. !xplain /%y t%e strategy or activity you
c%ose could be c%allenging for t%e student-
based on specific aspects of t%e student
description.
?u&ie strugg&es with strugg&es with both
written and ora& communication s2i&&s and is
current&% erforming at a second#grade
reading &e$e&( She a&so has a hard time
focusing which 7has an imact on her abi&it%
to com&ete course wor2 and c&assroom
acti$ities9(
'.c. Describe %o/ you /ould adapt t%e strategy
or activity you identified to meet t%e needs
of t%e student.
0 wou&d first sea2 with the ro$ided aid and
as2 himDher to ha$e a brief meeting on the
ucoming &esson( 0 wou&d a&so ma2e sure that
the aid was there the da% of the written essa%(
0 wou&d ro$ide ?u&ie with a basic essa%
writing grahic organi-er1 which 0 wi&& ha$e
created to assist her in organi-ation( The
grahic organi-er wi&& ha$e c&ear headings and
descritions for what shou&d be inc&uded in
each aragrah( 0 wi&& a&so ro$ide ?u&ie and
her aid a moc2 essa% simi&ar to the essa% she
wi&& be constructing(
3o$ember '""4 Co%right 5 '""4 b% the Ca&ifornia Commission on Teacher Credentia&ing( A&& rights reser$ed( ''
CalTPA Subject-Specific Pedagogy Task ID #00000000
Multiple Subject
'.d.
!xplain %o/ your adaptation /ould be
effective for t%e student in ma.ing progress
to/ard ac%ieving t%e learning goalGsH of t%is
unit.
@% ha$ing ?u&ie be resonsib&e for writing an
essa% that demonstrates her understanding of
what asects of &ife changed between re#
Re$o&utionar% and Re$o&utionar% times1 0 am
as2ing her to identif% the turning oints of the
American Re$o&ution as we&& which is one of
the &earning goa&s for the who&e unit(
(.a.
:%at progress monitoring assessment
/ould you c%oose to obtain evidence of t%e
student?s progress to/ard a learning
goalGsHA
0 wou&d &oo2 at her writing sam&e from the
essa% assignment( 0 wou&d a&so communicate
with the aid and exchange comments about
the rogress seen through the &esson( 0 wou&d
a&so send time communicating with ?u&ie
during the essa% writing time to chec2 in with
her / to / and answer an% =uestions she might
ha$e thus far(
(.b.
$ive a rationale for your c%oice of
assessment. #se your .no/ledge of
academic content in t%is unit and t%is
student?s learning needs in your rationale.
Continua&&% chec2ing in with ?u&ie during the
writing rocess and sea2ing / to / with her
throughout the rocess wi&& be idea& for this
t%e of situation( .or the assessment1 0 wou&d
weigh our communication and writing
together since she has troub&e in those areas(
@% chec2ing in $erba&&% and b% obser$ations
b% both the aid and m%se&f1 this shou&d gi$e
me the needed information to ma2e sure that
she is sta%ing on tas2 and wor2ing resonsib&%
as best as she can(
A&though 0 ha$e not drastica&&% changed the
format of the &esson for ?u&ie1 0 do be&ie$e that
these sma&& changes can drastica&&% he& her
commit to this assignment and further her
&earning and he& her reach the stated &earning
goa&s(
4 !)D 56 CAS! S7#D8 1 4
3o$ember '""4 Co%right 5 '""4 b% the Ca&ifornia Commission on Teacher Credentia&ing( A&& rights reser$ed( '(