Maribel Gutierrez
EDU 512
Content Concept/
Component
List and Describe the
concept or component of
language arts/social studies
content.
Content of Social Studies
National Curriculum
Standards for social studies
10 themes: culture; time,
continuity, and change; people,
places, and environments;
individual development and
identity; individuals, groups,
and institutions; power,
authority, and governance;
production, distribution, and
consumption; science,
technology, and society; global
connections; and civic ideals
and practices
National Standards for History
and Geography: human
aspirations, strivings,
accomplishments, and failures
in at least five spheres of
human activity: the
social, political, scientific/
technological, economic, and
cultural (philosophical
/religious/aesthetic); spatial
contexts of people, places, and
CCSS
Content Standards
Note the Content
Standard that corresponds with the
strategies you have selected where
appropriate.
Copy and paste in correct content
box. (See Standard sample under
the reading/Writing Component)
CCSS History and Social Studies
3.1: Students describe the physical
and human geography and use maps,
tables, graphs, photographs, and charts
to organize information about people,
places, and environments in a spatial
context.
1. Identify geographical features in
their local region (e.g., deserts,
mountains, valleys, hills, coastal
areas, oceans, lakes).
2. Trace the ways in which people
have used the resources of the local
region and modified the physical
environment (e.g., a dam constructed
upstream changed a river or
coastline).
1.4: Students compare and contrast
everyday life in different times and
places around the world and recognize
that some aspects of people, places,
and things change over time while
others stay the same.
3. Recognize similarities and
differences of earlier generations in
Teaching Strategies found throughout texts
How do you teach (or use) this component?
Add text book pages so this becomes a support document
to carry forward into future courses and Student
Teaching.
Give few general instructional strategies for SS content
Page 12: To begin teaching about culture and about multiple
or diverse perspectives can use:
Mapping activity such as using websites (Google
Earth) for locations and setting and then move into
each regions diversity (page 150)
KWL chart when introducing a new concept or term to
students. Get them to dig into their prior background
knowledge. Figure out what they want to learn or find out
more about regarding the concept.
K / W / L
Page 98: Gather a variety of visuals and information on
historical crafts and folk art forms.
Students can research people that made and/or still
make it, where it is from, and how it has been
influenced by historical events, etc?
Have the students come up and share experiences that give
them a sense of their own roots, where they came from, and
of their connections with others and the past.
Page 107: Ask the students to research their family history
Assessment Strategies
How do you assess this component?
Add text book pages so this becomes a
support document to carry forward into
future courses and Student Teaching.
Give few general assessment strategies
for SS content
Have the students share their thoughts and
what they have learned. Involves a
discussion and so they will be evaluated on
their presentation and what was learned.
Ask students list of questions at the end of
lesson to evaluate their understanding of a
concept. Questions can include:
What would you like to explore
more about this [insert topic]?
What was one thing that stood out
and why?
How is this relevant to my life
today?
Page 100: Students can create their own
folk art pieces as a way to represent what
they have learned and researched about
human accomplishments such as folk art.
Also, they could answer key questions such
as:
How does it reflect a cultural time
and place?
How evolved over time and in
different places?
environments, Earths physical
and human systems, worlds
diverse inhabitants and places,
local, regional, and global
issues
National Standards for Civics
and Government: competent
citizens committed to the
fundamental values and
principles of American
constitutional democracy,
rules/laws, politics, authority,
Declaration of Independence,
Constitution of 1787, Bill of
Rights key documents.
Higher Levels of Critical
Thinking Blooms
Taxonomy ( from WWW
download 3-5 articles) &
DOK (Depth Of Knowledge)
Levels
6 levels: knowledge,
comprehension, application,
analysis, synthesis, and
evaluation.
DOK levels: 1-recall, 2-
skill/concept, 3-strategic
thinking, 4-extended thinking
such areas as work (inside and outside
the home), dress, manners, stories,
games, and festivals, drawing from
biographies, oral histories, and
folklore.
3.4: Students understand the role of
rules and laws in our daily lives and
the basic structure of the U.S.
government.
1. Determine the reasons for rules,
laws, and the U.S. Constitution; the
role of citizenship in the promotion of
rules and laws; and the consequences
for people who violate rules and laws.
CCSS English Language Arts &
Literacy in History/Social Studies
Anchor Standards
Reading:
1. Read closely to determine what the
text says explicitly and to make
logical inferences from it; cite specific
textual evidence when writing or
speaking to support conclusions
drawn from the text.
through several generations and their connection to a specific
time event, etc. They can create a generational level chart
with members names and their connections to a time in
history.
Page 8: Have brainstorming session with class in order to
create a classroom rules list for purpose of:
understanding that rules in a democratic society
should exist for the common goodto promote the
common good, while respecting individual rights
Provide students with newspapers and magazines or they
could research articles on issues that are reflected from the
first 10 Amendments /Bill of Rights.
Page 19: Create a web on the board that consists of students
placing their topic, issues, or questions and then drawing
arrows to the main idea to connect them. Other items to
connect include details, examples, and comparisons.
What are the challenges that came
with this craft/art?
Page 111: Students are able to successfully
record their family stories and history and
share it with classmates using historical
context.
Page 9: To assess knowledge related with
civic ideals and democratic citizenship
Traditional multiple choice exam with
specific information on knowledge.
Students will answer questions about the
Amendments and what they learned. This
will could be done first with a partner, then
whole class.
Page 21: Ask the students higher level
questions that they should have explored in
class. Can be done as question webbing. I
would explicitly use these level questions.
SDAIE Strategies for EL
(English Learners)
Instruction
Components of SDAIE
(Specifically Designed
Academic Instruction in
English) lesson: contextualize
the lesson, tap prior
knowledge, modify use of
textbook, performance based
assessment, positive affective
domain, and teach study skills.
ELD quality lessons: much
incorporation of visuals and
manipulatives, checking for
comprehension, sufficient time
given to students,
comprehensible input,
sufficient learning
opportunities, access to
primary language materials,
and safe learning environment
Engaging EL students: show
genuine interest; build
background knowledge,
context-rich activities,
collaborative groups, visuals,
supports, etc.
CCSS English Language Arts &
Literacy in History/Social Studies
Anchor Standards
Reading:
1. Read closely to determine what the
text says explicitly and to make
logical inferences from it; cite specific
textual evidence when writing or
speaking to support conclusions
drawn from the text.
Reading:
Integration of Knowledge and Ideas
7. Integrate and evaluate content
presented in diverse media and
formats, including visually and
quantitatively, as well as in words.
(50 Literacy Strategies) and ( SDAIE handouts -Blackboard)
Page 64: Language Experience Approach (LEA): Have
students dictate experiences or what they have read in order to
work on fluency and understanding. For scaffolding EL and
struggling readers the teacher can use this approach to create
reading materials they can read and are interesting/relevant to
them. Students: provide and talk about experience, teacher
records it and it is read aloud, and then the students make
sentences strips to read.
Gather media such as videos relevant to the topic and lesson.
Can be shown as part of anticipatory set for lesson and then
during lesson as an additional mode to present material.
Work on target vocabulary- words that are key to the topic.
Have the students keep these words in a word bank or list
with definitions so that they can use them as a reference. This
can be kept in a learning log or folder so they can be
referenced easily.
Page 21: Clusters: Select a main idea or theme and have the
students share what to put on a graphic organizer, map, cluster
or outline as a tool for learning.
(Tompkins Patterns)
Page 36-40: Scaffolding: teachers demonstrate, guide, and
teach; support for students; model reading and writing to
students through shared reading, interactive read alouds, and
guided reading.
In assessing this strategy, the teacher will
look for the students that are able to read
their sentences based on their experiences.
Can have them circle key words and
identify capital letters and punctuation.
Have the students answer questions relevant
to the videos or other visuals and that way I
can know if they were able to grasp the
information.
Do weekly checks on the vocabulary lists to
monitor that they are completing/using
them.
To assess their knowledge on topic they will
be given a test to answer short response
questions. The graphic organizer, map,
cluster or outline will serve then as a study
guide to review.
Monitor student understanding through
lessons and activities. Evaluate any progress
they have made (can be through
observational anecdotal notes or
assessments) and see if will require less
scaffolds.
Background Knowledge CCSS ELD Standards (50 Literacy Strategies)

Purpose: to build background
knowledge to introduce new
vocabulary and concepts
before teaching new ideas,
terms, concepts, etc. Organize
information and prior
knowledge about a topic, ask
questions, and make
connections in learning.
A. Collaborative:
1. Exchanging information and ideas
with others through oral collaborative
conversations on a range of social and
academic topics.
B. Interpretive:
5. Listening actively to spoken
English in a range of social and
academic contexts.
Page 60: KWL Chart: can set up a large paper or hand out to
the students a worksheet with the columns of What We
Know, What We Want to Learn, and What We Learned; Learned part every student aside from
teacher will direct, scribe, and monitor development of chart
and of students responses scaffolding English Learners
which allows students to participate in collaborative groups to
develop their background knowledge and vocabulary
Page 7: Anticipation Guides: for older students; teacher can
have the students look at main concepts related to reading
assignment prior to reading the text; discuss the guide
statements.
Check for all students background
knowledge and input. In the What We
saying something as a whole group can
individually write some points to check
individual comprehension.
The teacher should check that the students
have completed the guides and have
participated. Check for prior understanding
of the main concepts and if they are ready to
begin actual reading and analyzing of text.

Assessment Types/Define CCSS English Language Arts & Assessment tools for each type of assessment When do you use this type of assessment?
Formal can be Literacy in History/Social Studies (Continuum classroom Assessment Methods handout)
considered as actual Anchor Standards Assessments begin in planning instruction
tests of which it Tools for Formal: include standardized tests, quizzes, unit and continue through progress monitoring
views a students Conventions of Standard English tests, or structured observations which include running and evaluating the students learning and
performance against a 1. Demonstrate command of the records, etc. responses.
grade-level standard conventions of standard English Formal assessments when need to know
Informal can be grammar and usage when writing or Page 213: monitor and assess students reading/learning logs, students level on certain content
used at any time speaking. journals, diagrams/maps, oral and written reflections
during interaction (formative assessment techniques) Do formative assessments throughout the
with students Range of Writing students work in checking for
Rubrics given as 1. Write routinely over extended time Informal tools continued: unstructured observations, comprehension and completion and if need
part of guidelines for frames and shorter time frames for a student=teacher conversations, student-student- additional support
students as to what range of tasks, purposes, and conversations/interactions,
the assignment/ audiences. Rubrics can be in lesson plans, for writing
activity expectations Rubric tool include charts, tables, or lists of items that must essays, projects, and portfolios
are in order for the be completed. Found in lesson plan as part for teacher to
student to show they know student expectations.
have met the concepts
Authentic assessments can literally be used
Authentic give
Authentic tools can include warm-ups, exit-tickets, at any time and are a perfect way to really
more complete
brainstorming, collaborative wall, etc. see the students progress, responses, and
picture of what the
learning without having the pressure of it
student know and
being a test or quiz
possible strategies
that can applied
Tools for Portfolio: include use of folders, binders, or Portfolio for use as a summative assessment
Portfolio to show at the end of class year/semester or even
decorative collection of items in one location; can also be
 the collection of work
that has been
completed and the
progress of learning
Data Based Assessment
Teachers look into students
levels of progress in order to
check if lessons, strategies,
activities, etc. need
modifications based on
students needs.
A data-based assessment
affects teachers decision
making process in being able
to identify important variables
related to our teaching.
Differentiation of Instruction
Instruction that is
differentiated to students
needs is focused on giving
students a variety of learning
options and demonstrations.
Such include
modifications for
students with
additional struggles
English Learners
Special needs such as
IEPs
Advanced/ or gifted
learners
Instructional techniques and
activities:
CCSS ELD, CCSS ELA, CCSS
SS all standards fit into this topic
because of the importance of using
assessments to check for student
learning on all subjects, contents,
and levels.
CCSS ELD Standards
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).
collection of best work in one area.
What types of data is typically used? Where/how do teachers
get useful data?
Quantitative and Qualitative
Assessment data can be collected and used from formative
and summative assessments within the classroom.
Consistent checking and collection of items that
show students learning and skills
Other types include standardized, formal testing data that is
collected for means of checking level students are compared
to grade-level standards.
Data of test scores are compared and average is
figured out placing students at below, basic,
proficient, above, etc
Data-based assessment mainly used by teachers obtained by
school administrators, specialists, and/or other teachers
(Tompkins- Patterns)
Page 39: teachers encourage students to make choices on
books to read for literature circles or reading workshops
Page 39: have flexibility for small groups of students for
guided reading and additional instructional activities
Page 40: allow students to create on projects individually or
in groups and to demonstrate their learning in authentic ways
by using different approaches: written, visual, etc.
chapter unit
How does data based assessment drive
instruction?
Teachers look into data to inform instruction
to figure out the challenges and supports.
It allows for teachers to reflect on whether
the choices for instructions and support are
adequate for a certain group of students.
Check the validity and reliability of
strategies, activities and other assessments.
The students can pick books that are of their
interests or background knowledge and can
more easily express their thoughts about it
to the rest of the group.
It is good step to take in letting the students
choose what they feel comfortable with or
with whom, but also encourage for higher
learning to take place.
Letting students decide how they will
approach a project or activity allows their
learning style to take over and enable higher
levels of acquiring knowledge.
It is important to still monitor that
 Linguistic, visual,
kinesthetic/hands-on,
or auditory
6 Language Arts Name,
Define, and Provide one
general teaching and
assessing strategies for each
language art strand.
Reading/Writing Poetry
(Tompkins Ch.10)
Poems tell stories, create
images and moods.
Various genres: common read
genre for students rhymed
verse
Types of poetry books:
Name and Description
1. Listening process of where
hearing is just one part; students listen
according to purpose
2. Talking essential part of learning
and communication
3. Reading strategic process; use
strategies to decode words and
comprehend texts
4. Writing strategic process; use
writing process to develop and refine
writing
5. Viewing viewing visual media;
essential part of literacy in 21st cent.
6. Visually Representing students
create meaning using multiple
systems; powerful way of
communicating
CCSS English Language Arts &
Literacy in History/Social Studies
Anchor Standards
Reading:
Craft and Structure
4. Interpret words and phrases as they
are used in a text, including
determining technical, connotative,
and figurative meanings, and analyze
how specific word choices shape
they are following guidelines for
project as in a rubric.
Teaching strategy (Tompkins ch.1) Assessing strategy
Activating students background knowledge Check through students responses
of a KWL chart and check on their
Small group or partner work strengths and needs based on their
interaction in listening to other
students speak and teacher as well.
Drawing inferences Through progress monitoring for
checking for understanding check
students ability to converse with
other students BICS vs CALP
Organizing and creating structure
Check students reading or learning
logs to make sure they are reading
and have them make predictions
Integrating multimedia
and assess the results
Through writing checklists and
Think alouds rubrics check that students are
going through writing process,
editing, reviewing, punctuation,
etc. and using details. Can even
have writing portfolio.
Note the way students use and
react to using certain visual aids in
the classroom
Through rubric check students
responses to clusters, diagrams,
etc. based on oral and written
representations
Tompkins: Ch. 10 Tompkins: Ch. 10
Poetic formulas: acrostic, color, five-senses, I Am, If I In Assessing poetry: planning, monitoring,
were, preposition, and wish evaluating, and reflecting
Free Verse: bilingual, comparison, concrete, found, lists, odes, Progress monitoring (keeping anecdotal
and poems with two voices notes) throughout the lesson and during
time that students are working on writing
Syllable-count: cinquain, Haiku, limericks, and clerihews own poetry.
Model poems: apologies Revising and editing conferences with
picture-book versions,
specialized collections, and
comprehensive anthologies.
In writing poetry, poetic
formulas are important
because they serve as scaffolds
for writing.
Teaching advanced learners
Depth and Complexity
Key aspect of differentiated
instruction: GATE or advanced
students GATE curriculum
Structured around
iconic teaching which
refers to using icons
or symbols that
represent the different
aspects of depth and
complexity.
Easily identifiable Ethical considerations identify and
icons that can be
useful in the
classroom
Facilitated through discrimination; state pros and cons
flexible grouping
meaning or tone.
Writing:
Production and Distribution of
Writing
5. Develop and strengthen writing as
needed by planning, revising, editing,
rewriting, or trying a new approach.
(Depth)
Identifying the rules define
organizational elements affecting
specific standard being studied
Statement of trends changes over
time, students instructed on how to
note how factors or events cause
effects to occur
analyze possible right or wrong
about an idea or action; allows to
reflect on biases, prejudice, or
50 Strategies:
Page 18: Choral Reading the poems can be read aloud at
first, teachers reads then and then can be done through echo
reading or small group reading
Page 74: Mini lessons poetry genres can be introduced in
mini lessons in a way that the students have the opportunity to
try and work with the variety of poems and language
RTI- Strategies
Page 38: Oral Recitation Lesson builds student motivation
and interest by participating with the teacher in the reading of
text such as a poem; students can pick poems they are
interested in and listen to them along with reading them
Noting the patters to identify recurring elements or repeated
factors of an idea or event; identify it and make predictions
Recognition of details consists of elaboration to ideas; being
able to describe in detail is key to learning process of the
students
Language of the discipline use of appropriate language in
addressing specific content in the curriculum and standards,
such as using appropriate vocabulary
Multiple perspectives look at ideas and
Unanswered questions questions that come up within
learning the content and needing further conclusions, leads
into discussions
students and their poem work to monitor
their application of poetic forms and
devices.
Assess poems based on questions:
Did student experiment with poetic
form?
Has student used process approach
in writing, revising, and editing the
poem?
Has student used wordplay or other
poetic device?
(Complexity)
Over time looking into the effects that
time has on the content/standards being
studied; why and how change?
Big idea a generalization, principle, or
theory about the curriculum/standard being
learned; collecting facts or ideas, summary
and a general statement based on collection
of ideas * taught through generalization
lesson plan
events from different points of views or
perspectives; think in the way someone else
would
Grammar
Definition of grammar:
description of the syntax or
structure of a language and
prescriptions for its use;
involves principles of word
and sentence formation
Usage: correctness, or using
the appropriate word or phrase
in a sentence
Parts of speech: nouns,
pronouns, verbs, adjectives,
adverbs, prepositions,
conjunctions, and interjections
Parts of a sentence: subject
and a predicate
Different types of sentences;
capitalization; punctuation
Handwriting
The goal in handwriting
instruction is to help students
develop legible forms so they
are able to communicate
effectively through writing.
Handwriting forms:
Manuscript or
printing
Cursive or connected
writing
DNealian
Characteristics of legibility:
Letter formation
CCSS ELA
Language
L. 7.1 Demonstrate command of the
conventions of Standard English
grammar and usage when writing or
speaking.
L. 7.2 Demonstrate command of the
conventions of Standard English
capitalization, punctuation, and
spelling when writing.
CCSS ELD, CCSS ELA, CCSS
SS all standards fit into this topic
because of the importance of having
legible handwriting throughout
assignments and activities in all
subjects, contents, and levels.
Page 349: Adjusted strategies for left-hand writers:
Strategies
(Tompkins Ch. 11)
Page 325 Teaching grammar through reading: through
reading various books and stories the students learn more
academic language and are exposed to variety of sentences,
phrases, and ideas.
Page 326 Teaching students to manipulate sentences: have
students unscramble sentences, combine and expand them.
Students look at the arrangements to make a complete
sentence and arrange words.
(50 Strategies)
Page 21: Clusters: use cluster or diagrams or word webs to
write a word on center and come up with synonyms or parts
of speech that certain word can be used in.
(Tompkins Ch. 11)
Page 347: Use mini lesson to teach handwriting.
Model writing so that students are able to observe
the handwriting sample and learn.
Demonstrate how to form letters
Supervise practice sessions
Holding pencils
Tilting the paper
Slanting letters
Assessment
Instruction-Assessment Cycle:
Progress monitoring throughout lessons and
activities. Check the students abilities to
apply what they are learning.
Examine students compositions and their
ability to apply grammar concepts in their
writing.
Can they identify and correct
errors?
Can they apply grammar concepts
(written) to oral presentations?
Through informal assessment, check the
students written work such as sentences
written based on the words used in word
web/cluster. Also, check types of sentences
student has written and if parts of speech
are correctly used.
Go around classroom and check/monitor the
students during their writing tasks.
Informally assess and observe the
students possible mistakes and
help them to correct their
handwriting.
Check legibility, spacing, and other
characteristics to see which
students will need additional
practice.
 Size and proportion
Spacing
Slant
Alignment
Line quality
Spelling
Invented spelling: unique
spellings; children use
knowledge of phonology to
invent spelling
Stages of spelling
development:
Emergent
Letter name-
alphabetic
Within-word
Syllables and affixes
Derivational relation
Goal of spelling instruction is
for students to develop
spelling conscience to spell
words conventionally.
Building Vocabulary
(Tompkins Ch. 7)
Words and their meanings:
relevant to their morphological
information, root words,
affixes, synonyms, antonyms,
homonyms, homophones,
homographs, idioms, and
multiple meanings.
Continuum of word
knowledge:
CCSS ELA
Language
L. 2. 2 Demonstrate command of the
conventions of Standard English
capitalization, punctuation, and
spelling when writing.
CCSS ELA
Standards highlight these points:
Students determine meaning
of grade-appropriate
academic vocabulary words
Students recognize multiple
meanings of words and
shades of meaning.
Students analyze unfamiliar
words using word-learning
strategies.
Strategies
(Tompkins Ch. 11)
Students learn to use spelling strategies: sounding it-out.
Spelling by analogy, apply affixes, proofreading, checking a
dictionary
Page 337: Spelling Program: daily reading and writing
opportunities for all students; use of writing process
Write, revise, edit, and share writing
Page 337: Word walls:
Write words that have been found in texts and have
students start to use them in their own writing.
High frequency words
(50 Strategies)
Page 71: Making Words: teacher-directed spelling activity;
students arrange letter cards to spell words
practice sound-symbol correspondences and spelling
patterns
Strategies
Page 196 Create a homophone book for students (they can
then create one for themselves as well) that contains words
side by side that sounds the same but have different meanings.
Along with the word there should be a drawing too
differentiate it.
Page 203 Using context clues: use these to identify words
which include definition, example-illustration, comparison-
contrast, logic, morphology, and grammar.
Assessment
Progress monitoring through the lessons and
activities.
Page 341: Weekly spelling tests
Give students pretest start of week
During week use strategies and
activities for students to learn those
words
End of week give spelling test to
check understanding and learned
words
Check student word pronunciation and
handwriting which can also have an
influence on their spelling.
Have students share the words they made
and can point out any missed words or
spelling patterns.
Assessment
Assessing vocabulary knowledge:
Progress monitoring of students using the
target vocabulary in activities (listening to
them).
Checking students reading and learning
logs and writing journals.
Looking at their word maps or other
diagrams to check for completion and
 - No knowledge Language Thinking aloud and modeling during a read aloud accuracy.
- Incidental knowledge L.1.6 Use words and phrases
- Partial knowledge acquired through conversations, Page 204 Word walls: prepare words wall, introduce it, add Noting the changes in student vocabulary
- Full knowledge reading and being read to, and words to wall, use it for exploring activities, and write those being spoken and written on assignments.
responding to texts, including using words on cards.
Goal of vocabulary instruction frequently occurring conjunctions to Word study activities such as: word posters, word
is to develop students word signal simple relationships. maps semantic maps, and word sorts
consciousness.

Listening (Tompkins Ch.4) CCSS ELA Strategies Assessment

(4 types) Anchor standards for Speaking and (Tompkins):
1. Discriminative Listening: Page 91: aesthetic listening strategies: predicting, visualizing Page 112: instruction assessment cycle
Distinguishing and connecting an important step is to monitor the students
among sounds Comprehension and Collaboration Encourage students to predict by stopping them through observation and anecdotal notes to
Ex: phonemic 3. Evaluate a speakers point of view, during a read aloud and ask them what will happen assess their use of oral language strategies
awareness reasoning, and use of evidence and next and participation. Informal assessment
development and rhetoric. Have students create mental images of what they are through also:
noticing rhyming listening to in a story Check students notes and questions
2. Aesthetic Have students make connections to text: text-to-self, to check for understanding and
Listen for pleasure or SL1.2: Ask and answer questions text-to-world, and text-to-text as they discuss the feedback provided to what was
enjoyment about key details in a text read-aloud story listened to.
or information presented orally or
Ex: listen to stories
through other media. Page 92-93: efferent listening strategies: organizing,
read aloud and watch
play performances summarizing, getting clues from speaker
3. Efferent Use of graphic organizers to visualize the Page 107: assess further into students
SL1.3: Ask and answer questions participation as active listeners:
Listen to understand about what a speaker says in order to
organization of information
When summarizing, have students point out the main Monitor and check students notes
for messages gather additional information or and whiteboard responses to oral
Ex: listening to oral clarify something that is not ideas of oral presentation
presentations and questions
reports or understood.
informational videos Page 93: critical listening strategies: evaluating and
and participating in questioning
discussions Model types of questions that should be asked when
4. Critical listening to an oral presentation or theme arguments,
Evaluating messages such as: what is the speakers purpose? And is there
Ex: listen to debates an intellectual appeal, character appeal, or emotional
and evaluate themes appeal?
and arguments in
books read aloud (50 Strategies):
Through progress monitoring during read-
aloud can make observational notes to
Page 53: Interactive read-aloud students become better
which students participated in responses and
listeners when are involved during the reading
comprehension to what was read aloud.
Choose book/story/poem, ask questions, share

Talk (Tompkins Ch.4)
Talking promotes higher level
thinking.
Various types:
1. Small group
Conversations used to
create knowledge,
organize info, deepen
interpretations, and
collaborate
2. Whole class discussions
Encourage student
collaborations and
participation to share
opinions and thoughts
3. Oral reports, interviews, and
debates
More individual
opportunity to talk
and ways to refine
their talking abilities
Visual Language:
Viewing and Visually
Representing
(Tompkins Ch. 6)
CCSS ELA
Anchor Standards for Speaking and
Listening
Presentation of Knowledge and
Ideas
6. Adapt speech to a variety of
contexts and communicative tasks,
demonstrating command of formal
English when indicated or appropriate.
SL1.1: Participate in collaborative
conversations with diverse partners
about grade 1 topics and texts with
peers and adults in small and larger
groups.
CCSS ELA
Anchor standards for Reading:
Integration of Knowledge and Ideas
7. Integrate and evaluate content
information, add sound effects, visualize, read it
interactively, and involve students in after-reading
activities
Strategies Assessment
(Tompkins):
Check for students understanding of basic
Page 102: Levels/types of questioning embedded into information and interpretation on story or
Discussions for students to use them in their responses and information.
analysis-
Literal - factual
Inferential interpretation Ask students similar questions to those that
Critical/evaluative evaluate, connections the students also asked during a
presentation or responses.
Page 103: Have students brainstorm a list of ideas for oral
report in which they can be expressive and work on their
ability to talk in front of people Page 112: informal assessment through:
Use checklists to assess students
Page 105: Hot Seat get a student to learn about a character interviews, oral reports, debates
and have the students practice interviewing student/character and other oral/talked discussions
Encourage higher level questions
(50 Strategies):
Can use informal assessment or rubrics for
Page 15: Book Talks have students share about a book they assessing students oral presentations and
have read and enjoyed. reports.
Select book to share, brief oral presentation, and
present book talk
Page 45: Grand Conversations have students take part in
discussion about a story where they will explore main ideas
and reflect on their feelings
Begin in small groups and then to whole class
discussions and makes sure to incorporate higher
thinking questions
Strategies Assessment
(Tompkins)
Use continuous progress monitoring when
Page 156- Have students use/incorporate names of colors in checking for students correct use of colors
Visual texts use images, presented in diverse media and their vocabulary so they can apply their knowledge of colors in their writing.
symbols, and meaningful formats, including visually and into their writing and reading
patterns to create meaning quantitatively, as well as in words. Ex: out of the blue (unexpectedly)
Ex: golden opportunity (perfect opportunity)
Visual Elements: RL1.7: Use illustrations and details in Can have a checklist
Color evokes a story to describe its characters, Page 157 Have students work with different fonts when For assessing students proper use
meanings in different setting, or events. typing, maps, and types of graphs and identification of map parts
settings Ex: line graphs such as a scale and what it is for.
Line define objects, Ex: scale on a map
communicate ideas,
and express feelings Page 159 Introduce to students to visual symbols by having Informal assessment of the findings students
Symbols objects them find examples in their homes, media, and community bring back about their visual symbols, just
that stand for such as the park or store observation and check for understanding.
something else
Humor deepen
students Page 173: Wordless Picture Books story told entirely Assess student comprehension of images in
understanding of through illustrations visual story.
narrative devices Get students (younger primary grades) to find Ask questions
meaning and content of stories just by seeing visuals
Viewing: art appreciation Builds their sense of story and storytelling abilities
analyzing types of
arts and styles Portfolio- students can collect the best of
Page 177: Graphic representations charts, graphs, and
Visual Representation: their graphic representations for a unit and
diagrams as visual organizers as learning tool and
assess their information and creativity
artistic demonstration of learning
representations such
as: drawing, (50 Literacy Strategies)
Observation and feedback on the dramatic
constructing collages,
presentation in accuracy of reflecting
designing, presenting, Page 90: Process Drama Students get to reenact an event of
character
etc. story and explore the topic from the viewpoint of book
character
Will consist of role-play, questions, and writing
Social Studies Skills:
Map Skills
History/Timelines RI 1.6 Distinguish between
Political Cartoons/ information provided by pictures or
(Nonwritten Information)
CCSS ELA Strategies
(50 Social Studies Strategies)
Page 150: Maps students can explore to compare and
other illustrations and information contrast present and historical images of different cities
provided by the words in a text. around the world. This can generate questions on the
differences and similarities into cultural changes that take
place and how they influence a nation.
Page 214: Timelines together work to determine what
components, dates, and information will be used in timeline,
then allow the students to visually display the information in
chronological order and examine the historical significance.
Page 121: Historical Characters give students the
opportunity to engage in learning about important historical
figures and presenting their knowledge through oral
presentations such as with biography presentations. Students
can take the place of a figure and talk about their key life
events and legacy.
Assessment
(50 Social Studies Strategies)
Page 153: Maps checking for data
collection and organization using a rubric;
evaluate the students methods in organizing
their information
Page 216- Timelines using a rubric; allow
student to share orally and/or in writing
about what they learned and is on timeline
Assess the students in their listening and
speaking skills when giving oral
presentation on historical biography
presentation.

History-social Science CCSS ELA (50 Social Studies Strategies)

teaching strategies required
in TPE 1A W.1.8 With guidance and support Page 62: Case Studies- focus on narrative descriptions of Progress monitoring throughout all of the
Simulations from adults, recall information from events and people strategies and student work.
Case Studies experiences or gather information
Cultural Artifacts, from provided sources to answer a Page 52: Artifacts as part of demonstrations and simulations Use rubric to check student communicative
question. and listening skills, also levels of
Works of Art
Page 97: Folk Culture arts students exposed to unique questioning.
Literature items
Cooperative Projects
Student Page 141: Learning Centers can be based on unit themes
Inquiry/Research

Writing Processes CCSS ELA Strategies Assessment

(Tompkins Ch. 5)
1. Prewriting engage in W1.2: Write informative/explanatory Tompkins (Ch. 5):
rehearsal activities; texts in which they name a topic, Monitor and assess students during their
identify audience and supply some facts about the topic, and Page 139: Collaborative Composition teacher introduce sharing time such as with Authors Chair in
purpose for writing provide some sense of closure. writing process to students, models it and provides where students can receive support and
activity; choose opportunity for students to practice the writing approach feedback on writing.
appropriate genre
2. Drafting write a rough Page 140-142: Writers Craft (6 Traits)
 draft; emphasize on Trait 1: Ideas Check students are using correct grammar
content rather than Trait 2: Organization usage and standard English conventions,
mechanics of writing Trait 3: Voice capitalization, punctuation, spelling, etc.
3. Revising reread their
Trait 4: Word Choice
rough draft; share writing
in writing groups; make Trait 5: Sentence Fluency
changes in compositions Trait 6: Conventions When students share their writing assess
and these reflect their oral skills as well and once worked
comments from teacher turned in use rubric to grade writing.
and peers (50 Literacy Strategies):
4. Editing proofread their
own compositions and Page 10: Authors Chair student- authors will get to sit in
help proofread peers special chair and share their writing Can use six traits writing rubric for
writing; correct assessing.
mechanical errors and Page 25: Collaborative Books each student contributes to a
prepare for final edit page in a class book; students choose a fact or information
5. Publishing make final they want to write about and make rough drafts, make
copy of the writing; revisions and corrections and then is collected to be made part
publish in appropriate of a book.
form such as typed and
then share the writing
piece

Writing genres: informational,

narrative, persuasive, and
poetry

Writing Program observed CCSS ELA Strategies Assessment

in school (ex. Step up to
Writing)
Step Up to Writing is
organizational program that
focuses on teaching explicitly
writing strategies within the
writing process. Purpose to
help students organize their
thinking and ideas and writing.
Includes pre-writing, drafting,
revising, editing, final copy,
proofreading, and sharing.
W1.2: Write informative/explanatory
texts in which they name a topic,
supply some facts about the topic, and
provide some sense of closure.
In teaching writing can incorporate:
- Multisensory (folding paper)
- Color (Strips, highlighters, dots)
- Word Lists (transitions, topic sentences, etc.)
- Informal Outlines
(50 Literacy Strategies):
Page 21: Clusters have students to do spider-web diagrams
to use key words and phrases to organize ideas and thoughts
about a topic; students can even use it to outline or brainstorm
prior to writing
Page 56: Interactive Writing show students how writing
Monitor how students use their visual
representations of ideas to organize their
ideas.
Informal assessment to check student
writing works.
Page 116: Revising Groups students meet
in small groups to revise their writing rough
drafts and get feedback (compliments,
questions, suggestions)

Reading Process -
Stories/Informational/etc
(Tompkins- Ch. 5)
Read across various genres
and also influence their
writing responses to various
genres.
1. Stage 1: Prereading
activate or build background
knowledge, set purpose for
reading, and preview text
2. Stage 2: Reading read
independently, with buddy,
guided reading or listen in read
aloud; read illustrations and
diagrams, from beginning to
end
3. Stage 3: Responding
respond by writing in reading
logs, and take part in
discussions
4. Stage 4: Exploring reread
and think deeply about text;
learn vocabulary, and examine
6 traits writers craft
CCSS ELA
R.1.2: Retell stories, including key
details, and demonstrate
understanding of their central message
or lesson.
R.1.10: With prompting and support,
read informational texts appropriately
complex for grade 1.
a. Activate prior knowledge related
to the information and events.
works and how to construct writing words by using their
knowledge of sound symbol correspondences and spelling
patterns.
Wright Interventions:
Page 33: Main-Idea Maps students create graphic organizer
that contain the main ideas of an expository passage and can
help them in writing process relevant to reading
Strategies Assessment
(Tompkins):
Page 123: Types of reading
- Shared reading, guided reading, independent reading, Informal assessment when reading to the
buddy/partner reading, and reading aloud to students students or observing students reading
take anecdotal notes on those struggling and
Page 128: Teaching reading Process who participates in answering questions
Word identification relevant to reading.
Fluency
Speed, accuracy, prosody
Vocabulary
Comprehension
Use predicting, visualizing, connecting,
questioning, summarizing
Use rubrics and checklists to make sure
students are grasping the reading and
Teachers scaffold students and then gradually release the
identifying words, vocabulary and
responsibility to them
comprehending!
(50 Literacy Strategies):
Page 113: Reading Logs have students write their reactions
and opinions about texts (various reading genres or materials)
Progress monitoring the students during
that they have read about; could also write key words,
silent reading to make sure that they are
questions, or answer prompts based on the stories
reading. Check for comprehension after
with questions and sharing either aloud or in
Page 138: Sustained Silent Reading students take part in
writing.
independent reading time and should read books/stories at
their reading levels
5. Stage 5: Applying create a
project and value the reading
experience

Providing individual edTPA Making Good Choices

feedback to all students (All Guide (50 Literacy Strategies)
Texts- an edTPA Feedback can be given at any time during
Think about strategies for feedback Page 119: Rubrics an informal observation compliment or
requirement)
that address patterns in the focus Rubrics: providing rubrics to students on what are the suggestion to student.
learners performance and also attend expectations for an activity, assignment, or presentation
Feedback:
to unique student work. At the very
least, your focus learner should be Feedback can be written or electronic dependent on activity Progress monitoring of student work can
Related to learning
made aware of his/her strengths and allow for proper feedback on data
goal errors. Effective feedback should Along with rubrics can be a Model: students can observe assessment analysis.
In timely manner specifically identify areas where and see what their work should look like
Sensitive to he/she did well and where he/she
individual student needs to improve related to the Post-It Notes: write a note to student can be positive/praise
needs specific learning objectives. (page or suggestion or to meet up (a more private way to give
Track progress 34) feedback to students)
Provide model
Individual one- on-one conferences with students to provide
Praise important feedback and checking in on student concerns, etc.

Other: Add any other notes
you find important that are
not on this chart.
RTI Response To
Intervention
RTI- process used by teachers to help
students that show signs of struggling
with certain skills or part of a lesson;
struggling learners are provided with Constant progressing monitoring and
interventions at distinct levels assessment checks on students
increasing with intensity to further
support the students needs assess students during
interventions will determine if stay
at one level or will move up tier

PLOP- the present levels considers

Present Levels of
Performance - PLOP
the areas of development in which a A fully developed, well-written present
child with a disability may need levels is the foundation upon which the
support; are roughly divided into the rest of the IEP can be developed to specify
two areas of development: academic appropriate goals, services, supports,
and functional accommodations, and placement for
 portion of your students IEP students. From resources
that details how they are http://www.parentcenterhub.org/repository/
doing academically at the present-levels/
moment