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EDU 512 Course Assignment - Components of Language Arts and Social Studies Chart

Note: This chart is an organizational tool useful for preparation for the final exam as well as the RICA exam and for teaching in general. It
should be filled out as we progress through the course in order to be useful for class discussions. It will also be submitted for part of the final
exam points. It is essential to become skilled at teaching and assessing each major component of both language arts and social studies. The
notion is that you will know what you are to teach and how to teach each of these critical components of language arts and social studies. Please
add any missing components as you read each chapter. If a component is not listed please add it as you work through the assigned readings for
the course.
Please complete only the components that are linked with each weekly reading assignment each week. Generally there will be only one/two
component(s) per week. You can always add to each component as you find information in future chapters for each component but dont bother
going ahead of the readings assigned. Copy and paste the CCSS that applies in the Content Standard box (Use the CCSS K-6 document posted
in BB to make this task easy).
NOTE: This is an electronic table that will expand to accommodate your writing and is intended to be used on the computer. Just download it
into your computer and submit the appropriate page(s) for each weeks reading assignment.

Content CCSS/1998 Teaching Strategies found throughout your Assessment Strategies


Component Content Standards texts.
Note the Content How do you assess this
List and Describe Standard that corresponds with the How do you teach (or use) this component? component?
the concept or strategies you have selected where
component of appropriate. Add text book pages so this becomes a support document Add text book pages so this
language arts/social to carry forward into future courses and Student becomes a support document to
studies content. Copy and paste in correct content Teaching. carry forward into future courses
box. (See Standard sample under Include 50 Strategies and 40 Strategies and all texts and and Student Teaching.
the reading/Writing Component) Frameworks where appropriate.

Content of Social K.2 Students recognize national and state Give a few general instructional strategies for SS content. Give a few general assessment
Studie symbols and icons such as the national strategies for SS content
and state flags, the bald eagle, and the KWL chart P.60
1 CULTURE Statue of Liberty. These are useful for gathering information on what the Listing facts (rubric)
students know and help them get excited about the concept
1.2 Students compare and contrast the
2 TIME, by discussing what they want to know and why. Checklists
absolute and relative locations of places
CONTINUITY, and people and describe the physical
AND CHANGE and/or human characteristics of places. Think-Pair-Share Portfolios (Social Studies Journal)
This allows students to have a chance to think of their
3 PEOPLE, 2.3 Students explain governmental response and share it in a less intimidating manner to one Vocabulary Tests
PLACES, AND institutions and practices in the United person next to him or her. It also allows all students the
ENVIRONMENTS States and other countries. opportunity to speak and be heard. Writing reflections

1
4 INDIVIDUAL 3.2 Students describe the American Chart/ note taking
DEVELOPMENT Indian nations in their local region long These include the strategy listed below by using a graphic
AND IDENTITY ago and in the recent past. organizer or data chart so that students can keep track of their
work and the information they are learning.
5 INDIVIDUALS, 4.1 Students demonstrate an
understanding of the physical and human
GROUPS, AND 50 strategies text:
geographic features that define places and
INSTITUTIONS regions in California.
P.19-Questioning
6 POWER, 5.2 Students trace the routes of early This allows for more in depth thinking and research on a
AUTHORITY, AND explorers and describe the early topic.
GOVERNANCE explorations of the Americas.
P.33- Inquiry Learning
7 PRODUCTION, 6.1 Students describe what is known Creating the curiosity in children to explore a topic helps
DISTRIBUTION through archaeological studies of the with emery retention and will help them grasp the content at
AND early physical and cultural development a deeper level.
CONSUMPTION of humankind from the Paleolithic era to
the agricultural
P.38- Graphic organizers
8 SCIENCE, 7.1 Students analyze the causes and Graphic organizers help students keep track of the
TECHNOLOGY, effects of the vast expansion and ultimate information being collected and help in their writing and
AND SOCIETY disintegration of the Roman Empire project based activities.
evolution.
9 GLOBAL P.141- Learning centers
CONNECTIONS 8.1 Students understand the major events Learning centers can be useful because students are given the
preceding the founding of the nation and opportunity to work on one thing at a time, increasing student
10 CIVIC IDEALS relate their significance to the focus, and giving the teacher the opportunity to work with
AND PRACTICES development of American constitutional small groups.
democracy.

10.3 Students analyze the effects of the


Industrial Revolution in England, France,
Germany, Japan, and the United States.

SDAIE Strategies Engage effectively in a range of Tompkins Pg. 40: Integrating visuals such as images of P.112 Instruction-assessment cycle,
for EL Instruction collaborative discussions (one-on- vocabulary words, books covers that are culturally relevant informal, use checklist to assess.
means, one, in groups, and teacher-led) and interesting to the students.
Specially designed with diverse partners on grade 3 By asking students questions and
academic instruction topics and texts, building on others P.236: Engaging English learners, by using extensive reading, using a checklist to keep track of
in English for ideas and expressing their own elements of story structure, and response to literacy what they know, and what they are
English learner clearly. strategies. struggling in, the teacher collects
instruction. a. Come to discussions prepared, By using this strategy students are exposed to the readings comprehensible data that can be used
having read or studied and are given models to follow when responding to the work to enhance future lessons.

2
ELD: English required material; explicitly at hand.
language draw on that preparation and
development other information known P.23: Engaging English learners:
about the topic to explore Use oral language that is appropriate for level
EL: English learner ideas under discussion. Read aloud to students everyday
b. Follow agreed-upon rules for Share ideas with partners
ELL: English discussions (e.g., gaining the Embed language in rich activities
Language Learner floor in respectful ways,
listening to others with care,
speaking one at a time about
the topics and texts under
discussion).
c. Ask questions to check
understanding of information
presented, stay on topic, and
link their comments to the
remarks of others.
d. Explain their own ideas and
understanding in light of the
discussion.
Higher Levels of CCSS.ELA-LITERACY.L.3.5.C Strategies to apply higher level so f critical thinking involve Assessment methods can include
Critical Thinking: Distinguish shades of meaning the strategies for the 6 la concepts on pg., 20 where it states portfolios to measure student growth
among related words that that building background knowledge and making connections in the unit as well as the depth of
Blooms Taxonomy describe states of mind or is a useful strategy to help students learn in each section. This research they did.
allows students to grow and expand their learning.
How to create degrees of certainty (e.g., knew, Rubrics can be used to grade specific
higher order believed, suspected, heard, Inquiry method to set up the ladder in blooms taxonomy portions of the portfolio. P.119
thinking wondered).
CCSS.ELA-LITERACY.RI.3.10 Questioning to build on DOK
Blooms taxonomy By the end of the year, read
and comprehend informational
DOK Levels texts, including history/social
studies, science, and technical
texts, at the high end of the
grades 2-3 text complexity
band independently and
proficiently.

3
Assessment 1. Write opinion pieces on topics or Assessment tools for each type of assessment When do you use this type of
Types/Define texts, supporting a point of view assessment?
with reasons. Assessment tools can include electronic records of portfolios,
Formal- a recorded a. Introduce the topic or text checklists, or exams, as well as physical copies of their work P.51- Portfolios- can be used to
method of keeping they are writing about, state in student journals, tests, and physical rubrics students can collect student work.
score or grading an an opinion, and create an see.
assignment, such as organizational structure that P.48- checklists- can be used for
an exam or lists reasons. Students an take assessments online. Rubrics can also be assignments and presentations
assignment, or b. Provide reasons that support created online and returned to students online, via a shared
project. the opinion. Google doc. p. 51 Rubrics- can be implemented
Informal- an c. Use linking words and phrases for any kind of assessment
informal method to (e.g., because, therefore, To measure authentic assessment types, written recording of
record or check since, for example) to connect what students say and how they describe either learning will P.54 High Stake tests (more like state
student progress by opinion and reasons. be a good way to keep track of their information recall. tests.
walking around, d. Provide a concluding statement or
observing, and section.
listening.
2. Write informative/explanatory texts
Rubrics- a point to examine a topic and convey
system outlining ideas and information clearly.
what how the a. Introduce a topic and group
assignment will be related information together;
scored. include illustrations when
useful to aiding
Authentic- comprehension.
meaningful learning b. Develop the topic with facts,
can be constructed definitions, and details.
by teacher or with c. Use linking words and phrases
student allowing for (e.g., also, another, and, more,
student voice. but) to connect ideas within
categories of information.
Portfolio- a file of d. Provide a concluding
student work kept to statement or section.
show how students
are progressing or to
keep track of work
for a larger project.
Data Based These can be used to assess any What types of data is typically used? Where/how do teachers How does data based assessment
Assessment concept, formatively to enhance get useful data? drive instruction?
(Define) future lessons and meet student needs,

4
and summative to gather how well the Typical data came from formative and summative Data based assessment drives
Data based students did in the unit, what they did assessments. Teachers benefit from constant formative instruction because it allows teacher
assessments include well on, and what they struggled on. assessments so that they can see the students progress and the the opportunity to reflect on their
weekly tests, classroom level, allow the teacher to differentiate instruction lessons and see what worked well,
summative exams, or and what did not work well and will
both or the unit and help them introduce new learning
yearly state exams. strategies to enhance student learning
As well as collected for the next lesson.
student work.
CCSS.ELA-LITERACY.RL.3.2 Listening Strategy Listening assessment
Listening Recount stories, including Monitoring/ Observations
First contact with fables, folktales, and myths P.20 Talking assessment
language beginning from diverse cultures; Activate background Knowledge Observations of student discussion
from birth. Connect Reading assessment
Talking determine the central message, Evaluate Reading logs, assess for fluency,
Great part of lesson, or moral and explain Monitor accuracy, and comprehension
learning, they talk to how it is conveyed through key Predict Writing assessment
respond, provide details in the text. Revise work and provide rubric so
feedback etc. Talking Strategy that students can self check their own
Reading, CCSS.ELA-LITERACY.RI.3.7 work
Used to decode Use information gained from P.20 Viewing assessment
words and illustrations (e.g., maps, Elaborate Ask questions to comprehend what
comprehend text Highlight big ideas students took from visuals provided.
photographs) and the words in
Writings Organize Visually representing assessment
Used to process a text to demonstrate Set goals Can be given a mini test or writing
stories, and do understanding of the text (e.g., sample to show what they learned
informal writings where, when, why, and how Reading Strategy from the visual representation.
Viewing key events occur).
Part of 21st century P.20
knowledge base and CCSS.ELA-LITERACY.RF.3.4 Determine importance
essential for Take notes
Read with sufficient accuracy
students to integrate Visualize
with other learning. and fluency to support Predict
Visually comprehension.
representing Writing Strategy
Students create CCSS.ELA-LITERACY.W.3.2
visual texts, or Write informative/explanatory P.20
presentations using texts to examine a topic and Format
media. Generate
convey ideas and information
Organize
clearly. Proofread
Revise
5
Viewing Strategy

P.20
Detect bias
Notice non verbal cues
Visualize

Visually representing Strategy

P.20
Generate
Narrow
Revise
Visualize

Spelling CCSS.ELA-LITERACY.L.3.4 P. 331 Alphabetic principle P. 341- weekly spelling tests can be
Determine or clarify the used to check student spelling. This
meaning of unknown and P.331 Invented Spelling can be done once or twice a week, if
multiple-meaning word and done twice a week, a pre-test would
P.334 be given the first day of the week,
phrases based on grade 3 Sound it out and a post test at the end of the week.
reading and content, choosing It is important that you never simply say sound out the word,
flexibly from a range of but rather have the stent break the word apart and then put the
strategies. sounds of each part back together.
Spell by Analogy
Apply affixes
Proofread
Check a dictionary
This would be a last option to have students simply look up
the word in a dictionary, because they are not learning what it
is that they need to know to be able to read and say the word
on their own.

P.155- word walls


These are useful because you can keep track of all the
spelling words in a unit and can have them readily accessible
for students to see, practice and work on.
Background CCSS.ELA-LITERACY.RL.3.2 KWL Charts P. 60 Giving a pretest to gather the
Knowledge Recount stories, including KWL Charts a great way to build background knowledge academic level the students are at
while creating a visual representation of what the students are and the material they remember or
6
fables, folktales, and myths learning, which is useful for you and for the students. are bring with them can assess
from diverse cultures; background knowledge. Creating
Another good way to build background knowledge would to KWL charts can also be consisted an
determine the central message, be to watch a relevant video during the anticipatory set. assessment, as it is an informal way
lesson, or moral and explain that teachers can check where
how it is conveyed through key Having a class discussion with god questions you selected in students are while conducting whole
details in the text. advanced can help students activate their background cup instruction.
knowledge.
Knowledge CCSS.ELA-LITERACY.RI.3.1 Describe each strategy/model and explain the use and How would these models be used for
Acquisition S/A Ch Ask and answer questions to cognitive taxonomy level. assessing learning?
5 demonstrate understanding of
List Knowledge a text, referring explicitly to the DOK level 1-2 These models would b used to assess
Acquisition the lower level of leaners such as
models/strategies text as the basis for the knowledge attainment and factual
answers. learning.

Knowledge CCSS.ELA-LITERACY.RI.3.3 Describe each strategy/model and explain the use and How would these models be used for
Discovery S/A Ch. 6 Describe the relationship cognitive taxonomy level. assessing learning?
List Knowledge between a series of historical P.19/33- questioning and inquiry learning
discovery events, scientific ideas or These models would be used to
models/strategies DOK level 3-4 assess the more strategic thinking
concepts, or steps in technical and extended thinking used in
procedures in a text, using content knowledge application.
language that pertains to time,
sequence, and cause/effect.

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Content Area CCSS.ELA-LITERACY.RL.3.9 Tompkins: P.236- instruction assessment cycle-
Reading/ Compare and contrast the teacher asks three questions to
Reading themes, settings, and plots of P.237- scaffolding during guided reading evaluate student learning, informal.
Comprehension stories written by the same Reading theatres
P. 240- Retelling stories P119- Rubrics
author about the same or Retelling helps students recall what the story was about tor These are great to use when grading
similar characters (e.g., in books what the lesson and main point was. material that is written or a specific
from a series) P.243- writing retellings activity that can be turned in to be
graded using a rubric, it also gives
students the opportunity to look
50 Strategies: through the rubric first, to see what
they will need, as well as afterwards
P.48 guided reading to check their work.
This can be useful for students who are struggling with
fluency and accuracy, which can affect comprehension, by
reading along with them and guiding them you give them a
better chance at understanding the readings.

Visual Language: 1. Demonstrate understanding of the P.131- Story boards This can be assessed by asking
Viewing and organization and basic features of This helps students visually see what they are talking about questions relevant to the standard
Visually print. and helps them visualize the story line and learning goal to gather informal
representing (T. 3. Know and apply grade-level assessment data on how the students
Ch. 6) phonics and word analysis skills in P. 173 wordless picture books are doing
decoding words both in isolation These are useful for struggling readers, as they can practice
and in text. CA sequencing, and comprehension based on the storyline they
see visually.
d. Distinguish between similarly spelled
words by identifying the sounds of the
letters that differ.
Building Vocabulary CCSS.ELA-LITERACY.L.3.4 P.38-Graphic organizers Weekly tests can be given to check
T. Ch. 7 Determine or clarify the Allow students to organize their words so that they can go whether the strategies are helping
meaning of unknown and back and study them students remember the meaning of
multiple-meaning word and P. 71- making words vocabulary
This allows students to focus on the meaning or spelling
phrases based on grade 3 depending on how it is incorporated Checking to see if students used
reading and content, choosing P.155- word walls vocabulary in the correct context can
flexibly from a range of Creates a visual for students throughout the week. also assess it in small writing
strategies. samples.

8
Handwriting CCSS.ELA-LITERACY.W.3.3 Tompkins: P.349-350 Correcting handwriting
Write narratives to develop P. 345- manuscript, and cursive writing problems:
real or imagined experiences or P.346-347
events using effective Teach letter formation Develop checklists to evaluate
Size and proportion writing and allow for children to
technique, descriptive details, Spacing check their own writing.
and clear event sequences. Slant
Alignment and line quality P119- Rubrics
All of the aspects of handwriting listed above would be These are great to use when grading
taught during a mini lesson. material that is written or a specific
activity that can be turned in to be
50 Strategies: graded using a rubric, it also gives
students the opportunity to look
P.116- revising groups through the rubric first, to see what
These are useful because students get to see what another they will need, as well as afterwards
students handwriting looks like, and hopefully it is a model to check their work.
of what they should be doing.
P. 119- Rubrics
This ties in with the previous strategy; you can set up a rubric
for students to use when revising each others handwriting.
P. 56- Interactive Writing
Interactive writing can help when you model what
handwriting should look like and have students practice
copying the way you write something.

Grammar 5. With guidance and support from Tompkins: P.116- revising groups
peers and adults, develop and
strengthen writing as needed by P. 327- Sentence Unscrambling Helps students understand grammar
planning, revising, and editing. (Editing The teacher reads a sentence from a book and then scrambles by having the chance to revise
for conventions should demonstrate the sentence up. The teacher then presents it to the students, another students work.
command of Language standards 13 who then need to put the phrases together in the correct order.
up to and including grade 3.) P119- Rubrics
P.328 Sentence expanding. These are great to use when grading
Students take a sentence from a book and expand on it using material that is written or a specific
grammatically correct structures that match the style of the activity that can be turned in to be
author. graded using a rubric, it also gives
students the opportunity to look
9
50 Strategies: through the rubric first, to see what
they will need, as well as afterwards
P.116 Revising groups to check their work.
These are useful because the students get to check their won
work, and give each other feedback.
P. 99 Quick writes
These can be done when introducing a new grammar concept,
or when having students practice said concept.
Listening (3 types) 4. Report on a topic or text, tell a story, Tompkins: P. 112 Instrument- assessment cycle
or recount an experience with P.92-95 This assessment tool is useful
Discriminative; to appropriate facts and relevant, because you can keep a record or
distinguish sounds descriptive details, speaking clearly Predicting student responses, or a checklist of
Aesthetic: for at an understandable pace. Students predict what will happen next in a story they have the students who do not seem to have
pleasure a. Plan and deliver an heard. a grasp on certain concepts, based on
Efferent: to informative/ explanatory presentation Visualizing how they respond to the carefully
understand a on a topic that: organizes ideas around Students will visualize what they listened to by drawing out selected questions.
message major points of information, follows a the story.
Critical: students logical sequence, includes supporting Connecting
evaluate message details, uses clear and specific Organizing
vocabulary, and provides a strong Students organize parts of the story they listened to by
conclusion. CA organizing the parts of the story in writing, or using a
drawing.
Summarizing

50 Strategies:

P.136 Informal Learning


This can be done by simply holding discussions about what is
being taught, and asking questions throughout.

P.123- Shared Reading


This is important to do because student scan not only listen to
each other read, but can help correct each others
pronunciation.

Talk (3 types) CCSS.ELA-LITERACY.SL.3.1 Tompkins: P.112 Instrument assessment cycle


Engage effectively in a range of This assessment tool is useful
collaborative discussions (one- P. 104 Interviews because you can keep a record or
Small groups on-one, in groups, and teacher- These are useful because you can explicitly teach the students student responses, or a checklist of
Discussions how to respectfully ask questions and how to wait for the students who do not seem to have
Asking Questions led) with diverse partners responses. a grasp on certain concepts, based on
on grade 3 topics and texts, P.103 Oral Reports how they respond to the carefully
10
building on others' ideas and Oral reports help students explain the content they have selected questions.
expressing their own clearly. learned in a verbal manner, helping them with their academic
language, as well as with their content knowledge attainment P119- Rubrics
. These are great to use when grading
50 Strategies: material that is written or a specific
activity that can be turned in to be
P.134 Story retelling graded using a rubric, it also gives
Story retellings are useful because you can listen to the students the opportunity to look
knowledge the student has after having read the story. through the rubric first, to see what
P.20 Interactive read clouds they will need, as well as afterwards
Interactive read alouds are useful because the students can to check their work.
practice the story out loud and then discuss what they read.
P.6 Book talks
This can be used along with sentence frames to allow
students to discuss how the story will play out,

Teaching advanced 9. Compare and contrast the themes, 50 Social Studies: P. 112 Instrument assessment cycle
learners settings, and plots of stories written by This assessment tool is useful
Depth and the same author about the same or P. 96 Questioning author because you can keep a record or
Complexity (All similar characters (e.g., in books from a This can be incorporated into small group setting and can be student responses, or a checklist of
texts) series). done as a guided activity, and later independently the students who do not seem to have
10. By the end of the year, read and a grasp on certain concepts, based on
comprehend informational texts, P.93 Question answer relationship how they respond to the carefully
including history/social studies, selected questions.
science, and technical texts, at the high After having students question the author, they can find
end of the grades 23 text complexity answers tot eh questions they generate.
band independently and proficiently.
50 Literacy:

P.25 mini-lessons
These can be incorporated into smaller groups, or be done as
part o the whole lesson for those students who will have more
complex work given to them.

P.31 Question-answer relationships.

After having students question the author, they can find


answers tot eh questions they generate.

Social Studies Skills: 1 Students describe the physical and P. 15 Book Talks P. 112 Instrument assessment cycle
human geography and use maps, tables, This assessment tool is useful
11
Map Skills graphs, photographs, and charts to The are useful when learning social studies because students because you can keep a record or
History/Timeline organize information about people, can look through a book, or lesson in the text, and student responses, or a checklist of
s places, and environments in a spatial the students who do not seem to have
context. P. 144 Venn Diagrams a grasp on certain concepts, based on
Political
Cartoons/ how they respond to the carefully
Identify geographical features in their
(Nonwritten These are useful ways to organize the information being selected questions.
local region (e.g., deserts, mountains,
Information) valleys, hills, coastal areas, oceans, taught, as they can later use it and incorporate these Venn
lakes). diagrams into other lessons. Collect student work such as
writings, projects, etc.
Trace the ways in which people have used
the resources of the local region and P119- Rubrics
modified the physical environment (e.g., These are great to use when grading
a dam constructed upstream changed a material that is written or a specific
activity that can be turned in to be
river or coastline).
graded using a rubric, it also gives
students the opportunity to look
Determine the reasons for rules, laws, and through the rubric first, to see what
the U.S. Constitution; the role of they will need, as well as afterwards
citizenship in the promotion of rules and
to check their work.
laws; and the consequences for people
who violate rules and laws.

Discuss the importance of public virtue


and the role of citizens, including how to
participate in a classroom, in the
community, and in civic life.

Know the histories of important local and


national landmarks, symbols, and
essential documents that create a sense of
community among citizens and exemplify
cherished ideals (e.g., the U.S. flag, the
bald eagle, the Statue of Liberty, the U.S.
Constitution, the Declaration of
Independence, the U.S. Capitol).

Understand the three branches of


government, with an emphasis on local
government.

History-social 2 Students describe the American P. 112 Instrument assessment cycle


Science teaching Indian nations in their local region long P. 56 Interactive Writing This assessment tool is useful
strategies required ago and in the recent past. because you can keep a record or
These are useful because whatever topic is being covered can
12
in TPE 1A Describe national identities, religious be model in a writing assignment and it gives students the student responses, or a checklist of
Simulations beliefs, customs, and various folklore opportunity to do a practice run of the activity they are to the students who do not seem to have
Case Studies traditions. complete. a grasp on certain concepts, based on
Cultural how they respond to the carefully
Artifacts, Discuss the ways in which physical P. 31 Data Charts selected questions.
geography, including climate, influenced These are useful when having students collect information
Works of Art howthe local Indian nations adapted to
Literature that can later be used to incorporate into other assignments, P119- Rubrics
their natural environment (e.g., how they
Cooperative or to keep as notes for a later project. These are great to use when grading
obtained food, clothing, tools).
Projects material that is written or a specific
activity that can be turned in to be
Student
graded using a rubric, it also gives
Inquiry/Rese
students the opportunity to look
arch
through the rubric first, to see what
they will need, as well as afterwards
to check their work

Writing Processes . 4. With guidance and support from


50 Strategies: P. 112 Instrument assessment cycle
adults, produce writing in which the This assessment tool is useful
development and organization are P.56 interactive writing because you can keep a record or
appropriate to task and purpose.
This is a good strategy to use when model a writing student responses, or a checklist of
assignment for students as it gives them the opportunity to be the students who do not seem to have
(Grade-specific expectations for writing
a part of the writing process and get the practice they need a grasp on certain concepts, based on
types are defined in standards 13
before they move on to writing on their own. how they respond to the carefully
above.)
selected questions.
P.99 Quick writes
This can be done in the morning to get the students used to P.116- revising groups
writing using a certain grammatical concept, or simply to get
them used to writing in general. P119- Rubrics
These are great to use when grading
material that is written or a specific
activity that can be turned in to be
graded using a rubric, it also gives
students the opportunity to look
through the rubric first, to see what
they will need, as well as afterwards
to check their work.
Writing Program The writing program used was The writing program includes step by step work on how to P. 112 Instrument assessment cycle
observed in school Step up to Writing model the writing for students, specific steps they can take This assessment tool is useful
(ex. Step up to when writing, and prompts they can answer. because you can keep a record or
Writing) student responses, or a checklist of
the students who do not seem to have

13
a grasp on certain concepts, based on
how they respond to the carefully
selected questions.

Reading /Writing CCSS Tompkins: P. 112 Instrument assessment cycle


for This assessment tool is useful
Information 2. Write informative/explanatory texts to 50 Strategies: because you can keep a record or
examine a topic and convey ideas and student responses, or a checklist of
information clearly.
P.18 choral reading the students who do not seem to have
a. Introduce a topic clearly and group
related information in paragraphs and
This is usfull becaue studetns practice sayin the information a grasp on certain concepts, based on
sections; include formatting (e.g., they are reading about which helps them remember the how they respond to the carefully
headings), illustrations, and multimedia material. selected questions.
when useful to aiding comprehension.
b. Develop the topic with facts, definitions, P.56 interactive writing P.116- revising groups
concrete details, quotations, or other
information and examples related to the This is a good strategy to use when model a writing
topic. assignment for students as it gives them the opportunity to be
c. Link ideas within categories of information a part of the writing process and get the practice they need P119- Rubrics
using words and phrases (e.g., another, for before they move on to writing on their own. These are great to use when grading
example, also, because).
d. Use precise language and domain-
material that is written or a specific
specific vocabulary to inform about or P.134 Story retellings activity that can be turned in to be
explain the topic. graded using a rubric, it also gives
e. Provide a concluding statement or P. 31 Data Charts students the opportunity to look
section related to the information or These are useful when having students collect information through the rubric first, to see what
explanation presented.
that can later be used to incorporate into other assignments, they will need, as well as afterwards
or to keep as notes for a later project. to check their work.

Reading/Writing 3. Write narratives to develop real or Tompkins: P. 112 Instrument assessment cycle
Poetry imagined experiences or events P. 305 Echo read This assessment tool is useful
using effective technique, Students read a poem aloud, repeat the way in which you because you can keep a record or
descriptive details, and clear event read each stanza so that they understand the importance of student responses, or a checklist of
sequences. the flow in a poem. the students who do not seem to have
a. Establish a situation and a grasp on certain concepts, based on
introduce a narrator and/or 50 Strategies: how they respond to the carefully
characters; organize an event selected questions.
sequence that unfolds P.56 Interactive writing
naturally. This is useful when having students write their own poem for P.116- revising groups
b. Use dialogue and descriptions the first time. The teacher can model the correct way in
of actions, thoughts, and which to do so, and students can all practice writing one part P119- Rubrics
feelings to develop of the poem. These are great to use when grading
experiences and events or material that is written or a specific
P. 134 Story retelling activity that can be turned in to be
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show the response of Story retelling is a useful strategy to use with poetry because graded using a rubric, it also gives
characters to situations. students can tell you what the poem was about. students the opportunity to look
c. Use temporal words and through the rubric first, to see what
phrases to signal event order. they will need, as well as afterwards
d. Provide a sense of closure. to check their work.
Reading/Writing CCSS.ELA-LITERACY.RL.3.2 P. 112 Instrument assessment cycle
Stories Recount stories, including 50 Strategies: This assessment tool is useful
fables, folktales, and myths P.18 choral reading because you can keep a record or
from diverse cultures; This allows students to hear the manner in which we read student responses, or a checklist of
aloud, as well as the emotions used when reading specific the students who do not seem to have
determine the central message, sentences. a grasp on certain concepts, based on
lesson, or moral and explain P.123 shared reading how they respond to the carefully
how it is conveyed through key This strategy could e used to have students practice reading selected questions.
details in the text. aloud to each other.
P. 15 book talks P.116- revising groups
CCSS.ELA-LITERACY.RL.3.3 This is done when reading a book and then discussing what
Describe characters in a story the book is about, or when you have students pre-read, in a P119- Rubrics
sense, by looking at the images and discussing what they These are great to use when grading
(e.g., their traits, motivations, or
think the book will be about. material that is written or a specific
feelings) and explain how their activity that can be turned in to be
actions contribute to the graded using a rubric, it also gives
sequence of events students the opportunity to look
through the rubric first, to see what
CCSS.ELA-LITERACY.W.3.3.A they will need, as well as afterwards
Establish a situation and to check their work.
introduce a narrator and/or
characters; organize an event
sequence that unfolds
naturally.

Providing individual Providing individuals with feedback To provide individual feed back it is useful to either be P. 112 Instrument assessment cycle
feedback to all on their work is something that needs monitoring students as they work and interject with This assessment tool is useful
students (All Texts- to be incorporated into every lesson individual students as you see them working or making a because you can keep a record or
an edTPA that is taught, and into every form or mistake. Another way to provide feedback could be to have student responses, or a checklist of
requirement) assessment. Every standard will the students the students who do not seem to have
include personal feedback. a grasp on certain concepts, based on
how they respond to the carefully
selected questions.

15
P119- Rubrics
These are great to use when grading
material that is written or a specific
activity that can be turned in to be
graded using a rubric, it also gives
students the opportunity to look
through the rubric first, to see what
they will need, as well as afterwards
to check their work.

16