You are on page 1of 21

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 to Add text book pages so this
language arts/social carry forward into future courses and Student Teaching. becomes a support document to
studies content. Copy and paste in correct content Include 50 Strategies and 40 Strategies and all texts and carry forward into future
box. (See Standard sample under Frameworks where appropriate. courses and Student Teaching.
the reading/Writing Component)

Content of Social Chapter 1 Social Studies Give a few general instructional strategies for SS content. Give a few general assessment
Studies Integrated study of the social sciences and Page 10, List of questions to guide you where to begin and what to include in strategies for SS content
humanities. your teaching
(list and give brief Pages 15 - 17, Matrix of Social Studies
10 thematic strands part of the social studies 1. How do I understand those around me?
description of each Purpose
curriculum 2. How is the world changing? Provide a char so the students can fill out
content area S/A 1- Culture Time, Continuity, and Change People, 3. What are the consequences of change? the relationship between knowledge, skills,
4,) Stick to the BIG Places, and Environment Individual, 4. What are the responsibilities to others and those around me? and values as each is applied to
Development, and Identity 5. What do I need to consider when making decisions that may
ideas of the content Individuals, Groups, and Institutions Power,
citizenship, global awareness, history and
influence the lives of other people? social sciences, and reflective thinking and
areas. Use the 10 authority, and Governance Production,
problem solving individually
National Content Distribution, and Consumption Page 34, Using Family Origins and Traditions (Social History) Provide a list Knowledge Constitution, Bill of Rights,
Strands to help Science, Technology, and Society Global of holiday and tell how they are celebrated now. The students can take a list and Political Processes
organize your Connections of questions home and interview family members on how they celebrated The students will take a standardized test.
Civic Ideals and Practice these events when they were young.
content. Page 25, They will also write about the
Chapter 2 History and Geography Page 43, Migration, Geography: information and present oral presentations.
Historical Elements in the Early Grades: After students find out the birth place of the parents and grandparents. They
awareness of self in a social setting, primary will write their names on a sticky note and place their name on the location of They may also illustrate or build a model
and secondary groups-understanding family a world map. The students will then discuss if they notice any patens of showing the differences in time in one
life, meeting basic needs the neighborhood, movement and why it may have happened. community. The written work and picture
Sharing earth and space the community, and of the models will be kept in their portfolio
life in varied environments the region Page 58, The Bill of Rights: Ask the students when it was written, what they
History Content in the Middle Grades: people know about it, and if it is important. Students will each be assigned to The students will share the information
of Americas, and people and cultures understand all of the information about one of the 10 amendments. They will with their classmates. They can then have
National Standards for Geography: The World next look through magazines and new papers articles that relate to issues of a discussion why the celebrations have
in Spatial Terms, Places and Regions, Physical the amendments. changed or remain the same.
Systems, Human Systems, Environment and This assignment evaluates the
Society, Uses of Geography, Geography Develop a list of many businesses, school, hospitals, parks, etc in the participation, and ability to identify
Content in the Early Grades: social setting, neighborhood they live in. Have the students place these particular change.
family life, the neighborhood, earth and space, establishments in a new community they would live in. The students now
and varied environment the region decide if they would like to own a business or some aspect of working in the The students will then answer what they
Chapter 3 Political Science: Law Focused community. The students now need to decide where to locate a new highway learned about movement, classmates, and
Education, Bill of Rights, that will need to come though the community what areas of movement they would like to
Making Rules, Resolving Conflicts, Using study.
Community Resources, Economics: Peoples This assignment evaluates the students
Choices Involve Costs, People Create abilities to locate place on maps and
Economic System that Influence Choices and identify movement patterns.
Incentives, Peoples Choices Have The students will present the information
consequences That Lie in the Future, they learned in a collage to their
Sociology: Group Membership classmates. The students will state what
they learned about the Bill of Rights and
list ways in which the Bill of Rights
protections are still relevant.

Though class discussion the students can

talk about what they think will happen
when the highway is place in the
community. Ask the students what they
think new issues or concerns may be.

Chapter 4 Giving Life and Meaning to

Social Studies
Active, Concrete Learning Experiences:
Story Path,
Exploratory-Understanding-Level teaching
and Learning,
Foxfire, Service Learning,
Dealing with Controversial Issues:
Clarifying the Issue,

SDAIE Strategies Specially Designed Academic Modifications for English Language Learners (handout posted Assessment Tools
for EL Instruction Instruction in English-mastering on BB) Four domains of ELD are:
academic content while becoming Key Strategies- listening, speaking, reading, and
more proficient in English has led to Target vocabulary- Select key words critical to the lesson and writing. Use methods from each
sheltered instruction the outcome of define them at the onset of the lesson for informal observations, listen to
sheltered instruction is to make Select a main concept- Most lessons can be summarized by the student orally sharing, monitor
subject matter comprehensible. one or two key concepts, focus in on them. the students writing, question the
Create a context- make the information understandable. student for greater clarity, and to
SDAIE students are using academic Make connections-Activate prior knowledge, provide students lead to the content meaning, read
English skills: in Reading, Writing, opportunities to relate their background experiences to the topic to and with the student having him
Listening, and Speaking to learn. The at hand. listen to the content and read it for
use of SDAIE strategies are designed Check for understanding-Second language learners require himself.
for English learners who possess repetition, clarification, and elaboration. Assess through the use of
intermediate or higher levels of Encourage student-to-student opportunities-Use cooperative academic language.
English Competence. learning activities and projects that group native English Observe the student who
(CSUS website Information on speakers with non-native speakers, build connections between demonstrates a new concept.
SDAIE) strengths. Use of pair-share is a good tool. Use graphic organizers to
Provide comprehensible input- Modify rate, enunciation, and determine the new material gained
vocabulary, contextualize to provide comprehensible input. Use by the student.
extra-linguistic clues and check frequently for comprehension.
Make good use of technology- Include technology when Use oral reports, art projects, role
possible to develop strong teaching of appropriate use. Use playing
videos to introduce lessons, teach key concepts. Oral quizzes, group assignments,
Use daily or weekly- tablet, internet word processing, visual observations, portfolios,
telephone, video recording, Elmo or overhead projector, written assignments, electronic
calculators. media presentations (PowerPoint,
Note SDAIE strategies found in other textbooks Google doc iMovie, etc.)
*Tompkins 50 Social Studies Strategies Individually have students read
Website with great resources: and recite the vocabulary words. Walk around and informally assess
learners.html as listening to students and student

Higher Levels of Online Articles DOK Chart: Bloom's taxonomy: A set of three
Critical Thinking hierarchical models used to
Blooms Taxonomy dedcontent/docs/pd/pqas/Blo classify educational learning
(from WWW oms%20Taxonomy.pdf objectives into levels of
download 3-5 complexity and specificity. The
articles) /ref/reasoning/questions_bloo three lists cover the learning
ms/blooms.html objectives in cognitive, affective and sensory domains.
mstax.htm Cognitive Domain:
The committee identified
three domains of educational
activities or learning (Bloom, et al.
1956): Cognitive: mental skills
(knowledge) Affective: growth in
feelings or emotional areas
(attitude or self) Psychomotor:
manual or physical skills (skills)

Assessment Students integrate Assessment tools for each type of assessment When do you use this type of
Types/Define information in varied media Formal assessment?
Formal and formats Tests Formal-Activities in class that you
Informal Students use academic Rubric scored assignments give to students for which they
Rubrics vocabulary appropriately Writing portfolio receive graded feedback
Authentic Students produce clear and Presentations Informal- Unplanned observations
Portfolio coherent oral and written Projects and general feedback
presentations Informal Rubrics- Means of communicating
Students demonstrate Think-Pair-Share expectations for an assignment,
command of Standard providing focused feedback on
English grammar, spelling, works in progress, and grading
Essay or Journal Writing
and conventions final products
Authentic- The measurement of
intellectual accomplishments that
Checklist are worthwhile, significant, and
Task Specific-scoring direction for person grading meaningful
General Rubrics-help them plan and monitor work
Portfolio-Showcase & working
Authentic portfolios/ Summative
Performance of the skill, demonstrating use of a Assessments
particular knowledge
Simulations and role plays
Studio portfolios
Process portfolio- documents stages of learning and
provides progressive record of student growth
Product portfolio- demonstrates mastery of a learning
task or a set of learning objectives and contains only
the best work

Data Based What types of data is typically used? Where/how do How does data based assessment
Assessment teachers get useful data? drive instruction?
(Define) Teachers generally use pre-lesson assessments to determine Instruction is based on data
where students understanding of the concepts is currently at, assessments when they teacher
what is needed, and where to guide the lesson to ensure takes the information and adjust
adequate progress in the standard being taught. teaching strategies to enable all
Throughout lessons, they utilize monitoring of classroom students to achieve acquisition of
discussion, classroom activities, and homework assignments to the standards. Students who are
determine if the students are acquiring the concepts being not learning the standards to a
taught or if the lessons need modification. proficient manner, as based on the
Post-concept acquisition assessments determine how effective data assessments, may need
the lessons where at teaching the concepts to a proficient level differentiated teaching. The
with the students. instruction can be altered, based on
Teachers acquire useful data for instruction from standardized this data, to assist these students
tests but classroom tests, assessment monitoring, and achieve success. Also, students
interactions with students provides far more beneficial data of who are performing far above
the students current level of knowledge acquisition. The average on the data assessments
teacher can utilize standard textbook tests, standard can have their education enhanced
reading/writing/spelling tests to create running records, rubrics, through enrichment opportunities.
and tests they create on their own to collect data to adjust Instruction alterations based on
teaching instruction strategies to aid all students in successfully data from assessments will
learning the standards. improve the learning of students
because adjustments are being
made to meet the needs of the
students in that class.
6 Language Arts Reading: Introduce and teach students how to utilize various Reading:
Name, Define, and texts from picture books to novels to research papers which Writing:
Provide one general will expand their vocabulary and academic growth. Listening and Speaking:

teaching and Language:
assessing strategies Writing: Teach students standard English grammar across Viewing:
for each language various genres while applying the writing process. Visually Representing:
art strand.
Listening & Speaking: During class discussion encourage all
students to participate by offering their ideas, thoughts, and
questions on the concepts being taught.

Language: Direct vocabulary lessons to improve their

academic vocabulary and model the use of Standard English

Viewing: Students learn viewing as the teacher shows

images/artifacts and discusses what they can learn and infer
from the piece.

Visually Representing: Students make a visual representation

of information they have learned. They utilize content
knowledge to create a visual representation with or without oral
and/or written description.

Spelling Begins with emergent spelling. Students experiment with Emergent spellers-ask the child to
English spelling only making marks on paper and modeling adults. Students learn talk about what they have written.
follows the alphabetic the direction of print in books. Then they move to letter name Provide crayon or pencil and paper
principle about half the spelling singing ABC song and naming letters of the alphabet. and encourage writing.
time. In other words, Teaching lessons on consonants, consonant diagraphs and short Letter-name spelling-Use
the spelling comes from
vowels. High-frequency words are posted on the word wall. interactive writing. Test on high
the origin of the word.
Some words reflect
The next stage is within-word spelling. frequency words.
their semantic Within-word spelling-Use
relationships (i.e, nation interactive writing. Students make
and national.) Stages of words using magnetic letters and
spelling Development: letter cards
1. Emergent Speller, 2.
Letter Name-Alphabetic
3.Witin-Word Spelling
4. Syllables and Affixes
5.Derivational Relations

KWL charts KWL Charts (Tompkins 50 Lit Strategies p. 60): KWL Charts-At the end of
Background o Students recall used to activate students background knowledge about the unit, students complete
Knowledge information from a topic to scaffold them as they ask questions and the last section of the
print and digital organize information theyre learning. chart, documenting what
sources o English Learners: Examine artifacts, photos, theyve learned on a non-
o Identify main ideas and picture books when developing the K and fiction topic p. 60
and related details W sections of the chart then they draw
o Determine diagrams and illustrations to share the L part Quick Writes-(Grand
relationships among o Students create a flip book K-W-L charts, Conversation p. 45) A
main ideas made by folding a paper in half, cutting the discussion about a story in
Quick-Writes top flap into thirds, labeling the flaps K-W-L which students explore the
o Integrate information and writing information in each big ideas and reflect on
presented in different o Add a fourth column when using it for research their feelings. Students
media and formats to (H- how did we find this information) think about the story by
understand a topic drawing pictures or writing
o Summarize relevant Quick-writes (Tompkins 50 Lit Strat. P.99): The in reading logs (reference)
information focus is on generating ideas and developing writing and this way they have ideas to
o Apply grade fluent. Students think about ideas, reflect on what they share with classmates.
appropriate academic know about a topic, ramble on paper and make
vocabulary connections among ideas. Effective prewriting strategy
to explore what they know about a topic. (pg.101
o Students in class write their quick-write after
the teacher finishes reading each chapter and
before they began to talk about the story in
grand conversation

o During this activity, students will have
individual time to think about a question
related to the topic of study. They will then
pair up with a partner to share their thoughts.
Finally, the pairs will select one major idea to
share with the entire class.

Content Area To build a foundation for college and Tompkins: Instruction-assessment cycle:
Reading/ career readiness, students must read Shared Reading: Teachers and children read books (Tompkins p. 236) Assess students
Reading widely and deeply from among a together in shared reading, usually teacher reads aloud growing concept of a story because
Comprehension broad range of high quality as children follow along in regular size or enlarged, big their knowledge affects how well
increasingly challenging literary and book picture books p.73 they comprehend and compose
informational texts. Through Repetition: Phrases and sentences are repeated to create stories.
extensive reading of stories, dramas, a predictable pattern in many books for young children; Step 1-Planning: Teachers plan
poems, and myths from diverse examples include I went walking (Williams 1990), grade appropriate mini-lessons
cultures and different time periods, Polar Bear, Polar Bear, What did you hear? (Martin about the elements of story,
students gin literary and cultural 1992) p. 74 structures, genres, and narrative
knowledge as well as familiarity with devices as part of their language
various text structures and elements. 50 Strategies: p. 237 arts instruction and they also
By reading texts in history/ social Guided Reading: Teachers scaffold students reading to incorporate opportunities to talk
studies, science and other disciplines, enable them to develop and use readings strategies in informally about the topic being
students build a foundation of guided reading taught as they read and discuss
knowledge in these fields that will Retelling Stories: Introduce the story, read the book, mentor texts
also give them the background to be discuss the book, Create a graphic organizer, students Step2-Monitering: Teachers
better readers in all content areas. retell story, Mark the scoring guide p. 136 informally monitor students
Students acquire the habits of reading understanding of the topic being
independently and closely, which are RTI- 40 Strategies taught during mini-lessons and
essential to their future success. Use review, repetition, over learning, and chunking of grand conversations, and as they
facts conference with students about
Use key words to remember stories theyre drafting
Step3-Evaluating: Teachers
evaluate students concept of story
by determining whether they
understand the topic being taught
%20FuncDesEdStrategies/cognative.html and can apply what theyve learned
to comprehend and compose
stories. Teachers as questions
Can students define or
identify the characteristics
of the topic being taught?
Cans students explain how
the topic was used in a
particular story?
Did students apply the
topic in stories theyve
Step 4- Reflecting: Students reflect
on what they understand and what

still confuses them, and they think
about their effort and work habits.
They attempt to answer:
What am I doing well?
How can I improve?

Visual Language: Visual elements (color, symbols, Tompkins: Process Drama (page 179): Students participate in Viewing Images Assessment:
Viewing and humor, fonts, and pictures) are an unscripted dramatic interpretation of an event, story current Teachers give students images to
Visually attached to texts with a purpose. event, or topic. Steps: 1. Set the purpose (teacher clarifies the interpret. A rubric is created to
representing (T. Teachers teach students how to purpose for the activity). 2. Create the dramatic context for the assess students accurate
Ch. 6) recognize and interpret visual activity and everyone assumes a role. 3. Students dramatize the interpretation of the images.
elements to aid in comprehension. event by participating in the activity. 4. Teachers asks questions
Colors have meaning: warm, cool, and encourages students to ask questions about the dramatic
and neutral. Lines in a text define the context. 5. Students engage in reflection in their journals based
objects, communicate ideas and on their involvement in the dramatization. 6. Class engages in
feelings. Thick lines tell the reader a discussion after the dramatization event.
stability while think lines show
delicacy. Fonts give a visual
representation to the words. Maps are
a symbolic representation of places
that help readers understand the
relationships of places to one another.
Graphs use lines to create a visual
representation of the information.
Also: symbols, emoticons (repeating
punctuation), and humor. Digital
learning tools utilize visual language.
Visual representing ideas to
communicate can be done in a variety
of ways including artistic
representations, graphic
representations, and dramatic
Building Vocabulary For students to learn new words, they Homophone Book, Tompkins (page 196): Students create a Instruction-Assessment Cycle:
T. Ch. 7 need to be exposed and used them in book, writing words on a page that are homophones (sound (Tompkins, page 213):
a variety of contexts and activities. alike, may or may not be spelled alike) and drawing a picture 1. Planning
Children who know more words for each definition. This activity helps students understanding 2. Monitoring
generally have a more successful that words can sound alike but be spelled differently and have 3. Evaluating
learning experience. Childrens different meanings 4.Reflecting
vocabulary is enhanced in three ways:
background knowledge, more book Word Learning, Tompkins (page 203): Students learn
experience, and parents vocabulary vocabulary by applying these steps: 1. Reread the sentence
level (parents with higher vocabulary with the unfamiliar word. 2. Use context clues to try to figure
levels=children with higher out the words meaning. 3. Analyze the word parts to
vocabulary levels.) Vocabulary is determine the meaning of the word. 4. Pronounce the word to
enhanced when etymology is studied. see if the student recognizes it when they hear it. 5. Check a
Learning root words and affixes, dictionary or ask the teacher what the word means.
expands ones vocabulary.

Handwriting Tompkins: Rubric concepts that address

Goal of proficient Tompkins: (page 346) Direct instruction. Teach letter handwriting along with other
handwriting is formation, size & proportion, spacing, slant, alignment, and writing requirements to improve
legibility line quality in minilessons and with lots of practice students ability to write legibly
(handwriting can be and fluently
easily and quickly RTI- 40 Strategies
read) and fluency Quickwrites (page 99): Students are given a topic or question to
(student can write respond to. They spend about 5-10 minutes writing their
effortlessly and thoughts, feelings, ideas without stopping. The goal of
quickly). Students use quickwrites is to generate ideas and fluent writing.
two forms of
manuscript (printing)
or cursive.

Grammar Tompkins: Teachers use the instruction-
Grammar is the Tompkins: (page 325) Teaching Grammar Through Reading: assessment cycle as they plan for
syntax and how Students learn structure of language by reading complex instruction, monitor students
words are used. sentences. Students can read more sophisticated grammar then progress, and examine students
Grammar is word and they could verbally express or write. They improve their composition (Tompkins p.330)
sentence formation. ability to use proper grammar by the exposure to different Planning: Teachers I.D
Grammar instruction sentences and word choice they encounter while reading. goals and planning
focuses on: parts of instruction to achieve
speech, parts & types 50 Strategies: them. Differentiate
of sentences, Word Ladders: Students change one word into another instruction to meet student
capitalization, through a series of steps, altering a single letter at each needs
punctuation, and step. Ex: If you begin with word cat, and begin by Monitoring: Teachers
usage. changing the vowel to from another word (hint: another observe students as they
word fro bed and used when camping) cot. (p. 148) teach mini lessons to
check their progress and
RTI- 40 Strategies: (page) Double Entry Journals: Students they monitor students
write about books they have read by free writing their thoughts, ability to apply what
ideas, and questions or they respond to a teacher directed theyre learning as they
question on the passage they are reading. Students get to participate in guided
practice writing in the journal improving their understanding of practice activities
grammar. They also get to read the teachers journal entry that Evaluating: Assess ability
is written in response to their entry providing a model of to apply grammar concepts
various grammar and usage. in their writing. Teachers
have students identify and
correct errors reflecting
grammar concepts
Reflecting: Students self-
assess their learning and
identifying grammar
concepts they arent
applying in their talk and
writing or concepts theyre
misapplying so their
teacher can explain or
reteach confusing
Listening (3 types) Discriminative Listening:
Ability to hear different sounds.
(phoneme identification, rhyming,
alliteration, onomatopoeia, tongue 50 Strategies: Students participate they deepen their
twisters) understanding of what they are reading. It develops the students 50 Strategies: They can be

Aesthetic Listening: ability to think on their feet as they analyze different characters, informally assessed by allowing
Listening for pleasure of plots, etc. them to group up and interview
achievement. (stories, poems, one another about what they have
watching plays or readers theater, learned.
grand conversations)
Efferent Listening:
Listening to understand meaning.
(listening to nonfiction books, oral
reports, information videos,
discussion groups, minilessons)
Critical Listening:
Evaluating meaning in what they are
listening to. (debates, political
conversations, commercials,
discussions on book/story themes)
Talk (3 types) Students read age appropriate
informational texts
Students share the results of research
through writing 50 Strategies:
Students write All about books is one piece of information written and
informative/explanatory texts illustrated on each page. P.3 Usually students put a booklet with
four or five pages, write a sentence or two on each page and
add illustrations to elaborate on information.
50 strategies: Students can share
the completed book in class or read
the book with the teacher. Ask
sudents to share about their topic
and this can be assessed
Teaching advanced Tompkins: Small-Group Conversations (page 99): Students in Assessment of Small-Group
learners small groups discuss what they are reading/learning, talk about Discussion: Teacher monitors
Depth and their writing, organize information, and work on projects. group work, making anecdotal
Complexity (All When students are placed in a homogenous advanced learner notes and offering guidance when
texts) group, the teacher gives them a specific purpose for the small needed. The final report or project
group discussion, poses questions for the students to review, would be assessed using a teacher
and gives them the learning strategies they are to apply during created rubric.
the group work.

Social Studies Skills: -Map Skills 50 S.S. Strategies: Community Maps (page 71): Students create Monitor students involvement in
Map Skills Map skills allow students to a map of their community marking the important geographical the community map making task to

History/Timeline understand places in relation to other and physical features. Students understanding of maps is ensure their understanding and
s places and geographic features. Maps reinforced as they create a map, utilizing a compass rose, scale, involvement in the assignment. A
Political can help students understand and legend, along with the roads, buildings, rivers, houses, rubric will evaluate the final
Cartoons/ migration, geographic features, and etc.that are part of their community. Students then present the production to determine its
(Nonwritten various historical/current issues maps they created to the class describing the map and their compliance with adequately
Information) thoughts and ideas about the arrangement of their community representing their community and
correctly displaying map features.
History-social Students engage in a task that such as Mock Trials (50 S.S. Studies Page 159): Students participate in Mock Trial Assessment: Anecdotal
Science teaching Mock Trials, Virtual Tours, Historical a mock trial to learn about the judiciary system, historical notes are kept by monitoring
strategies required Reenactments to engage in learning in cases, individual/state/federal rights, court proceedings, and the students involvement in learning
in TPE 1A a simulated environment that mirrors rule of law. Students prepare and participate in a court case, about the case and preparing for
Simulations a real-world experience. simulating an actual or fictitious case. the mock trial. A rubric is created
Case Studies to determine students final
Cultural participation in the mock trial,
Artifacts, accurately portraying the court
Works of Art personal and understanding the
Literature process and content being
Cooperative reviewed through the case.

Writing Processes Making Words Tompkins: Making words can be used

Students apply grade-level Making Words (Tompkins p. 71) as an instructional strategy
phonics and word analysis Students arrange letter cards to spell words. Teachers with small groups of
skills are able to choose words from books students are English learners to practice
Students spell grade- reading that exemplify particular phonics concepts or spelling patterns and rules.
appropriate words correctly spelling patterns for students to practice. (Tompkins p.71)
RAFT Ex: After reading Diary of a Spider, a group of RAFT can be used in
Students write arguments, first graders built these short-I and long-I preparation for grand
informative/explanatory texts, words using the letters in the word spider: is, conversation (p. 45) as
narratives, and opinion pieces sip, rip,dip,drip, ride, and ripe. After spelling well as an after reading
Students use technology to these words, children used all of these letters to activity
produce and publish their to spell the chosen word spider
writings RAFT (Tompkins p.106)
It is an acronym for role, audience, format, and topic.
First establish a purpose: teachers establish what they
want students to learn. Prepare a RAFT chart through
brainstorming roles, choosing audiences, identifying
genres and other formats for projects. Read the book or
study the topic by discussing a novel or learning about
a topic before developing RAFTS. Choose projects
either by assigning one to all students or varying it.
Create process from using the writing process and
getting feedback from the teacher as they work. Share
completed projects in small groups or in front of the
whole class.

Writing Program Choral reading Tompkins pg. 18 Rubrics are devised to check that
observed in school writing is meeting the common
(ex. Step up to *Students can extend their knowledge about national core standards.
Heroes by participating in a grade level poem about our Anecdotal notes in students file to
hero to help them better prepare for their oral document their participation in
presentation on their hero of choice. activities.

*It is an effective strategy for teachers to extend literacy Student portfolio: writing samples
learning through requiring their students to present the are added to students portfolios to
document their growth over time.
material in an oral presentation. They will use a poem
about the subject matter in order to strengthen prior and
new information orally.

*Students will be able exposed to a literary genre

(poetry) and by the end of the lesson they will be writing
their own piece of poetry to orally share aloud in class
utilizing at least 2 of our vocabulary words from this
lesson to help build up content as well as learn to
connect similar attributes to one another as weve done
so far with past and modern day heroes.
Reading /Writing CCSS 50 Literary Strategies: Data Charts (page 31): Students Data Chart Assessment: A rubric
for complete an organization chart on the information they are will determine if the student
Information 2. Write informative/explanatory gathering in their reading and internet research. Students are completes the chart writing
texts to examine a topic and convey able to organize the information about a topic as they are accurate and detailed information
ideas and information clearly. reading and gathering data. Students add to the chart as they based on the data they are
a. Introduce a topic clearly and
group related information in acquire additional information. acquiring in their reading.
paragraphs and sections; include
formatting (e.g., headings),
illustrations, and multimedia when
useful to aiding comprehension.
b. Develop the topic with facts,
definitions, concrete details,
quotations, or other information and
examples related to the topic.
c. Link ideas within categories of
information using words and phrases
(e.g., another, for example, also, because).
d. Use precise language and domain-
specific vocabulary to inform about or
explain the topic.
e. Provide a concluding statement or
section related to the information or
explanation presented.

Reading/Writing Tompkins: Assessment Portion:

Poetry CCSS ELA. Literacy. RL 4.2 Guidelines for reading Poems P. 366 Assessing when planning the
Determine a themes of a story, drama, Read aloud- intended to be shared orally and students can instruction, throughout the
or poem from details in the text; appreciate the words and rhythm. lesson(s), and post lesson. Focus
summarize the text Expression- teach students how to read expressively by on students learning to appreciate
emphasizing words and knowing where to pause. poetry and play with words.
Song Tunes- have young children read the poem to a known Teachers should assess poems for
tune that fits the line structure (ex: twinkle twinkle or Ive been their use of details, imagery,
working on the railroad.) comparisons, alliteration, and
Rehearsal- have the students rehearse before they will read it rhythm (when appropriate.)
aloud to practice the expressions
Poetry books- include a collection of poetry books for students
to read independently or in a reading work shop.
Memorization- encourage students to memorize a favorite
poem to share with the class
Author units- focus on one authors poems and biography
Display Poems- Copy and display poems in room for students
to read and enjoy
Guidelines for Writing Poetry p. 385
Concept of Poetry- Explain what it is and what makes a good
poem. Poems dont have to rhyme, can be written about any
topic, do not have to be punctuated, or have any other
restrictions. (Useful to reach students who dont write well
because they can just use words and not focus on grammar.)
Poetry books- set out books for students to read. They learn
through reading and can model own poems off the ones in
Model Poems- encourage students to write poems that model or
incorporate a line from a poem theyve read
Formulas- teach students 5-10 poetic formulas so they have
options to express themselves more effectively
Class collaborations- write a poem with class to ensure students
Mini-lessons- present mini-lessons on poetic devices, formulas,
and other topics
Word play- encourage students to play with words, invent new
words, and create word pictures as they write
Anthologies- create a class collection of students poems and
make copies for each student. Students can also make their own
collections of their own poems

50 Strategies: p. 50 Interactive reading: Read entire poem 2x.

Stop at crucial points to discuss plays with words, literary
devices, suggest connections, emphasize big ideas, and check
comprehension. Interactive techniques include: making sound
effects, mumbling along with the teachers reading, repeat lines
after the teacher, and clap when there are rhyming words,
alliteration, onomatopoeia, or other poetic devices are heard.

RTI- 40 Strategies
p. 33 Main Idea Maps: Student makes a web like diagram in
which the main topic is in the middle and words and/or phrases
are written in rays drawn out from the circle. This could help
in finding the main ideas of passages. Start by writing the title
of the passage in the middle, if there is no title, ask students to
come up with one. Then as each paragraph is read, the main
idea is written in a box, which is numbered and written
clockwise on the sheet.

Reading/Writing RL.1. Cite textual evidence to support Cubing p. 28 Cubing o Students can take a stand
Stories analysis of what the text says and argue for or against
explicitly as well as inferences drawn Students can create cubes to review a topic theyve been the topic, giving reasons to
from the text. studying or they can create cubes as projects to demonstrate support their positions.
RL.2. Determine a theme or central what theyve learned. o Students share their quick
idea of a text and how it is conveyed Students are able to use higher level thinking processes as they writes with the class and
through particular details; provide a create a cube, and they share their sophisticated thinking with then attach them to the
summary of the text distinct from classmates side of the box.
personal opinions or judgments. o You can tell if student is
W. 1. Write arguments to support examining topics related to
claims with clear reasons and relevant thematic units; or to
evidence. a. Introduce claim(s) and explore characters.
organize the reasons and evidence
clearly. b. Support claim(s) with clear
reasons and relevant evidence, using
credible sources and demonstrating an
understanding of the topic or text. c.
Use words, phrases, and clauses to
clarify the relationships among
claim(s) and reasons. d. Establish and
maintain a formal style. e. Provide a
concluding statement or section that
follows from the argument presented.

Providing individual Student work should be assessed Feedback Examples: How does it provide feedback?
feedback to all formally or informally this can be Rubrics: Scoring guides that teachers use to assess students -Oral Presentation: checks for eye
students (All Texts- done in a variety of ways such as achievement on writing and other types of projects. contact, composure, and quality of
an edTPA walking up and down the classroom the content presented
requirement) to make sure that students are on task -General Writing rubrics: qualities
(informally) or a rubric (formal). of effective writing, ideas,
Students should take this information organizations, words choice,
and be able to apply it to their accuracy
RTI: Response To Define: schoolwide process of early Association- Difficulty with storing and retrieving information Association
Intervention intervention and prevention of through association (long-term memory); and/or the registering Test of Memory and Learning
academic and behavioral difficulties. and immediate use of information (short-term memory). Wide Range Test of Memory
It utilizes all resources within a Long Term and Learning
school in a collaborative manner to o Make a list of steps that will help with WISC-III (Coding, Digit
create a single, well-integrated system organization and recall of information Span, Information,
of instruction and interventions Similarities)
o Use verbal rehearsal (Mnemonics) to retrieve
informed by students within a school TOPS (Test of Problem
information Solving)
in a collaborative manner.
Short term CELF-II
o Write directions/procedures/assignments
o Allow the use of semantic maps or graphic Conceptualization
WISC-III (Vocabulary, Block
organizers, storyboards, story frames, or story
Design, Similarities,
maps for writing activities Arithmetic, Picture
Conceptualization- Problems with understanding and Arrangement)
reasoning, generalizing, and problem-solving Matrix Analogies Test (MAT)
Role-play common social situations such as obtaining CELF-III (Listening to
emergency service, what to do when angry, frustrated, Paragraphs)
sorry, etc. Woodcock Language
Discuss the actions of others to help the student Proficiency Test (Passage
develop an awareness of social relationships and what Comprehension, Listening
is expected of him/her in terms of the behavior of Comprehension)
others TOPS (Test of Problem
Keep directions short and simple Solving)
Expression-Problems with verbal knowledge and WISC-III (Vocabulary,
comprehension Information, Comprehension,
Use verbal enrichment activities including Scrabble, Similarities)
analogy, and other word games CELF-III (Listening to
Stress language development, synonyms and antonyms, Paragraphs)
and exercises involving abstract words, classifications, Woodcock Language
and generalizations Proficiency Test (Passage
Comprehension, Listening
Give written questions to think about before answering Comprehension
oral questions TOPS (Test of Problem
Solving) TOWL -III (Test of Written
e%20&%20link/Resouces/SLD/SLD Language III)
%20FuncDesEdStrategies/cognative.html Adolescent Word Test
Comprehensive reading tests
such as Gray Oral Reading
Test, Woodcock Reading
Mastery Test, and Kaufman
Test of Educational
RTI Intervention 50 S.S. Strategies. Sand Table Maps- Students create a map Sand Table: Students give an oral
Strategies using sand. Students apply their knowledge of the community presentation after building their
Select one strategy to the sand table to learn to analyze a community from various sand table. A rubric designed to
from each of the 7 perspectives. assess their sand table accuracy
Parts in the 40 and their oral presentation
Strategies book. 50 S.S. Strategies, Custom Boxes Students analyze the addresses the concepts being

Part 1 Developing content of a box to further their concept understanding. The taught.
Multiple items in the box allow students to further their concept
Perspectives: Sand understanding then make a generalization about all the items in Custom Boxes: A rubric will
Table Maps the box. determine if students concept
Part 2 Concept Analyze the influence the building of the finished product attainment and generalization are
Development and accurate based on the concept
Attainment: Custom 50 S.S. Strategies, Guest Speaker- Students research and read being taught.
Boxes prior to a guest speaker arriving to prepare questions that will
Part 3 Questioning: enrich their understanding of the content being discussed. Guest Speaker: Student presents a
Guest Speaker written and/or oral report on what
Part 4 Discovery 50 S.S. Strategies, Trash Trail- Students select an item and they learned during the research
Learning: Trask Trail trace its production from raw material to finished product. and while listening/questioning the
Part 5 Inquiry They analyze the influence the building of the product had on guest speaker. A rubric will
Learning: WebQuest the environment and population. determine their accurate
Part 6 Graphic understanding of the content being
Organizers, Time 50 S.S. Strategies, WebQuest- Students incorporate internet taught based on their report.
Part 7 Historical search self-paced learning, and inquiring learning into the
Source Work, process of improving their understanding of a topic. The Trash Trail: A rubric for the final
Historical Characters WebQuest are designed for students to engage in discover, report oral, written, or a display
inquiry, and higher-level thinking. will assess their understanding of
the concepts being taught.
50 S.S. Strategies, Time Lines- Students create a time line based
on a particular time period and content area of history. They WebQuest: Different WebQuest
organize the information they have into a continuous, projects have different
chronological understand time, cause and effect. assignments. Based on the tasks of
the WebQuest a rubric will assess
50 S.S. Strategies, Historical Characters- Students study and students accurate completion of
learn about a historical character. They then dress as the the activities. Monitoring students
character and make a presentation as if they were the character. involvement and anecdotal notes
will let the teacher know how
students stay involved in the
learning activity.

Time Lines: The display that the

students create will be assessed
based on a rubric that determines
that accurate historical significance
of the events displayed.

Historical Characters- A rubric is

designed to assess students
understanding an accurate
presentation of the historical