Welcome to ED LA320:Welcome to ED LA320:Language Arts Language Arts

Methods & ProceduresMethods & Procedures

Welcome to ED LA320:Welcome to ED LA320:Language Arts Language Arts

Methods & ProceduresMethods & Procedures

Getting to Know You Getting to Know You Getting to Know You Getting to Know You

Language as Symbols Systems Language as Symbols Systems

Language as Symbol Systems

• Make a name plate for yourself.

• Write your first name in LARGE letters.

• Make an icon (symbol) that represents some aspect about who you are.

• Be ready to introduce yourself to the class.

Connecting to Practice

• Why might you use this activity, in addition to learning the names of students? What might be another purpose of this activity?

• How might you modify this activity?

We want to know more We want to know more about you!about you!

We want to know more We want to know more about you!about you!

Please create or compose an introduction of yourself.

You have 3 options from which to choose.

Note: Everything is on the course website, in Class 1 materials zipped file.

1. Write a brief letter…

2. Write to the prompts…

3. Create an artistic representation…

ED LA320: Language Arts Methods &

Procedures

• Email your text to us at the email addresses on the assignment and on the course syllabus. If an art-ifact, bring to class.

• You will find introductions from us on the course website:

www.education.ucsb.edu/edla320

Story and Activity• Each week, we will begin class with a story and an

activity. The goal is to introduce you to children's literature and some instructional activities that you can use in your classroom.

• On the course website there is a record sheet to keep track of the stories and strategies.

• Today’s story is Thank You Mr. Falker, by Patricia Polacco.

• The activity is called Book Detective.

Book Detective Directions• Choose a partner. Decide who will be A and who will be

B. Partners will stay together for this activity.

• Together, find another pair. Partner A asks a question from the list. She/he will ask the same pair different questions until someone in that pair answers yes to one of them.

• When you find someone who says yes to a question, Partner B writes that person’s name in the space provided.

• Switch roles with your partner. • Find another pair.• B asks the questions and A writes.• Switch roles with your partner and repeat these

steps until time is called.

Thank you, Mr. FalkerBy Patricia Polacco

Connecting to Practice

• How and why might you use Book Detective in a classroom?

• How might you adapt this activity for the students with whom you work?

– Students who are English Learners?

– Students who qualify for Special Education?

– Students who are designated GATE?

Pre-Reading Activities• Book Detective is a pre-reading activity.

• Referred to as the “hook”or “engagement” or “motivation” in lesson planning

• Pre-Reading activities serve many important purposes:

– To activate and/or build background knowledge– To elicit feelings– To enhance identification with the characters– To set purposes for reading– To arouse curiosity– To motivate or “hook” students into the lesson

Course OverviewCourse OverviewCourse OverviewCourse OverviewED LA320: Language Arts MethodsED LA320: Language Arts Methods

Fall 2014Fall 2014

Course Assumptions

• Everyone has something of value to contribute.

• Everyone has expertise.

• There are no definitive answers in teaching.

• They are all “our” students.

• Ask Questions• Of the instructors• Of each other

Class Expectations

• Be “present”

• Please refrain from social networking during instructional time.

• Come to class prepared (e.g., HW)

• Listen to each other respectfully

Course Website

http://www.education.ucsb.edu/edla320

– Access website weekly to download materials for in-class learning activities

– Syllabus with links to online resources

– Assignments

• Tools for the literacy assessment assignment

• Rubrics

• Sample lesson plans

ED LA 320 Classes Document

Required Text• Literacy for the 21st Century by Gail Tompkins (6e)

Optional Texts• Observation Survey of Early Literacy

Achievement by M. Clay• Ready for RICA

Evaluation of Student Performance

• Attendance, completion of readings and class participation and “present-ness*”

* Present-ness: Being physically, emotionally, cognitively, socially “present”

as an active learner and colleague during instructional time.

Assignments Map

WALP

• Word Analysis Lesson Plan– Due October 20 for Grades K-2– Due October 27 for Grades 3-6 + ESC

• ESC-MST collaboration option

• We will explicitly address this next week.

CLS

• Comprehension Learning Segment– Draft due

• November 10 – holiday (Week 1 Take Over)• November 17 (Week 2 Take Over)• Option to submit for feedback from instructors

– Final due December 17 @ 5:00 PM• MST: This is part of the EdTPA and therefore is a

requisite for the credential.

Literacy Assessment

• Literacy Assessment – This is a comprehensive assessment of a student’s literacy development. It

includes the collection and analysis of data/evidence, diagnosis, and instructional recommendations.

– Chapter 1 – optional draft due Sept. 29

– Chapter 2 – optional draft due November 3

– Chapter 3 – optional draft due November 3

– Chapter 4 – no draft option available

– Chapter 5 – no draft option available

• Final Literacy Project due January 12, 2015 or December 19, 2014 if you are an ITC

Literacy Assessment

• Choose a student who interests you, one who raises questions for you and your cooperating teacher.

• Accomplished within the context and structure of Language Arts instruction in the classroom, as is possible and plausible.

• Evidence collected during the course of everyday classroom lessons and activities.

Literacy Assessment• This assignment is based on the premise that

assessment of students’ language and literacy development is critical for planning and designing instruction that supports meaningful learning.

• Such a premise requires the collection and analysis of multiple forms of evidence over time and the consideration of what students KNOW and what they CAN DO.

Identifying a Student

• You are encouraged to select a student who is identified as an English learner and/or a student who has special needs.

• If this is not possible in your fall placement, please let us know.

Literacy Assessment

• Developing an evidence-based approach to teaching and learning allows teachers to make instructional decisions that better meet the needs of ALL students.

• Introduction to a variety of assessment tools

• Additionally, it is intended to help MST and ESC candidates prepare for the RICA exam (specifically the case study)

English Language ArtsEnglish Language ArtsEnglish Language ArtsEnglish Language Arts

Common Core State StandardsCommon Core State Standards

• Build toward preparing students to be college and career ready in literacy by no later than the end of high school

• Provide a vision of what it means to be a literate person in the twenty-first century

• Develop the skills in reading, writing, speaking, and listening.

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• National Standards

• Each state can add 15% (in bold and underlined)

• When lesson planning, your objective needs to align with a standard or part of a standard

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• English Language Arts (ELA) Strands:– Reading

• Reading Foundational Skills

• Reading Literature

• Reading Informational Texts

– Writing– Speaking & Listening– Language

• Instructional Requirements– In grades K-3: 2-1/2 hours of instruction– In grades 4-8: 2 hours of instruction

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• Literacy in History/Social Studies & Science and Technical Subjects

• K-5: Embedded in ELA

• 6-12: Separate sections

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• A single K-5 set of grade-specific standards– Most or all of the instruction students receive comes

from one teacher

• Two content areas – specific sections for grades 6-12– One set of standards for ELA teachers

– One set of standards for history/social studies, science, and technical subject teachers

• The literacy standards in history/social studies, science, and technical subjects are meant to complement rather than supplant content standards in those disciplines

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Introducing CCSS Map Quest

Introducing the Standards: Map Quest

• You have an incomplete map.

• By navigating the CCSS, fill in the missing information. – Strands– Substrands– Subheadings– Standards

• Locate the Reading: Informational Text Standards

• Answer the following questions:

– The standards on this page are from which strand?

– This sub-strand contains reading standards for what type of text?

– What are the consistent subheadings?

– How many standards are in the Reading Standards for Informational Text in each grade level?

– Bonus: What does the bold and underlined text in standard 4 indicate?

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• K-12 grade-specific standards define end-of-year expectations

• A cumulative progression designed to enable students to meet college and career readiness expectations no later than the end of high school

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RL.11-12.1:• Cite strong and thorough textual evidence to support

analysis of what the text says explicitly as well as inferences drawn from the text…

Note the progression across grade levels:• RL.K.1: With prompting and support, ask/answer

questions about key details in a text.• RL.1.1: Ask/Answer questions about key details in a

text.• RL.2.1: Ask/Answer who, what, where, when, why and

how…• RL.5.1: Quote accurately from a text when explaining

what the text says explicitly and when drawing inferences from a text.

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Tracing a Standard Across the Grades

• Each table group has been given a standard.

• Cite the Grade 11-12 Standard.

– See example

• Cite the K-6 Standards and note the cumulative changes across grades.

• Cite yet again the Grade 11-12 Standard so you can appreciate the progression across the grade levels.

Free! CCSS App

*Does not include CA specific standards.

RICARICARICARICAReading Instruction Reading Instruction

Competence Assessment Competence Assessment

www.rica.nesinc.com

RICA

• RICA will be offered only online.

• You are encouraged to: – Form RICA study groups– Keep up with the reading for this course– Do the Literacy Assessment – Use the Ready for Revised RICA text

RICA

• UCSB Institution Code: 412

• Cost: $171

• Sign up for written not video option

• Santa María, Westlake Village, Gardena, and Pasadena are the closest to UCSB.

RICA Review

• Each week we will have a short RICA Review. This will start in Class 3, on September 22.

• Typically, the RICA Review will address concepts that were either introduced in a previous class or in the assigned readings.

• We will go over the answers in class in order to confirm your developing understandings.

RICA Review Seminar

• On Friday, December 12 @ 8:45-11:30, we will be offering an optional RICA Review Seminar in this room.

• Attendance is optional.

• We will provide an overview of the RICA and practice the short essays and case study.

RICA Testing Dates

WestlakeDecember 23 - holiday break December 30 - holiday break January 8 - ThursdayJanuary 10 - Saturday January 15 - Thursday January 20 - Tuesday January 22 - Thursday January 24 - Saturday January 29 - Thursday January 30 - Friday

Santa MariaDecember 9 - Tuesday (optional RICA Review seminar is Friday 12/12)December 16 - Tuesday (on the heels of fall take over and CLS is due the next day)December 23 - holiday break December 30 - holiday break January 8 - ThursdayJanuary 10 - Saturday January 15 - Thursday January 20 - Tuesday January 24 - Saturday January 29 - Thursday January 30 - Friday

Homework…• Read:

– Tompkins Chapter 1: Principles 2, 4 and 8– Tompkins Chapter 2: pp. 36-47 and 62-64– Classes Document (on course website)

www.education.ucsb.edu/edla320

• Skim:– Tompkins Chapter 1: Principles 1, 3, 5, 6 and 7

• TO DO:– Complete the HW Reading Guide (on course website “class 1 materials”)

– Introduction of self assignment – email to Ann, Danielle, Kelsee– Select a student for the Literacy Assessment assignment– Bring class or caseload list of students with whom you are working

Mark Your Calendar...

• We will not be having class on November 10th, instead we will meet on November 17th.

• 1:00 – Section A, 4:00 – Section B

Please bring to class 2:

• HW Reading Guide • Intro to Self (if an art-ifact)• Class list

– Note English learners (and CELDT level of proficiency for each), GATE students, and all students with IEPs or 504 plans.

– If you are in Kindergarten, ask your CT to identify students who might have special needs of any kind.