English Language Arts & Reading 7-12 Training

Course 1

All assignments must be saved as a WORD document with the Training Title and must be uploaded to your Drive on your webpage.

Effective Teacher

For this training, you will need to purchase/check out this book:

Methods for Effective Teaching: Meeting the Needs of All Students, Loose-Leaf Version (7th Edition)

Read Chapter 1 to answer the following :

  1.   Describe the basic teaching functions and the key characteristics of effective teachers.
  2. Recognize the professional teaching standards and understand the purposes they serve.
  3. Formulate a plan to use reflection to enhance teacher decision making.
  4. Describe ways that instruction of English language learners can be enhanced in all classrooms.
Write a 1 1/2 to 2-page reflective paper that includes the following:
  • What are the essential characteristics of a teacher?
  • How should a teacher approach instructional decision making?
  • How can you become a reflective teacher?

 

 

 

For this second portion of the training, you will need to watch each video listed below. You will also have to answer the questions that are assigned to each video. You must upload your responses as a WORD document to your assigned Drive on your webpage with their designated title”(Video 1). The attachment labeled as “HANDOUT” on the Drive is for you to download and keep.

 

Select the following links:

 

Video 1

 

Video 2

 

Video 3

 

Video 4

TEKS Study

This training will provide you with the TEKS for Kinder and 1st Grade for you to read thoroughly. 

Resources-

TEKS ELA&R 7th Grade 

TEKS ELA& R 8th Grade

Assessments-

Understanding Students

For this training, you will need to purchase/check out this book:

Methods for Effective Teaching: Meeting the Needs of All Students, Loose-Leaf Version (7th Edition)

 

Read Chapter 2 to answer the following :

  1. Describe multiple ways in which diversity is exhibited in students.
  2. Select ways to create an inclusive, multicultural classroom.
  3. Apply various ways to differentiate instruction.
  4. Differentiate instruction based on the principles of the universal design for learning.
  5. Select ways to know your students.
  6. How can you prepare a contextual factors classroom analysis?

Complete the following module:  Differentiated Instruction     You must upload proof of completion of the module to your Drive on your webpage.

After you have completed the module, answer the following questions:
  • What is differentiated instruction?
  • How do teachers differentiate instruction?
  • How do teachers prepare their students and their classrooms for differentiated instruction?
  • What does differentiated instruction look like in the classroom?

Mental Health, Substance Abuse & Suicide Prevention

Click HERE to complete the training. You must reach out to your program specialist for the password.

Instructional Strategies

For this training, you will need to purchase/check out this book:

Methods for Effective Teaching: Meeting the Needs of All Students, Loose-Leaf Version (7th Edition)

 

Read Chapter 5 to answer the following :

  • Describe the continuum of instructional approaches.
  • Distinguish the features of the each teaching model in the continuum of approaches.
  • Identify the main characteristics of direct instruction.
  • Apply the components of direct and explicit instruction into lesson plans.
  • Utilize guidelines for the effective use of presentations, demonstrations, questions, and recitations.
  • Apply effective techniques when using practice, drills, reviews, guided practice, and homework.

Watch the following video : How To Direct Instruction

After watching the video answer the following questions:

What are the pros and cons to direct instruction?  Is this a model you would use in the classroom?

 

Read Chapter 6 to answer the following :

How can you:

  • Design lessons that involve inquiry instructional approaches, such as concept attainment, inquiry and discovery lessons, problem-based strategies, and projects and reports.
  • Design lessons during which students work cooperatively in groups.
  • Identify ways to effectively use discussions, panels, debates, and other social instructional approaches.
  • Determine ways to have students learn through independent means with learning centers, contracts, and other approaches.
Read the following instructional approaches and determine if the approach is student-centered or teacher-centered.
 
Cooperative learning
Demonstration
Debate
Differentiated instruction
Socratic
Discovery
Discussion
Independent study
Modeling
Inquiry
Panel
Role-playing
Lecture
Simulations/games

Blooms Taxonomy

For this training, you will need to research  Bloom’s Taxonomy 

It is a method created by Benjamin Bloom to categorize the levels of reasoning skills that students use for active learning. There are six levels of Bloom’s Taxonomy: knowledge, comprehension, applicationanalysissynthesis, and evaluation. Many teachers write their assessments in the lowest two levels of the taxonomy. However, this will often not show whether the students have truly integrated the new knowledge. One interesting method that can be used to make sure that all six levels are used is to create an assessment based entirely on the levels of Bloom’s Taxonomy. However, before doing this, it is essential that students are given background information and knowledge about the levels of the taxonomy.

 

Introducing Students to Bloom’s Taxonomy

The first step in preparing students is to introduce them to Bloom’s Taxonomy. After presenting the levels with examples of each to the students, teachers should have them practice the information. A fun way to do this is to have students create questions on an interesting topic in each level of the taxonomy. For example, they could write six questions based on a popular television show like “The Simpsons.” Have the students do this as part of whole group discussions. Then have them provide sample answers as a way to help guide them to the types of answers you are seeking.

Creating the Bloom’s Taxonomy Assessment

After you have researched what Blooms Taxonomy is, follow the step by step instructions to complete the assessment below:
1) The first step in creating the assessment is to be clear on what the students should have learned from the lesson being taught. 
2) Choose a preferred topic to create an assessment you would give to a classroom from Pre-K to 6th grade and ask questions based on each of the levels.

3) It gives you a topic as an example for you to review: Here is an example using the prohibition era as the topic for an American History class.

 4) The following are the questions that should be included that are stated in step 2. It includes samples of what that question could state based on the topic that was provided for you in step 3 
  1. Knowledge Question: Define prohibition.
  2. Comprehension Question: Explain the relationship of each of the following to prohibition:
    • 18th Amendment
    • 21st Amendment
    • Herbert Hoover
    • Al Capone
    • Woman’s Christian Temperance Union
       3. Application Question: Could the methods that proponents of the temperance movement be used in a bid to create a Smoking Prohibition Amendment? Explain your answer.
       4. Analysis Question: Compare and contrast the motives of temperance leaders with those of doctors in the fight over prohibition.
       5. Synthesis Question: Create a poem or song that could have been used by temperance leaders to argue for the passage of the 18th Amendment.
       6. Evaluation Question: Evaluate prohibition in terms of its effects on the American economy.
 

5) Students have to answer the six different questions that are listed above, one from each level of Bloom’s Taxonomy. This spiraling of knowledge shows a greater depth of understanding of the student’s part.

 

Questioning Strategies Performance Assessment

Performance Assessment 1

 

Task 

Part 1 – Field Work

Observe 2 ELA teachers (1 hour each) during Reading/ ELA lessons within grade levels 7th-12th

 

Candidate must record all questions the certified teacher is asking the students during the lesson.

The candidate will analyze the types of questions that were asked during the lesson (open-ended, closed questions, probing, recall, leading and process, etc)  

 

Part 2 – Apply what you learned in class (related to questioning strategies).  Candidates will take the questions documented during observations and will create their own at the different levels of Bloom’s Taxonomy.

 

Candidates will present to the class their findings.   

 

Demonstrate

Present both parts to the class and submit them for evaluation.  The instructor and field supervisor will evaluate your work.  Candidates must score a 3 or higher to achieve mastery on this performance assessment.

 

Course 2

All assignments must be saved as a WORD document with the Training Title and must be uploaded to your Drive on your webpage.

TEKS Study

This training will provide you with the TEKS for Second and Third Grade for you to read thoroughly. 

Resources-

9-12 TEKS

Assessments-

Blooms Taxonomy

For this training, use the following information to write a 1-page essay explaining “How can the use of Bloom’s taxonomy benefit your students, including those with special needs? “

 

Bloom’s taxonomy is a classification system of educational objectives based on the level of student understanding necessary for achievement or mastery. Educational researcher Benjamin Bloom and colleagues have suggested six different cognitive stages in learning (Bloom, 1956; Bloom, Hastings & Madaus, 1971).

Bloom’s cognitive domains are, in order, with definitions: 

1. Knowledge

Involves the simple recall of information; memory of words, facts and concepts

2. Comprehension

The lowest level of real understanding; knowing what is being communicated

3. Application

The use of generalized knowledge to solve a problem the student has not seen before

4. Analysis

Breaking an idea or communication into parts such that the relationship among the parts is made clear

5. Synthesis

Putting pieces together so as to constitute a pattern or idea not clearly seen before

6. Evaluation

Use of a standard of appraisal; making judgments about the value of ideas, materials or methods within an area

 

 

There is an implied hierarchy to Bloom’s categories, with knowledge representing the simplest level of cognition and the evaluation category representing the highest and most complex level. Teachers can identify the level of chosen classroom objectives and create assessments to match those levels. One can write items for any given level. With objectively scored item formats, it is fairly simple to tap lower levels of Bloom’s taxonomy and more difficult, but not impossible, to measure at higher levels. By designing items to tap into teacher-chosen levels of cognitive complexity, classroom assessments increase validity.

Teachers should not worry too much about the fine distinctions between the six levels as defined by Bloom. For example, comprehension and application are commonly treated as synonymous as it is the ability to apply what is learned that indicates comprehension (Phye, 1997). Most classroom testing theorists and classroom teachers today pay the most attention to the distinction between the knowledge level and all the rest of the levels. Most teachers, except at introductory stages of brand new areas, prefer to teach and measure to objectives that are above the knowledge level.

Choosing the appropriate Bloom level for test items 

Teachers choose the appropriate cognitive level for classroom objectives and a quality assessment is designed to measure how well those objectives have been met. Most items written by teachers and those on pre-written tests packaged with textbooks and teaching kits are at the knowledge level. Most researchers consider this unfortunate because classroom objectives should be, and usually are, at higher cognitive levels than simply memorizing information. When new material is being introduced, however (and at any age, pre-school through advanced professional training) an assessment probably should include at least a check that basic new facts have been learned. When teachers decide to measure beyond the knowledge level, the appropriate level for items depends on the developmental level of students. The cognitive level of students, particularly their ability to think and understand abstractly and their ability to solve problems using multiple steps, should determine the best level for classroom objectives, and, therefore, the best level for test items. Researchers believe that teachers should test over what they teach in the same way that they teach it.

How can you write test items using Bloom’s taxonomy? 

Teachers can follow these guidelines for creating items or tasks that require the type of thinking which defines each level of Bloom’s taxonomy: 

Cognitive Level

Test Item Example

Characteristics of Test Items

1. Knowledge

Who wrote The Great Gatsby?

  1. Faulkner
  2. Fitzgerald
  3. Hemingway
  4. Steinbeck

Requires only rote memory to answer correctly. 
Requires such skills as recall, recognition, repeating back.

2. Comprehension

What is a prehensile tail?

Includes phrases like in your own words andwhat does this mean? 
Requires such skills as paraphrasing, summarizing, and explaining.

3. Application

If a farmer owns 40 acres of land and buys 16 acres more, how many acres of land does she own?

Includes words like use, do, modify, compute, produce. 
Requires such skills as performing operations and solving problems.

4. Analysis

Draw a map of our school, identifying the location of each restroom.

Includes phrases like identify, break down, draw a diagram. 
Requires such skills as outlining, listening, logic and observation.

5. Synthesis

Based on your understanding of the characters, describe what might happen in a sequel to Flowers for Algernon.

Includes words like compare, contrast, build. 
Requires such skills as organization, design and creativity.

6. Evaluation

Which musical film performer was probably the best athlete?

  1. Maurice Chevalier
  2. Frank Sinatra
  3. Fred Astaire
  4. Gene Kelly

Includes phrases like support, explain, apply standards, judge. 
Requires such skills as making informed judgments, criticism, forming opinions.

Effective Lesson Planning

9 samples of lesson planning

Assessment

Create ONE lesson plan for a grade level of your choice. Make sure you state the grade level you are using in your assessment.

 

1. Play Games

Play an ELA game! Games that ask students to interact with figurative language, grammatical terms, poetry forms, vocabulary words, and writing concepts are the perfect way to actively engage all learners. Most students have played Truth or Dare, but they’ve probably never had the honor of playing Truth or Dare Classroom style!

2. Media Literacy

Students love to eat, so bring in snacks for a meaningful activity. Before students dig in, ask them to analyze the colors, language, and fonts with this media literacy activity. Enlighten students with the marketing behind food products and packaging.

3. Creative Writing

Ask students to read a text of their choice. Any high-interest nonfiction article will work! Then, have them create an original response to the article. Everything you need to teach your students how to combine nonfiction and poetry can be found in this creative writing assignment. Give students voice and choice!

4. Public Speaking

This freebie gets students talking the entire class period. Students will analyze how tone changes the meaning of phrases. This public speaking activity is great for partner or group work.

5. Use Podcasts

Podcasts are perfect for one-day lessons. They help to build students’ listening comprehension, and they are also great practice for analysis. Try this chilling, high-interest podcast lesson on body farms.

6. Commercial Analysis

Watch commercials! What? Yes – show students that these highly curated and specialized advertisements target certain audiences. Teaching audience analysis with commercials is unexpected and fun.

7. Oxford Comma

Take time to teach students about the ever-so-controversial punctuation mark: The Oxford Comma. The examples in this free print and go lesson allow for plenty of discussion (and laughter).

8. Brainy Vocabulary

Get brainy with some brain-based vocabulary practice. Use your existing word list, or (if students do not have a current word list) use previous vocabulary lists to review. These activities will help students retain new word meanings. Here’s a digital friendly version.

9. Paired Text Analysis

Pair poetry with short films to make for an engaging paired-text analysis lesson. Check out this post for a handful of ideas regarding which poems and short films might pair well together. These graphic organizers help with scaffolding analysis of any fiction or nonfiction text.

Curriculum Implementation

For this training, you will need to purchase/check out this book:

Methods for Effective Teaching: Meeting the Needs of All Students, Loose-Leaf Version (7th Edition)

 

Read Chapter 3 to answer the following :

  • Describe the reasons for instructional planning. 
  • Describe the relationship of curriculum standards to instructional planning. 
  • Apply backwards design when planning courses, terms, units, weeks, and lessons.
  • Apply the linear-rational approach to instructional planning.
  • Identify additional resources that can be used when planning.

Describe the following:

  • Backward mapping
  • Course planning involves organizing and scheduling the content to be taught during the time allotted for the course, whether that time is for a year, semester, trimester, or quarter.
  • Term planning involves the preparation of more detailed outlines of the content to be covered within a marking period or term. 
  • Unit planning involves developing a sequence of daily plans that addresses the topic of the unit in a cohesive way.
  • Weekly planning involves laying out the week’s activities within the framework of the daily schedule throughout the week.
  • Daily planning involves preparing notes about objectives, materials, activities, evaluation, and other information for a lesson for a particular day but in more detail than in the weekly plan. 

What intended learning outcomes or goals do you have for your students?

How will students demonstrate their achievement or understanding of these learning outcomes?

Reflect on the pros and cons of each type of map.  Which type of planning would you use as a teacher?  Why?  

ELPS (English Language Proficiency Standards)

Select the following link to learn ELPS

 

Select the following link to complete the ELPS assessment

Lesson Planning Performance Assessment

Performance Assessment 2

Task:

Interview one certified ELA teacher in the following grade levels:

7th, 8th, 9th, 10th, 11th and 12th

 

Use the following questions to complete your activity.

 

Required Information

District/School

Teacher Name

Grade Level

Content Area 

 

  1. Examine the teacher’s curriculum guide that is utilized by the school district. Determine the goals, objectives, content outline, recommended activities, instructional materials, and other features of the curriculum guides. (you can ask the teacher’s permission to make a copy of the curriculum guide to use for resources for your Performance Assessment)
  2. Ask teachers how they planned for instruction during their first year of teaching. Ask them to describe how their approach to planning has changed as they became more experienced. What lesson planning was most effective and how do they plan now? 
  3. If there are teachers at that campus who are team planning, ask one or more of them to discuss the planning procedures they use and to identify the strengths related to this process as well as any problems they may have encountered

 

Things to Consider:

  1. Select one class session you recently observed. Identify and discuss specific factors that the instructor integrated into the lesson to address specific populations of students. 
  2. Why is the preparation of a series of daily lesson plans not always finite when planning for an entire weeklong course? 
  3. What is the reasoning for the backward design approach to planning? 
  4. What are the merits of beginning teachers using the linear-rational model for instructional planning? 
  5. What are the advantages and disadvantages of collaborative instructional planning with your students? 
  6. What factors might affect your decision about involving students in planning?

 

Performance Assessment:  

 Create a two-week lesson plan for grades7-12 for ELA-R  utilizing the resources provided in the training class, in the Methods of Effective Teaching book and resources acquired in your Field Experience Activity. The assigned instructor/field supervisor will review your lesson plan and ask you to present a lesson, using your lesson plan in a selected content/grade level. 

 

The passing score must be 3-4.

Expectations:

 

  • Teachers design a clear, well organized, sequential group of lessons that build on students’ prior knowledge that are engaging, relevant and effective.
  • Teachers develop lessons that are aligned to campus and district goals, that build coherently (scaffolding) toward objectives based on course content, curriculum scope and sequence, and expected student outcomes.
  • Teachers effectively communicate goals  (incorporating all learning styles), expectations, and objectives to help all students reach high levels of achievement.
  • Teachers connect students’ prior understanding and knowledge and real-world experiences to new content and contexts, maximizing learning opportunities.
  • Teachers design developmentally appropriate, standards-driven lessons that reflect evidence-based best practices.
  • Teachers plan instruction that is developmentally appropriate, is standards-driven and motivates students to learn.
  •  Teachers use a range of instructional strategies, appropriate to the content area, to make the subject matter accessible to all students.
  • Teachers use and adapt resources, technologies, and standards-aligned instructional materials to promote student success in meeting learning goals.
  • Teachers utilize all learning styles and incorporate modifications to meet the needs of all demographic groups of students in their classrooms

Course 3

All assignments must be saved as a WORD document with the Training Title and must be uploaded to your Drive on your webpage.

What is an Effective Teacher/ Constructivism

For this training, you will need to watch each video listed below. You will also have to answer the questions that are assigned to each video. You must upload your responses as a WORD document to your assigned Drive on your webpage with their designated title (Video 5). The attachment labeled as “HANDOUT” on the Drive, is for you to download and keep.

 

Select the following links:

 

Video 5

 

Video 6

 

Video 7

 

Video 8

Key Behaviors Contributing to Effective Teaching

For this training, you will need to purchase/check out this book

Effective Teaching Methods: Research-Based Practice, Enhanced ...

Assessment: Write a one-page essay listing and explaining each Key Behavior for Effective Teaching that Borich addresses.

Helping Behaviors Related to Effective Teaching

For this training, you will need to purchase/check out this book

Effective Teaching Methods: Research-Based Practice, Enhanced ...

Assessment: Write a one-page essay listing and explaining each Helpful Behavior for Effective Teaching that Borich addresses.




The Complexity of Teaching

Write a One-Page essay explaining What is the most difficult aspect of teaching today? You will need to cite your references where you obtained your research on. 

TEKS Study

This training will provide you with the TEKS for Second and Third Grade for you to read thoroughly. 

Resources-

9-12 TEKS

Assessments-

Transition to The Real World of Teaching Performance Assessment

Performance Assessment 3

 

Task

This a scenario-based performance assessment.

 

Congratulations!  You have been hired as a _____________ teacher at Jane Doe School.  Two weeks before you report to the first day of your teaching assignment you go by the school and the principal gives you a tour of the school and shows your classroom.  On the way out of the school, the secretary hands you a schedule of events for the first week of school.  Upon reviewing your schedule, you realize that the first week is filled with training and meetings and you only have one workday to get your classroom prepared to receive students the following week.  At this point, you realize that you have to do some preparatory work to set up your classroom.

 

The following URL will take you to a website that will help the candidate set up their classroom.

 

http://www.dailyteachingtools.com/classroom-management.html

 

For the purpose of this activity choose your teaching assignment in the area you are seeking certification.

 

 

To complete this performance assessment, you must submit the following;

 

  1.     Discipline Philosophy
  2.     Preparation Letters
  3.     Classroom Management Procedures
  4.     Discipline Plan 
  5.     Seating

 

Candidates will develop a classroom management plan they can use for their 1st day of class.

 

Demonstrate

Candidates must present their classroom management plan to the class.  The instructor and field supervisor will evaluate the plan.  

 

Candidates must score a 3.0 or higher to achieve mastery on this performance assessment.

Course 4

All assignments must be saved as a WORD document with the Training Title and must be uploaded to your Drive on your webpage.

Literature

Click the link below to complete the literature assessment. 

 

Literature Assessment

Writting

Resources:

Secondary Writing

 

Assessment:

Select one of the four recommendations and explain how you would incorporate that in your instruction as an 8th-grade teacher. 

Reading Comprehension

9th Grade

Provide one example assignment for each of the following strategies (A, B, C, D, E)

 

Reading strategies

A. Main idea

  1. Determine the main idea of a passage

B. Audience, purpose, and tone

  1. Which text is most formal?
  2. Identify audience and purpose
  3. Compare passages for subjective and objective tone
  4. Compare passages for tone

C. Literary devices

  1. Identify the narrative point of view
  2. Interpret the meaning of an allusion from its source
  3. Recall the source of an allusion
  4. Interpret figures of speech
  5. Classify figures of speech: euphemism, hyperbole, oxymoron, paradox
  6. Classify figures of speech: review

D. Analyzing literature

  1. Match the quotations with their themes
  2. Analyze short stories
  3. Identify elements of poetry

 

E. Analyzing informational texts

  1. Analyze the development of informational passages
  2. Trace an argument
  3. Analyze rhetorical strategies in historical texts

Literary Genres

Genres In Literature - Lessons - Tes Teach

Resource:

Watch video: GENRES

 

Assignment:

Make a 1 day lesson plan explaining the different Genres and include one assignment per Genre that will allow the students to research in their own and provide evidence where they understand in depth what the difference is. 

ELA&R 7-12 Teaching Methods

You will need to purchase/check out this book to complete this training:

 

Assignment:

 

  1. What is the Language Arts?
  2. How do students learn language arts?
  3. How should you teach language arts?
  4. Make a list of the things you would take to your class to demonstrate to your students how to be Star of the Week. What would you tell them about your- self? Why?
  5. Draw a floorplan of what you think your classroom might look like. Be sure to consider how you will create an environment for maximizing opportunities for student-centered learning. Discuss your plan with others in your class, and compare yours to theirs.
  6. Develop a lesson plan for using literature with a specific grade level. Use the lesson example in this chapter as a model (see the Lesson Plan, pp. 36–38). Submit it as an attachment to this assignment. 
  7. How do teachers go about assessing and differentiating language arts instruction in schools today?
  8. What do teachers need to know about assessing and differentiating instruction for different student learning styles, diverse students, students with disabilities and other special needs, students learning English as a second language, and non-mainstream speakers of English?
  9. What is the relationship between language arts and high-stakes testing?
  10. Use Assessment Toolbox 2.1, A Writing Rubric: Narrative Based on Real Experience, to review Benton’s memoir (see Figure 2.1). Compare your assessments to the ones in pp. 46–47). How are they alike and different?
  11. Observe in a special education classroom (such as a special day class, a resource room, or an inclusive 6. classroom), and note the following: categories of disabilities of the students being served, the numbers of students versus adults, and the credentials held by the teacher. Ask the teacher what opportunities the students in this class setting have to interact with their nondisabled peers. Describe the curriculum, materials, assessment, and instructional activities that are used for language arts and what adaptations or modifications are made to provide access for students with disabilities. Write down your observations and share them in this assignment. due to COVID precautions, this question can be skipped. 
  12. Think about what you were like as an elementary school student, based on your abilities, interests, and learning style. Describe yourself by writing a few sentences about each quality. Then write a plan for how instruction should have been differentiated for you. Compare your plan to the instruction you actually had. 
  13. How do students learn English as a second language?
  14. How do teachers assess, teach, and differentiate instruction for English learners at different levels of English proficiency?
  15. Interview someone in a school or district office who’s responsible for identifying students’ level of English proficiency. Ask him or her to describe the procedures used for doing this. Must write the first name and title for this assignment.  
  16. How do students learn to read?
  17. How should we teach, assess, and differentiate reading instruction?
  18. Pick a student’s book you like and plan what you would do before, during, and after a shared reading of that book.
  19. Plan a guided reading lesson for students in the primary grades and submit it as an attachment to this assignment. 
  20. How do students learn to write and develop as writers?
  21. How do teachers teach, assess, and differentiate writing instruction?
  22. Plan a minilesson for a writing workshop and submit it as an attachment to this assignment.
  23. Why is it important to teach speaking and listening? 
  24. How should we teach, assess, and differentiate instruction in speaking and listening?
  25. List several stories suitable for dramatization with students. Choose one and develop an initiating lesson for a story dramatization. Submit it as an attachment to this assignment
  26. How do students learn to spell?
  27. How should we teach, assess, and differentiate instruction in spelling?
  28. Plan appropriate spelling instruction and submit it as an attachment to this assignment
  29. What is grammar?
  30. How should we teach, assess, and differentiate instruction in grammar, punctuation, and handwriting?
  31. Create a list of books that you feel are outstanding examples of how words can be used in literature. Create your own classification for the books, including categories like books with interesting sentence structure, description, figurative language, and imagery.
  32. What literary texts are used in the classroom?
  33. How do we teach, assess, and differentiate instruction when students read and write literary texts?
  34. Make a list or cluster of experiences that would be good for helping children write similes and metaphors.

Assessing ELA&R 7-12 instruction

This course will be completed when you pass the ELA&R 7-12 exam. 

Take It To The Field Performance Assessment

Performance Assessment 4

Task: 
Prepare 1 lesson plan for each of the following content/grade levels:

English Language Arts & Reading 7-12

 

Performance Assessment 
“Take it to the Field!”

With the knowledge and experience obtained from the previous courses, the candidate should now be
prepared to implement the strategies and pedagogy in a classroom to be properly assessed.
The candidate will present a lesson plan for their field supervisor. The field supervisor will select a
particular content and grade level. the candidate will need to go into an actual classroom setting to
complete this performance assessment.
The program will assign the candidate to a preselected school that has agreed to collaborate with the
EPP to the candidate can perform this assessment. Candidates will be provided with a letter of
introduction that will be presented to the campus principal informing them of the content and grade
level they should be assigned to in order to complete this assessment.
A pre-test and post-test must be administered to the class. The lesson must be at least 45 minutes long.
The candidate will be assessed on content knowledge, delivery, questioning strategies, and overall
success in teaching the lesson and the determination of student growth based on pre and post-tests. The
teacher candidate should address all learning objectives, learning styles, and student populations.
Learner-centered instruction should be evident with active student participation.

The candidate has 2 options to complete this assessment:
1. Videotape themselves presenting the lesson or
2. Arrange with a field supervisor to be present during the lesson presentation

The assigned field supervisor will observe and assess the candidate present instruction in a pre-selected
content/grade level in an actual classroom setting. The field supervisor and the certified teacher
will be using a rubric to review the lesson.

The passing score must be 3 or 4 on the grading rubric

Course 5

All assignments must be saved as a WORD document with the Training Title and must be uploaded to your Drive on your webpage.

Code of Ethics

Understanding Public Schools

Resource:

 

How Public Schools Operate – Page 3

Public School Challenges – Page 4

Teacher Turnovers – Page 5

Charter Schools

 

Assessment:

What is the difference between a Public school, Private school and Charter School

Appropriate Dispositions

Resource:

Teacher Disposition

 

Assessment: One-page essay explaining the importance of Teacher’s Dispositions. Include all Sections A-E

Standards of Practice for Texas Educators

Resource:

 

Educator Standards

 

Assessment:

Submit evidence of how you implement each standard in your classroom.

"WWYD" (What Would You Do) As A Professional Educator Performance Assessment

Performance Assessment: Scenario

“ WWYD” (What would you do)- as a Professional Educator

You will need to prepare a written response for the following four scenarios. The field supervisor will assign a role to you to present your responses in class. You will play a role in the following scenarios:

  1. Teacher in question
  2. A colleague of the teacher in question
  3. To teach even better 
  4. Self-reflecting in Professional Needs

 

Scenario 1: One person cheats, the entire class must retake the exam

At the very end of an exam that involves a total number of 35 students in a single room, the teacher discovers, by direct observation, that two students have been cheating by working together and passing each other information related to the questions in the exam. The teacher stops the exam and informs the entire class that the exam has concluded and no one will be graded and the exams will be destroyed. A new exam will be provided and they must complete it during the next class period. How will you adhere to the educator’s code of ethics including following policies and procedures in your school?

 

Scenario 2: Not Meeting Classes: Conflict of Interests

A teacher in your department is known by other colleagues regularly(every Monday) to not meet with his class one of the three scheduled days of the week. The teacher is entering into activities that specific day that is outside of teaching, which provides considerable income to his family members. There have not been any reports made. The department head asks no questions regarding the teacher when students have come forward expressing their concern regarding the failure to meet with the class on Mondays. How will you model ethical and respectful behavior and demonstrate integrity in all situations?

 

Scenario 3: To teach even better:

A teacher in your department speaks with you “I am interested in developing an idea for a learning community with you by linking our classes and pursuing some common themes and assignments to maximize student progress”. How will you achieve professional goals to strengthen your instruction to be effective and engage in professional learning opportunities that align with your professional growth goals and your students’ academic and social-emotional needs?

 

Scenario 4: Self-Reflecting in Professional Needs

It is your first year teaching and you are wondering how the use of educational technology can be implemented most effectively. You reach out to a 7-year veteran teacher who responds to your inquiry by informing you “to tell you the truth I have done it for 7 years now and I am using my fourth model for a hybrid class.  I kept changing the instructional design until I found one that I think works best to accomplish what I want to with the sort of students we have here.” Based on her response, how will you develop an action plan to improve your teaching through the integration of technology?

 

You will be presenting your two responses to the class of teacher interns. 

 

The field supervisor will use a rubric to score your response. 

 

Expectations:

  •  Teachers consistently hold themselves to a high standard for individual development, pursue leadership opportunities, collaborate with other educational professionals, communicate regularly with stakeholders, maintain professional relationships, comply with all campus and school district policies, and conduct themselves ethically and with integrity.
  • Teachers reflect on their teaching practice to improve their instructional effectiveness and engage in continuous professional learning to gain knowledge and skills and refine professional judgment.
  • Teachers reflect on their own strengths and professional learning needs, using this information to develop action plans for improvement.
  • Teachers establish and strive to achieve professional goals to strengthen their instructional effectiveness and better meet students’ needs.
  • Teachers engage in relevant, targeted professional learning opportunities that align with their professional growth goals and their students’ academic and social-emotional needs.
  • Teachers model ethical and respectful behavior and demonstrate integrity in all situations.
  • Teachers adhere to the educators’ code of ethics in §247.2 of this title (relating to Code of Ethics and Standard Practices for Texas Educators), including following policies and procedures at their specific school placement(s).

Collaborating With Colleagues and Families

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For this training, you will need to purchase/check out this book:

Methods for Effective Teaching: Meeting the Needs of All Students, Loose-Leaf Version (7th Edition)

 

Read Chapter 13 to answer the following :

  • Collaborate with colleagues for assistance and professional development. 
  • Describe the reasons for contacting and interacting with families. 
  • Recognize the reasons some families resist involvement. 
  • Determine ways to work through cultural and language differences. 
  • Communicate with families though a variety of approaches. 
  • Prepare for and effectively conduct parent–teacher conferences.

 
 

Chapter Activity:
 
1.  Watch the video, Improving Practice: Collaboration & Mentoring by clicking HERE 
 
Answer the following questions:
  • What do the teachers learn from planning lessons together?
  • How can a school’s schedule foster effective teacher collaboration?
  • What can experienced teachers learn from mentoring a new teacher?  
 
2.  Watch the video, The ABCs of Parent Involvement by clicking HERE   
 
Answer the following questions:
  • As an educator, how do you empower parents to become involved in your classroom or school?
  • How can you tweak parent-teacher events at your school to make them into a shared learning opportunity?
  • Even without parent ed class. how could you bring this opportunity to your classroom?  

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Internship Trainings begin below. These trainings must be completed once you begin your Internship

Course 6

All assignments must be saved as a WORD document with the Training Title and must be uploaded to your Drive on your webpage.

ELL's & ELP's

ELPS Linguistic Instructional Alignment Guide (LIAG)

ELPS-LIAG resource splash screen image

The purpose of the ELPS Linguistic Instructional Alignment Guide (LIAG) is to support teachers as they identify the essential components for providing K-12 instruction commensurate with English language learners’ (ELLs’) linguistic needs. The consistent integration of these components is critical in lesson planning in order to meet the linguistic and academic needs of ELLs.


The ELPS LIAG is designed to help teachers gather information needed to ensure that classroom instruction meets the individual academic and linguistic needs of their ELLs.


The ELPS LIAG allows teachers to see connections between

  • English Language Proficiency Standards (ELPS),
  • ELPS-TELPAS Proficiency Level Descriptors (PLDs),
  • Linguistic Accommodations, and
  • College Career Readiness Standards (CCRS).

Click the icon below to download a PDF version of the ELPS Linguistic Instructional Alignment Guide.


ELPS LIAG icon

ELPS Linguistic Instructional Alignment Guide


Alignment Components

ELPS LIAG manual inside cover Alignment Components image

The inside cover of the ELPS LIAG includes a description of the instructional tool as well as the four color-coded sections of the linguistic domains. Review the format of the PLDsELPSCCRS, and Suggested Teacher Behaviors (Linguistic Accommodations) as the format will be the same for all language domains.

The K–1 and 2–12 clusters for reading and writing are developmentally and grade-level appropriate. Notice the similarities and differences between the grades K–1 and 2–12 reading and writing PLDs.

Texas Administrative Code (TAC), Title 19, §74.4

The Texas Administrative Code (TAC), Title 19, §74.4. English Language Proficiency Standards (ELPS), contains four subsections: (a) Introduction, (b) School district responsibilities, (c) Cross-curricular second language acquisition essential knowledge and skills, and (d) Proficiency level descriptors.

  • 74.4 (a)(1)—Section (a) Introduction emphasizes that the ELPS are taught along with the Texas Essential Knowledge and Skills (TEKS) K–12 for all teachers of ELLs.
    • Requires that “the English language proficiency standards in this section outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts shall implement this section as an integral part of each subject in the required curriculum. The English language proficiency standards are to be published along with the Texas Essential Knowledge and Skills (TEKS) for each subject in the required curriculum.”
  • 74.4 (a)(6)—Section (a) Introduction references that students identified as Limited English Proficient (LEP), including LEP Denials, are rated based on levels of language proficiency found in the ELPS-TELPAS PLDs.
    • The English language proficiency levels of beginning, intermediate, advanced, and advanced high are not grade-specific. ELLs may exhibit different proficiency levels within the language domains of listening, speaking, reading, and writing. The proficiency level descriptors outlined in subsection (d) of this section show the progression of second language acquisition from one proficiency level to the next and serve as a road map to help content area teachers instruct ELLs commensurate with students’ linguistic needs.
  • 74.4 (b)(1)—Subsection (b) District responsibilities emphasizes that to effectively support ELLs, teachers shall identify student levels of English proficiency. Knowing students’ English language proficiency levels will assist teachers in determining the support and linguistic accommodations that students may require to be successful.
    • Requires that school districts identify the student’s English language proficiency levels in the domains of listening, speaking, reading, and writing in accordance with the proficiency level descriptors for the beginning, intermediate, advanced, and advanced high levels.
  • 74.4 (b)(2)—Section (b) District responsibilities emphasizes that classroom instruction should be based on the language needs of students to ensure that content is understood. Linguistic accommodations are changes to the instructional approach based upon the language levels of ELLs.
    • Requires that school districts provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student’s levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum.

ELPS Resource Supplement icon

For more information, review pp. 4–17 in the ELPS Resource Supplement


ELPS-TELPAS Proficiency Level Descriptors

The PLDs describe how well ELLs at each proficiency level are able to understand and use English to engage in grade-appropriate academic instruction. There are separate PLDs for listeningspeakingreading, and writing.


These descriptors define the stages of second language acquisition and are referred to as English language proficiency levels.


Proficiency levels may also vary within language domains. For example, you may have a student displaying advanced characteristics in listening, while their writing displays an Intermediate level of proficiency. Because of this, it is vital that classroom instruction be commensurate to students’ linguistic needs and/or correlated with their levels of language proficiency in each domain.

Grades 2–12 Reading

ELPS-LIAG-Grades 2 through 12 Reading PLDS page image

Linguistically Accommodated Instruction

Linguistically accommodated instruction can take many forms and is used to communicate content and support language development across language proficiency levels.

Supplementary materials are used to promote comprehension and support students with acquiring new concepts. Some supplementary materials might include illustrations, charts, manipulatives, and realia (real life objects).

Instructional delivery is the way we choose to deliver the lesson. For example, before presenting new content, a teacher might activate prior knowledge, identify misconceptions, or review previously taught content (i.e. pre-teach vocabulary, review word walls, identify cognates, and modeling/demonstration).

Assign tasks based on the student’s current level of language proficiency. Being cognizant of students’ language proficiency levels and selecting appropriate tasks or activities will provide the linguistic accommodations needed to ensure success.

Suggested Teacher Behaviors

ELPS-LIAG Suggested teacher behaviors example graphic

Suggested teacher behaviors are examples of recommended linguistic accommodations.  Implementing these in the classroom will support ELLs at various language proficiency levels during listening, speaking, reading, and writing activities.


Linguistic accommodations are recommended language supports teachers incorporate as a means to make content area instruction accessible to ELLs.


Linguistic accommodations are changes to the instructional approach based upon the language proficiency levels of ELLs. The proficiency level descriptors, which describe the English that ELLs are able to understand and use at each language proficiency level, guide teachers in providing appropriate linguistic supports and accommodations.

ELPS Cross-Curricular Student Expectations

ELPS-LIAG student expectations example graphic

Teachers must take into account their students’ levels of language proficiency and grade level in order to select the appropriate ELPS for academic language development.  One must be purposeful and selective when implementing the ELPS for delivery of instruction in order to meet needs of individual students.

As a reminder, ELPS are not grade specific.  For example, a secondary student at the beginning level of proficiency may require different ELPS than those of an Advanced level elementary student.


The ELPS Student Expectations integrate and focus on skills that support both social and academic language development.


College and Career Readiness Standards

ELPS-LIAG CCRS example graphic

The College and Career Readiness Standards (CCRS) are designed to represent a full range of knowledge and skills students need to succeed in entry-level college courses as well as in a wide range of majors and careers.  The CCRS included in the LIAG represent what students are expected to know and to be able to do and are aligned to each linguistic domain.


The CCRS provide competencies and skills that graduating students must possess to continue their education beyond high school.


ELPS-TELPAS Proficiency Profile

When planning instruction, teachers of ELLs must consider the language proficiency levels of their students as determined by the Texas English Language Proficiency Assessment System (TELPAS). The ELPS—TELPAS Student Proficiency Profile is a component of the ELPS LIAG that allows teachers to plot students’ TELPAS data by language domain.


By listing students’ names according to their individual language ratings, students’ proficiency levels will be aligned to suggested linguistic accommodations.


The Texas Education Agency (TEA) developed TELPAS to meet state and federal testing requirements. TELPAS assesses ELLs annually in listening, speaking, reading, and writing. Every student who participates in TELPAS receives test results in a report called the Confidential Student Report. TELPAS uses the four proficiency ratings (Beginning, Intermediate, Advanced, and Advanced High) to show the progress students make in learning English from year to year.

In order for students to reach their full academic potential, it is important for them to make steady progress in learning English in the four language domains (listening, speaking, reading, and writing). Students who do not make steady progress may require additional assistance in the areas of both language and content learning.

This ELPS-TELPAS Proficiency Profile allows teachers to gain a bird’s eye view of the proficiency levels of their students in each language domain. Please make note that a student may exhibit different proficiency levels of language proficiency in listening, speaking, reading, or writing. Plotting the proficiency levels of students drives instructional decisions to accommodate for language proficiency.

ELPS-TELPAS Proficiency Profile page graphic

Monitoring Progress

The ELPS require that linguistic accommodations used during instruction be monitored and adjusted as needed during the school year as students reach higher proficiency levels and/or become familiar with the content.

Monitoring and adjusting instruction is critical for the success of ELLs. Teachers should be consistently checking for progress since the goal is to have students move across the language continuum.  The benefit of this tool is that it provides a means for allowing teachers to place students on the ELPS-TELPAS Proficiency Profile as they progress through the language levels.

Performance-Based Activities

Performance-based activities implemented in the classroom are ways to check for progress throughout the school year. These activities should be incorporated throughout the year and not solely during the TELPAS administration window. Teachers who are a part of the TELPAS Holistic Rating training may be familiar with the listed performance-based activities. These performance-based activities can also be found in each language domain.


The performance-based activities are recommended for teachers to implement in their instruction as ways to gather information on student progress.


Graphic of page 3 of the ELPS-LIAG showing Performance-Based Activities
Assignment:
Create ONE Performance-Based Activity for each of the following: Listening, Speaking, Reading and Writing on Page 24 of ELPS Resources . Choose separate grade levels. Describe with supporting evidence why you believe the PA(Performance Activity) is suitable for students. 

RTI

Resource:

RTI

Assessment:

Answer the following questions:

What is RTI?

How does RTI Work?

How do teachers track student progress?

How much support do students receive?

How is RTI related to Special Education?

How many schools use RTI?

What are the benefits of RTI?

Will the school give us a written intervention plan?

How can parents participate in RTI?

SpEd-ARD's

Resource:

 

SpEd Process Step-by-Step

 

Assessment:

Thoroughly read steps 1-9. Write an essay explaining the importance of knowing each step as an educator. Explain why each step is important and include supporting details. 

Dyslexia

Resource:

Watch video –  What Is Dyslexia?

Dyslexia

 

Assessment:

What is Dyslexia?

What are the Dyslexia Signs and Symptoms? Use an example from the videos provided of personal experiences.

Possible Causes of Dyslexia?

How is Dyslexia Diagnosed?

Classroom Management

For this training, you will need to purchase/check out this book:

Methods for Effective Teaching: Meeting the Needs of All Students, Loose-Leaf Version (7th Edition)

 

Read Chapter 9 & 10 to answer the following :

  •  Describe the role of classroom management in creating a learning community.
  • Describe the areas of responsibility for classroom management and discipline.
  • Apply the strategies to prepare for the school year.
  • Organize your classroom and materials.
  • Select and teach classroom rules and procedures.
  • Describe ways to maintain appropriate student behavior.
Chapter Activity:
 
Answer the following questions:
1.  What is the relationship between tone and expectations?
2.  Mr. Romagnolo says, “Your expectations are what you allow them to do, not what you say.”  How could you apply this distinction in  your own class?
3.  What could ou do if a positive tone wasn’t set on the first day?

Implementing IEP's Performance Assessment

Performance Assessment

Task
Candidates will be provided a Sample Student IEP.

The candidate has to review the IEP for understanding.
The candidate will be provided with 2 lesson plans
The candidate will review the lesson plans
The candidate will develop modifications aligned to the IEP for each lesson plan.
Present their lesson plan with modifications to the class.

Demonstrate

Candidates must present their lesson plan with modifications to the class.  The instructor and the field supervisor will evaluate the presentation and adjustments.

 

Candidates must score a 3-4 to achieve mastery on this performance assessment.

Course 7

All assignments must be saved as a WORD document with the Training Title and must be uploaded to your Drive on your webpage.

Assessing Student Performance

For this training, you will need to purchase/check out this book:

Methods for Effective Teaching: Meeting the Needs of All Students, Loose-Leaf Version (7th Edition)

 

Read Chapter 11 to answer the following :

How can you:

  • Describe the role that classroom assessment plays in data-driven decision making. 
  • Distinguish the purposes and procedures for preassessment, formative assessment, and summative assessment. 
  • Adjust assessments for English language learners and students with special needs. 
  • Establish a framework for effective classroom assessment. 
  • Select ways to conduct performance-based evaluation 
  • Prepare teacher-made tests using the guidelines provided. 
  • Fulfill the teacher’s role in standardized testing.
Watch both videos and answer the questions that follow
Watch the video, Formative Assessment: Understanding Congruence: by clicking HERE
  
Write a reflection about three things you learned about formative assessment.
 
2.  Watch the video, Student Profile: Portfolio Defense by clicking HERE
 
What are the pros and cons of using portfolios in the classroom?
What data can you gain from a portfolio?   

Managing Lesson Delivery

For this training, you will need to purchase/check out this book:

Methods for Effective Teaching: Meeting the Needs of All Students, Loose-Leaf Version (7th Edition)

 

Read Chapter 8 to answer the following :

·         Select ways to structure lessons, group students, and hold students academically accountable.

·         Handle administrative and instructional responsibilities at the start of a lesson.

·         Take actions that contribute to effective group management during the middle part of a lesson.

·         Take actions at the end of a lesson to provide for lesson summary and enable students to prepare to leave.

·         Manage seatwork, assignments, records, and paperwork.

·         Guide learning with whole-group instruction.

·         Adjust lesson delivery to enhance instruction for English language learners.


 
 

Chapter Activity:
 
Answer the following Reflection Questions:
  1. What are some merits of whole-group, small-group, and independent work? What might teachers do via each strategy to minimize misbehavior?

  2. In what ways might the selection of the various accountability procedures be affected by differences in grade level and subject areas?

  3. From your own school experiences, what approaches to review did you find the most successful? What are the merits of using different approaches for review?

  4. Recall several examples when your teachers were not clear in providing directions, instructions, or expectations. What effect did this lack of clarity have on you as a student?

  5. Why would attention-getting strategies promote student involvement? What precautions could you identify for their use?

Teacher Work Sample Performance Assessment

Activity: Teacher Work Sample

Create a Teacher Work Sample. The teacher will design an assessment plan that monitors student progress toward learning goal(s). Utilize multiple assessment modes and approaches that are aligned with the Learning Goals. The teacher will develop measures to assess student learning before, during, and after instruction. The assessments should authentically measure student learning and may include performance-based tasks, paper-and-pencil tasks, or personal communication. 

 

Prompt:

 

Part 1:Make your assessments Pre/Post Assessments

The teacher will create a Pre-assessment and a Post-Assessment for your 5-day unit and include the actual assessments and the answer keys/scoring guide/rubric in this section. Assessments that students completed will be placed in the appendices. In order to generate usable data, the candidate MUST have the Pre- and Post-assessments aligned; therefore, the closer these two documents are to each other and are scored using the same criteria, the more reliable and consistent their actual data will be. The assessments will need to be carefully constructed to be sure the questions and activities will yield valid data and; thus, are actually measuring the intent of the teacher’s learning goal. For each question on the pre- and post-assessments, the teacher should indicate which learning goal they are measuring. The teacher needs to clearly explain how they will evaluate or score pre- and post-assessments, including criteria they will use to determine if the students’ performance meets the learning goals. Include copies of assessments, prompts, and/or student directions and criteria for judging student performance (e.g., scoring rubrics, observation checklist, rating scales, item weights, test blueprint, answer key). The teacher will turn in your answer key/rubric etc. with the assessments. 

 

More about Pre-Assessment: This is the initial assessment tool that the teacher will employ to gather student data before the teacher begins instruction. This is important because it provides the teacher with an indication of the students’ prior knowledge and baseline data that the teacher can use to modify their instruction. The teacher will administer this assessment several days prior to actually teaching their unit to allow time for the teacher to reflect and revise the instruction. 

 

More about Post-Assessment: This is the teacher’s final assessment tool or summative assessment and should be directly linked to their pre-assessment instrument. The closer that these two instruments match and are scored using the same criteria, the easier it is to compare the data and demonstrate that the instruction has, in fact, impacted student learning. Each item should correspond directly to the same Learning Goals that were addressed on your pre-assessment instrument 

 

Formative Assessments: Create formative assessment measures that will provide information about student progress towards the learning goals. It is important for the teacher to plan assessments that use multiple and varied methods or modes for assessing students such as performance assessments, projects, labs, etc. that tap into different Bloom levels of learning. The teacher will likely make adjustments to their formative assessment plan as they design their instruction; however, the teacher should develop some initial general formative assessments for this section. More about Formative Assessments: These consist of a range of assessments that the teacher can use on a regular basis during the daily lessons to make certain that they are gathering data on their students’ understanding of the material.  These may be formal assessments like quizzes and tests or informal such as checklists, peer assessments, self-assessments, project rubrics, and exit slips.  Their purpose is to provide the teacher with additional information so that the teacher can modify instruction if necessary and to provide data that they can use in their Analysis of Student Learning section and their Reflection and Self Evaluation section as well.   Also, the teacher needs to be sure to keep copies of all assessments completed by their students. They will be asked to include these artifacts in the Appendices section. 

 

Part 2: Provide an overview of the assessment plan 

The purpose of this overview is to depict the alignment between learning goals and assessments and to show adaptations to meet the student needs previously discussed in the contextual factors. 

 

The teacher must make a chart that illustrates how each learning goal is aligned with a part of their PreAssessment Instrument, Formative Assessments, and Post Assessment Instrument. The teacher’s overview should illustrate the direct link between their assessment questions/activities and their learning goals. The chart should include a column that explains how the teacher will differentiate or adapt their assessments for any students who need accommodations and should link back to the contextual factors. The accommodations should vary depending on the assessment task. 

 

Part 3: Narrative 

This narrative consists of an explanation that the teacher will have to present in a class of how they constructed the Pre/Post assessments and how they correlate with each of their Learning Goals. For example, discuss why they chose the questions or activities they included. This will be followed by a discussion of their key formative assessments and a brief discussion of why they selected them and how they will use them during their sequence of lessons. The teacher should specifically discuss the capacity of their assessments to provide data about their students’ progress towards the learning goals. It would also be appropriate for the candidate to explain the instructional changes they needed to make. Suggested Length: 3-5 pages (not including the assessment and scoring guides)

  

Performance Assessment: 

Part 1: Make your assessments  

  • Pre-assessment with learning goals indicated for each question or activity  
  • Scoring guide  
  • Post-Assessment with learning goals indicated for each question or activity  
  • Scoring guide  
  • Formative Assessment Activities for each learning goal 

 

Part 2: Overview of the assessment plan 

  •  Chart with: 
    • Learning goal 
    • Assessment (pre, post, formative) 
    • Questions/Activities specified for assessment 
    • Accommodations 

 

Part 3: Narrative  

  • Present an explanation of how Pre/Post assessments are constructed and how they correlate on each Learning Goal.

  

The teacher will be graded by a field supervisor using a rubric covering the expectations. 

 

Must score 3-4 to pass.

Course 8

All assignments must be saved as a WORD document with the Training Title and must be uploaded to your Drive on your webpage.

Grading Systems, Marking and Reporting

For this training, you will need to purchase/check out this book:

Methods for Effective Teaching: Meeting the Needs of All Students, Loose-Leaf Version (7th Edition)

 

Read Chapter 12 to answer the following :

·         Describe the purposes of grading.

·         Compare the features and strengths of the various types of grading systems.

·         Apply the steps necessary to assign grades.

·         Identify nonachievement outcomes and determine how they can be measured and reported.

·         Describe the information that needs to be recorded in a gradebook and determine how it can be formatted in an efficient manner.

·         Process student grades and record them in report cards and cumulative record files.

Chapter Activity:
 
Answer the following reflection questions:
  1. What are the benefits of discussing your assessment system with your students and informing them of the types of assessments and their value in determining a report card grade?

  2. How does awarding extra-credit points confound the meaning of a student’s summative grade on a report card?

  3. What benefits might letter grades offer over a pass–fail grading system?

  4. What are some of the challenges teachers face when setting up a system for determining a composite score?

  5. For the grade level and/or subject area that you intend to teach, what type of nonachievement outcomes (e.g., conduct, effort, citizenship) would be appropriate to report? How would you measure these outcomes and report them?

Incorporating Technology Performance Assessment

Tasks:

List the different ways you integrate technology into your classroom and

show the positive impact it has had on your student’s learning. You will

need to put together a set of pictures during your class of your students’

time with technology (including schedules) and how they are benefiting from technology use. You must present to your students a lesson that you feel would be most beneficial with the use of technology. You can demonstrate the advantages and disadvantages of the use and nonuse of technology with a pre and posttest to compare and contrast what is more effective and explain why it is effective. Not all of your lessons will be with technology, but explain why certain portions of your lesson your students would benefit from using technology.

 

Performance Assessment:

Present your findings as your own research. Explain:

1) How do you use technology in your classroom

2) How technology helped you attract your student’s attention to the learning objective you set. (present your research) you obtained when you did not use technology and when you did use technology and the outcomes, was it positive?

3) Where did you obtain your resources from?

4) What do you recommend your peers to use for technology integration in your content/grade level that has turned out to be effective?

5) Was your initial selection of technology the same one you currently use?

 

A field supervisor will assess your performance using a rubric with the

following expectations.

 

Must Score a 3 or 4 to pass.

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