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 Component CCSS/1998 Teaching Strategies found throughout Assessment Strategies

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

Content of Social Studies
(list and give brief description of
each content area S/A 1-4,) Stick
to the BIG ideas of the content
areas. Use the 10 National
Content Strands to help organize
your content.
1. Culture: Students learn how
culture is defined, what various
cultures encompass, and how
cultures change over time. Culture
RH 6-8.2: Determine the central
ideas or information of a primary
or secondary source; provide an
accurate summary of the source
distinct from prior knowledge or
opinions.
RH 6-8.7: Integrate visual
information (e.g., in charts, graphs,
photographs, videos or maps) with
other information in print and
digital texts.
Teach this content through interactive read a
louds and discussions across content domains.
50 Social Studies Strategies (page 97): Folk
Culture. Students experience various cultures folk
art by examining artifacts, learning about the
history and culture that made the artifacts, practice
making their own version of the artifact, and
explain the significance of what they learned about
the piece.
50 Social Studies Strategies (page 214): Time
Give a few general assessment
strategies for SS content
Assessment for Folk Art: Simple
Rubric to assess students
understanding of the role folk art
plays in ones culture. Also, how a
cultures particularities influence
their folk art (i.e., location, weather,
food, religion.)
Assessment for Time Line: A
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can be incorporated through
various content areas across the
curriculum to provide students
with a broader understanding of
culture.
2. Time, Continuity, and Change:
Students learn about societies,
peoples, and nations across time to
understand the adaptations that
occur. Students improve their
understanding of sequencing by
putting events in order and relevant
time. They begin to understand
similarities and differences that
exist between themselves, their
society and culture and those that
came before them.
3. People, Places, and
Environments: Students learn
about the geography and physical
peculiarities of particular places
and how they affect those that
inhabit these lands. Students learn
how populations affect an
environment and how the
environment affects the population
of the area. Students will improve
their ability to analyze and utilize
abstract ideas to determine how
human behavior is related to its
physical and cultural environment.
4. Individual Development and
Identity: Students will be taught
how to understand their social
norms and personal identity in
relationship to their culture,
society, and world. Students will
further their understanding of
themselves and others in relation to
their communities, beliefs, and
ideals.
Line.
Students create a time line, using mixed media, and
a standardized increment. Students will identify
important events that occurred and place them in
the corresponding place along the time line.
Students will analyze, critically think, and select
the significant events to place on the time line
being developed to improve their sequencing
ability.
50 Social Studies Strategies (page 107):
Genealogies.
Students analyze generations and their place in
history based on when and where they lived.
Students can analyze their own families or famous
families through researching their genealogy.
50 Social Studies Strategies (page 183): Oral
Histories.
After teaching the role of culture and micro culture
on shaping ones personal development, students
will interview family members (specifically those
they live with) to gain better understanding of their
micro culture.
simple rubric will determine if the
students completed a time line with
the appropriate increments, events,
and corresponding dates. Students
will also be evaluated on their
understanding of the period based on
which significant events they
selected.
Assessment for Genealogies:
Through class discussion and
activities students will display their
understand the way genealogy
progresses through time (i.e., from
themselves to their great-great
grandparents). Students will be able
to demonstrate their understanding of
different qualities of various
generations.
Assessment for Oral Histories:
Students will write an essay on their
interviews describing the
information they learned and how it
has shaped their microculture. A
rubric will determine their
understanding of the role of micro
culture on personal development and
their writing quality.
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SDAIE Strategies for EL
Instruction
Tompkins: Teachers must scaffold
learning for EL students to
accommodate their instruction and
to engage them in the lesson. EL
students learning needs to be
differentiated by modifying their
instruction to enable them to learn
and progress in the curriculum.
ELs should be encouraged to share
their unique perspective when
reading a book. EL students must
be encouraged to talk to improve
their understanding of English by
practicing using the language while
sharing ideas and questioning. EL
students must have explicit
vocabulary instruction to improve
their ability to speak, read, and
write in English.
Higher Levels of Critical
Thinking Blooms Taxonomy
(from WWW download 3-5
articles)
L6.3 Use Knowledge of language
and its conventions when writing,
speaking, reading, or listening.
L 6.6 Acquire and use accurately
grade-appropriate general
academic and domain-specific
words and phrases; gather
vocabulary knowledge when
considering a word or phrase
important to comprehension or
expression.
WHST 6-8.5 With some guidance
and support from peers and adults,
develop and strength writing as
needed by planning, revising,
editing, rewriting, or trying a new
approach, focusing on how well
purpose and audience have been
addressed.
RH 6-8.4 Determine the meaning
of words and phrases as they are
used in a text, including
vocabulary specific to domains
related to history/social studies.
Social Studies Standard 6.2.1
Locate and describe the major
river system and discuss the
physical settings that supported
permanent settlement and early
Wright: Repeated Reading (page 19) EL student
repeatedly reads a passage, receiving help with
errors. This strategy will assist the student will
fluency because it allows the student to gather a lot
of practice and build confidence.
Wright: Main-Idea Maps (page 33) EL student
completes or helps complete a graphic organizer to
determine the main idea in a passage and the
supporting details. The EL students will benefit
from this strategy because it will teach them to
identify the main idea, both explicit and implied,
and facts that support the main idea which will
improve their fluency and reading comprehension.
Wright: Prior Knowledge: Activating the
Known (page 40) Teacher asks prompting
questions to assist the students with activating their
prior knowledge which will improve their ability to
comprehend the passage. Students, with teacher
guidance, preview the main ideas of the passage,
articulate prior knowledge, and make predictions
about what they are going to read. EL students
have unique prior knowledge that can be activated
and shared to improve their comprehension and
broaden peers understanding of the passage.
Comprehension: Graphic Organizer (cluster
graph), Tompkins (page 92): As students are
reading the textbook, they will complete a cluster
graph to identify the main ideas being reviewed.
They will be using an illustration to summarize the
Assessment for Repeated Readings:
Anecdotal teacher notes will be
utilized to monitor for compliance
and interest level in Repeated
Readings strategy. Student will also
be assessed with fluency assessments
utilizing running records to
determine if their reading fluency is
improving.
Assessment for Main-Idea Maps:
Informal assessment by making
teacher notes in the students
portfolio when the student is
participating in Main-Idea maps in
whole or small group. When the
student is creating their own main-
idea map, a simple rubric can be
created to analyze their ability to
locate and write the main idea and
supporting facts.
Assessment of Prior Knowledge:
This activity is generally completed
as whole group or small group
therefor, anecdotal notes of the EL
students involvement in the activity
will be documented in the students
portfolio. The notes will be analyzed
to determine improvement in
understanding the activity and
verbalizing their thoughts, ideas,
feelings, and questions.
Graphic Organizer: Evaluate their
completion of the graphic organizer
by creating a rubric that identifies
what should be in the form. Scores
should be kept in their
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 civilization. data tom improve their comprehension of the text.
Reading Standards for Information Synthesis and Evaluative: Museum Exhibits, 50
6.7: Integrate information S.S.S. (page 167): Students create a museum
presented in different media or exhibit by taking information they have learned,
formats (e.g. visually, synthesizing and evaluating the concept being
quantitatively) as well as in words reviewed. Students construct a museum piece by
to develop a coherent synthesizing information they have learned in the
understanding of a topic or issue. course which will enhance their understanding as
they make evaluations of what to put in their
exhibit.
Analysis: Virtual Field Trip 50 S.S.S. (page 234):
Students go on a virtual field trip from a field trip
website. They are able to go to a place, virtually,
that would be impossible to go to in-person (such
as the Nile River Fertile Valley.) The students will
be able to examine an area and information
obtained during the virtual fiend trip. They will be
conducting research to gather additional
information to expand their understanding of the
concept being taught in class.
Assessment Types/Define Formal Assessment:
Formal Problem-solving tasks, multiple choice tests, short
Assessments that are used to answer tests, and oral assessments are all examples
determine proficiency of the of formal assessment because the teacher can
student in regards to the standard determine the students proficiency in the standard
being taught. based on the score they receive on these types of
Informal assessments.
Teacher monitors students
throughout lessons and activities to Informal:
determine their understanding and Examples of informal assessment are: classroom
adjust lesson planning. observations, anecdotal notes, conferences, and
Rubrics checklists. Teachers observe and monitor students
A scoring guide to reliably and throughout the day, in various settings and task, to
consistently measure students determine their progress in the concepts and
achievement on a particular task standards being taught.
according to standards. Rubrics:
Authentic
Evaluation that measures how a
student utilizes the 6 language arts
classwork/homework file.
Museum Exhibits: A rubric will
determine if the student competently
constructed a museum piece that
synthesizes and evaluates the content
information that was taught during
the course. Scores will be kept in
teacher grade book s part of the end
of the unit evaluations.
Virtual Field Trip: A rubric can be
developed to evaluate their ability to
research the topic by examining a
writing, drawing, and/or
presentation. Scores recorded in the
teacher grade book as
classwork/homework scores.
When do you use this type of
assessment?
Formal Assessment:
Use this assessment to determine
students proficiency in the Common
Core Standard being taught.
Informal:
Use this assessment to continually
monitor students involvement in the
tasks and learning to adjust lessons
to meet the needs of the students.
Rubrics:
Rubrics can be created to assess
learning achieved in most lessons. A
teacher develops a rubric based on
the assignment to determine if the
students met the learning objectives
of the lesson.
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in meaningful and genuine
activities/projects. They are Authentic:
authentic when they come from Th measure if the student is
real verbal interactions between the listening, talking, and viewing well,
student and the teacher. things that are difficult to measure on
Portfolio a standard paper and pencil type test.
A collection of students work. Authentic assessments analyze
students application of skills in real
situations.

Portfolio:
Collection of student work can be
revised to determine their
improvement and their participation
in the assignments of the class.
A rubric can be created to determine students
achievement in standard based on predetermined
scoring guides.

Authentic:
Teachers monitor and assess students as they talk,
listen, read, write, view, and their student work.
Assessments determine students strengths, needs,
progress, and grades. Teachers authentically assess
students as they engage in conversations ad
interactions with the student.

Data Based Assessment
(Define)
Assessments designed to garner
data to enhance future learning of
students.
Portfolio:
Examples of students work and projects are kept
in a file to monitor and assess their participation
and progress in developing proficiency in the
standards being taught.
What types of data is typically used?
Where/how do teachers get useful data?
Teachers generally use pre-lesson assessments to
determine where students understanding of the
concepts is currently at, what is needed, and where
to guide the lesson to ensure adequate progress in
the standard being taught.
Throughout lessons, they utilize monitoring of
classroom discussion, classroom activities, and
How does data based assessment
drive instruction?
Instruction is based on data
assessments when they teacher takes
the information and adjust teaching
strategies to enable all students to
achieve acquisition of the standards.
Students who are not learning the
standards to a proficient manner, as
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6 Language Arts Name, Define,
and Provide one general teaching
and assessing strategies for each
language art strand.
Reading: Students will become
fluent readers, reading fiction and
non-fiction. They will comprehend
what they read, draw
conclusions/ideas to literature and
engage in research.
Writing: Students will utilize the
writing process, write in different
genres, complete reports, and
utilize technology.
Listening & Speaking: Students
will learn by listening and talking
through class discussion,
collaborations, and oral reports.
Language: Students will learn
academic vocabulary. They will
utilize proper grammar when
homework assignments to determine if the students
are acquiring the concepts being taught or if the
lessons need modification.
Post-concept acquisition assessments determine
how effective the lessons where at teaching the
concepts to a proficient level with the students.
Teachers acquire useful data for instruction from
standardized tests but classroom tests, assessment
monitoring, and interactions with students provides
far more beneficial data of the students current
level of knowledge acquisition. The teacher can
utilize standard textbook tests, standard
reading/writing/spelling tests to create running
records, rubrics, and tests they create on their own
to collect data to adjust teaching instruction
strategies to aid all students in successfully
learning the standards.
Reading: Introduce and teach students how to
utilize various texts from picture books to novels to
research papers which will expand their vocabulary
and academic growth.
Writing: Teach students standard English grammar
across various genres while applying the writing
process.
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 grammar.
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
based on the data assessments, may
need differentiated teaching. The
instruction can be altered, based on
this data, to assist these students
achieve success. Also, students who
are performing far above average on
the data assessments can have their
education enhanced through
enrichment opportunities.
Instruction alterations based on data
from assessments will improve the
learning of students because
adjustments are being made to meet
the needs of the students in that
class.
Reading: Running records on each
student will monitor their
progression in reading.
Writing: Prepare rubrics based on
the writing task and standards to
determine their ability to proficiently
complete the assignment.
Listening & Speaking: Teacher
keeps anecdotal notes of students
engagement in class discussion and
collaborations with peers to
determine their involvement in the
learning process.
Language: Teacher created
vocabulary tests and anecdotal notes
of students language use during
class and individual conversations.
Viewing: A rubric or checklist can
determine if students are generating
proficient information from viewing
an artifact.
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speaking and writing in different
contexts.
Viewing: Understanding materials
being viewed in relation to words
being spoken and/or information
being read.
Visually Representing: Students
present information through visual
representations with or without
connected written or verbal
information.
Spelling
English spelling only follows the
alphabetic principle about half the
time. In other words, the spelling
comes from the origin of the word.
Some words reflect their semantic
relationships (i.e, nation and
national.) Stages of spelling
Development:
1. Emergent Speller, 2. Letter
Name-Alphabetic Spelling
3.Witin-Word Spelling
4. Syllables and Affixes Spelling
5.Derivational Relations Spelling
representation with or without oral and/or written
description.
Spelling Strategies, Tompkins (page 334): As
children move through the stages of spelling
development, they learn to use different strategies
to spell words. Strategies are: 1. Sound it out
(segmenting the words into sounds to identify
sounds and letters); 2. Spell by Analogy (spell
words by analogy to familiar words); 3. Apply
Affixes (apply affixes to root words to spell the
word); 4. Proofread (proofread their writing to
identify spelling errors); 5. Check a Dictionary
(locate the spelling of a word in a dictionary).
Teachers should tell students to think it out
instead of sound it out therefor, students apply
different strategies, not just sound/letter
identification.
Components of the Spelling Program, Tompkins
(page 337):
Students daily reading and writing activities are the
best way to improve spelling. Use of Word Walls:
Word Wall #1: Students and teacher write words
found in texts/books they are reading on a large
paper posted in the room. Word Wall #2: Teacher
creates a word wall display of high frequency
words appropriate to the grade level. Minilessons:
Explicit instruction on spelling strategies and
concepts. Proofreading: Students learn to
proofread their writing to locate and correct
misspellings. Dictionaries: students learn to locate
Visual Representing: A checklist of
the content that the student should
incorporate in their visual
representation will provide an
assessment of students proficient
acquisition of the standard.
Teachers should analyze student
errors to identify which stage they
are in and provide instruction to
move them to the next stage.
Teachers must assess student spelling
in weekly tests but also across other
activities. Teachers should keep
anecdotal notes on students
participation in spelling related
activities. Teachers should also
monitor spelling across domains
were the student is writing
answers/sentences/ paragraphs.
Various samples of students work
should be kept to monitor their
progression. Teachers should
monitor and assess students
involvement in proofreading their
writing.
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Background Knowledge
Activating background knowledge
will improve a students ability to
comprehend a story or article on
the same topic. When students
existing knowledge is linked to
new information, their inferential
comprehension is improved.
spelling of unknown words. Word-Study Activities:
Teachers use a variety of word study activities to
differentiate instruction to assist students in their
spelling progression. Making Words: students move
letters to build words. Word Sorts: Students
compare and contrast spelling patterns. Weekly
Spelling Tests: Students learn a list of word and
take a weekly test.
Background knowledge is best activate through a Activating the Known- Students
series of questions and/or prompts from the are assessed by anecdotal notes from
teacher. the teacher as per their participation
in the activity.
Wright, Activating the Known (page 40): The
teacher asks students questions to assist them in KWL Chart- Students can be
activating their background knowledge about a assessed throughout anecdotal notes
specific topic. They make predictions based on made by the teacher, noting their
their background knowledge. Then, they read the participation in the activity. If the
article/story. KWL chart is done in small group or
individually, a simple rubric can be
50 Literary Strategies, KWL chart (page 60): With created to determine their
teacher guidance, students complete (whole group, participation and their competent
small group, individually) a chart writing K-what writing of their thoughts, ideas, and
they Know, W-what they Want to know, and after questions.
the lesson L-what they Learned. This will improve
their ability to activate their background
knowledge prior to content instruction to improve
their comprehension throughout the lesson.
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Content Area Reading/
Reading Comprehension
Reading is developed in stages
through academic growth.
Reading comprehension is an
interaction between the reader, the
material, background knowledge,
and personal reflection on the
material. Types of reading: Shared
reading, guided reading,
independent reading, buddy
reading, and reading aloud to
students. To develop reading
fluency must develop: word
identification skills, fluency,
vocabulary, and comprehension
skills. Capable reading are
strategic readers. They utilize
strategies for comprehension while
they are reading using: predicting,
visualizing, connecting,
questioning, summarizing, and
other strategies.
Visual Language:
Viewing and Visually
The CCSS address learning to
read, learning to read different
genres, and developing
comprehension strategies.
RI 1. Cite textual evidence to
support analysis of what the text
says explicitly as well as
inferences drawn from the text.
RI 2. Determine a central idea of a
text and how it is conveyed
through particular details; provide
a summary of the text distinct from
personal opinions or judgments.
RI 7. Integrate information
presented in different media or
Tompkins: Reading Workshop (Page 34):
Reading workshops promote reading of self-
selected material including stories, poems, fiction
and non-fiction books. Students select a book and
respond to the book in their reading log journals.
They focus on comprehension and applying
strategies to improve their comprehension. 3 Parts
to the workshop: 1. Reading and Responding
(independently read and complete a log entry) 2.
Sharing (whole class sharing of what they read) 3.
Teaching Minilessons (teacher spends about 15
minutes teaching reading lessons on workshop
procedures, literary concepts, and comprehension
strategies).
50 S. S. Strategies: Readers Theater (page 194):
Students a given a passage to perform. They read
and reread the passage alone, with a partner, or a
group (depending on the passage). There is usually
a narrator and several characters that the students
play in the theater. The students will perform
their reading selection for the others after they have
learned and practiced the dialogue. The repeated
reading of the passage improves their fluency and
their comprehension.
50 Literary Strategies: Strategies: Guided
Reading (page 48): Guided reading involves the
teacher with a small homogeneous group of
students reading the same book silently or whisper
reading. Through guided reading, students
improve their reading and comprehension abilities.
Teacher instruction involves: 1. Selecting a book at
students instructional level, 2. Introducing the
book, 3. Students read the book, 4. Students are
encouraged to respond to the book, 5. Complete a
minilesson on the book students have just read, and
6. Allow students to reread the book independently.
Tompkins: Viewing Images (page 166): Teaching
students how to view images: 1. Look at the image.
Reading Workshop: Anecdotal notes
are keep for students participation in
independent reading time. Journals
are informally monitored for
completion but are not assessed for
correct grammatical writing because
they are meant to be students
independent thoughts, ideas,
feelings, and questions.
Readers Theater Assessment: A
simple rubric is created to assess
students involvement in and
competent reading during the
practice and performance of the
readers theater.
Guided Reading Assessment:
Students are anecdotally assessed to
monitor their involvement in the
group reading. Based on formal and
informal assessments their reading
comprehension is assessed to
determine if their independent
reading level is progressing.
Viewing Images Assessment:
Teachers give students images to
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representing (T. Ch. 6)
Visual elements (color, symbols,
humor, fonts, and pictures) are
attached to texts with a purpose.
Teachers teach students how to
recognize and interpret visual
elements to aid in comprehension.
Colors have meaning: warm, cool,
and neutral. Lines in a text define
the objects, communicate ideas and
feelings. Thick lines tell the reader
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 representations.
Building Vocabulary T. Ch. 7
For students to learn new words,
they need to be exposed and used
them in a variety of contexts and
activities. Children who know
more words generally have a more
successful learning experience.
Childrens vocabulary is enhanced
in three ways: background
knowledge, more book experience,
formats (e.g., visually,
quantitatively) as well as in words
to develop a coherent
understanding of a topic or issue.
SL 5. Include multimedia
components (e.g., graphics,
images, music, sound) and visual
displays in presentations to clarify
information.
RI 6.4 Determine the meaning of
words and phrases as they are used
in a text, including figurative,
connotative, and technical
meanings.
L6.4 Determine or clarify the
meaning of unknown and multiple-
meaning words and phrases based
on grade 6 reading and content,
2. Analyze the image. 3. Interpret the image. 4.
Draw conclusions about the image.
Tompkins: Process Drama (page 179): Students
participate in an unscripted dramatic interpretation
of an event, story current event, or topic. Steps: 1.
Set the purpose (teacher clarifies the purpose for
the activity). 2. Create the dramatic context for the
activity and everyone assumes a role. 3. Students
dramatize the event by participating in the activity.
4. Teachers asks questions and encourages students
to ask questions about the dramatic context. 5.
Students engage in reflection in their journals
based on their involvement in the dramatization. 6.
Class engages in a discussion after the
dramatization event.
50 S.S. Strategies: Architecture and Landscape
Design Significance (page 57): Students learn how
geography and people interact to form a
community and culture. Students identify how
people alter the landscape to suit their needs.
Students also study how dwellings, both public and
private space, change as a community change and
the society evolves over time. Students work in
groups, comparing maps, pictures, and
informational texts about specific locations to
determine how they change over time. Students
complete a written activity and/or an oral project to
display what they have learned during the activity.
Homophone Book, Tompkins (page 196): Students
create a book, writing words on a page that are
homophones (sound alike, may or may not be
spelled alike) and drawing a picture for each
definition. This activity helps students
understanding that words can sound alike but be
spelled differently and have different meanings.
monitor students word learning
Multiple Meanings Poster, Tompkins (page 197):
Students make a poster with a word in the middle
interpret. A rubric is created to
assess students accurate
interpretation of the images.
Process Drama Assessment: A
simple rubric is created to determine
the students competent involvement
in the activity.
Architecture and Landscape Design
Significance Assessment: Teacher
monitors students during group work
to determine their interactions with
the activity and to offer guidance and
assistance. The project and/or oral
presentation is assessed by a rubric
that determines their proficient
understanding of how a particular
architecture and landscape have been
altered over time by human
interaction.
Teachers should continually assess
students vocabulary acquisition to
determine teaching modifications
(instruction-assessment cycle).
Students need to gain a vast
vocabulary to improve their ability to
be successful in school. They should
strategies and their development of
word appreciation because students
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and parents vocabulary level
(parents with higher vocabulary
levels=children with higher
vocabulary levels.) Vocabulary is
enhanced when etymology is
studied. Learning root words and
affixes, expands ones vocabulary.
choosing flexibly from a range of
strategies.
L6.6 Acquire and use accurately
grade-appropriate general
academic and domain-specific
words and phrases; gather
vocabulary knowledge when
considering a word or phrase
important to comprehension or
expression.
around the word they draw and write different will carry these concepts with them,
meanings for the main word. This helps students continuing to build vocabulary
understand that one word can have various knowledge.
meanings.
Instruction-Assessment Cycle:
Word Learning, Tompkins (page 203): Students (Tompkins, page 213):
learn vocabulary by applying these steps: 1. 1. Planning
Reread the sentence with the unfamiliar word. 2. 2. Monitoring
Use context clues to try to figure out the words 3. Evaluating
meaning. 3. Analyze the word parts to determine 4. Reflecting
the meaning of the word. 4. Pronounce the word to
see if the student recognizes it when they hear it. 5.
Check a dictionary or ask the teacher what the
word means.

Word-Learning Strategies, Tompkins (page 212):

Students, including EL students, learn these
strategies and apply them to new words they
encounter to decipher their meaning: context clues,
morphology, multiple meanings, dictionaries, and
cognates.

Handwriting Tompkins: (page 346) Direct instruction. Teach
Goal of proficient handwriting is letter formation, size & proportion, spacing, slant,
legibility (handwriting can be alignment, and line quality in minilessons and with
easily and quickly read) and lots of practice.
fluency (student can write (page 349) Adjustments for Left-handed writers:
effortlessly and quickly). Students Teach students to hold their pencil with more room
use two forms of handwriting: at the bottom then right handers. They should tilt
manuscript (printing) or cursive. their paper to the right. The should write their
letters upright or tilted backward.
Anecdotal notes on handwriting
improvement to adjust and
differentiate instruction so those who
need extra practice receive it and
improve their handwriting.
Rubric concepts that address
handwriting along with other writing
requirements to improve students
ability to write legibly and fluently.

50 Strategies: Pen Pals (page 189): Students write

letters to pen pals to improve their literacy,
communication skills, and cultural awareness while
working on their handwriting. Students must write
legible, fluent, logical letters to their pen pals to
effectively communicate their, thoughts, ideas, and
questions.

RTI- 40 Strategies: Quickwrites (page 99):

11

Grammar
Grammar is the syntax and how
words are used. Grammar is word
and sentence formation. Grammar
instruction focuses on: parts of
speech, parts & types of sentences,
capitalization, punctuation, and
usage.
L6.1 Demonstrate command of the
conventions of standard English
grammar and usage when writing
or speaking. a. Ensure that
pronouns are in the proper case
(subjective, objective, possessive).
b. Use all pronouns, including
intensive pronouns (e.g., myself,
ourselves) correctly. CA c.
Recognize and correct
inappropriate shifts in pronoun
number and person.* d. Recognize
and correct vague pronouns (i.e.,
ones with unclear or ambiguous
antecedents).* e. Recognize
variations from standard English in
their own and others writing and
speaking, and identify and use
strategies to improve expression in
conventional language.*
Students are given a topic or question to respond
to. They spend about 5-10 minutes writing their
thoughts, feelings, ideas without stopping. The
goal of quickwrites is to generate ideas and fluent
writing.
Tompkins: (page 325) Teaching Grammar Through Rubrics address students use of
Reading: Students learn structure of language by grammar in their writing and
reading complex sentences. Students can read speaking. Anecdotal notes on
more sophisticated grammar then they could students involvement in reading
verbally express or write. They improve their activities that will improve their
ability to use proper grammar by the exposure to grammar.
different sentences and word choice they encounter
while reading.
50 Strategies: (page 146) Historical Fiction:
Students read historical fiction to improve their use
of grammar through exposure to text. Students
reading quality historical fiction will enable them
to practice reading various types of sentences.
RTI- 40 Strategies: (page) Double Entry Journals:
Students write about books they have read by free
writing their thoughts, ideas, and questions or they
respond to a teacher directed question on the
passage they are reading. Students get to practice
writing in the journal improving their
understanding of grammar. They also get to read
the teachers journal entry that is written in
response to their entry providing a model of
various grammar and usage.

Listening (3 types)
Discriminative Listening:
Ability to hear different sounds.
(phoneme identification, rhyming,
alliteration, onomatopoeia, tongue
twisters)
Aesthetic Listening:
Listening for pleasure of
achievement. (stories, poems,
RL 6.7 Compare and contrast the
experience of reading a story,
drama, or poem to listening to or
viewing an audio, video, or live
version of the text, including
contrasting what they see and
hear when reading the text to
what they perceive when they
listen or watch.
SL 6.3. Delineate a speakers
Tompkins: Interactive Read-Alouds (page 95):
Teacher selects a book, reads it to the students
asking question to improve students understanding,
vocabulary, and ability to predict.
50 S.S. Strategies: Guest Speakers (page 116):
Teacher recruits guest speakers from the
community to come into the classroom and give an
eyewitness account of a unit of study. The students
have studied the content area before the guest
Read-Aloud Assessment: Teacher
monitors students and writes
anecdotal notes that describe
students interaction with the activity.
Guest Speaker Assessment: Students
are monitored and anecdotal notes
are recorded on their participation in
listening to the guest speaker and
asking relevant questions. A student
12
watching plays or readers theater,
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
Small Group: Engaging in a small
group discussion with classroom
peers. Biggest benefit: improving
higher lever thinking.
Discussions: Students engage in
student-led and teacher-led
discussions that support learning
and improve problem solving
ability.
Oral Reports: Students create and
then give reports on concepts they
have studied.
Interviews: Students develop the
ability to ask questions to gain
information.
Debates: Students pick a side and
improve their persuasive skills by
arguing for their ideas/beliefs.
argument and specific claims,
distinguishing claims that are
supported by reasons and evidence
from claims that are not.
SL 6.1. Engage effectively in a
range of collaborative discussions
(one-on-one, in groups, and
teacher-led) with diverse partners
on grade 6 topics, texts, and issues,
building on others ideas and
expressing their own clearly.
Sl 6.4. Present claims and findings
(e.g., argument, narrative,
informative, response to literature
presentations), sequencing ideas
logically and using pertinent
descriptions, facts, and details and
nonverbal elements to accentuate
main ideas or themes; use
appropriate eye contact, adequate
volume, and clear pronunciation
SL 6.6. Adapt speech to a variety
of contexts and tasks,
demonstrating command of formal
English when indicated or
appropriate.
speaker talks to them so they have sufficient
background knowledge and can create informative
questions.
50 Literary Strategies: Book Talks (page 15):
Teacher selects a book, gives students an overview
of the book, shows the cover, and reads a passage
out of the book. The book is then made available
to the students for independent reading.
Tompkins: Hot Seat (page 105): After learning
about a character in a story or biography, student
pretends they are that character. They may dress
like the character. They sit in a designated spot and
peers as them questions as if they were the
character.
50 Strategies: Oral Histories (page 183): Students
research an era/topic. They prepare questions,
based on their research, for an individual connected
to the era/topic. They listen and record the answers
they receive during the discussion. After the
interviews, students prepare a report to present to
the class on what they learned during the research
and interview process.
50 Literary Strategies: Anticipation Guides (page
7): Students listen to the teacher discuss a topic
before reading a selection. Students engage in a
discussion/debate listening to others opinions about
various statements to decide if they agree or
disagree with the statement. Students background
knowledge is activated before they participate in
the reading. Students complete a chart, marking
each statement with agree/disagree before reading
the selection and then again after reading the
selection to determine if their opinion changed.
report can be a requirement after the
oral report to determine students
understanding of the information
given from the guest speaker. A
rubric would evaluate the student
report of the guest speaker.
Assessment of Book Talks: Teacher
monitors and makes anecdotal notes
about students involvement in
listening to the presentation of the
book.
Hot Seat Assessment: Teacher
creates a rubric that determines
students competent understanding of
the character they are portraying.
Oral Histories Assessment:
Anecdotal notes taken throughout the
process to identify students
participation in the various tasks.
Rubric created by the teacher to
assess students research, interview
process, and final report.
Assessment of Anticipation Guides:
Teacher monitors and makes
anecdotal notes about students
involvement in the discussion/debate
about the list of statements given to
them to review. Teacher should
check guide to ensure students
marked agree/disagree for each
statement.
13
Teaching advanced learners
Depth and Complexity (All
texts)
Those students who are not
challenged by grade level
curriculum need their education to
be expanded in depth and
complexity to encourage their
academic growth. This can be
accomplished in a variety of ways
including: giving the student
choices (i.e., they can select their
own books); small group work
where they complete projects and
reports; centers where students can
further explore topics that interest
them; and give students the
opportunity to create projects so
they can express their learning in
authentic ways.
Social Studies Skills:
Map Skills
Map skills allow students to
understand places in relation to
other places and geographic
features. Maps can help students
understand migration, geographic
features, and various
historical/current issues.
RI 6.10. By the end of the year,
read and comprehend literary
nonfiction in the grades 68 text
complexity band proficiently, with
scaffolding as needed at the high
end of the range.
R.L. 6.10. By the end of the year,
read and comprehend literature,
including stories, dramas, and
poems, in the grades 68 text
complexity band proficiently, with
scaffolding as needed at the high
end of the range
S.L. 6.1. Engage effectively in a
range of collaborative discussions
(one-on-one, in groups, and
teacher-led) with diverse partners
on grade 6 topics, texts, and issues,
building on others ideas and
expressing their own clearly.
RI 7. Integrate information
presented in different media or
formats (e.g., visually,
quantitatively) as well as in words
to develop a coherent
understanding of a topic or issue.
RST 6-8.4. Determine the meaning
of symbols, key terms, and other
domain-specific words and phrases
Tompkins: Small-Group Conversations (page 99):
Students in small groups discuss what they are
reading/learning, talk about their writing, organize
information, and work on projects. When students
are placed in a homogenous advanced learner
group, the teacher gives them a specific purpose for
the small group discussion, poses questions for the
students to review, and gives them the learning
strategies they are to apply during the group work.
50 S.S. Strategies: Discovery Learning (page 29):
After an initial introduction about a subject, person,
event, or time-period, students are able to pose
their own questions and investigate the problem on
their own or in small groups. Students engage in
discovery learning by finding answers to their
questions through their research and analysis.
50 Literary Strategies: Sketch-to-Stretch (page
126): Students make a visual representation of the
story they have read to expand their comprehension
of the story, characters, theme or any other
element. Students collaborate to create a drawing
or diagram to make a representation of what the
story means to them. Student deepen their
understanding of the story as they work on
completing a visual representation of the story
concepts.
50 S.S. Strategies: Community Maps (page 71):
Students create a map of their community marking
the important geographical and physical features.
Students understanding of maps is reinforced as
they create a map, utilizing a compass rose, scale,
and legend, along with the roads, buildings, rivers,
houses, etc.that are part of their community.
Students then present the maps they created to the
class describing the map and their thoughts and
ideas about the arrangement of their community.
Assessment of Small-Group
Discussion: Teacher monitors group
work, making anecdotal notes and
offering guidance when needed. The
final report or project would be
assessed using a teacher created
rubric.
Assessment of Discovery Learning:
Anecdotal notes and monitoring of
students involvement in the
researching their questions. A
teacher created rubric will determine
students understanding of the
concept that was being taught
through discovery learning.
Assessment of Sketch-to-Stretch: A
rubric will determine students
competent display of the story
concepts in a visual representation.
Community Maps Assessment:
Monitor students involvement in the
community map making task to
ensure their understanding and
involvement in the assignment. A
rubric will evaluate the final
production to determine its
compliance with adequately
representing their community and
correctly displaying map features.
14
Understanding map features such
as compass rose, map key, and
scale will allow students to fully
utilize maps as a resource.
History/Timeline
Timelines assist students in
understanding the chronology of
history. Timelines assist students
in understanding continuity,
change, and cause & effect. To
complete a timeline, students must
understand the important points of
the history period being studied.
Political Cartoons/
(Nonwritten Information)
An illustration or comic strip that
depicts a political or social issue.
Political cartoons allow students to
express their ideas in a creative
manner without the demands of
writing with proper grammatical
structure.
History-social Science teaching
strategies required in TPE 1A
Simulations
as they are used in a specific
scientific or technical context
relevant to the grades 6-8 texts and
topics.
RH 6-8.3. Identify key steps in a
texts description of a process
related to history/social studies.
50 S.S. Strategies: Time Lines (page 214):
Students construct a time line designating
chronology. It is a form of graphic organizer that
displays what is historically significant for the
period being reviewed. Students can use words,
images, symbols, etc on their time line.
50 Literary Strategies: Gallery Walks (page 40):
Students create political cartoons. The class views
one anothers creations while walking around the
classroom where they are on display. Students
write positive comments about other students
creations.
Mock Trials (50 S.S. Studies Page 159): Students
participate in a mock trial to learn about the
judiciary system, historical cases,
Time Line Assessment: A rubric will
determine the accurate visual
depictions on the time line.
Gallery Walks Assessment: A rubric
will determine if the students exhibit
is on point for the subject/content
being reviewed. It will assess if the
exhibit is a proficient representation
of the content.
Mock Trial Assessment: Anecdotal
notes are kept by monitoring
students involvement in learning
15
Students engage in a task that such individual/state/federal rights, court proceedings, about the case and preparing for the
as Mock Trials, Virtual Tours, and the rule of law. Students prepare and mock trial. A rubric is created to
Historical Reenactments to engage participate in a court case, simulating an actual or determine students final
in learning in a simulated fictitious case. participation in the mock trial,
environment that mirrors a real- Folk Culture (50 S.S. Strategies page 97) Students accurately portraying the court
world experience. learn the traditions, values, and beliefs of a culture personal and understanding the
Case Studies by being exposed to their myths, ideas, poetry, process and content being reviewed
Students study a general narrative music, games, clothing, etc. Pictures, images, through the case.
description of an event from artifacts can be shown to the students to improve
multiple perspectives. It can be an their understanding of a culture. Students then Folk Culture Assessment: The folk
actual legal case or a situation. create their own fold culture based on the culture that a student created is
Students can analyze the event information they have learned. assessed based on the content being
from various perspectives and taught, not on their artistic ability. A
problem solve the situation Sketch-to-Stretch (50 Literary Strategies page rubric will determine if they met the
Cultural Artifacts 126): Students create a visual representation to qualification for proficient content
Custom Boxes and Folk Culture express their understanding of a story beyond the learning.
Strategies teach students about literal comprehensions. They take a story, its plot,
cultures individuality. or characters and think symbolically about what it Sketch-to-stretch Assessment: A
Works of Art means to them. simple rubric will assess if students
Gallery Walks, Museum Exhibits, take the information and draw a
Open-Minded Portraits, Sketch-to- reasonable analysis of what it means,
Stretch, Graphic Novels are all applying this to their own thoughts,
ways are can be used to improve ideas, experiences, or feelings.
reading and comprehension.
Literature
Students can write and read
various forms of literature:
informative, narrative, persuasive,
and poetry. Students who find
genres they enjoy reading and/or
writing will be more inclined to
engage in the task.
Cooperative Projects
Historical Reenactments, Home
Living Centers, Learning Centers,
Mock Trials, Readers Theater are
all examples of Strategies that
students complete as a cooperative
project.
Student
Inquiry/Research
16
Students research a subject that
they select or are assigned. They
expand their understanding of the
concept though inquiry learning in
books, interviews, internet
research. They complete and
present a report to the class to
expand all students learning.
Writing Processes
The focus of teaching writing is to
improve students ability to
compose fluently what they think.
Students are taught the stages of
the writing process. Students are
taught word knowledge which
improves their vocabulary and in
turn their ability to write
comprehensively. Students learn
to write different genres:
informational, narrative,
persuasive, and poetry. Students
are taught grammar, spelling, and
handwriting skills to improve their
writing process.
W 6.1 Write arguments to
support claims with clear
reasons and relevant evidence.
W 6.2 Write
informative/explanatory texts to
examine a topic and convey
ideas, concepts, and information
through the selection,
organization, and analysis of
relevant content.
W 6.3 Write narratives to
develop real or imagined
experiences or events using
effective technique, relevant
descriptive details, and well-
structured event sequences.
W 6.4 Produce clear and
coherent writing in which the
development, organization, and
style are appropriate to task,
purpose, and audience
W6.5 With some guidance and
support from peers and adults,
develop and strengthen writing
as needed by planning, revising,
editing, rewriting, or trying a
new approach.
W 6.6 Use technology,
including the Internet, to
produce and publish writing as
well as to interact and
collaborate with others;
demonstrate sufficient
command of keyboarding skills
to type a minimum of three
pages in a single sitting
Tompkins: Writing Workshop & Minilessons (page
370 & 328): To facilitate writing workshops,
teachers gather supplies, arrange the classroom,
prepare students for writing workshop, and select
minilessons to address writing needs. An effective
writing workshop will have the following elements
to improve students writing: 1. Review the writing
process with students. 2. Identify and have students
apply a specific standard. 3. Teach the students the
workshop procedures. 4. Based on assessment of
students writing, teach minilessons that will aid
students to improve writing. 5. Decide on a daily
schedule to organize the writing workshop. 6.
Conference with students as they work. 7.
Students share their work with others.
50 Strategies: Oral Histories (page 183): Students
make a digital recording of oral histories from
members of their community. Students then take
the oral histories and organize them by writing,
editing, and rewriting the histories. Students must
conduct research, develop questions, and complete
interviews. These processes improve reading and
writing competency.
50 Literary Strategies: Learning Logs (page 67):
Students keep a journal/notebook of their learning.
They write questions, summaries, and reflections
based on the lesson. They complete drawings and
make charts in the logs. Students improve their
learning and understanding as they write their
thought, ideas, conclusions, and questions in their
learning logs. They continue to build their learning
logs as their learning progresses and they can refer
Anecdotal notes are recorded to
monitor student involvement in
workshops. Different standards that
are being addressed in the various
workshops will have corresponding
rubrics to assess students final
writing draft.
Assessment throughout oral histories
is needed to monitor student
involvement in the activity and
comprehensive completion of the
various tasks. Rubrics and anecdotal
notes can assess the stages to ensure
students are conducting adequate
research, creating questions,
completing interviews, and writing
the final version of the oral history
project. A final rubric can assess
their work of writing the oral history
report.
Teachers monitor learning logs to
ensure students are completing the
task and to check for understanding
of concepts being taught. If students
are not understanding a topic, as
discovered by learning log
monitoring, instruction can be
clarified to improve comprehension.
17

Writing Program observed in
school (ex. Step up to Writing)
Teacher uses Step Up to Writing,
New Wonders, and RUSD Writing
guides to teach writing. Based on
the assignment, she will determine
which teaching program has the
best strategies to teach that
particular unit. She uses New
Wonders for differentiation most
frequently because she finds that it
provides students with the greatest
flexibility, quality, and quantity of
scaffolding.
W 6.7 Conduct short research
projects to answer a question,
drawing on several sources and
refocusing the inquiry when
appropriate.
W6.8 Gather relevant
information from multiple print
and digital sources; assess the
credibility of each source; and
quote or paraphrase the data and
conclusions of others while
avoiding plagiarism and
providing basic bibliographic
information for sources.
W6.9 Draw evidence from
literary or informational texts to
support analysis, reflection, and
research.
W6.10 Write routinely over
extended time frames (time for
research, reflection, and
revision) and shorter time
frames (a single sitting or a day
or two) for a range of
discipline-specific tasks,
purposes, and audiences.
to them when needed.
Tompkins: Explicit & Direct Teaching of the Rubrics are devised to check that
Writing Process (page 130): Explicitly and writing is meeting the common core
directly teach the writing process to the students. standards.
The writing process involves 5 stages: 1.
Prewriting, 2. Drafting, 3. Revising, 4. Editing, and Anecdotal notes in students file to
5. Publishing. Students are taught the components document their participation in
of each of these stages, given ample opportunity to activities.
practice the stages to learn to write competently.
Student portfolio: writing samples
50 Social Studies: Newspaper Making (page 178): are added to students portfolios to
Students create and publish a classroom newspaper. document their growth over time.
They write the stories that are printed in the
newspaper which gives them experience with
various aspects of writing such as writing to an
audience, researching stories, writing accurate
facts, and editing.
50 Literary Strategies: Authors Chair (page 10):
Students sit in a special chair to share their writing
with classmates. The sharing can occur at any
point in the writing process to gain feedback on
writing or to present their finished work. Other
students offer their thoughts, ideas, and questions
to the author after the author has shared their
writing.

Reading /Writing for
Information
Reading and writing have similar
learning processes. The goal of
reading and writing is to convey
meaning. Both readers and writers
apply their personal experience and
background knowledge to the
reading or writing. Students learn
to read information test and
determine the main ideas and
CCSS
2. Write informative/explanatory
texts to examine a topic and convey
ideas and information clearly.
a. Introduce a topic clearly and
group related information in
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
Tompkins: The Research Process (page 262):
Students engage in a research project on topics that
they are interested in studying. They learn to
engage in authentic research and collaborate with
peers to learn about a topic and complete a project.
The research project steps: 1. Identify a topic, 2.
Identify research questions, 3. Research and
compile information on the topic, 4. Organize the
information, 5. Analyze the results of the inquiry,
6. Create a verbal, written, and/or visual project,
and 7. Share the project and information with
others/class.
Research Project Assessment:
Anecdotal notes during the process,
monitoring students involvement in
the activity. A rubric of the final
project and the presentation while
determine students competent
understanding of information texts
and completing a research project.
Newspaper Making Assessment: A
rubric will determine students
competent completion of identifying
18
supporting details. Students learn
to write information text to convey
accurate meaning to the reader.
Information text include
dictionaries, encyclopedias,
scientific/historical books,
textbooks, and thesauruses.
Reading/Writing Poetry
Poetry starts with children playing
with words. Teachers should
encourage and provide
opportunities for children to read
and write poetry starting in early
elementary grades so they can gain
experience and confidence with
poetry. Three types of poetry for
children to read: comprehensive
anthologies, picture-book versions
of single poems, and specialized
collections. Teaching poetry is part
of common core standards because
poetry is a type of literature.
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.
W 6.3: Write narratives to develop
real or imagined experiences or
events using effective technique,
relevant descriptive details, and
well-structured event sequences.
RL 6.2: Determine a central idea of
a text and how it is conveyed
through particular details; provide
a summary of the text distinct from
personal opinions or judgments.
RI 6.6: Determine an authors
point of view or purpose in a text
and explain how it is conveyed in
the text.
50 S.S. Strategies: Newspaper Making (page
178): Students research a current event or historical
event and write a newspaper article based on the
information they learned. Students utilize reading
and writing skills while gathering information.
Students utilize creativity to create an informative,
visually appealing newspaper article.
50 Literary Strategies: Data Charts (page 31):
Students complete an organization chart on the
information they are gathering in their reading and
internet research. Students are able to organize the
information about a topic as they are reading and
gathering data. Students add to the chart as they
acquire additional information.
Tompkins:
Riddles (page 289): Students can create riddles to
improve their understanding of language and
words. They can write and answer their own
riddles, trying to elicit laughter from others.
Children can play with words through riddles
where they experiment with multiple meaning and
homophones.
Five types of poetic forms (page 293): 1. Formula
poems-they provide a formula for pets to follow. 2.
Free-form poems-unrhymed, poem describes an
idea, thought, or story. 3. Syllable and word-count
poems-poems must maintain a strict order (i.e.,
haiku.) 4. Rhymed poem-verses rhyme (i.e,
limericks and clerihews.) 5. Model poems-students
write a poem that is modeled on a poem that an
adult poet wrote.
How to read poems (page 304): Focus of reading
poems should be on enjoyment, students should
enjoy the poems they are reading.
Teaching students to write poems (page 308):
Introduce poetry writing by teaching poetic
formulas, devices, and opportunities to write the
poems. Publish poems and encourage students to
share their work.
accurate information in various
sources and compiling it into an
article the effectively communicates
the authors information.
Data Chart Assessment: A rubric
will determine if the student
completes the chart writing accurate
and detailed information based on
the data they are acquiring in their
reading.
Teachers should utilize the cycle of
assessment by assessing when
planning the instruction, throughout
the lesson(s), and post lesson. They
should focus on students learning to
appreciate poetry and play with
words. Teachers should assess poems
for their use of details, imagery,
comparisons, alliteration, and rhythm
(when appropriate.)
Historical Reenactments: A rubric
can be created to determine their
learning and involvement in the
reenactment. Also, anecdotal notes
can be taken to document the
students interest, participation, and
learning throughout the reenactment
process.
19
50 Strategies:
Historical Reenactments (page 126): Student take a
historical epic poem and reenact it. Students take
the poem and learn lines to it, just like a play, to
repeat and act out. Example: using Wadsworth
Longfellows, The Midnight Ride, to expand their
knowledge of the Revolutionary War.
RTI- 40 Strategies
Reading Logs (page 113): Students read poetry,
record it into their reading log with an entry
describing their thoughts and feelings about the
poem. Teacher can assign what the students will
read and/or write about or it can be free choice of
the student. Students will be thinking about the
poems they read which will deepen their
understanding of poetry.
Reading Logs: Teachers should
monitor reading logs to ensure that
students are completing the task.
Teachers have the opportunity with
logs to write the student back, reply
to each specific student in regards to
what they wrote in their personal
journal. A running document of
completing the task is sufficient
monitoring of journals because it
should be a personal experience for
the child.
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Reading/Writing Stories
Stories allow children to learn
about many different subjects
from before they enter school
till graduation. Elements of
story structure: plot, characters,
setting, point of view, and
theme. To make a story more
interesting, authors play with
the various story elements.
There are different genres of
stories such as: traditional
stories/folklore (fables, fairy
tales, myths, and legends);
fantasies (modern literary tales,
fantastic stories, science fiction,
high fantasy); and realism
(contemporary stories, historical
fiction). Narrative devises make
stories more interesting. They
are: comparison, hyperbole,
imagery, personification,
symbolism, and tone. Teachers
promote reading/writing by:
read aloud to students, teach
minilessons on story concepts,
and provide opportunity for
students to write stories.
RL.1. Cite textual evidence to
support analysis of what the text
says explicitly as well as
inferences drawn from the text.
RL.2. Determine a theme or
central idea of a text and how it is
conveyed through particular
details; provide a summary of the
text distinct from personal
opinions or judgments.
W. 1. Write arguments to support
claims with clear reasons and
relevant evidence. a. Introduce
claim(s) and 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.
Tompkins: Guided Reading (page 238)
Students learn to read through scaffolding that
enables them to identify the strategies to read and
write stories. Teachers read with students in small
homogeneous groups to provide assistance and
support to them as they are reading stories. Steps:
1. Teacher selects a book that can be read with 90-
945 accuracy by the group. 2. Teacher introduces
the book, activating background knowledge. 3.
Students read the book with teacher assistance
when needed. 4. Students discuss the book after
reading it. 5. Teacher completes a lesson to
improve students reading/comprehension skills. 6.
Students reread the book independently.
50 S.S. Strategies: Case Studies (page 63):
Students read and study about a particular
situation, analyzing various perspectives and issues
to form their own conclusions. Students can
explore real or fictitious cases to improve their
ability to analyze and evaluate information. All
student can work on the same issue or students or
group can work on different cases that revolve
around the same theme.
50 Literary Strategies: Data Charts (page 31):
Students make data chart to organize information
that they are learning about a topic. Students
complete the data chart after reading. They can
start a data chart at the beginning of a unit and
continue it throughout the unit, building the
collection of information. Students use data charts
as a organization tool prior to writing a report or
essay on the topic.
Assessment of Guided Reading:
Students progress is monitored as the
teacher completes the guided reading
with them. Students reading is
evaluated with formal and informal
assessments. When needed, teacher
alters homogeneous groups to suit
the needs of the students and ensure
that they are in the correct groups.
Assessment of Case Studies:
Monitoring and anecdotal notes are
kept by the teacher on based on
student behavior and involvement in
the activity. A rubric can be created
to determine the students ability to
synthesize information they gathered
on the case.
Assessment of Data Chart:
Throughout the process, students are
monitored to ensure they are
engaging in the task. After the
completion of the data chart, the task
will be assessed with a rubric. The
rubric would be designed to
determine students accurate
information in the chart along with
grammatical considerations. The
report/essay that is completed after
the data chart will be assessed with a
rubric determining students use of
correct information and grammatical
skills.
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Providing individual feedback to
all students (All Texts- an edTPA
requirement)
To provide feedback, student work
must be assessed either formally or
informally. Their classroom
involvement must be monitored
and assessed. Students must be
given feedback so they understand
their involvement in the learning.
Students must be encouraged to
take feedback and apply it to their
learning. By providing individual
feedback, students will be able to
develop and deepen their
understanding of the content.
RTI: Response To Intervention
RTI is a program in schools used to
identify struggling students
quickly. It is an instruction and
assessment program based research
and data
Examples of Feedback:
Student Portfolios (Tompkins, page 51): A
systematic and purposeful collection of students
work collected throughout the year.
50 S.S. Strategies: A rubric example is given for
most strategies. When a rubric is created for an
individual task, the student is given feedback by
explaining to them what they scored on the rubric
and why. The rubric is given to the student before
they engage in the activity to provide them with the
expectations of the assignment. They are therefore
able to complete the work to a proficient and
advanced level based on the expectations of the
task.
Guided Reading, 50 Literary Strategies (page 48):
In a small group, students who read at
approximately the same level read a book, quietly,
with the teacher listening and providing feedback
to individual students. Teachers listen to the
students, providing guidance, teaching skills, and
demonstrating strategies, and offering guidance as
needed.
3 Tiers:
1. Screening and Prevention- Teachers
utilize high quality instruction and
assessment. Students not making adequate
progress move to tier 2.
2. Early Intervention-Teachers provide
scaffolding to help students meet
standards. Those that meet standards
return to tier 1, those that continue to
How this strategy provides
feedback:
Student Portfolio: While gathering
their work for their portfolio, the
students become involved in
assessment and are reflective about
the quality of their work. They make
evaluative judgments, focusing on
feedback and quality, as they
determine what to put into their
portfolio. They assist students in
self-reflection and goal setting.
50 S.S. Strategies: Given the
students the rubric and notifying
them what they scored on the rubric
will provide feedback to the students.
By providing this feedback, students
will learn to evaluate their work
regarding the content standards that
they are to learn to proficient level.
Guided Reading: Students are given
immediate feedback to assist their
reading fluency ability. Students
area able to follow instruction and
guidance immediately while the
teacher monitors them and continues
to provide feedback to improve their
fluency.
To best help struggling students,
teachers must provide quality
education instruction, assess
students difficulties, implement
interventions and continue assessing
to modify interventions to assist each
student in meeting the standards.
22

RTI Intervention Strategies
Select one strategy from each of
the 7 Parts in the 40 Strategies
book.
Part 1 Developing Multiple
Perspectives: Sand Table Maps
(page 204))
Part 2 Concept Development and
Attainment: Custom Boxes (page
76)
Part 3 Questioning: Guest Speaker
(page 116)
Part 4 Discovery Learning: Trask
Trail (page 218)
Part 5 Inquiry Learning:
WebQuest (page 239)
Part 6 Graphic Organizers, Time
Lines (page 214)
Part 7 Historical Source Work,
Historical Characters (Page 121)
struggle move to tier 3.
3. Intensive Intervention-Student receive
more intensive intervention, more small
group sessions, more assessment to assist
them in meeting the standards.
50 S.S. Strategies. Sand Table Maps- Students
create a map using sand. Students apply their
knowledge of the community to the sand table to
learn to analyze a community from various
perspectives.
50 S.S. Strategies, Custom Boxes Students
analyze the content of a box to further their concept
understanding. The items in the box allow students
to further their concept understanding then make a
generalization about all the items in the box.
Analyze the influence the building of the finished
product
50 S.S. Strategies, Guest Speaker- Students
research and read prior to a guest speaker arriving
to prepare questions that will enrich their
understanding of the content being discussed.
50 S.S. Strategies, Trash Trail- Students select an
item and trace its production from raw material to
finished product. They analyze the influence the
building of the product had on the environment and
population.
50 S.S. Strategies, WebQuest- Students incorporate
internet search self-paced learning, and inquiring
learning into the process of improving their
understanding of a topic. The WebQuest are
designed for students to engage in discover,
inquiry, and higher-level thinking.
50 S.S. Strategies, Time Lines- Students create a
time line based on a particular time period and
content area of history. They organize the
information they have into a continuous,
Sand Table: Students give an oral
presentation after building their sand
table. A rubric designed to assess
their sand table accuracy and their
oral presentation addresses the
concepts being taught.
Custom Boxes: A rubric will
determine if students concept
attainment and generalization are
accurate based on the concept being
taught.
Guest Speaker: Student presents a
written and/or oral report on what
they learned during the research and
while listening/questioning the guest
speaker. A rubric will determine their
accurate understanding of the content
being taught based on their report.
Trash Trail: A rubric for the final
report oral, written, or a display will
assess their understanding of the
concepts being taught.
WebQuest: Different WebQuest
projects have different assignments.
Based on the tasks of the WebQuest
a rubric will assess students accurate
completion of the activities.
Monitoring students involvement
and anecdotal notes will let the
teacher know how students stay
involved in the learning activity.
23
chronological format.to understand time, cause and
effect.
50 S.S. Strategies, Historical Characters- Students
study and learn about a historical character. They
then dress as the character and make a presentation
as if they were the character.
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
character.
24