Welcome to Class 8


Select a card and find the table where your clue fits
with the Comprehension Strategy listed on the table
tent:

Summarizing

Making Predictions

Making Connections

Making Inferences

Visualizing
Please complete the RICA Review
Class 8-15
Nov. 2, 2015
•Book
Trailers
•Workshop Time
Story and Learning Activity

Out of my Mind by Sharon M. Draper

Counting By 7s by Holly Goldberg Sloan

Rules by Cynthia Lord

Wonder by A.J. Polacio

The Circuit by Francisco Jimenez

Gracefully Grayson by Ami Polonsky
Story and Learning Activity
 The
Learning Activity is Creating a Book Trailer
TEP Book Orders
4$
5$
5$
Creating a Book Trailer
 Students
creating their own book trailer can be a
powerful learning experience, combining learning
goals from reading, writing, technology and the arts
to produce a real product that they can share with
others.
Book Trailers & CCSS
 RL.5.2:
Determine a theme of a story, drama, or
poem from details in the text, including how
characters in a story or drama respond to
challenges or how the speaker in a poem reflects
upon a topic; summarize the text.
Book Trailers & CCSS
 SL.5.4:
Report on a topic or text or present an
opinion, sequencing ideas logically and using
appropriate facts and relevant, descriptive details
to support main ideas or themes; speak clearly at
an understandable pace.
 SL.5.5:
Include multimedia components (e.g.,
graphics, sound) and visual displays in
presentations when appropriate to enhance the
development of main ideas or themes.
Creating a Book Trailer
 Pick
the right book
 Watch other trailers and get ideas
Creating a Book Trailer

Get basic book info


Find free pictures and music


10 to 15 sentences
Edit throughout. Save throughout.


Give credit to photographers, composers, musicians
Narrate


Title, Author, Genre, Awards
Photo Story 3, PowerPoint, Animoto, iMovie, Adobe Voice
for iPad
Add credits
Resources for Book Trailers
Resources
Lesson Plans
Literacy Assessment:
The Final Chapters
 Chapter
4: Language Arts Program
 Chapter
5: Reflection
Literacy Assessment:
Chapter 4: Language Arts Program
 This
is the chapter where everything comes
together!
 Using
the information gleaned from the literacy
assessment process, your task is to design an
instructional program that supports this student’s
language and literacy development.
 What
instructional strategies would you use to
address this student’s strengths and stretches?
Literacy Assessment:
Chapter 4: Language Arts Program
 Address
the questions that you posed in Chapter
1, as well as other questions that may have
arisen in the process of this literacy assessment.
 Consider:
What do these assessments tell you
about this student’s language and literacy
strengths and/or needs? Cite evidence.
Literacy Assessment:
Chapter 4: Language Arts Program
 Please
be specific. Address the focus of each
chapter:

Dispositions toward literacy and oral language
development

Word Analysis and/or Concepts about Print

Comprehension (listening and/or reading)
Literacy Assessment:
Chapter 4: Language Arts Program
 There
are no page length requirements,
but in the past this chapter has ranged
between 5-10 pages.
 Please
include a minimum 5 instructional
strategies.
 Describe
the instructional strategy and
why it would be appropriate for your
student.
Literacy Assessment:
Chapter 4: Language Arts Program
Chart addressing
each chapter
Literacy Assessment:
Chapter 4: Language Arts Program
Paragraphs
addressing each
chapter
Literacy Assessment:
Chapter 4: Language Arts Program
Specific
Examples
Literacy Assessment:
Chapter 4: Language Arts Program
In this section you need to connect your findings with what
you have learned in your methodology and procedures
courses, specifically Language Arts, ELD/SDAIE Methods,
Special Education courses that may be relevant.
Literacy Assessment:
Chapter 5: Reflection
 Describe,
analyze and reflect on your
own growth as a teacher, particularly in
relationship to assessment and diagnosis
Literacy Assessment:
Chapter 5: Reflection

Address the prompts:

What have you learned about assessment from this assignment?

What have you learned about teaching from this assignment?

What new understandings of language and literacy development
do you now have?

What might you do differently if you were to do this again? If you
were to give any of these assessments to this student again, what
changes would you make? How might you adapt the assessment?
Why?

In what ways did these assessments support or not support this
student’s language abilities? (BE specific and support your claims
with evidence)

Do you need to collect more evidence or a different type of
evidence for this student? Why or why not?

What questions do you now have?
Literacy Assessment Final Reminders:
 Include
drafts with feedback (if applicable)
 Include
all of your data
 Answer
all of the prompts in the assignment
 Be
sure to provide your rationale for any of your
analysis and decisions
 Include
data analysis not just data (see sentence
 Double
space
frames)
Literacy Assessment Final Reminders:
 Review
the rubrics
 Review
sample Literacy Assessments (website)
 Use
headings and page #s
 Submit
grade
a hard copy in a binder, labeled with name &

Due on or before Monday, January 11, 2016

Due date for ITCs is Friday, December 18, 2015

TEP Office

Danielle or Ann’s Mailbox (by TEP pictures)
Helpful Documents:
Literacy Assessment Do’s & Don’ts
Helpful Documents:
Literacy Assessment
Sentence Frames
Helpful Documents:
Literacy Assessment Checklist
Workshop Time!
Literacy Assessment Chapters
CLS
Standard will most likely remain the same each day.
Homework
Read:
 Tompkins Chapter 7: Expanding Academic
Vocabulary (pp. 214-246)
 Literacy Assessment Assignment Chapter 4 & 5
(Website)
To Do:
 HW-Reading Guide –Chapter 7
 Comprehension Learning Segment Lesson Drafts
(optional)