Welcome to ED LA320:
Language Arts
Methods & Procedures
Getting to Know You
Language as Symbols Systems
Language as Symbol
Systems
• Make a name plate for yourself.
• Write your first name in LARGE letters.
• Make an icon (symbol) that represents some
aspect about who you are.
• Be ready to introduce yourself to the class.
Connecting to Practice
• Why might you use this activity, in
addition to learning the names of
students? What might be another
purpose of this activity?
• How might you modify this activity?
We want to know more
about you!
Please create or compose an introduction of
yourself.
You have 3 options from which to choose.
1. Write a brief letter…
2. Write to the prompts…
3. Create an artistic representation…
Note: Everything is on the course website, in Class 1
materials zipped file.
ED LA320:
Language Arts Methods &
Procedures
• Email your text to us at the email addresses
on the assignment and on the course
syllabus. If an art-ifact, bring to class.
• You will find introductions from us on the
course website:
www.education.ucsb.edu/edla320
Story and Activity
• Each week, we will begin class with a story and an
activity. The goal is to introduce you to children's
literature and some instructional activities that you
can use in your classroom.
• On the course website there is a record sheet to
keep track of the stories and strategies.
• Today’s story is Thank You Mr. Falker, by Patricia
Polacco.
• The activity is called Book Detective.
Book Detective Directions
• Choose a partner. Decide who will be A and who will be
B. Partners will stay together for this activity.
• Together, find another pair. Partner A asks a question
from the list. She/he will ask the same pair different
questions until someone in that pair answers yes to one
of them.
• When you find someone who says yes to a question,
Partner B writes that person’s name in the space
provided.
• Switch roles with your partner.
• Find another pair.
• B asks the questions and A writes.
• Switch roles with your partner and repeat these
steps until time is called.
Thank you, Mr. Falker
By Patricia Polacco
Connecting to Practice
• How and why might you use Book Detective
in a classroom?
• How might you adapt this activity for the
students with whom you work?
– Students who are English Learners?
– Students who qualify for Special Education?
– Students who are designated GATE?
Pre-Reading Activities
• Book Detective is a pre-reading activity.
• Referred to as the “hook”or “engagement” or
“motivation” in lesson planning
• Pre-Reading activities serve many important
purposes:
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–
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To activate and/or build background knowledge
To elicit feelings
To enhance identification with the characters
To set purposes for reading
To arouse curiosity
To motivate or “hook” students into the lesson
Course Overview
ED LA320: Language Arts Methods
Fall 2014
Course Assumptions
• Everyone has something of value to contribute.
• Everyone has expertise.
• There are no definitive answers in teaching.
• They are all “our” students.
• Ask Questions
• Of the instructors
• Of each other
Class Expectations
• Be “present”
• Please refrain from social networking
during instructional time.
• Come to class prepared (e.g., HW)
• Listen to each other respectfully
Course Website
http://www.education.ucsb.edu/edla320
– Access website weekly to download materials for in-class
learning activities
– Syllabus with links to online resources
– Assignments
• Tools for the literacy assessment assignment
• Rubrics
• Sample lesson plans
ED LA 320 Classes
Document
Required Text
• Literacy for the 21st Century by Gail Tompkins (6e)
Optional Texts
• Observation Survey of Early Literacy
Achievement by M. Clay
• Ready for RICA
Evaluation of Student Performance
• Attendance, completion of readings and
class participation and “present-ness*”
* Present-ness: Being physically,
emotionally, cognitively, socially
“present”
as an active learner and
colleague during
instructional time.
Assignments Map
WALP
• Word Analysis Lesson Plan
– Due October 20 for Grades K-2
– Due October 27 for Grades 3-6 + ESC
• ESC-MST collaboration option
• We will explicitly address this next week.
CLS
• Comprehension Learning Segment
– Draft due
• November 10 – holiday (Week 1 Take Over)
• November 17 (Week 2 Take Over)
• Option to submit for feedback from instructors
– Final due December 17 @ 5:00 PM
• MST: This is part of the EdTPA and therefore is a
requisite for the credential.
Literacy Assessment
• Literacy Assessment
– This is a comprehensive assessment of a student’s literacy
development. It includes the collection and analysis of
data/evidence, diagnosis, and instructional
recommendations.
– Chapter 1 – optional draft due Sept. 29
– Chapter 2 – optional draft due November 3
– Chapter 3 – optional draft due November 3
– Chapter 4 – no draft option available
– Chapter 5 – no draft option available
• Final Literacy Project due January 12, 2015 or
December 19, 2014 if you are an ITC
Literacy Assessment
• Choose a student who interests you, one
who raises questions for you and your
cooperating teacher.
• Accomplished within the context and
structure of Language Arts instruction in the
classroom, as is possible and plausible.
• Evidence collected during the course of
everyday classroom lessons and
activities.
Literacy Assessment
• This assignment is based on the premise that
assessment of students’ language and literacy
development is critical for planning and designing
instruction that supports meaningful learning.
• Such a premise requires the collection and analysis
of multiple forms of evidence over time and the
consideration of what students KNOW and what they
CAN DO.
Identifying a Student
• You are encouraged to select a student
who is identified as an English learner
and/or a student who has special
needs.
• If this is not possible in your fall
placement, please let us know.
Literacy Assessment
• Developing an evidence-based approach to teaching
and learning allows teachers to make instructional
decisions that better meet the needs of ALL
students.
• Introduction to a variety of assessment tools
• Additionally, it is intended to help MST and ESC
candidates prepare for the RICA exam (specifically
the case study)
English Language Arts
Common Core State Standards
• Build toward preparing students to be
college and career ready in literacy by no
later than the end of high school
• Provide a vision of what it means to be a
literate person in the twenty-first century
• Develop the skills in reading, writing,
speaking, and listening.
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• National Standards
• Each state can add 15% (in bold and
underlined)
• When lesson planning, your objective
needs to align with a standard or part of a
standard
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• English Language Arts (ELA) Strands:
– Reading
• Reading Foundational Skills
• Reading Literature
• Reading Informational Texts
– Writing
– Speaking & Listening
– Language
• Instructional Requirements
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– In grades K-3: 2-1/2 hours of instruction
– In grades 4-8: 2 hours of instruction
• Literacy in History/Social Studies &
Science and Technical Subjects
• K-5: Embedded in ELA
• 6-12: Separate sections
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• A single K-5 set of grade-specific standards
– Most or all of the instruction students receive comes
from one teacher
• Two content areas – specific sections for grades 6-12
– One set of standards for ELA teachers
– One set of standards for history/social studies, science,
and technical subject teachers
• The literacy standards in history/social studies,
science, and technical subjects are meant to
complement rather than supplant content standards in
those disciplines
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Introducing CCSS
Map Quest
Introducing the
Standards: Map Quest
• You have an incomplete map.
• By navigating the CCSS, fill in the
missing information.
– Strands
– Substrands
– Subheadings
– Standards
• Locate the Reading: Informational Text Standards
• Answer the following questions:
– The standards on this page are from which strand?
– This sub-strand contains reading standards for what type of
text?
– What are the consistent subheadings?
– How many standards are in the Reading Standards for
Informational Text in each grade level?
– Bonus: What does the bold and underlined text in standard
4 indicate?
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• K-12 grade-specific standards define
end-of-year expectations
• A cumulative progression designed to
enable students to meet college and
career readiness expectations no later
than the end of high school
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RL.11-12.1:
• Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as
inferences drawn from the text…
Note the progression across grade levels:
• RL.K.1: With prompting and support, ask/answer
questions about key details in a text.
• RL.1.1: Ask/Answer questions about key details in a text.
• RL.2.1: Ask/Answer who, what, where, when, why and
how…
• RL.5.1: Quote accurately from a text when explaining
what the text says explicitly and when drawing
inferences from a text.
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Tracing a Standard
Across the Grades
• Each table group has been given a standard.
• Cite the Grade 11-12 Standard.
– See example
• Cite the K-6 Standards and note the cumulative
changes across grades.
• Cite yet again the Grade 11-12 Standard so
you can appreciate the progression across the
grade levels.
Free! CCSS App
*Does not include CA specific standards.
RICA
Reading Instruction
Competence Assessment
www.rica.nesinc.com
RICA
• RICA will be offered only online.
• You are encouraged to:
– Form RICA study groups
– Keep up with the reading for this course
– Do the Literacy Assessment
– Use the Ready for Revised RICA text
RICA
• UCSB Institution Code: 412
• Cost: $171
• Sign up for written not video option
• Santa María, Westlake Village,
Gardena, and Pasadena are the
closest to UCSB.
RICA Review
• Each week we will have a short RICA Review. This will
start in Class 3, on September 22.
• Typically, the RICA Review will address concepts that
were either introduced in a previous class or in the
assigned readings.
• We will go over the answers in class in order to confirm
your developing understandings.
RICA Review Seminar
• On Friday, December 12 @ 8:45-11:30, we
will be offering an optional RICA Review
Seminar in this room.
• Attendance is optional.
• We will provide an overview of the RICA and
practice the short essays and case study.
RICA Testing Dates
Westlake
December 23 - holiday break
December 30 - holiday break
January 8 - Thursday
January 10 - Saturday
January 15 - Thursday
January 20 - Tuesday
January 22 - Thursday
January 24 - Saturday
January 29 - Thursday
January 30 - Friday
Santa Maria
December 9 - Tuesday (optional
RICA Review seminar is Friday
12/12)
December 16 - Tuesday (on the
heels of fall take over and CLS
is due the next day)
December 23 - holiday break
December 30 - holiday break
January 8 - Thursday
January 10 - Saturday
January 15 - Thursday
January 20 - Tuesday
January 24 - Saturday
January 29 - Thursday
January 30 - Friday
Homework…
• Read:
– Tompkins Chapter 1: Principles 2, 4 and 8
– Tompkins Chapter 2: pp. 36-47 and 62-64
– Classes Document (on course website)
www.education.ucsb.edu/edla320
• Skim:
– Tompkins Chapter 1: Principles 1, 3, 5, 6 and 7
• TO DO:
– Complete the HW Reading Guide (on course website “class 1
materials”)
– Introduction of self assignment – email to Ann, Danielle, Kelsee
– Select a student for the Literacy Assessment assignment
– Bring class or caseload list of students with whom you are working
Mark Your Calendar...
• We will not be having class on
November 10th, instead we will meet on
November 17th.
• 1:00 – Section A, 4:00 – Section B
Please bring to class 2:
• HW Reading Guide
• Intro to Self (if an art-ifact)
• Class list
– Note English learners (and CELDT level of
proficiency for each), GATE students, and all
students with IEPs or 504 plans.
– If you are in Kindergarten, ask your CT to identify
students who might have special needs of any
kind.