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

4$ 5$ TEP Book Orders

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  Title, Author, Genre, Awards  Find free pictures and music  Give credit to photographers, composers, musicians  Narrate  10 to 15 sentences  Edit throughout. Save throughout.  Photo Story 3, PowerPoint, Animoto, iMovie, Adobe Voice for iPad  Add credits

Resources for Book Trailers Lesson Plans Resources

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)

 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 frames)  Double space

Literacy Assessment Final Reminders:  Review the rubrics  Review sample Literacy Assessments (website)  Use headings and page #s  Submit a hard copy in a binder, labeled with name & grade  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 )  Literacy Assessment Assignment Chapter 4 & 5 (Website) To Do :  HW-Reading Guide –Chapter 7  Comprehension Learning Segment Lesson Drafts (optional)