1. LITERATURE REVIEW: Authors: Ceri B. Dean, Elizabeth Ross Hubbell, Howard Pitler, & Bj Stone Title: Classroom Instruction That Works, Research-Based Strategies for Increasing Student Achievement, 2 nd Edition Year: 2012 Domain A

2. LITERATURE REVIEW Main Idea: TPE 1 & 1ASupporting Evidence: 1.Teaching Reading-Language Arts in a Multiple-Subject Assignment: Understand how to deliver a comprehensive program of systematic instruction in word analysis, fluency, and systematic vocabulary development; reading comprehension; literary response and analysis; writing strategies and applications; written and oral English Language conventions; and listening and speaking strategies and applications Know how to strategically plan and schedule instruction to ensure that students meet or exceed the standards Create a classroom environment where students learn to read and write, comprehend and compose, appreciate and analyze, and perform and enjoy the language arts Understand how to use instructional materials that include a range of textual, functional and recreational texts and how to teach high quality literature and expository text Understand that the advanced skills of comprehending narrative and informational texts and literary response and analysis, and the creation of eloquent prose, all depend on a foundation of solid vocabulary, decoding, and word-recognition skills “Teachers must set objectives to ensure that students’ journeys with learning are purposeful. When teachers identify and communicate clear learning objectives, they send the message that there is a focus for learning activities to come. This reassures students that there is a reason for learning and provides teachers with a focal point for planning instruction” (Dean, Hubbell, Pitler, & Stone, p. 2, 2012). Creating a classroom environment that promotes learning through learning objectives and feedback from students and parents will increase academic success (p. 4) Using cues, questions, and advance organizers in order to engage students in new content, motivate, and provide feedback (p. 61). Create cooperative learning opportunities in reading and language arts instruction in order to enhance and deepen learning opportunities (p. 37).

3. LITERATURE REVIEW: Authors: Kathlyn Steedly, Ph.D., Kyrie Dragoo, M.Ed., Sousan Arafeh, Ph.D., & Stephen D. Luke, Ed.D. Title: Effective Mathematics Instruction Year: 2008 Domain A

4. LITERATURE REVIEW Main Idea: TPE 1ASupporting Evidence: 2. Teaching Mathematics in a Multiple Subject Assignment Demonstrate the ability to teach the state -adopted academic content standards for students in mathematics (Grades K-8) Enable students to understand basic mathematical computations, concepts, and symbols, to use these tools and processes to solve common problems, and apply them to novel problems Help students understand different mathematical topics and make connections among them Help students solve real-world problems using mathematical reasoning and concrete, verbal, symbolic, and graphic representations Provide a secure environment for taking intellectual risks and approaching problems in multiple ways Model and encourage students to use multiple ways of approaching mathematical problems, and they encourage discussion of different solution strategies Foster positive attitudes toward mathematics, and encourage student curiosity, flexibility, and persistence in solving mathematical problems “Systematic and explicit instruction is a detailed instructional approach in which teachers guide students through a defined instructional sequence. Within systematic and explicit instruction students learn to regularly apply strategies that effective learners use as a fundamental part of mastering concepts” (Steedly, Dragoo, Arafeh, & Luke, p. 3). “Visual representation uses manipulatives, pictures, number lines, and graphs of functions and relationships to teach mathematical concepts” (p. 9). “Systematic instruction focuses on teaching students how to learn by giving them the tools and techniques that efficient learners use to understand and learn new material or skills” (p. 4). Instruction should be direct and focused and at the same time encourage students to self-instruct once they have been given the tools to succeed (p. 5). Positive reinforcement and goal setting will help to motivate students and provide them with a clear path to increasing learning outcomes (p. 7).

5. Domain A LITERATURE REVIEW: Authors: Understanding Science, University of California Title: Teaching Resources Year: 2014

6. LITERATURE REVIEW Main Idea: TPE 1ASupporting Evidence: 3. Teaching Science in a Multiple Subject Assignment Demonstrate the ability to teach the state- adopted academic content standards for students in science (Grades K-8) Balance the focus of instruction between science information, concepts, and investigations. Explanations, demonstrations, and class activities serve to illustrate science concepts and principles, scientific investigation, and experimentation Emphasize the importance of accuracy, precision, and estimation “Students should view and value science as a multi-faceted, flexible process for better understanding that world. Such views encourage life-long learning and foster critical thinking about everyday problems students face in their lives” (Teaching Resources, p. 1, 2014). “Make it explicit: Key concepts regarding the nature and process of science should be explicitly and independently emphasized. Engaging in inquiry and studying the history of science are most helpful when the nature-of-science concepts they exemplify are explicitly drawn out in discussion and interactions” (p. 1). “Help them reflect: Throughout instruction, students should be encouraged to examine, test, and revise their ideas about what science is and how it works” (p. 1). “Give it context, again and again: Key concepts about the nature and process of science should be revisited in multiple contexts throughout the school year, allowing students to see how they apply to real-world situations” (p. 1).

7. LITERATURE REVIEW: Domain A Authors: Ceri B. Dean, Elizabeth Ross Hubbell, Howard Pitler, & Bj Stone Title: Classroom Instruction That Works, Research-Based Strategies for Increasing Student Achievement, 2 nd Edition Year: 2012

8. LITERATURE REVIEW Main Idea: TPE 1ASupporting Details: 4. Teaching History-Social Science in a Multiple Subject Assignment Demonstrate the ability to teach the state- adopted academic content standards for students in history-social science (Grades K-8) Enable students to learn and use basic analytic thinking skills in history and social science while attaining the state-adopted academic content standards for students Use timelines and maps to give students a sense of temporal and spatial scale Teach students how social science concepts and themes provide insights into historical periods and cultures Help students understand events and periods from multiple perspectives by using simulations, case studies, cultural artifacts, works of art and literature, cooperative projects and student research activities “Engaging students in generic summarizing strategies as a way to review information is more effective at improving academic performance than no review, but it is not the most effective technique for improving student achievement. Teachers might achieve better results if they teach students to use summarizing in conjunction with other cognitive strategies”, such as note-taking (Dean, Hubbell, Pitler, & Stone, p. 79, 2012). “Graphic organizers combine linguistic and nonlinguistic forms of information” (p. 56). “Teachers should provide students with information about and opportunities to use graphic organizers when developing summaries, taking notes, identifying similarities and differences, generating and testing hypothesis, and organizing information” (p. 57). Teachers can use a number of nonlinguistic methods to enhance student learning abilities in regards to history- social science that help to compartmentalize information. These nonlinguistic strategies include: graphic organizers, make physical models, generate mental pictures, create illustrations, and engage in kinesthetic activities (p. 56)

9. Dean, C,B., Hubbell, E,R., Pitler, H., Stone, Bj. (2012). Classroom Instruction That Works, Research-Based Strategies for Increasing Student Acheivement, 2 nd Edition. ASCD: Virginia Steedly,K., Dragoo,K., Arafeh,S., Luke,S.D. (2008). “Effective Mathematics Instruction” Evidence for Education, Vol. 3. Retrieved from: http://nichcy.org/wp-content/uploads/ docs/eemath.pdfhttp://nichcy.org/wp-content/uploads/ ”Teaching Resources" Understanding Science. University of California Museum of Paleontology. 25 April 2014. REFERENCES