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 CCSS/1998 Teaching Strategies found throughout your Assessment Strategies

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

Content of Social K.2 Students recognize national and state
Studie symbols and icons such as the national
and state flags, the bald eagle, and the
1 CULTURE Statue of Liberty.
1.2 Students compare and contrast the
2 TIME,
absolute and relative locations of places
CONTINUITY, and people and describe the physical
AND CHANGE and/or human characteristics of places.
3 PEOPLE, 2.3 Students explain governmental
PLACES, AND institutions and practices in the United
ENVIRONMENTS States and other countries.
Give a few general instructional strategies for SS content. Give a few general assessment
strategies for SS content
KWL chart P.60
These are useful for gathering information on what the Listing facts (rubric)
students know and help them get excited about the concept
by discussing what they want to know and why. Checklists
Think-Pair-Share Portfolios (Social Studies Journal)
This allows students to have a chance to think of their
response and share it in a less intimidating manner to one Vocabulary Tests
person next to him or her. It also allows all students the
opportunity to speak and be heard. Writing reflections

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4 INDIVIDUAL 3.2 Students describe the American Chart/ note taking
DEVELOPMENT Indian nations in their local region long These include the strategy listed below by using a graphic
AND IDENTITY ago and in the recent past. organizer or data chart so that students can keep track of their
work and the information they are learning.
5 INDIVIDUALS, 4.1 Students demonstrate an
understanding of the physical and human
GROUPS, AND 50 strategies text:
geographic features that define places and
INSTITUTIONS regions in California.
P.19-Questioning
6 POWER, 5.2 Students trace the routes of early This allows for more in depth thinking and research on a
AUTHORITY, AND explorers and describe the early topic.
GOVERNANCE explorations of the Americas.
P.33- Inquiry Learning
7 PRODUCTION, 6.1 Students describe what is known Creating the curiosity in children to explore a topic helps
DISTRIBUTION through archaeological studies of the with emery retention and will help them grasp the content at
AND early physical and cultural development a deeper level.
CONSUMPTION of humankind from the Paleolithic era to
the agricultural
P.38- Graphic organizers
8 SCIENCE, 7.1 Students analyze the causes and Graphic organizers help students keep track of the
TECHNOLOGY, effects of the vast expansion and ultimate information being collected and help in their writing and
AND SOCIETY disintegration of the Roman Empire project based activities.
evolution.
9 GLOBAL P.141- Learning centers
CONNECTIONS 8.1 Students understand the major events Learning centers can be useful because students are given the
preceding the founding of the nation and opportunity to work on one thing at a time, increasing student
10 CIVIC IDEALS relate their significance to the focus, and giving the teacher the opportunity to work with
AND PRACTICES development of American constitutional small groups.
democracy.

10.3 Students analyze the effects of the

Industrial Revolution in England, France,
Germany, Japan, and the United States.

SDAIE Strategies Engage effectively in a range of Tompkins Pg. 40: Integrating visuals such as images of P.112 Instruction-assessment cycle,
for EL Instruction collaborative discussions (one-on- vocabulary words, books covers that are culturally relevant informal, use checklist to assess.
means, one, in groups, and teacher-led) and interesting to the students.
Specially designed with diverse partners on grade 3 By asking students questions and
academic instruction topics and texts, building on others P.236: Engaging English learners, by using extensive reading, using a checklist to keep track of
in English for ideas and expressing their own elements of story structure, and response to literacy what they know, and what they are
English learner clearly. strategies. struggling in, the teacher collects
instruction. a. Come to discussions prepared, By using this strategy students are exposed to the readings comprehensible data that can be used
having read or studied and are given models to follow when responding to the work to enhance future lessons.

2
ELD: English required material; explicitly at hand.
language draw on that preparation and
development other information known P.23: Engaging English learners:
about the topic to explore Use oral language that is appropriate for level
EL: English learner ideas under discussion. Read aloud to students everyday
b. Follow agreed-upon rules for Share ideas with partners
ELL: English discussions (e.g., gaining the Embed language in rich activities
Language Learner floor in respectful ways,
listening to others with care,
speaking one at a time about
the topics and texts under
discussion).
c. Ask questions to check
understanding of information
presented, stay on topic, and
link their comments to the
remarks of others.
d. Explain their own ideas and
understanding in light of the
discussion.
Higher Levels of CCSS.ELA-LITERACY.L.3.5.C Strategies to apply higher level so f critical thinking involve Assessment methods can include
Critical Thinking: Distinguish shades of meaning the strategies for the 6 la concepts on pg., 20 where it states portfolios to measure student growth
among related words that that building background knowledge and making connections in the unit as well as the depth of
Blooms Taxonomy describe states of mind or is a useful strategy to help students learn in each section. This research they did.
allows students to grow and expand their learning.
How to create degrees of certainty (e.g., knew, Rubrics can be used to grade specific
higher order believed, suspected, heard, Inquiry method to set up the ladder in blooms taxonomy portions of the portfolio. P.119
thinking wondered).
CCSS.ELA-LITERACY.RI.3.10 Questioning to build on DOK
Blooms taxonomy By the end of the year, read
and comprehend informational
DOK Levels texts, including history/social
studies, science, and technical
texts, at the high end of the
grades 2-3 text complexity
band independently and
proficiently.

3
Assessment 1. Write opinion pieces on topics or Assessment tools for each type of assessment When do you use this type of
Types/Define texts, supporting a point of view assessment?
with reasons. Assessment tools can include electronic records of portfolios,
Formal- a recorded a. Introduce the topic or text checklists, or exams, as well as physical copies of their work P.51- Portfolios- can be used to
method of keeping they are writing about, state in student journals, tests, and physical rubrics students can collect student work.
score or grading an an opinion, and create an see.
assignment, such as organizational structure that P.48- checklists- can be used for
an exam or lists reasons. Students an take assessments online. Rubrics can also be assignments and presentations
assignment, or b. Provide reasons that support created online and returned to students online, via a shared
project. the opinion. Google doc. p. 51 Rubrics- can be implemented
Informal- an c. Use linking words and phrases for any kind of assessment
informal method to (e.g., because, therefore, To measure authentic assessment types, written recording of
record or check since, for example) to connect what students say and how they describe either learning will P.54 High Stake tests (more like state
student progress by opinion and reasons. be a good way to keep track of their information recall. tests.
walking around, d. Provide a concluding statement or
observing, and section.
listening.
2. Write informative/explanatory texts
Rubrics- a point to examine a topic and convey
system outlining ideas and information clearly.
what how the a. Introduce a topic and group
assignment will be related information together;
scored. include illustrations when
useful to aiding
Authentic- comprehension.
meaningful learning b. Develop the topic with facts,
can be constructed definitions, and details.
by teacher or with c. Use linking words and phrases
student allowing for (e.g., also, another, and, more,
student voice. but) to connect ideas within
categories of information.
Portfolio- a file of d. Provide a concluding
student work kept to statement or section.
show how students
are progressing or to
keep track of work
for a larger project.
Data Based These can be used to assess any What types of data is typically used? Where/how do teachers How does data based assessment
Assessment concept, formatively to enhance get useful data? drive instruction?
(Define) future lessons and meet student needs,

4
 and summative to gather how well the Typical data came from formative and summative Data based assessment drives
Data based students did in the unit, what they did assessments. Teachers benefit from constant formative instruction because it allows teacher
assessments include well on, and what they struggled on. assessments so that they can see the students progress and the the opportunity to reflect on their
weekly tests, classroom level, allow the teacher to differentiate instruction lessons and see what worked well,
summative exams, or and what did not work well and will
both or the unit and help them introduce new learning
yearly state exams. strategies to enhance student learning
As well as collected for the next lesson.
student work.
CCSS.ELA-LITERACY.RL.3.2 Listening Strategy Listening assessment
Listening Recount stories, including Monitoring/ Observations
First contact with fables, folktales, and myths P.20 Talking assessment
language beginning from diverse cultures; Activate background Knowledge Observations of student discussion
from birth. Connect Reading assessment
Talking determine the central message, Evaluate Reading logs, assess for fluency,
Great part of lesson, or moral and explain Monitor accuracy, and comprehension
learning, they talk to how it is conveyed through key Predict Writing assessment
respond, provide details in the text. Revise work and provide rubric so
feedback etc. Talking Strategy that students can self check their own
Reading, CCSS.ELA-LITERACY.RI.3.7 work
Used to decode Use information gained from P.20 Viewing assessment
words and illustrations (e.g., maps, Elaborate Ask questions to comprehend what
comprehend text Highlight big ideas students took from visuals provided.
photographs) and the words in
Writings Organize Visually representing assessment
Used to process a text to demonstrate Set goals Can be given a mini test or writing
stories, and do understanding of the text (e.g., sample to show what they learned
informal writings where, when, why, and how Reading Strategy from the visual representation.
Viewing key events occur).
Part of 21st century P.20
knowledge base and CCSS.ELA-LITERACY.RF.3.4 Determine importance
essential for Take notes
Read with sufficient accuracy
students to integrate Visualize
with other learning. and fluency to support Predict
Visually comprehension.
representing Writing Strategy
Students create CCSS.ELA-LITERACY.W.3.2
visual texts, or Write informative/explanatory P.20
presentations using texts to examine a topic and Format
media. Generate
convey ideas and information
Organize
clearly. Proofread
Revise
5

Spelling CCSS.ELA-LITERACY.L.3.4
Determine or clarify the
meaning of unknown and
multiple-meaning word and
phrases based on grade 3
reading and content, choosing
flexibly from a range of
strategies.
Background CCSS.ELA-LITERACY.RL.3.2
Knowledge Recount stories, including
Viewing Strategy
P.20
Detect bias
Notice non verbal cues
Visualize
Visually representing Strategy
P.20
Generate
Narrow
Revise
Visualize
P. 331 Alphabetic principle P. 341- weekly spelling tests can be
used to check student spelling. This
P.331 Invented Spelling can be done once or twice a week, if
done twice a week, a pre-test would
P.334 be given the first day of the week,
Sound it out and a post test at the end of the week.
It is important that you never simply say sound out the word,
but rather have the stent break the word apart and then put the
sounds of each part back together.
Spell by Analogy
Apply affixes
Proofread
Check a dictionary
This would be a last option to have students simply look up
the word in a dictionary, because they are not learning what it
is that they need to know to be able to read and say the word
on their own.
P.155- word walls
These are useful because you can keep track of all the
spelling words in a unit and can have them readily accessible
for students to see, practice and work on.
KWL Charts P. 60 Giving a pretest to gather the
KWL Charts a great way to build background knowledge academic level the students are at
while creating a visual representation of what the students are and the material they remember or
6
 fables, folktales, and myths
from diverse cultures;
determine the central message,
lesson, or moral and explain
how it is conveyed through key
details in the text.
Knowledge CCSS.ELA-LITERACY.RI.3.1
Acquisition S/A Ch Ask and answer questions to
5 demonstrate understanding of
List Knowledge a text, referring explicitly to the DOK level 1-2
Acquisition
models/strategies text as the basis for the
answers.
learning, which is useful for you and for the students.
Another good way to build background knowledge would to
be to watch a relevant video during the anticipatory set.
Having a class discussion with god questions you selected in
advanced can help students activate their background
knowledge.
Describe each strategy/model and explain the use and
cognitive taxonomy level.
are bring with them can assess
background knowledge. Creating
KWL charts can also be consisted an
assessment, as it is an informal way
that teachers can check where
students are while conducting whole
cup instruction.
How would these models be used for
assessing learning?
These models would b used to assess
the lower level of leaners such as
knowledge attainment and factual
learning.

Knowledge CCSS.ELA-LITERACY.RI.3.3
Discovery S/A Ch. 6 Describe the relationship
List Knowledge between a series of historical
discovery events, scientific ideas or
models/strategies
concepts, or steps in technical
procedures in a text, using
language that pertains to time,
sequence, and cause/effect.
Describe each strategy/model and explain the use and How would these models be used for
cognitive taxonomy level. assessing learning?
P.19/33- questioning and inquiry learning
These models would be used to
DOK level 3-4 assess the more strategic thinking
and extended thinking used in
content knowledge application.

7
Content Area CCSS.ELA-LITERACY.RL.3.9
Reading/ Compare and contrast the
Reading themes, settings, and plots of
Comprehension stories written by the same
author about the same or
similar characters (e.g., in books
from a series)
Visual Language: 1. Demonstrate understanding of the
Viewing and organization and basic features of
Visually print.
representing (T. 3. Know and apply grade-level
Ch. 6) phonics and word analysis skills in
decoding words both in isolation
and in text. CA
d. Distinguish between similarly spelled
words by identifying the sounds of the
letters that differ.
Building Vocabulary CCSS.ELA-LITERACY.L.3.4
T. Ch. 7 Determine or clarify the
meaning of unknown and
multiple-meaning word and
phrases based on grade 3
reading and content, choosing
flexibly from a range of
strategies.
Tompkins:
P.237- scaffolding during guided reading
Reading theatres
P. 240- Retelling stories
Retelling helps students recall what the story was about tor
what the lesson and main point was.
P.243- writing retellings
50 Strategies:
P.48 guided reading
This can be useful for students who are struggling with
fluency and accuracy, which can affect comprehension, by
reading along with them and guiding them you give them a
better chance at understanding the readings.
P.131- Story boards
This helps students visually see what they are talking about
and helps them visualize the story line
assessment data on how the students
P. 173 wordless picture books
These are useful for struggling readers, as they can practice
sequencing, and comprehension based on the storyline they
see visually.
P.38-Graphic organizers
Allow students to organize their words so that they can go
back and study them
P. 71- making words
This allows students to focus on the meaning or spelling
depending on how it is incorporated
P.155- word walls
Creates a visual for students throughout the week.
P.236- instruction assessment cycle-
teacher asks three questions to
evaluate student learning, informal.
P119- Rubrics
These are great to use when grading
material that is written or a specific
activity that can be turned in to be
graded using a rubric, it also gives
students the opportunity to look
through the rubric first, to see what
they will need, as well as afterwards
to check their work.
This can be assessed by asking
questions relevant to the standard
and learning goal to gather informal
are doing
Weekly tests can be given to check
whether the strategies are helping
students remember the meaning of
vocabulary
Checking to see if students used
vocabulary in the correct context can
also assess it in small writing
samples.
8
Handwriting CCSS.ELA-LITERACY.W.3.3
Write narratives to develop
real or imagined experiences or
events using effective
technique, descriptive details,
and clear event sequences.
Grammar 5. With guidance and support from
peers and adults, develop and
strengthen writing as needed by
planning, revising, and editing. (Editing
for conventions should demonstrate
command of Language standards 13
up to and including grade 3.)
Tompkins: P.349-350 Correcting handwriting
P. 345- manuscript, and cursive writing problems:
P.346-347
Teach letter formation Develop checklists to evaluate
Size and proportion writing and allow for children to
Spacing check their own writing.
Slant
Alignment and line quality P119- Rubrics
All of the aspects of handwriting listed above would be These are great to use when grading
taught during a mini lesson. material that is written or a specific
activity that can be turned in to be
50 Strategies: graded using a rubric, it also gives
students the opportunity to look
P.116- revising groups through the rubric first, to see what
These are useful because students get to see what another they will need, as well as afterwards
students handwriting looks like, and hopefully it is a model to check their work.
of what they should be doing.
P. 119- Rubrics
This ties in with the previous strategy; you can set up a rubric
for students to use when revising each others handwriting.
P. 56- Interactive Writing
Interactive writing can help when you model what
handwriting should look like and have students practice
copying the way you write something.
Tompkins: P.116- revising groups
P. 327- Sentence Unscrambling Helps students understand grammar
The teacher reads a sentence from a book and then scrambles by having the chance to revise
the sentence up. The teacher then presents it to the students, another students work.
who then need to put the phrases together in the correct order.
P119- Rubrics
P.328 Sentence expanding. These are great to use when grading
Students take a sentence from a book and expand on it using material that is written or a specific
grammatically correct structures that match the style of the activity that can be turned in to be
author. graded using a rubric, it also gives
students the opportunity to look
9
 50 Strategies: through the rubric first, to see what
they will need, as well as afterwards
P.116 Revising groups to check their work.
These are useful because the students get to check their won
work, and give each other feedback.
P. 99 Quick writes
These can be done when introducing a new grammar concept,
or when having students practice said concept.
Listening (3 types) 4. Report on a topic or text, tell a story, Tompkins: P. 112 Instrument- assessment cycle
or recount an experience with P.92-95 This assessment tool is useful
Discriminative; to appropriate facts and relevant, because you can keep a record or
distinguish sounds descriptive details, speaking clearly Predicting student responses, or a checklist of
Aesthetic: for at an understandable pace. Students predict what will happen next in a story they have the students who do not seem to have
pleasure a. Plan and deliver an heard. a grasp on certain concepts, based on
Efferent: to informative/ explanatory presentation Visualizing how they respond to the carefully
understand a on a topic that: organizes ideas around Students will visualize what they listened to by drawing out selected questions.
message major points of information, follows a the story.
Critical: students logical sequence, includes supporting Connecting
evaluate message details, uses clear and specific Organizing
vocabulary, and provides a strong Students organize parts of the story they listened to by
conclusion. CA organizing the parts of the story in writing, or using a
drawing.
Summarizing

50 Strategies:

P.136 Informal Learning

This can be done by simply holding discussions about what is
being taught, and asking questions throughout.

P.123- Shared Reading

This is important to do because student scan not only listen to
each other read, but can help correct each others
pronunciation.

Talk (3 types) CCSS.ELA-LITERACY.SL.3.1 Tompkins: P.112 Instrument assessment cycle

Engage effectively in a range of
collaborative discussions (one-
Small groups on-one, in groups, and teacher-
Discussions
Asking Questions led) with diverse partners
on grade 3 topics and texts,
This assessment tool is useful
P. 104 Interviews because you can keep a record or
These are useful because you can explicitly teach the students student responses, or a checklist of
how to respectfully ask questions and how to wait for the students who do not seem to have
responses. a grasp on certain concepts, based on
P.103 Oral Reports how they respond to the carefully
10
 building on others' ideas and
expressing their own clearly.
Oral reports help students explain the content they have
learned in a verbal manner, helping them with their academic
language, as well as with their content knowledge attainment
. These are great to use when grading
50 Strategies:
P.134 Story retelling
Story retellings are useful because you can listen to the
knowledge the student has after having read the story.
P.20 Interactive read clouds
Interactive read alouds are useful because the students can
practice the story out loud and then discuss what they read.
P.6 Book talks
This can be used along with sentence frames to allow
students to discuss how the story will play out,
selected questions.
P119- Rubrics
material that is written or a specific
activity that can be turned in to be
graded using a rubric, it also gives
students the opportunity to look
through the rubric first, to see what
they will need, as well as afterwards
to check their work.

Teaching advanced 9. Compare and contrast the themes,
learners settings, and plots of stories written by
Depth and the same author about the same or
Complexity (All similar characters (e.g., in books from a
texts) series).
10. By the end of the year, read and
comprehend informational texts,
including history/social studies,
science, and technical texts, at the high
end of the grades 23 text complexity
band independently and proficiently.
50 Social Studies:
P. 96 Questioning author
This can be incorporated into small group setting and can be
done as a guided activity, and later independently
P.93 Question answer relationship
After having students question the author, they can find
answers tot eh questions they generate.
50 Literacy:
P. 112 Instrument assessment cycle
This assessment tool is useful
because you can keep a record or
student responses, or a checklist of
the students who do not seem to have
a grasp on certain concepts, based on
how they respond to the carefully
selected questions.

P.25 mini-lessons
These can be incorporated into smaller groups, or be done as
part o the whole lesson for those students who will have more
complex work given to them.

P.31 Question-answer relationships.

After having students question the author, they can find

answers tot eh questions they generate.

Social Studies Skills: 1 Students describe the physical and P. 15 Book Talks P. 112 Instrument assessment cycle
human geography and use maps, tables, This assessment tool is useful
11
 Map Skills graphs, photographs, and charts to
History/Timeline organize information about people,
s places, and environments in a spatial
context.
Political
Cartoons/
Identify geographical features in their
(Nonwritten
local region (e.g., deserts, mountains,
Information) valleys, hills, coastal areas, oceans,
lakes).
Trace the ways in which people have used
the resources of the local region and
modified the physical environment (e.g.,
a dam constructed upstream changed a
river or coastline).
Determine the reasons for rules, laws, and
the U.S. Constitution; the role of
citizenship in the promotion of rules and
laws; and the consequences for people
who violate rules and laws.
The are useful when learning social studies because students
can look through a book, or lesson in the text, and
P. 144 Venn Diagrams
These are useful ways to organize the information being
taught, as they can later use it and incorporate these Venn
diagrams into other lessons.
because you can keep a record or
student responses, or a checklist of
the students who do not seem to have
a grasp on certain concepts, based on
how they respond to the carefully
selected questions.
Collect student work such as
writings, projects, etc.
P119- Rubrics
These are great to use when grading
material that is written or a specific
activity that can be turned in to be
graded using a rubric, it also gives
students the opportunity to look
through the rubric first, to see what
they will need, as well as afterwards
to check their work.

Discuss the importance of public virtue

and the role of citizens, including how to
participate in a classroom, in the
community, and in civic life.

Know the histories of important local and

national landmarks, symbols, and
essential documents that create a sense of
community among citizens and exemplify
cherished ideals (e.g., the U.S. flag, the
bald eagle, the Statue of Liberty, the U.S.
Constitution, the Declaration of
Independence, the U.S. Capitol).

Understand the three branches of

government, with an emphasis on local
government.

History-social 2 Students describe the American P. 112 Instrument assessment cycle

Science teaching Indian nations in their local region long P. 56 Interactive Writing This assessment tool is useful
strategies required ago and in the recent past. because you can keep a record or
These are useful because whatever topic is being covered can
12
in TPE 1A Describe national identities, religious be model in a writing assignment and it gives students the student responses, or a checklist of
Simulations beliefs, customs, and various folklore opportunity to do a practice run of the activity they are to the students who do not seem to have
Case Studies traditions. complete. a grasp on certain concepts, based on
Cultural how they respond to the carefully
Artifacts, Discuss the ways in which physical P. 31 Data Charts selected questions.
geography, including climate, influenced These are useful when having students collect information
Works of Art howthe local Indian nations adapted to
Literature that can later be used to incorporate into other assignments, P119- Rubrics
their natural environment (e.g., how they
Cooperative or to keep as notes for a later project. These are great to use when grading
obtained food, clothing, tools).
Projects material that is written or a specific
activity that can be turned in to be
Student
graded using a rubric, it also gives
Inquiry/Rese
students the opportunity to look
arch
through the rubric first, to see what
they will need, as well as afterwards
to check their work

Writing Processes . 4. With guidance and support from

adults, produce writing in which the
development and organization are
appropriate to task and purpose.
(Grade-specific expectations for writing
types are defined in standards 13
above.)
Writing Program The writing program used was
observed in school Step up to Writing
(ex. Step up to
Writing)
50 Strategies:
P.56 interactive writing
This is a good strategy to use when model a writing
assignment for students as it gives them the opportunity to be
a part of the writing process and get the practice they need
before they move on to writing on their own.
P.99 Quick writes
This can be done in the morning to get the students used to
writing using a certain grammatical concept, or simply to get
them used to writing in general.
The writing program includes step by step work on how to
model the writing for students, specific steps they can take
when writing, and prompts they can answer.
P. 112 Instrument assessment cycle
This assessment tool is useful
because you can keep a record or
student responses, or a checklist of
the students who do not seem to have
a grasp on certain concepts, based on
how they respond to the carefully
selected questions.
P.116- revising groups
P119- Rubrics
These are great to use when grading
material that is written or a specific
activity that can be turned in to be
graded using a rubric, it also gives
students the opportunity to look
through the rubric first, to see what
they will need, as well as afterwards
to check their work.
P. 112 Instrument assessment cycle
This assessment tool is useful
because you can keep a record or
student responses, or a checklist of
the students who do not seem to have

13
 a grasp on certain concepts, based on
how they respond to the carefully
selected questions.

Reading /Writing CCSS Tompkins: P. 112 Instrument assessment cycle

for
Information 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 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.
50 Strategies:
P.18 choral reading
This is usfull becaue studetns practice sayin the information
they are reading about which helps them remember the
material.
P.56 interactive writing
This is a good strategy to use when model a writing
assignment for students as it gives them the opportunity to be
a part of the writing process and get the practice they need
before they move on to writing on their own.
P.134 Story retellings
P. 31 Data Charts
These are useful when having students collect information
that can later be used to incorporate into other assignments,
or to keep as notes for a later project.
This assessment tool is useful
because you can keep a record or
student responses, or a checklist of
the students who do not seem to have
a grasp on certain concepts, based on
how they respond to the carefully
selected questions.
P.116- revising groups
P119- Rubrics
These are great to use when grading
material that is written or a specific
activity that can be turned in to be
graded using a rubric, it also gives
students the opportunity to look
through the rubric first, to see what
they will need, as well as afterwards
to check their work.

Reading/Writing 3. Write narratives to develop real or
Poetry imagined experiences or events
using effective technique,
descriptive details, and clear event
sequences.
a. Establish a situation and
introduce a narrator and/or
characters; organize an event
sequence that unfolds
naturally.
b. Use dialogue and descriptions
of actions, thoughts, and
feelings to develop
experiences and events or
Tompkins: P. 112 Instrument assessment cycle
P. 305 Echo read This assessment tool is useful
Students read a poem aloud, repeat the way in which you because you can keep a record or
read each stanza so that they understand the importance of student responses, or a checklist of
the flow in a poem. the students who do not seem to have
a grasp on certain concepts, based on
50 Strategies: how they respond to the carefully
selected questions.
P.56 Interactive writing
This is useful when having students write their own poem for P.116- revising groups
the first time. The teacher can model the correct way in
which to do so, and students can all practice writing one part P119- Rubrics
of the poem. These are great to use when grading
material that is written or a specific
P. 134 Story retelling activity that can be turned in to be
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 show the response of
characters to situations.
c. Use temporal words and
phrases to signal event order.
d. Provide a sense of closure.
Reading/Writing CCSS.ELA-LITERACY.RL.3.2
Stories Recount stories, including
fables, folktales, and myths
from diverse cultures;
determine the central message,
lesson, or moral and explain
how it is conveyed through key
details in the text.
CCSS.ELA-LITERACY.RL.3.3
Describe characters in a story
(e.g., their traits, motivations, or
feelings) and explain how their
actions contribute to the
sequence of events
CCSS.ELA-LITERACY.W.3.3.A
Establish a situation and
introduce a narrator and/or
characters; organize an event
sequence that unfolds
naturally.
Providing individual Providing individuals with feedback
feedback to all on their work is something that needs
students (All Texts- to be incorporated into every lesson
an edTPA that is taught, and into every form or
requirement) assessment. Every standard will
include personal feedback.
Story retelling is a useful strategy to use with poetry because
students can tell you what the poem was about.
50 Strategies:
P.18 choral reading
This allows students to hear the manner in which we read
aloud, as well as the emotions used when reading specific
sentences.
P.123 shared reading
This strategy could e used to have students practice reading
aloud to each other.
P. 15 book talks
This is done when reading a book and then discussing what
the book is about, or when you have students pre-read, in a
sense, by looking at the images and discussing what they
think the book will be about.
To provide individual feed back it is useful to either be
monitoring students as they work and interject with
individual students as you see them working or making a
mistake. Another way to provide feedback could be to have
the students
graded using a rubric, it also gives
students the opportunity to look
through the rubric first, to see what
they will need, as well as afterwards
to check their work.
P. 112 Instrument assessment cycle
This assessment tool is useful
because you can keep a record or
student responses, or a checklist of
the students who do not seem to have
a grasp on certain concepts, based on
how they respond to the carefully
selected questions.
P.116- revising groups
P119- Rubrics
These are great to use when grading
material that is written or a specific
activity that can be turned in to be
graded using a rubric, it also gives
students the opportunity to look
through the rubric first, to see what
they will need, as well as afterwards
to check their work.
P. 112 Instrument assessment cycle
This assessment tool is useful
because you can keep a record or
student responses, or a checklist of
the students who do not seem to have
a grasp on certain concepts, based on
how they respond to the carefully
selected questions.
15
P119- Rubrics
These are great to use when grading
material that is written or a specific
activity that can be turned in to be
graded using a rubric, it also gives
students the opportunity to look
through the rubric first, to see what
they will need, as well as afterwards
to check their work.

16