Questions On Learning Standards For English Language Arts

Provide students with information on different presentation skills needed for their final presentation. How to conduct a Power Point presentation and a poster, including visuals and different sounds, the importance of speaking clearly and loudly, the importance of correct spelling and grammar and use of appropriate language relating to the topic is discussed.

The following is the outline of the Plan that the student is advised to follow as closely as possible. Each topic will address one or few specific competencies or learning outcomes. Each competency will be graded and assessed using the attached rubric.

Seven-year-old Maria is an outgoing, happy second-grader with strong literacy skills; in fact, she is bilingual, Spanish/English. Her favorite part of school is reading and writing stories. She also enjoys math. She is very active and enjoys recess and creating dance steps in PE. She is sensitive and can get her feelings hurt easily.

Provide a graphic (table or chart) or narrative summary of student learning for your whole class. Be sure to summarize student learning for all evaluation criteria described above.

New York State adopted Common Core Learning Standards (CCLS) in 2011. The standards identified a set of clear expectations for students, teachers, and parents. This was accompanied by accountability and assessment mechanisms to ensure that the standards were achieved. The initiative was directed towards K-12 students and their level of understanding in English language arts and Mathematics. It was an outcome of changing dynamics and challenges in education that the New York State Education Department (NYSED) adopted Common Core Learning Standards (CCLS). While defining clear standards and outlining outcome expectations the purpose was to effectively prepare students for college and career readiness (Blueprint for English Language Learners (ELLS)

The Module 2 is covering Interstate Teacher Assessment and Support Consortium (InTASC) Standards’ Standard #7: Planning for Instruction. Oh, I have a long list of questions related to objectives and lesson preparations. How to determine which parts to teach? When should I teach them? Are there any guidelines? Will I be able to choose books to use for the unit? Do I decide what is necessary and what is not? Planning is part of the job. I have no problem with it because I thrive from precision and planning. However, the amount of planning is excessive – to a novice. I have to check with the curriculum of my school district and the State. Also, I will have to ensure that my lessons abide the federal/state laws. But, that does not stop there. I have to acknowledge my students’ needs. There are several steps to validate my teaching.

This assignment uses a rubric. Students should review the rubric prior to beginning the assignment to become familiar with the criteria and expectations for successful completion.

The passage of the Every Student Succeeds Act (ESSA), which is the reauthorization of the Elementary and Secondary Education Act (ESEA), along with areas that are the same, it also brings some significant changes to requirements for English Learners (ELs). Below are the highlights:

Language Supports. Refer to your lesson plans and instructional materials as needed in your response to the prompt below.

The intended audience for the presentation is identified and their level of understanding of the presentation topic is assessed

Gaining Attention/Motivation: Students will watch a brief video of a Clip from History Channel showing scenes and pictures from the devastation of the war, WWII. 2. Presenting Objectives to Students: Today we will focus on the events and ideas surrounding World War II and its connection to The Book Thief. 3. Relating to Prior Experiences/Knowledge/ Introduction: Students will begin completing their own graphic organizers K-W-L Charts.

This unit of the course will help to equip the students with presentation skills with an emphasis on Microsoft Power Point. The training will include micro-projects for the students to take, which will be aimed at the various aspects of the software. These micro-projects will form the major part of the continuous assessment, with the final examination forming a much smaller percentage (Bott, 1996).

One thing you will notice if you read this chapter is that these are techniques most educators already use to teach and assess language through our language arts programs. While reading this chapter, there wasn’t any point when I thought to myself either I can’t see myself using this or I haven’t used this already to instruct and assess my students. I will list several tasks in this blog. However, for a complete list, see table 10.1 on page 178.

This learning goal will be assessed through the highlighted word worksheet. Projects and worksheets will be done along with the discussions as a class.

c. Demonstrates flexibility and responsiveness in adjusting instruction to meet student needs. Some students will need to use an audio version and some visuals (for example, the summary video of the novel on