Component Chart
Component Chart
Component Chart
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widens thinking and helps understand
the opinion of others.
SDAIE Teachers must ensure that (1)Anticipatory kwl chart, (2) anticipatory (1) What I know, what I
Strategies for they use appropriate guide, (3) brainstorming, (4) choral reading. want to know, and then
EL Instruction scaffolds to provide access introduce objectives in
to a curriculum that is upcoming learning. (2)
cognitively complex, Students agree or disagree
rigorous and coherent, with questions or series of
focusing on grade-level, statements. (3) students
standards based concepts. work as a whole group
with the teacher. (4)
groups of students present
sections.
Higher Levels (From top to bottom) Establish learning goals, frameworks used Using these strategies will
of Critical Create: produce new or for organization, having the outcomes clarify then transpire to student
Thinking original work the objectives. habit. These will create a
Blooms Evaluate: Justify a stand or foundation in which to
Taxonomy decision Also, assists in helping teachers to plan and teach future lessons.
( from WWW Analyze: Draw connections deliver instruction, design appropriate
download 3-5 among ideas assessments, and ensure that instruction
articles) Apply: Use information in and assessments are consistently aligned
new situations. with objectives.
Understand: Explain ideas
or concepts.
Remember: Recall facts and
basic concepts.
Assessment Formal: State tests, Formal: High school CAHSEE. Using these strategies
Types/Define exams worth a grade or Informal: Having a classroom are all useful
Formal score. discussion activating prior knowledge. throughout a variety of
Informal Informal: observations, Rubrics: Criteria for an assignment lessons. Depending on
Rubrics discussions Authentic: meaningful connection made the situation the
Authenti Rubrics: Used for between lesson and students life. students responses are
assessment Portfolio: writing sample at the wide-ranging.
c
Authentic: meaningful beginning of the year to the end of the
Portfolio
Portfolio: Used for a year.
timespan to show
2
progress.
Data Based Assessment based on the What types of data is typically used? How does data based
Assessment quality and effectiveness of Where/how do teachers get useful data? assessment drive
(Define) lessons and interactions. instruction?
Behavioral, assessments, relationships
between students and teachers. Instruction is geared
towards delivering
effective strategies that
can help students on an
individual level improve
and progress.
Spelling CCSS.ELA-Literacy.L.K.1c Phonics worksheets: write simple words with Assessments geared
(Regular plural nouns) short vowel sounds. towards total
CCSS.ELA-Literacy comprehension in order to
L.K.2c (Write letters for Simple sight word game establish a foundation to
sounds) deliver complex words.
CCSS.ELA- Word family worksheets
Literacy.L.K.2d (Spell
words phonetically) Word scrambles
Used to create connections KWL charts These strategies begin the
Background between lessons and Carousel brainstorming lesson with a sort of
Knowledge progress towards difficult Journals collaboration or discussion
concepts. Admit/entrance ticket in order to target prior
knowledge that will be
beneficial in the upcoming
lesson.
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strand. information through images either alone or 5) Convey information
alongside spoken or written words. needed for
comprehending.
6) Use of photographs,
drawings, graphs, maps,
and diagrams.
Knowledge Helps assessment
CCSS.ELA-LITERACY.L.5.4
Acquisition 1) Vary practice activities informally and formally by
S/A Ch 5 Determine or clarify the 2) Distribute practice over extended periods 1) modeling the problem-
List meaning of unknown and of time solving process. 2)Design
Knowledge multiple-meaning words and 3) Break complex problems partially completed
Acquisition phrases based on grade 5 4) Provide students with fully completed examples for students to
models/strate reading and content, choosing sample problems. practice. 3) Sequence
gies flexibly from a range of 5) Provide plenty of opportunities to practice activities logically. 4)
strategies. applying problem-solving skills. Space practice activities
appropriately. 5) Monitor
student practice providing
guidance and feedback.
Knowledge 1) Developing and understanding the 1) Access prior knowledge.
CCSS.ELA-LITERACY.L.5.3
Discovery S/A application domain. 2) Examples or data points
Ch. 6 List Use knowledge of language and 2) Creating a target data set 3) Remove missing values
Knowledge its conventions when writing, 3) Data cleaning and preprocessing 4) Find useful attributes
discovery speaking, reading, or listening. 4) Data reduction and projection 5) Classify data
models/strate 5) Choosing the data mining task 6) Generate patterns in
gies 6) Data Mine learning
7) Interpret patterns 7) Perform pattern
8) Discuss discovered knowledge. 8) Check for accuracy.
Content Area
Reading/ CCSS.ELA-LITERACY.RI.5.9 Read different texts on a variety of academic Students will be able to
Reading Integrate information from topics at a various ranges of complexity. develop fluency,
Comprehensio several texts on the same topic - Select a topic within a content area comprehension, and
n in order to write or speak about - Identify books at appropriate reading vocabulary needed to read
the subject knowledgeably. levels and understand the
- Explore informational text and literature concepts and content
- Compare books taught in the classroom.
Visual Three ways of expressing
Language: CCSS.ELA-LITERACY.L.5.1 System of communication using visual the ideas in our minds.
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Viewing and Demonstrate command of the elements. 1) Create sounds.
Visually conventions of standard English 2) Move bodies
representing grammar and usage when 3) Draw images
(T. Ch. 6) writing or speaking.
5
Grammar CCSS.ELA-LITERACY.L.3.1 1. Relate knowledge needs to learning Focus on a pattern of error.
Demonstrate command of goals
the conventions of standard 2. Apply higher order thinking skills Correct only the first
English grammar and usage 3. Provide plentiful, appropriate language instance of an error.
when writing or speaking. input
CCSS.ELA-LITERACY.L.3.1.A 4. Use predicting skills Place a check mark in the
Explain the function of 5. Limit expectations for practice margin beside the line
nouns, pronouns, verbs, where the error occurs
adjectives, and adverbs in
general and their functions - Use of weekly mini lessons Discuss patterns and let
in particular sentences. - Student grammar presentations student edit.
- Conference tutorials
- Independent study guide and test
3) Content Listening:
Understanding and
retaining the information
provided by the speaker.
Talk (3 types) 1) Disputation talk 1) Lots of disagreement
CCSS.ELA-LITERACY.SL.5.1.A 2) Cumulative talk and everyone makes own
Come to discussions prepared, 3) Exploratory talk decisions.
having read or studied required 2) Everyone accepts and
material; explicitly draw on that agrees with what peers
preparation and other say.
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information known about the 3) Everyone listens
topic to explore ideas under actively, people ask
discussion. questions, ideas may be
challenged.
Teaching
advanced Differentiation is key in Connect situational learning to personal lives This can be measured by
learners order to reach wide range in order to create a sense of self-motivation using a personal folder in
Depth and of students. Also, needing in students. which advanced students
Complexity to have a wide range of have additional
(All texts) instructional strategies to resources/activities to
fulfill all requirements of continue growth.
the curriculum.
Social Studies
Skills: CCSS.ELA-LITERACY.RI.5.5 Inquiry Assess for completion and
Map Skills Compare and contrast the expectations based off a
History/Tim overall structure (e.g., Generalizations rubric that students will be
elines chronology, comparison, able to easily compare to.
Political cause/effect, Visual projects that require collaboration
Cartoons/ problem/solution) of
(Nonwritte events, ideas, concepts, or
n information in two or more * These types of strategies add variety to
Information texts. lessons and engage both students creativity
) and knowledge of the content.
History-social Before:
Science CCSS.ELA-LITERACY.RI.5.9 - Review vocabulary that will be Assess for completion and
teaching Integrate information from encountered in the reading expectations based off a
strategies several texts on the same - Connect prior knowledge rubric that students will be
required in topic in order to write or - Make predictions able to easily compare to.
TPE 1A speak about the subject - Identify text features (charts, tables,
Simulati knowledgeably. ect..)
ons - Set targets or objectives
Case
Studies
Cultural During:
Artifacts - Drawing a non-linguistic
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, - Asking questions about key ideas
Works of - Identify unfamiliar ideas, concepts, or
Art words to work with later
Literatur - Using questions, cues, and advance
e organizers
Cooperat
ive After:
Projects - Summarizing and note taking
Student - Comparing notes
Inquiry/R - Providing substantive homework and
esearch practice
- Reinforcing effort and providing
recognition
Reading CCSS.ELA-LITERACY.RI.5.1
/Writing for Quote accurately from a text Use prompts that are of interests and simple Providing new knowledge,
Information when explaining what the text to students. explaining a process,
says explicitly and when developing a concept.
drawing inferences from the Assist in learning appropriate text structures,
text. text features, and language through talk- Enumerating and clarifying
aloud. different types of writing,
defining, detailing
components, explaining
behavior or function, and
providing explanation of
why.
Reading/Writi CCSS.ELA-LITERACY.RL.4.10 I Am Poem
ng Poetry By the end of the year, Monitoring use of
read and comprehend Shape Poetry language:
literature, including stories, - Vocabulary choices
dramas, and poetry, in the Turn poems into illustrations - Similes
grades 4-5 text complexity - Metaphors
band proficiently, with Use music - Alliteration
scaffolding as needed at - Onomatopoeia
the high end of the range. - Assonance
- Rhyme
- Half rhyme
- Metre
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Reading/Writi CCSS.ELA-LITERACY.RL.4.2 Tompkins:
ng Stories Determine a theme of a Rubrics for specific
story, drama, or poem from Story sequences strategies.
details in the text; Story Maps
summarize the text. Student samples
Timelines
Hot Seat
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Part 3
Part 4
Part 5
Part 6
Part 7
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