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Ela look fors combined

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  • 1. English Language Arts Look-fors St. Clair County RESA, Jennifer Evans 2013 Page 1 ELA Task What Student Is Doing What Teacher Is Doing Routines and Procedures are established. Task Is interesting. Requires cognitive effort. Has real world relevance. Creates discussion. Relates to grade level CCSS. Builds student understanding. Leads student to look back and reflect on answer. Engages students. Balances Informational and Literary texts. Drawing information and analyzing answers to questions based on a text structure and story elements. Determining a theme of a text and including supportive analysis, evidence, inference, etc. Determining the meaning of words and phrases used in a text and how the information or literature impacts them. Analyzing how the author’s choices impact the purpose, reasoning, evidence, structure, meaning and implications of the text. Describing how the structure impacts the text and draw meaning from different formats. Analyzing and evaluating the various points of view from meaning, narrator, author, illustrator, reader, audience and/or characters’ perspectives, also interpretation of source material. Comparing and contrasting works from different authors related to similar stories, events, themes, topics, plots, or genres. Problem solving using material from a variety of formats and sources. Evaluating the author’s reasoning and evidence in a text. Accountability is evident. (Each bullet may not be identified in every lesson) Building a supportive literacy community using multiple sources; digital, journals, etc. Providing feedback and helping make connections between representations, various points of view, student thinking. Providing explicit and precise modeling. Helping students develop goals. Providing students with time to discuss with others. Providing students with opportunities to use various graphic organizers/thinking maps, pictures, promoting visible thinking while referring to displays of anchor charts and other content specific visual aids. Providing students the opportunity to construct their own ideas and use evidence from the text. Differentiating questioning strategies such as QAR, Bloom’s, Socratic circles, etc. Providing students with opportunities to engage in word study. Providing flexible, instructional groupings to differentiate instruction and meet students’ needs. ELA Task What Student Is Doing What Teacher Is DoingReading
  • 2. English Language Arts Look-fors St. Clair County RESA, Jennifer Evans 2013 Page 2 ELA Task Routines and Procedures are established. Task Is interesting. Requires cognitive effort. Has real world relevance. Creates discussion. Relates to grade level CCSS. Builds student understanding. Leads student to look back and reflect on answer. Engages students. Balances Informational and Literary texts. What Student Is Doing Writing opinions or arguments based on point of view with sufficient evidence and valid reasoning. Writing clear and well structured informative/explanatory text based on facts. Writing detailed and clear sequenced narratives to develop real or imagined experiences or events. Producing clear and coherent text in which the development and organization are appropriate to task, purpose and audience. Applying the writing process individually or with peers to plan, revise, edit, rewrite, or try a new approach. Using technology to individually or collaboratively support the writing process. Gathering, evaluating, and citing evidence to support analysis, reflection and research. Demonstrating command of the conventions of Standard English grammar and usage when writing or speaking. Accountability is evident. (Each bullet may not be identified in every lesson) What Teacher Is Doing Providing feedback encouraging students to connect task to prior concepts taught, making connections and scaffold instruction with prior knowledge, structures used, tool, student thinking, evidence, discoveries and content standard. Providing explicit and precise modeling. Providing students with the time to research, discuss, revise, edit, share, and construct learning. Differentiating by providing multiple and flexible options for student engagement and acquisition of knowledge. Displaying Anchor charts and other content specific aids. Providing students with necessary tools to represent explore and deepen student understanding. Setting goals and identifying strategies used to achieve goals, using rubrics when necessary. Encouraging students to keep trying. Writing
  • 3. English Language Arts Look-fors St. Clair County RESA, Jennifer Evans 2013 Page 3 ELA Task Routines and Procedures are established. Task Is interesting. Requires cognitive effort. Has real world relevance. Creates discussion. Relates to grade level CCSS. Builds student understanding. Leads student to look back and reflect on answer. Engages students. Balances Informational and Literary texts. What Student Is Doing Participating in collaborative conversations with diverse partners and adults in small and large groups. Integrating multiple sources of information from various media formats extracting meaning in order to solve problems, evaluate motives, and be informed. Demonstrating an understanding of the content presented in multiple formats. Evaluating a speaker’s point of view and presenting information, possibly asking questions for clarification. Presenting relevant information so the audience can follow along and understand. Adding digital or analogue media to the presentation to provide clarity about the topic. Presenting using formal or casual language when appropriate. Accountability is evident. (Each bullet may not be identified in every lesson) What Teacher Is Doing Providing explicit and precise modeling and communications, emphasizing its importance. Providing students with the opportunity to listen and discuss with others. Providing a literacy rich environment. Providing feedback helping to make connections between various formats, relationships between representation, answer, vocabulary, student thinking, content standards, and what is noticed. Differentiating, clarifying, and providing opportunities for students to recall information presented. Expecting students to justify their reasoning using examples from the text or presentation. Building a supportive literacy community using multiple sources. Giving students the opportunity to evaluate the appropriateness of their model and that of others. Speaking and Listening
  • 4. English Language Arts Look-fors St. Clair County RESA, Jennifer Evans 2013 Page 4 ELA Task What Student Is Doing What Teacher Is Doing Routines and Procedures are established. Task Is interesting. Requires cognitive effort. Has real world relevance. Creates discussion. Relates to grade level CCSS. Builds student understanding. Leads student to look back and reflect on answer. Engages students. Balances Informational and Literary texts. Understanding how language functions in different contexts when writing, speaking, reading, or listening. Determining the meaning of unknown words and phrases. Determining understanding of figurative language, word relationships, and nuances in word meanings. Using grade-appropriate words and phrases. Accountability is evident. Providing explicit and precise modeling. Providing students with feedback that is timely and effective. Providing students with the time to discuss and determine what they notice. Providing a literacy rich environment. Demonstrating enthusiasm for the content subject area. Using graphic organizers, visual aids, short video clips/pictures, to support teaching term(s). Using explicit instruction or Marzano’s 6-step vocabulary model. Incorporating kinesthetic movements with vocabulary words when possible. Providing opportunities for students to identify words in reading. Differentiating, clarifying, and providing opportunities for students to recall information. Language