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TASK 1: LITERACY CONTEXT FOR LEARNING INFORMATION

Elementary Education - LITERACY Task 1: LITERACY CONTEXT for LEARNING INFORMATION Copyright 2015 Board of Trustees of the Leland Stanford Junior University. 1 of 4 | 4 pages maximum All rights reserved. V4_0915 The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is permitted only pursuant to the terms of a written license agreement. TASK 1: LITERACY CONTEXT FOR LEARNING INFORMATION Respond to the prompts below (no more than 4 single-spaced pages, including prompts) by typing your responses within the brackets following each prompt. Do not delete or alter the prompts. Pages exceeding the maximum will not be scored. About the School Where You Are Teaching 1.

In terms of support, there is an ELL support teacher that comes into the classroom for a half ... There are 45 minutes dedicated to writing workshop, which involves a 15-minute minilesson ... is a basic skills room stocked with leveled books for reading and mentor texts for writing. Teachers have access to these books at all times. The website ...

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TASK 1: PLANNING COMMENTARY - My Teaching Portfolio

jordancaplan.weebly.com

to foundational skills. The writing workshop model and the Fundations program that they partake in has enabled them to become impressive writers at the first grade level. For the most part, they are able to write complete sentences that contain capitalization and punctuation, which relates to standard CCSS.ELA-LITERACY.RF.1.1 Demonstrate

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TASK 3: LITERACY ASSESSMENT COMMENTARY

jordancaplan.weebly.com

[There are typically 17 students in the first grade class that this learning segment was taught to; however, I was previously made aware that one student would be absent the week that the segment was taught, thus reducing the class to only 16 students. In the objective, it is clear that my goal was for 12 of the students, or 75% of the class, to be

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TASK 1: PLANNING COMMENTARY

jordancaplan.weebly.com

Writing Workshop model. With this model, the students have developed very impressive writing skills that allow them to think outside of the box and create writing pieces that can be quite extensive in length. The students have utilized mentor texts many times prior to this learning segment, for both writing and reading workshop.

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flintelacurriculum.weebly.com

If students have not had previous experience in a writing workshop or with aligned units of study teachers may want to include lessons from previous grade levels as support and build towards the outcomes of this unit. A teacher ... Although mentor text for the immersion phase is detailed for this unit, any personal narrative which is short ...

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TEACHING PORTFOLIO - Holly Ann Garnett

hollyanngarnett.com

critically read these academic texts, I set aside time during one of the first classes to read through an ... and refined through my experiences as a course instructor, teaching assistant, workshop facilitator, and mentor. I plan to continue seeking opportunities for my own development as a teacher in ... writing, academic integrity, knowledge ...

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Literacy Action Plan Template

www.eisd.org

purpose for writing. District vertically aligned writing expectations utilizing grade level specific rubrics and emphasizing modeling of the writing process. Establish district wide non-negotiable grammar expectations and ensuring that grammar is not taught in isolation but rather in context using mentor texts. 1. Timeline

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www.wpschools.org

Mentor Texts: Are You My Mother Corduroy The Gingerbread Man Point Kissing Hand Structures: Read Aloud Shared Reading Reading Workshop o Conferring o Partner Talk/ Reading o Mid Workshop Teaching /Teacher Share o Small Group Work Guide Reading Strategy Lessons Resources: **Refer to first 25 days to reading workshop* Book Basket Books

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Woodland Park School District Writing Curriculum

www.wpschools.org

*Refer to Mentor texts *Anchor charts *Set classroom writing routine *refer to Mastering Mechanics pg40-60-70-132 *Trade book: Titch, I Love School, When I Get Bigger 2. Writers learn how to choose a topic. Writers use experiences to generate ideas. Writers share meaningful experiences. Writers think, share, and rehearse to self.

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TEA HER RESOUR E FOR LONG WAY DOWN Y JASON …

oh01913306.schoolwires.net

Jason Reynold [s Long Way Down will serve as a mentor text. Students will analyze techniques used and draw evidence from several exemplar texts (informational and poetic) to support their mastery of citing text, determining theme/central idea, understanding complex characters/characterization, recognizing the cumulative impact of figurative

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www.corestandards.org

poetry, and informational texts. (The history/social studies texts also include some arts-related texts.) Citations intro-duce each excerpt, and additional citations are included for texts not excerpted in the appendix. Within each grade band and after each text type, sample performance tasks are included for select texts. Media Texts

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files.archivists.org

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