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Candidate Instructions for Completing the Subject-Specific and

By Zachary Freeman,2014-04-07 21:16
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Candidate Instructions for Completing the Subject-Specific and

CalTPA Subject-Specific Pedagogy Task ID #00000000

     Single Subject English

Before beginning this task, read the complete directions provided in the CalTPA Candidate Handbook.

    Case Study 1: Subject-Specific and Developmentally Appropriate

    Pedagogy

A. Contextual Information for Case Study 1

1. Elements of a Learning Experience in a Unit

    Grade: High School

    Content Area: English-Language Arts

    Subject Matter: Reading

    Time Period for the Learning Experience: Two 45-minute sessions in two consecutive

    days.

    State-adopted Academic Content Standards for Students

    1.0 Word Analysis, Fluency, and Systematic Vocabulary Development:

    Students apply their knowledge of word origins to determine the meaning of new words

    encountered in reading materials and use those words accurately

    Vocabulary and Concept Development:

    1.2 Apply knowledge of Greek, Latin, and Anglo-Saxon roots and affixes to draw inferences

    concerning the meaning of scientific and mathematical terminology

    Learning Goals for the Learning Experience

    Students will be able to do the following with a focus on solutions:

     Discern word meanings from context by using key words and context

     Infer word meanings by analyzing word roots and affixes

     Draw inferences about the meaning of scientific terminology

    Instructional Resources Available

    Passages from science textbooks, periodicals, and books; computers with Internet access;

    dictionaries

2. Class Description

    Students are in a high school English class. They particularly need to have opportunities to

    learn content in different ways and to revisit content. Many of the students enjoy the school

    environment and like to socialize with each other. Most of the students are active in after-

    school activities, including sports, clubs, tutoring, and jobs, which leaves little time for

    homework. The majority of the class plans to attend the local community college or technical

    computer school. There are some students who are unsure about what careers they want to

    pursue. About two-thirds of the students in this class have at least one other class with their

    classmates.

    Developmental Needs of the Students in Grades 9 -12

     understand connections between the lesson content and life outside of school

July 2008 Copyright ? 2008 by the California Commission on Teacher Credentialing. All rights reserved. 1

    CalTPA Subject-Specific Pedagogy Task ID #00000000

     Single Subject English

develop advanced thinking and problem-solving skills

     develop socially and handle the intense social peer pressure to conform while

    maintaining individuality

     _________________________________________

    B. Questions For Case Study 1

    1. Given the contextual information for Case Study 1, think about a lesson you might use with these students that addresses the subject matter learning goals and the developmental needs of the students described. In the columns below describe:

     Instructional strategies

     Student activities

     Instructional resources

    Note: Instructional strategies are what the teacher does during instruction and student activities are

    what the students do during the lesson.

    Instructional Strategies Student Activities

    2. Based on your knowledge of the content and of student development, explain why the instructional strategies, student activities, and resources you listed in question 1:

     are appropriate for this

    class

     address the

    developmental needs of

    these students

     help these students make

    progress toward

    achieving the state-

    adopted academic

    content standards for

    students in this content

    area

     END OF CASE STUDY 1

    July 2008 Copyright ? 2008 by the California Commission on Teacher Credentialing. All rights reserved. 2

CalTPA Subject-Specific Pedagogy Task ID #00000000

     Single Subject English

Case Study 2: Assessment Practices

A. Contextual Information for Case Study 2

1. Elements of a Learning Experience in a Unit

    Grade: High School

    Content Area: English-Language Arts

    Subject Matter: Listening and Speaking

    Time Period for Whole Unit: 3 weeks

State-adopted Academic Content Standards for Students

    1.0 Listening and Speaking strategies

    Students formulate adroit judgments about oral communication. They deliver focused

    and coherent presentations of their own that convey clear and distinct perspectives and

    solid reasoning. The use gestures, tone, and vocabulary tailored to the audience and

    purpose.

    Organization and Delivery of Oral Communication

    1.5 Choose logical patterns of organization to inform and to persuade, by soliciting

    agreement or action, or to unite audiences behind a common belief or cause. 1.6 Recognize and use elements of classical speech forms in formulating rational arguments

    and applying that art of persuasion and debate.

Learning Goals for Whole Unit

    Students will be able to do the following:

     Choose logical patterns of organization to inform and to persuade

     Recognize elements of classical speech forms

     Analyze the elements of classical speech forms and in presentations of others

     Identify the features of quality notes

2. Teacher Reflection on Student Assessment for this Unit

    “I am not satisfied with the assessment plan I used for the last unit of study. I gave the students a diagnostic test at the beginning of the unit, two quizzes during the unit, and a final test from the teacher’s guide. I feel, though, that I need additional information on what

    students really know and understand, their misconceptions, what they learned during instruction, and their progress toward achieving the learning goals. I am looking for ways to improve my assessment plan, so I can have a more complete understanding of how well these students learned the subject matter.”

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    CalTPA Subject-Specific Pedagogy Task ID #00000000

     Single Subject English

3. Assessment Plan

     Day 1 Day 6 Day 11 Day 15

    Goals Choose logical Recognize Identify the features Recognize Assessed patterns of elements of of quality notes elements of

    organization to classical speech classical speech

    inform and to forms forms

    persuade

    Recognize

    elements of

    classical speech

    forms

    Type Formal, Formal quiz Formal quiz from Formal, final

    diagnostic test from the the textbook; chapter/unit

    from curriculum textbook; multiple choice; exam from

    guide; multiple multiple formative textbook;

    choice; choice; multiple choice

    formative formative and fill in the

    blank;

    summative

    Purpose Assess previous Assess Assess acquired Assess acquired

    knowledge and acquired skills and concepts knowledge and

    skills concepts and skills from

    skills instructional

    unit

    ImplementIndividual Individual Individual Individual ation assessment; assessment; assessment; paper assessment;

    paper and paper and and pencil; teacher paper and

    pencil; teacher pencil; teacher corrects with an pencil; teacher

    corrects with an corrects with answer key corrects with an

    answer key an answer key answer key

    Feedback Tell students of Inform Inform students of Inform students Strategies scores and students of correct and of correct and

     inform student correct and incorrect items incorrect items

    of correct and incorrect items

    incorrect items

    Informing To determine To determine To determine who To determine the Instruction what needs to be who has has learned the achievement

    reviewed and learned the material presented level of each

    where to begin material student towards

    teaching presented the goals

     _________________________________________

    July 2008 Copyright ? 2008 by the California Commission on Teacher Credentialing. All rights reserved. 4

    CalTPA Subject-Specific Pedagogy Task ID #00000000

     Single Subject English

    B. Questions for Case Study 2

     1.a. Identify one strength in the

    assessment plan and

    explain why it is a strength

    in relation to the learning

    goals of this unit.

     1.b. Identify one weakness in

    the assessment plan and

    explain why it is a weakness

    in relation to the learning

    goals of this unit.

    2. Suppose you found the following additional assessment in a supplementary resource.

    Think about how the additional assessment could improve the teacher’s assessment plan.

    Additional Assessment

    1. Compare and contrast Abraham Lincoln’s “Gettysburg

    Address” to Martin Luther King , Jr,’s “I Have A Dream” to

    recognize the elements of classical speech forms

    2. Select one element from each of the two speeches presented

    and discuss its impact on the given speech

Explain to the teacher how it might be used to improve the plan by answering the

    following questions:

     2.a. When in the plan would you

    use this assessment?

     2.b. What goals would be

    assessed by this assessment?

     2.c. What type of assessment

    would it be?

     2.d. What would be the purpose

    of the assessment?

     2.e. How would you implement

    the assessment?

     2.f. What feedback strategies

    would you use?

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CalTPA Subject-Specific Pedagogy Task ID #00000000

     Single Subject English

     2.g. How would the results of the

    assessment inform instruction?

    3. Explain how using the additional assessment as you described in question 2 improves the

    teacher’s assessment plan and what specific information would be gained about what the

    students really know and understand about the content area, their misconceptions, and

    their progress toward achieving the learning goals.

     END OF CASE STUDY 2

July 2008 Copyright ? 2008 by the California Commission on Teacher Credentialing. All rights reserved. 6

    CalTPA Subject-Specific Pedagogy Task ID #00000000

     Single Subject English

    Case Study 3: Adaptation of Subject-Specific Pedagogy for English

    Learners

    A. Contextual Information for Case Study 3

    1. Elements of a Learning Experience for 2 Days in a Unit

    Grade: High School

    Content Area: English-Language Arts

    Subject Matter: Writing/Listening and Speaking

    Time Period for Whole Unit: 3 weeks

State-adopted Academic Content Standards for Students

    1.0 Writing Applications

    Students combine the rhetorical strategies of narration, exposition, persuasion, and

    description to produce texts of at least 1,500 words each. Student writing demonstrates a

    command of standard American English and the research, organization, and drafting

    strategies outlined in Writing Standard 1.0.

    2.1 Write biographical or autobiographical narratives or short stories. 2.2 Write responses to literature.

    a) demonstrate a comprehensive grasp of the significant ideas of literary works. 1.0 Listening and Speaking Strategies

    Students formulate adroit judgments about oral communication. They deliver focused

    and coherent presentations of their own that convey clear and distinct perspectives and

    solid reasoning. They use gestures, tone, and vocabulary tailored to the audience and

    purpose.

    Comprehension

    1.1 Formulate judgments about the ideas under discussion and support those judgments with

    convincing evidence.

    Organization and Deliver of Oral Communication

    1.3 Choose logical patterns of organization to inform and to persuade, by soliciting

    agreement or action, or to unite audiences behind a common belief or cause.

Learning Goals for Whole Unit

    Students will be able to do the following:

     View prewriting as an exploration of ideas

     Use a model of an autobiographical incident as motivation for writing Recognize the characteristics of an autobiographical incident essay Plan an autobiographical incident

     Examine memories to find a topic for an autobiographical incident

     Identify the impact of an incident in order to define the purpose and audience of the

    essay

     Draft, revise, proofread, publish, and present an autobiographical incident essay

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    CalTPA Subject-Specific Pedagogy Task ID #00000000

     Single Subject English

Relationship to Preceding and Subsequent Learning Experiences

    An overview of the stages of the writing process has been covered. The exploration and implementation of the stages of the writing process will be explored through personal and expressive writing. The writing skill of telling a personal anecdote will be developed in an autobiographical incident essay and will be extended to collecting and organizing a series of family stories into a family history and to selecting an amusing situation for a tall tale. This exploration of the writing process will form the basis of the next unit on observation and descriptive writing.

    2. Outline of Plans for Days 1 and 2

    The following outline addresses some of the academic content standards and unit goals, but it is not expected that the students will achieve them during the two days.

Instructional Strategies

    On Day 2, lead a discussion about why stories of real events are more interesting than fictional accounts. Set up the reading of a model of an autobiographical incident essay. Read the excerpt in the textbook (vary between silent and oral reading). Lead a discussion about how the author depicts a personal incident. Pose the questions, “Why do you think the author chose to write about this incident?” and “What ideas for a subject does this autobiographical incident essay bring to mind?” Have students write two paragraphs as their response to the questions in their writing journals.

    On Day 3, allow students to complete their journal entry. Link the journal entry to the model. Present examples of exploratory activities to help students examine their own memories to find a topic. Working with a partner, have students complete an activity using their response to the questions as a reference and discuss their ideas. Have students orally present a summary of their ideas to the whole class and receive feedback.

Student Activities

    Participate in a discussion about real events and fictional accounts. Read and listen to the model of an autobiographical incident and carefully consider the questions. Write paragraphs to address the questions posed by the teacher. Complete written response in writing journals. Work with a partner to complete an exploratory activity using their written response as a reference. Orally present a summary of their ideas to the whole class. Provide feedback to other students.

Progress Monitoring

     Teacher will use class discussions, journal writing, exploratory activity, oral

    presentations, and portfolio to determine the level of learning.

     Students will receive written and oral comments from their teacher and oral feedback

    from their peers.

    3. Student Description thElena is a 15 year-old 10 grader and an English learner. She is from Mexico and both of her parents are professionals. Her extended family includes aunts, uncles, and cousins. Her grandparents live in Mexico and she and her family visit them in the summer. She has been in

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    CalTPA Subject-Specific Pedagogy Task ID #00000000

     Single Subject English

the United States for one and a half years. She is literate in Spanish and often reads Spanish

    literature. Her report cards from her school in Mexico indicate above average grades. Elena is

    somewhat shy socially but is well liked and works well in small groups. She is seldom absent

    from school. The CELDT results indicate overall score in the Early Intermediate range, and

    she has been identified as an English learner.

Written Response to: “What is your favorite family day?”

    A Special Family Celebration

    As special family time is when my family celebrate the anniversary

    of my grandmother and grandfather. They are my abuelita and

    abuelito. Why is it especial? I like this because all my family come

    to my grandparent house for make especial food of my country. The

    fiesta is very especial. My grandparent have marry 45 year. They

    live in Mexico my tia, tio and primos all go to Mexico for all family

    celebrate together. We like have all family together. My primos and

    me see friends in our city . We give grandparent big picture of all

    family. Grandparent like fiesta and gift. They are much happy.

Transcript of Oral Response to: “Tell my about your dance class.”

    I like my dance class at community center. I need class for forget

    my problems. Is like help. I forgot my problems. When I dance, I

    like my dress because everybody look me and say, “Oh, that look

    pretty.” Everybody take my picture. I was in newspaper. When I

    dancing, I feel very good. I like that because I represent my

    country.

     _________________________________________

    B. Questions for Case Study 3

    Identify two specific 1.

    learning needs the student

    has as an English learner,

    based on the student

    description and the

    responses.

    Identify one instructional 2.a.

    strategy or student activity

    from the outline of plans

    that could be challenging

    for the student.

    Explain why the strategy 2.b.

    or activity you chose could

    be challenging to the

    student. Use your

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    CalTPA Subject-Specific Pedagogy Task ID #00000000

     Single Subject English

knowledge of English

    learners and your analysis of the student’s learning needs in your explanation.

    Describe how you would 3.a.

    adapt the strategy or activity you identified above to meet the learning needs of the student. Consider specific subject matter pedagogy when

    writing your description.

    Explain how your 3.b.

    adaptation would be

    effective for the student in making progress toward the learning goals of the lesson.

    (In your explanation of the adaptation, refer to specific aspects of the student

    description and to the samples of proficiency in English.)

    Explain how your 3.c.

    adaptation would be

    effective for the student in making progress toward English language

    development.

    (In your explanation of the adaptation, refer to specific aspects of the student

    description and to the samples of proficiency in English.)

    Which progress monitoring 4.a.

    assessment from the outline of plans would you choose to monitor this student’s progress toward achieving the learning goal(s)?

    Give a rationale for your 4.b.

    choice of progress

    monitoring assessment.

    Use your knowledge of content in this unit, and

    July 2008 Copyright ? 2008 by the California Commission on Teacher Credentialing. All rights reserved. 10

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