Assignment 1
·
Assignment
(50 points)
·
Prompt: Create and narrate a PowerPoint that could be presented to other teachers in your subject area explaining the application of the
Key Shifts in English Language Arts in your content area instruction. You will use information from your readings and your understanding of incorporating standards into your content area in order to enhance student comprehension to develop this presentation.
· Requirements:
Using the
Unit 1 PowerPoint Template
, you will create a 5-7 minute narrated PowerPoint presentation.
Steps:
1. Choose a grade level and content area to focus on during this course.
· Grade level must be 4th-12th.
· Content area may
NOT be ELA but may be Science, Social Studies, The Arts, World Languages, Business and Technology, Computer Science, Health, or Mathematics.
Read and review the following document:
·
Key Shifts in English Language Art Found at
https://www.ode.state.or.us/wma/teachlearn/commoncore/common-core-shifts-ela Links to an external site.
.
3. Create your PowerPoint on the provided slide templates. (add PPT as an option, Yuja, etc. )
·
· You must answer the prompts on each slide. However, you may delete the template text to write your answers and insert additional slides if you need extra space. You may also change the slide background and add visual elements if you desire.
4. Record the narrated presentation of your PowerPoint using either Screencast-O-Matic
https://screencast-o-matic.comLinks to an external site.
or a similar method.
·
· Upload your presentation to Unit 1 Writing Assignment in Canvas.
Rubric
20 pts ADVANCED – 4 Assignment is organized in a clear and logical manner. All components of the assignment are included and are supported with solid research and sound educational practices. |
16 pts PROFICIENT – 3 Assignment has clear organization. Most of the components of the assignment are included and are supported by some research and sound educational practices. |
14 pts BASIC – 2 Assignment’s organization is not cohesive. Several components of the assignment are missing and there is little evidence of research and sound educational practices. |
11 pts MINIMAL – 1 Assignment lacks organization and cohesion. The assignment does not address the stated components or use solid research or sound educational practices. |
||||
20 pts ADVANCED – 4 PowerPoint slides are very neat and professional. Narration is clear and at a good volume. Presenter does not just read from the slides but expands and expounds on the information with additional detail |
17 pts PROFICIENT – 3 Slides lack some professionalism, or narration is not clear or too soft. Presenter does not just read from the slides but expands and expounds on the information. |
14 pts BASIC – 2 Slides lack some professionalism, or narration is not clear or too soft. Presenter generally reads from the slides but expands on the information a little |
11 pts MINIMAL – 1 Slides are sloppy or poorly constructed, and presentation is not appropriate for a professional setting. Presenter reads from slides without enthusiasm or confidence. |
||||
5 pts ADVANCED – 4 Consistently follows APA format, including title page, citations, and References page when required. (NO errors) |
4 pts PROFICIENT – 3 Consistently follows APA format, including title page, citations, and References page when required. (1-2 MINOR errors). |
3 pts BASIC – 2 Limited (3-5) errors in APA forma,t including title page, citations, and References page when required |
2 pts MINIMAL – 1 More than 5 APA errors in format, including title page, citations, or References page when required. |
||||
5 pts ADVANCED – 4 The presentation demonstrates exceptional use of standard English conventions (mechanics, usage, grammar and syntax). NO ERRORS. |
4 pts PROFICIENT – 3 The presentation demonstrates consistent use of standard English conventions (mechanics, usage, grammar and syntax). (1-2 MINOR errors) |
3 pts BASIC – 2 The presentation demonstrates inconsistent use of standard English conventions (mechanics, usage, grammar and syntax). (3-5 errors). |
2 pts MINIMAL – 1 The presentation does NOT demonstrate use of standard English conventions (mechanics, usage, grammar and syntax). (More than 5 errors). |
Reordered in 12/11, this document was originally adapted from Common Core “Shifts” originally published by engage
ny
.
Common Core “Shifts”
English Language Arts & Literacy
There are six shifts that the Common Core State Standards (CCSS) in ELA & Literacy in
History/Social Studies, Science, and Technical Subjects require of us if we are to be truly
aligned with the CCSS in terms of curricular materials and classroom instruction.
Shifts in ELA / Literacy
Shift 1:
Increase Reading of
Informational Text
Classrooms are places where students access the world – science, social
studies, the arts and literature – through informational and literary text. In
elementary, at least 50% of what students read is informational; in middle school,
it is 55%; and by the end of high school, it is 70% (CCSS Introduction, p. 5).
Increasing the amount of informational text students read K-12 will prepare them
to read college and career-ready texts.
Shift 2:
Text Complexity
In order to prepare students for the complexity of college and career-ready texts,
each grade level requires growth in text complexity (Appendix A, pp. 5-17).
Students read the central, grade-appropriate text around which instruction is
centered (see exemplars and sample tasks, Appendix B).
Teachers create more time in the curriculum for close and careful reading and
provide appropriate and necessary supports to make the central text accessible to
students reading below grade level.
Shift 3:
Academic
Vocabulary
Students constantly build the vocabulary they need to be able to access grade-
level complex texts.
By focusing strategically on comprehension of pivotal and commonly found words
(such as “discourse,” “generation,” “theory,” and “principled”) teachers constantly
build students’ ability to access more complex texts across the content areas
(Appendix A, pp.33-36).
Shift 4:
Text-based Answers
Students have rich and rigorous conversations which are dependent on students
reading a central text.
Teachers ensure classroom experiences stay deeply connected to the text and
that students develop habits for making evidentiary arguments based on the text,
both in conversation as well as in writing, to assess their comprehension of a text
(Appendix A, p. 2).
Shift 5:
Increase Writing
from Sources
Writing instruction emphasizes use of evidence to inform or to make an argument;
it includes short, focused research projects K-12.
Students K-12 develop college and career-ready skills through written arguments
that respond to the ideas, events, facts, and arguments presented in the texts
they listen to and read (Appendix A, pp. 24-26; student samples, Appendix C).
Shift 6:
Literacy Instruction
in all Content Areas
Content-area teachers emphasize reading and writing in their planning and
instruction for teaching the content.
Students learn through reading domain-specific texts in history/social studies,
science, and technical subjects and by writing informative/explanatory and
argumentative pieces (CCSS Introduction, p. 3).
http://www.ode.state.or.us/wma/teachlearn/commoncore/oregon-common-core-state-standards #page=5
http://www.ode.state.or.us/wma/teachlearn/commoncore/ela-appendix-a #page=5
http://www.ode.state.or.us/wma/teachlearn/commoncore/ela-appendix-b
http://www.ode.state.or.us/wma/teachlearn/commoncore/ela-appendix-a #page=33
http://www.ode.state.or.us/wma/teachlearn/commoncore/ela-appendix-a #page=2
http://www.ode.state.or.us/wma/teachlearn/commoncore/ela-appendix-a #page=24
http://www.ode.state.or.us/wma/teachlearn/commoncore/ela-appendix-c
http://www.ode.state.or.us/wma/teachlearn/commoncore/oregon-common-core-state-standards #page=3
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Applying the
Key Shifts in English Language Arts in
(insert your subject area here)
Key Shift 1: Regular practice with complex texts and their academic language
Refer to this page to explain your understanding of what this Key Shift entails.
http://www.corestandards.org/other-resources/key-shifts-in-english-language-arts/ (use appropriate citations)
Give at least one example of a way you would incorporate this shift into your subject area classroom instruction.
Describe a challenge you might face trying to implement this Key Shift and explain how you would overcome it.
Key Shift 2: Reading, writing, and speaking grounded in evidence from both literary and informational texts
Refer to this page to explain your understanding of what this Key Shift entails.
http://www.corestandards.org/other-resources/key-shifts-in-english-language-arts/ (use appropriate citations)
Give at least one example of a way you would incorporate this shift into your subject area classroom instruction.
Describe a challenge you might face trying to implement this Key Shift and explain how you would overcome it.
Key Shift 3: Building knowledge through content-rich nonfiction
Refer to this page to explain your understanding of what this Key Shift entails.
http://www.corestandards.org/other-resources/key-shifts-in-english-language-arts/ (use appropriate citations)
Give at least one example of a way you would incorporate this shift into your subject area classroom instruction.
Describe a challenge you might face trying to implement this Key Shift and explain how you would overcome it.
References
Using correct APA format, list the website from the assignment instructions and any other sources you used to create this PowerPoint.