![Summative Assessment: Click or tap here to enter text.
Secondary English-Language Arts
Elementary Education
Task 1: Planning Commentary
TASK 1: PLANNING COMMENTARY
Respond to the prompts below (no more than 9 single-spaced
pages, including prompts) by typing your responses within the
brackets. Do not delete or alter the prompts. Pages exceeding
the maximum will not be scored.1.
Central Focus
a.
Describe the central focus and the essential literacy strategy for
comprehending OR composing text you will teach in the
learning segment.
[ ]
b.
Given the central focus, describe how the standards and
learning objectives within your learning segment address
· the essential literacy strategy
· related skills that support use of the strategy
· reading/writing connections
[ ]
c.
Explain how your plans build on each other to help students
make connections between the essential literacy strategy to
comprehend OR compose text and related skills that support use](https://image.slidesharecdn.com/elementsofemotionalintelligenceinleadershiptopreparefor-211011075335/85/Elements-of-emotional-intelligence-in-leadership-to-prepare-for-3-320.jpg)
![of the strategy in meaningful contexts.
[ ]2.
Knowledge of Students to Inform Teaching
For each of the prompts below (2a–b), describe what you know
about your students with respect to the central focus of the
learning segment.
Consider the variety of learners in your class who may require
different strategies/support (e.g., students with IEPs or 504
plans, English language learners, struggling readers,
underperforming students or those with gaps in academic
knowledge, and/or gifted students).
a.
Prior academic learning and prerequisite skills related to the
central focus—Cite evidence of what students know, what they
can do, and what they are still learning to do.
[ ]
b.
Personal, cultural, and community assets related to the central
focus—What do you know about your students’ everyday
experiences, cultural and language backgrounds and practices,
and interests?
[ ]3.
Supporting Students’ Literacy Learning
Respond to prompts 3a–c below. To support your justifications,
refer to the instructional materials and lesson plans you have
included as part of Literacy Planning Task 1. In addition,use
principles from research and/or theory to support your
justifications.
a.
Justify how your understanding of your students’ prior academic
learning and personal, cultural, and community assets (from
prompts 2a–b above) guided your choice or adaptation of](https://image.slidesharecdn.com/elementsofemotionalintelligenceinleadershiptopreparefor-211011075335/85/Elements-of-emotional-intelligence-in-leadership-to-prepare-for-4-320.jpg)
![learning tasks and materials. Be explicit about the connections
between the learning tasks and students’ prior academic
learning, their assets, and research/theory.
[ ]
b.
Describe and justify why your instructional strategies and
planned supports are appropriate for the whole class,
individuals, and/or groups of students with specific learning
needs.
Consider the variety of learners in your class who may require
different strategies/support (e.g., students with IEPs or 504
plans, English language learners, struggling readers,
underperforming students or those with gaps in academic
knowledge, and/or gifted students).
[ ]
c.
Describe common developmental approximations or common
misconceptions within your literacy central focus and how you
will address them.
[ ]4.
Supporting Literacy Development Through Language
As you respond to prompts 4a–d, consider the range of students’
language assets and needs—what do students already know,
what are they struggling with, and/or what is new to them?
a.
Language Function. Using information about your students’
language assets and needs, identify one language function
essential for students to develop and practice the literacy
strategy within your central focus. Listed below are some
sample language functions. You may choose one of these or
another more appropriate for your learning segment.
Analyze
Argue
Categorize
Compare/contrast](https://image.slidesharecdn.com/elementsofemotionalintelligenceinleadershiptopreparefor-211011075335/85/Elements-of-emotional-intelligence-in-leadership-to-prepare-for-5-320.jpg)
![Describe
Explain
Interpret
Predict
Question
Retell
Summarize
[ ]
b.
Identify a key learning task from your plans that provides
students with opportunities to practice using the language
function in ways that support the essential literacy strategy.
Identify the lesson in which the learning task occurs. (Give
lesson day/number.)
[ ]
c.
Additional Language Demands. Given the language function and
learning task identified above, describe the following associated
language demands (written or oral) students need to understand
and/or use:
· Vocabulary or key phrases
· Plus at least one of the following:
· Syntax
· Discourse
[ ]
d.
Language Supports. Refer to your lesson plans and instructional
materials as needed in your response to the prompt.
· Identify and describe the planned instructional supports
(during and/or prior to the learning task) to help students
understand, develop, and use the identified language demands](https://image.slidesharecdn.com/elementsofemotionalintelligenceinleadershiptopreparefor-211011075335/85/Elements-of-emotional-intelligence-in-leadership-to-prepare-for-6-320.jpg)
![(function, vocabulary or key phrases, discourse, or syntax).
[ ]5.
Monitoring Student Learning
In response to the prompts below, refer to the assessments you
will submit as part of the materials for Literacy Planning Task
1.
a. Describe how your planned formal and informal assessments
will provide direct evidence that students can use the essential
literacy strategy to comprehend OR compose text AND related
skills throughout the learning segment.
[ ]
b.
Explain how the design or adaptation of your planned
assessments allows students with specific needs to demonstrate
their learning.
Consider the variety of learners in your class who may require
different strategies/support (e.g., students with IEPs or 504
plans, English language learners, struggling readers,
underperforming students or those with gaps in academic
knowledge, and/or gifted students).
[ ]
Copyright © 2012 Board of Trustees of the Leland Stanford
Junior University.
1 of XX
All rights reserved.
Copyright © 2016 Board of Trustees of the Leland Stanford
Junior University.
2 of 3 | 9 pages maximum
All rights reserved.
V5_0916
The edTPA trademarks are owned by The Board of Trustees of
the Leland Stanford Junior University. Use of the edTPA](https://image.slidesharecdn.com/elementsofemotionalintelligenceinleadershiptopreparefor-211011075335/85/Elements-of-emotional-intelligence-in-leadership-to-prepare-for-7-320.jpg)
![at Task 1.
Procedures: *templates provided in LiveText
· Select a class and complete the Context for Learning
*template.
· Prepare a learning segment of 3 consecutive lesson plans,
using Lesson Plan *template
- ELE -literacy (reading comprehension or writing
composition only) lessons
- Secondary –lessons in the content of your endorsement
- SPE –see separate instructions
· Submit each lesson plan in Canvas and make revisions based
on feedback.
· Respond to prompts in the Planning Commentary
*templateprior to teaching the learning segment.
· Teach one lesson in your field experience placement.
Context for Learning and Planning Commentary:
· Type your responses in the *templates between the brackets [ ]
using Arial 11-point font. Single space with 1” margins on all
sides.
· Incorporate formal language in complete sentences and
paragraphs.
· Refer to Planning Commentary sample responses provided.
· Context for Learning -at least 3 pages, and must not exceed 4
pages including prompts.
· Planning Commentary-at least 6 pages, and must not exceed 9
pages including prompts.
· Respond to prompts prior to teaching the lesson.
Lessons Plans and materials:
· Type lesson plans in each section of Lesson Plan *template,
using Arial 11-point font and single space with 1” margins on
all sides.
· Submit 3 lesson plans in one file; no more than 4 pages per
lesson.
· Within the file, label each lesson plan (Lesson 1, Lesson 2,
etc.)
· Submit no more than 5 pages of KEY instructional materials](https://image.slidesharecdn.com/elementsofemotionalintelligenceinleadershiptopreparefor-211011075335/85/Elements-of-emotional-intelligence-in-leadership-to-prepare-for-13-320.jpg)
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Elements of emotional intelligence in leadership to prepare for
- 1. Elements of Emotional Intelligence in Leadership To prepare for this discussion, read the assigned textbook chapters and the article, Emotional Intelligence. (Links to an external site.) Evaluate your level of emotional intelligence by completing the “Leader's Self-Insight 5.2” questionnaire in the textbook. Reflect on what the results suggest about you as a leader and what observations others might make of you that are in your blind spot. You are not required to share your specific results when discussing this activity, but are welcome to, if you are comfortable doing so. To successfully complete this discussion, your post should minimally include the following: · Identify a specific career or profession and evaluate which elements of emotional intelligence (EI) you consider most essential to be an effective leader in that chosen career or profession. Include specific examples from realistic work/professional scenarios demonstrating how those EI elements are necessary for leaders in that setting. · Based on the information in the text discussing how emotions influence performance, create at least one example of how negative emotions influence work performance. · Take the role of a leader in the industry/profession of your choice. You’ve assigned your employees/supervisees to work on projects in groups. One of the members of your team comes to you and asks to be reassigned because one of the members in their assigned group is “so negative, always complaining, and constantly oversharing about all of the drama in their personal lives.” Using either your own results from the “Leader's Self- Insight 5.2” questionnaire or those of a fictitious leader, formulate two brief scripts demonstrating how your chosen leader would respond to (1) the employee who requests reassignment and (2) the employee who was described as being negative. · Support ideas you share in your post with a minimum of three
- 2. credible scholarly and peer-reviewed sources (Links to an external site.) published within the last ten years and document your sources by including APA-formatted citations (Links to an external site.)and references (Links to an external site.). Post your initial response of 500 words or more by Day 3 (Thursday). Respond to at least two of your peers by Day 7 (Monday). Replies to your classmates’ initial postings should be a minimum of 250 words each. Lesson Plan Template (edTPA Task 1) 4-page limit LESSON # Subject/Topic: Click or tap here to enter text. Grade Level: Click or tap here to enter text. Lesson Structure or Grouping: Whole Class ☐ Small Group ☐ 1:1 ☐ Other (specify): Click or tap here to enter text. Learning Segment Theme: Click or tap here to enter text. Resources and Materials: Click or tap here to enter text. Standards: State: Click or tap here to enter text. National: Click or tap here to enter text. Objective: Click or tap here to enter text. INSTRUCTION Direct Instruction/Modeling: Click or tap here to enter text. Guided Practice: Click or tap here to enter text. Independent Practice: Click or tap here to enter text. Closure: Click or tap here to enter text. ASSESSMENT Diagnostic/Pre-Assessment: Click or tap here to enter text. Formative Assessment: Click or tap here to enter text.
- 3. Summative Assessment: Click or tap here to enter text. Secondary English-Language Arts Elementary Education Task 1: Planning Commentary TASK 1: PLANNING COMMENTARY Respond to the prompts below (no more than 9 single-spaced pages, including prompts) by typing your responses within the brackets. Do not delete or alter the prompts. Pages exceeding the maximum will not be scored.1. Central Focus a. Describe the central focus and the essential literacy strategy for comprehending OR composing text you will teach in the learning segment. [ ] b. Given the central focus, describe how the standards and learning objectives within your learning segment address · the essential literacy strategy · related skills that support use of the strategy · reading/writing connections [ ] c. Explain how your plans build on each other to help students make connections between the essential literacy strategy to comprehend OR compose text and related skills that support use
- 4. of the strategy in meaningful contexts. [ ]2. Knowledge of Students to Inform Teaching For each of the prompts below (2a–b), describe what you know about your students with respect to the central focus of the learning segment. Consider the variety of learners in your class who may require different strategies/support (e.g., students with IEPs or 504 plans, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students). a. Prior academic learning and prerequisite skills related to the central focus—Cite evidence of what students know, what they can do, and what they are still learning to do. [ ] b. Personal, cultural, and community assets related to the central focus—What do you know about your students’ everyday experiences, cultural and language backgrounds and practices, and interests? [ ]3. Supporting Students’ Literacy Learning Respond to prompts 3a–c below. To support your justifications, refer to the instructional materials and lesson plans you have included as part of Literacy Planning Task 1. In addition,use principles from research and/or theory to support your justifications. a. Justify how your understanding of your students’ prior academic learning and personal, cultural, and community assets (from prompts 2a–b above) guided your choice or adaptation of
- 5. learning tasks and materials. Be explicit about the connections between the learning tasks and students’ prior academic learning, their assets, and research/theory. [ ] b. Describe and justify why your instructional strategies and planned supports are appropriate for the whole class, individuals, and/or groups of students with specific learning needs. Consider the variety of learners in your class who may require different strategies/support (e.g., students with IEPs or 504 plans, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students). [ ] c. Describe common developmental approximations or common misconceptions within your literacy central focus and how you will address them. [ ]4. Supporting Literacy Development Through Language As you respond to prompts 4a–d, consider the range of students’ language assets and needs—what do students already know, what are they struggling with, and/or what is new to them? a. Language Function. Using information about your students’ language assets and needs, identify one language function essential for students to develop and practice the literacy strategy within your central focus. Listed below are some sample language functions. You may choose one of these or another more appropriate for your learning segment. Analyze Argue Categorize Compare/contrast
- 6. Describe Explain Interpret Predict Question Retell Summarize [ ] b. Identify a key learning task from your plans that provides students with opportunities to practice using the language function in ways that support the essential literacy strategy. Identify the lesson in which the learning task occurs. (Give lesson day/number.) [ ] c. Additional Language Demands. Given the language function and learning task identified above, describe the following associated language demands (written or oral) students need to understand and/or use: · Vocabulary or key phrases · Plus at least one of the following: · Syntax · Discourse [ ] d. Language Supports. Refer to your lesson plans and instructional materials as needed in your response to the prompt. · Identify and describe the planned instructional supports (during and/or prior to the learning task) to help students understand, develop, and use the identified language demands
- 7. (function, vocabulary or key phrases, discourse, or syntax). [ ]5. Monitoring Student Learning In response to the prompts below, refer to the assessments you will submit as part of the materials for Literacy Planning Task 1. a. Describe how your planned formal and informal assessments will provide direct evidence that students can use the essential literacy strategy to comprehend OR compose text AND related skills throughout the learning segment. [ ] b. Explain how the design or adaptation of your planned assessments allows students with specific needs to demonstrate their learning. Consider the variety of learners in your class who may require different strategies/support (e.g., students with IEPs or 504 plans, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students). [ ] Copyright © 2012 Board of Trustees of the Leland Stanford Junior University. 1 of XX All rights reserved. Copyright © 2016 Board of Trustees of the Leland Stanford Junior University. 2 of 3 | 9 pages maximum All rights reserved. V5_0916 The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA
- 8. trademarks is permitted only pursuant to the terms of a written license agreement. EDUC 554 edTPA Literacy Instruction Task 1 Grading Rubric Note: As this is a proprietary assessment, we are required to use the edTPA rubrics in LiveText. Criteria Levels of Achievement Content 70% Advanced Proficient Developing Not present edTPA rubrics 52 to 56 points The candidate scores a 13, 14, or 15 on the edTPA rubrics in LiveText. 47 to 51 points The candidate scores a 10, 11, or 12 on the edTPA rubrics in LiveText. 1 to 46 points The candidate scores below a 10 on the edTPA rubrics in LiveText. 0 points Not present. Structure 30% Advanced Proficient Developing Not present Spelling & Mechanics 8 points
- 9. Correct spelling and grammar are evidenced throughout the entire document. Complete sentences are used. 7 points Spelling and grammar are mostly correct. There may be 1-2 minor errors. Complete sentences are mostly used. 1 to 6 points There are many errors in spelling and grammar. Complete sentences are rarely used. 0 points Not present. Organization & Materials 15 to 16 points The following documents are clearly labeled and submitted in LiveText: · Context for Learning · 3 Lesson Plans with materials and assessments · Planning Commentary *All resources, handouts, or materials used with the lesson ar e included within the lesson plans. 13 to 14 points The following documents are labeled and submitted in LiveText: · Context for Learning · 3 Lesson Plans with materials and assessments · Planning Commentary *Some resources, handouts, or materials used with the lesson are missing in the submission. 1 to 12 points Some of the following documents are submitted in LiveText: · Context for Learning · 3 Lesson Plans with materials and assessments · Planning Commentary
- 10. *Resources, handouts, or materials used with the lesson are not provided. 0 points Not present. EDUC 554 edTPA Literacy Instruction Task 1 Grading Rubric Note: As this is a proprietary assessment, we are required to use the edTPA rubrics in LiveText. Criteria Levels of Achievement Content 70% Advanced Proficient Developing Not present edTPA rubrics 52 to 56 points The candidate scores a 13, 14, or 15 on the edTPA rubrics in LiveText. 47 to 51 points The candidate scores a 10, 11, or 12 on the edTPA rubrics in LiveText. 1 to 46 points The candidate scores below a 10 on the edTPA rubrics in LiveText. 0 points Not present. Structure 30% Advanced Proficient
- 11. Developing Not present Spelling & Mechanics 8 points Correct spelling and grammar are evidenced throughout the entire document. Complete sentences are used. 7 points Spelling and grammar are mostly correct. There may be 1-2 minor errors. Complete sentences are mostly used. 1 to 6 points There are many errors in spelling and grammar. Complete sentences are rarely used. 0 points Not present. Organization & Materials 15 to 16 points The following documents are clearly labeled and submitted in LiveText: · Context for Learning · 3 Lesson Plans with materials and assessments · Planning Commentary *All resources, handouts, or materials used with the lesson are included within the lesson plans. 13 to 14 points The following documents are labeled and submitted in LiveText: · Context for Learning · 3 Lesson Plans with materials and assessments · Planning Commentary *Some resources, handouts, or materials used with the lesson are missing in the submission. 1 to 12 points
- 12. Some of the following documents are submitted in LiveText: · Context for Learning · 3 Lesson Plans with materials and assessments · Planning Commentary *Resources, handouts, or materials used with the lesson are not provided. 0 points Not present. EDUC 554 edTPA Literacy Instruction Task 1 Assignment Instructions edTPA Practice Task 1 PLANNING – ELE and Secondary“edTPA is a performance-based, subject-specific assessment and support system used by teacher preparation programs throughout the United States to emphasize, measure, and support the skills and knowledge that all teachers need from Day 1 in the classroom.” http://www.edtpa.com/PageView.aspx?f=GEN_AboutEdTPA.ht ml As part of the teacher preparation program at Liberty University, the School of Education desires that all of our students build a strong understanding of research-based practices for use in the classroom. Many states across the US require students to complete and submit an edTPA portfolio as part of their licensure program. EdTPA programs focus on three main tasks: · Task 1: PLANNING. Planning for Instruction and Assessment · Task 2: INSTRUCTION. Instructing and Engaging Students in Learning · Task 3: ASSESSMENT. Assessing Student Learning For the purposes of this assignment, we will take a closer look
- 13. at Task 1. Procedures: *templates provided in LiveText · Select a class and complete the Context for Learning *template. · Prepare a learning segment of 3 consecutive lesson plans, using Lesson Plan *template - ELE -literacy (reading comprehension or writing composition only) lessons - Secondary –lessons in the content of your endorsement - SPE –see separate instructions · Submit each lesson plan in Canvas and make revisions based on feedback. · Respond to prompts in the Planning Commentary *templateprior to teaching the learning segment. · Teach one lesson in your field experience placement. Context for Learning and Planning Commentary: · Type your responses in the *templates between the brackets [ ] using Arial 11-point font. Single space with 1” margins on all sides. · Incorporate formal language in complete sentences and paragraphs. · Refer to Planning Commentary sample responses provided. · Context for Learning -at least 3 pages, and must not exceed 4 pages including prompts. · Planning Commentary-at least 6 pages, and must not exceed 9 pages including prompts. · Respond to prompts prior to teaching the lesson. Lessons Plans and materials: · Type lesson plans in each section of Lesson Plan *template, using Arial 11-point font and single space with 1” margins on all sides. · Submit 3 lesson plans in one file; no more than 4 pages per lesson. · Within the file, label each lesson plan (Lesson 1, Lesson 2, etc.) · Submit no more than 5 pages of KEY instructional materials
- 14. per lesson plan. · Submit all instructional materials (except assessments) in 1 file, labeled by lesson within the file (Lesson 1 Instructional Materials, etc.), in order of use. · Submit assessments in 1 file (no page limit), labeled by lesson within the file (Lesson 1 Assessments, etc.), in order of use. For assessments that are not written work, please include the directions/prompts that will be given to students by the teacher. In total, you will submit five different files for this assignment. Submit all five files in Canvas, as well as in LiveText. Task 1: Part A: Context for Learning Task 1: Part B: Lesson Plans for Learning Segment (all three lesson plans in one file) Task 1: Part C: Instructional Materials Task 1: Part D: Assessments Task 1: Part E: Planning Commentary Page 2 of 2