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 * Content Area Literacy Teaching**

The purpose of this assessment is to provide the teacher candidate an opportunity to develop a literacy-focused instructional experience, modify, examine and reflect on instruction and a learner's needs.

In this literacy assessment, text refers to all types of literacy and all sources of literacy. “Text” is content specific; therefore, teacher candidates will determine and define how “text” is used in their specific content areas. Some examples include print, visuals, speeches, primary sources, plays, works of art, and performances. Literacies addressed here include reading, writing, speaking and listening.

Broken into 4 steps, for a total of 250 points. This includes your lesson plans and delivery of instruction.


 * Non middle level majors submit ONE document in Dropbox inclusive of lesson plans and all sections of this assessment.
 * Middle Level majors post their written work into LiveText AND submit to ONE document in Dropbox inclusive of lesson plans and all sections of this assessment.

Due date for all is **October 18th** so this gives you some extra time to write and reflect after your Metcalf sessions.

Standards:
AMLE (2012): .C, 2.D, 4.A, 4.B, 4.C, 4.D IPTS (2010): I, 2G, 2K, 2M, 2N, 3B, 3D, 3I, 3J, 3K, 3L, 4G, 4H, 5B, 5D, 5G, 5H, 5I, 5L, 5P, 5S, 6H, 6K, 7A, 7B, 7C, 7D, 7E, 7F, 7G, 7H, 7I, 7J, 7K, 7L, 7N, 7O, 7Q, 7R, 9A ISU Conceptual Framework: C3, IC1, IC3, IC5

__Part I: Context - 25pts.__
The teacher candidate will describe the relationship between literacy and learning in at least one content area and will articulate literacy processes, practices, and events associated with that discipline. This description should include a discussion of “text” in this discipline. = =

__Part II. Insights into Learner(s) - 50pts.__
The teacher candidate will administer a series of assessments to one or more middle level learner(s) to determine his/her learning and literacy needs. Assessment methods should be appropriately selected to demonstrate an understanding of assessment in one’s content area. Some ideas to be considered when assessing learners are: ability, knowledge of the various literacy processes, development (social, cognitive, physical), motivation, and background knowledge/experiences.

What to post in LiveText: A narrative introducing the middle level learner(s), a description of the informal and/or formal assessment methods used and a justification for assessment instruments administered. The narrative should also include a discussion/interpretation of the data and implications for instructional planning.

__**Part III. Instructional Plan - 150pts.**__
The teacher candidate will interpret the assessment data to design an instructional plan that best meets the needs of the learner(s). This lesson plan(s) should demonstrate an understanding of the essential role of assessment and its application in the instructional process. Additionally, the lesson plan should be student-centered and allow for varying points of view and learning styles. While implementing the lesson plan, the teacher candidate will model effective reading, writing, listening, and speaking skills.

With your partner, you will be creating three, 30 minute lessons to deliver over October 2nd, 4th, and 9th to 7th grade students.

While you will develop the lesson plans collectively, each student will be responsible for completing the 4 steps here, writing about the experience and a reflection of such.

Remember the blue intelligences sheet from class? Try to develop lessons that are structured with that in mind taking into consideration: 1) the content area you are focusing on ; 2) the text(s) you are using; 3) the activities or instruction; 4) the intelligences or learning styles you are trying to aim for

__**Part IV. Reflection on Teaching and Learning - 25pts.**__
After completing this literacy-focused instructional experience, the teacher candidate is required to reflect on his/her own instructional behaviors and decisions. A revised instructional plan should be included that demonstrates the TC’s ability to monitor and improve teaching.

What to post in LiveText: A reflective narrative that addresses the following questions and a revised lesson plan.
 * 1) What progress did learners achieve from pre-assessment to post-assessment?
 * 2) What did you learn about text and literacy practices in your content area?
 * 3) What did you learn about the connection between assessment and effective instruction?

__**Literacy Assessment Rubric**__

 * || Does Not Meet || Developing || Meets || Exceeds ||
 * 2.B: TC incorporates literacy skills and state-of-the-art technologies into teaching the content of taught subjects. (AMLE 2a-2) || 2.B.1: The TC cannot model effective reading, writing, speaking, and listening skills during their direct and indirect instructional activities at a level appropriate for a professional educator. || The TC can generally model effective reading, writing, speaking, and listening skills during their direct and indirect instructional activities at a level appropriate for a professional educator. || The TC models effective reading, writing, speaking, and listening skills during their direct and indirect instructional activities at a level appropriate for a professional educator. || The TC consistently models effective reading, writing, speaking, and listening skills during their direct and indirect instructional activities at a level appropriate for a professional educator. ||
 * || 2.B.2: The TC does not possess an adequate understanding of the relationship between literacy and learning in the content areas and is unable to articulate literacy processes, practices, and events associated with those disciplines. || The TC has some understanding of the relationship between literacy and learning in the content areas and is able to articulate some literacy processes, practices, and events associated with those disciplines. || The TC understands the relationship between literacy and learning in the content areas and is able to articulate literacy processes, practices, and events associated with those disciplines. || The TC has a thorough and comprehensive understanding of the relationship between literacy and learning in the content areas and can articulate and implement literacy processes, practices, and events associated with those disciplines. ||
 * 4.A: TC is knowledgeable about teaching and assessment strategies that are especially effective in taught content fields. (AMLE 4a) || The TC does not demonstrate an understanding of the principles of effective instruction. || The TC demonstrates a beginning understanding of principles for effective instruction and assessment relative to his/her content field. || The TC demonstrates an understanding of principles for effective instruction and assessment relative to his/her content field. || The TC demonstrates a thorough understanding of principles for effective instruction and assessment relative to his/her content field. ||
 * 4.B: TC knows a wide variety of teaching, learning, and assessment strategies, and applies them in ways that increase learning for all young adolescents. (AMLE 4b-1) || The TC does not demonstrate knowledge of nor use a variety of teaching, learning, and assessment strategies that increase learning for young adolescents. || The TC demonstrates knowledge of a few teaching, learning, and assessment strategies that increase learning for most adolescents. || The TC demonstrates knowledge of a wide variety of teaching, learning, and assessment strategies that increase learning for all adolescents. || The TC demonstrates a thorough understanding of teaching, learning, and assessment strategies that increase learning for all adolescents. ||
 * 4.C: TC creates learning experiences that encourage exploration, problem solving, creativity, and critical thinking so that young adolescents can be actively engaged in learning. (AMLE 4b-2) || The TC does not create learning experiences that encourage exploration, problem solving, creativity, and critical thinking so that young adolescents can be actively engaged in learning. || Teaching methodology may be mainly teacher/textbook/lecture centered, mono-cultural, and focused on one or two learning styles. || The TC makes an effort to create student centered instruction and present varied socio-cultural points of view in relation to the concepts studied; students are provided with options for acquiring and presenting knowledge related to their particular learning styles and can utilize some forms of technology to demonstrate learning. || Numerous examples of student-centered pedagogy are present; TC uses authentic source documents to present various points of view; students have input into creating activities that incorporate multiple intelligences; both the teacher and students utilize multiple forms of technology. ||
 * 4.D: TC develops and administers assessments and uses them as formative and summative tools to create meaningful learning experiences by effectively judging prior learning, implementing effective lessons, reflecting on young adolescent learning, and adjusting instruction based on the knowledge gained. (AMLE 4c) || The TC does not demonstrate an understanding of the essential role of assessment and its application in the instructional process. The TC does not use assessment results to monitor and improve teaching. || The TC demonstrates a limited understanding of the essential role of assessment and its application in the instructional process. The TC may not always use assessment results to monitor and improve teaching. || The TC demonstrates an understanding of the essential role of assessment and its application in the instructional process. The TC uses assessment results to monitor and improve teaching. || The TC demonstrates a thorough understanding of the essential role of assessment and its application in the instructional process. The TC designs and utilizes assessment instruments to monitor and improve instruction. ||