English Language Arts Content Knowledge Area Essay

Total Page：16

File Type：pdf, Size：1020Kb

English Language Arts Content Knowledge Area Essay

Lewis & Clark Graduate School of Education and Counseling Master of Arts in Teaching: Secondary Content Knowledge Essay: English Language Arts Applicant’s name: ________________________________ Major(s) and Degrees(s): _____________________________________________________ A degree in English or a related major from an accredited institution is accepted as evidence for sufficient foundational knowledge in your discipline for admission into our MAT English Language Arts program. Applicants with a degree in a related field need to provide additional information to ensure that sufficient foundation knowledge has been attained. In either case, our MAT program will build on and enhance the content knowledge you bring to the classroom. The Content Knowledge Essay is required of ALL English Language Arts applicants with or without a degree in English Language Arts. Below is a list of English Language Arts knowledge areas identified by Oregon licensure requirements and the National Council of Teachers of English regarding teacher candidate content knowledge. 1. Rate your level of experience on a scale of 1-5 (1 = little or no experience and 5 = highly experienced.) 2. Indicate under the “Evidence” column where and how you received this experience (coursework, employment, personal research). For all coursework, please list the course (i.e., Biology 101). Feel free to attach additional sheets if necessary or recreate this document in order to type your responses. ALL APPLICANTS Content Area Rating Evidence Knowledge of literature (broad range of literature and analysis/interpretation) Knowledge of writing processes (strategies and generating different forms of writing for a variety of audiences and purposes) Knowledge of reading processes (strategies and approaches to texts) Knowledge of oral and visual literacy (speaking and creating visual images for a variety of purposes and audiences) Knowledge of language (acquisition, English grammar/conventions, and linguistics) Please submit this form through the online application process. Contact the Graduate Admissions office with your questions. [email protected] Sept 2019 .

Copy Link

Recommended publications

Dramatizing Poetry in the Second Language Classroom STEPHEN
English Teaching: Practice and Critique December, 2006, Volume 5, Number 3 http://education.waikato.ac.nz/research/files/etpc/2006v5n3art5.pdf pp. 127-136 Dramatizing poetry in the second language classroom STEPHEN ELTING American International School, Hong Kong ARTHUR FIRKINS Department of Linguistics, Macquarie University, Sydney ABSTRACT: Poetry performance is an approach to learning where students can use theatrical techniques to develop a response to the poem. This paper argues that ELL students can explore the aesthetic function of language and, more widely, develop confidence in using English as a communicative tool through the dramatization of poetry. We describe the process we have used to take a poem from the page to the stage and provide examples for ELL teachers to use this creative approach in their classrooms. KEYWORDS: Performance poetry, ELL (English Language learners), dramatizing poetry, verbal art, aesthetic function of language, drama and language learning, criticism and response. INTRODUCTION In order to reclaim the creative in the English classroom, educators should place verbal art at the heart of their English language programmes. Poetry is a rich language resource available to the English Language learner (ELL) and, as such, we argue that reading, interpreting and performing poetry should be a central pedagogical feature of the English programme. Poetry enables the exploration of sound, image and word association while extending the semantic resources available to students. However, current uses of poetry in the classroom more readily focus on eliciting oral or written responses to the poem from students. In contrast, although recognising that some rudimentary knowledge of the language and meaning of the poem is an important prerequisite for its understanding, we suggest that dramatizing the poem can also be a creative and interesting method through which ELL students can develop a response to the poem.
[Show full text]
Writing Standards in Action Project Uses High Quality Student Writing Samples to Illustrate What Performance to Grade Level Standards Looks Like—In Action
GRADE FRAMEWORK / CONTENT STANDARDS ADDRESSED: Massachusetts Curriculum Framework 5 for ELA and Literacy (2017) “What should good student writing at this grade level look like?” The answer lies in the writing itself. The Writing Standards in Action Project uses high quality student writing samples to illustrate what performance to grade level standards looks like—in action. Grade 5 English Language Arts Narrate (Personal Narrative) King-Da-Ka Massachusetts Department of Elementary and Secondary Education Writing Standards in Action Project www.doe.mass.edu/candi/wsa/ Page 1 SAMPLE A5-2 (Narrate—Personal Narrative) GRADE FRAMEWORK / CONTENT STANDARDS ADDRESSED: Background Information Massachusetts Curriculum Framework 5 for ELA and Literacy (2017) Writing Sample Title: STANDARDS-BASED COMMENTARY King-Da-Ka The student writing sample that follows includes standards-based commentary. Text Type and Purpose: Narrate The commentary found in this column describes how the writing meets the Grade level/Content area: Grade 5 English Language Arts standards in the Massachusetts Curriculum Type of Assignment: Personal narrative Framework for English Language Arts and Literacy (2017) and other content Standards Addressed: (W.5.3), (W.5.4), (W.5.5), frameworks when applicable. (L.5.1), (L.5.2), (L.5.3) See descriptions of these standards in the right column of the next page. Understanding the Standards-Based Commentary Other Content/Frameworks Addressed: 1. Grade-specific standards addressed are: Massachusetts Science and Technology/Engineering Curriculum Framework (2006) • Listed in the column to the right of the student work by strand, grade, and number Massachusetts History and Social Science (or number and letter, where applicable) Curriculum Framework (2003) • Marked by a colored block with a letter code, also in the column to the right of Highlights: the student work EXAMPLE: This sample of student work meets grade level standards.
[Show full text]
English Language Arts
Curriculum Guide English Language Arts Madison Public Schools Madison, Connecticut www.madison.k12.ct.us June, 2002 Table of Contents Foreword...................................................................................................................................1 Program Overview...................................................................................................................3 Program Components and Framework • Program Components and Framework .........................................................................4 • Classroom Environment Statement................................................................................6 • Grouping Guidelines......................................................................................................7 • English Language Arts Philosophy................................................................................8 • English Language Arts Goals, K-12..............................................................................9 Learner Outcomes (K - 12) Scope and Sequence • Student Outcomes and Assessments - Grades K – 3 ...................................................11 • Student Outcomes and Assessments - Grades 4 - 5.....................................................49 • Student Outcomes and Assessments - Grades 6 – 8 ....................................................89 • Student Outcomes and Assessments / Course Descriptions - Grades 9 - 12 .............135 • Program Support / Celebration Statement .................................................................315
[Show full text]
Investigating the Relevance and Importance of English Language Arts Content Knowledge Areas for Beginning Elementary School Teachers
Research Memorandum ETS RM–16-08 Investigating the Relevance and Importance of English Language Arts Content Knowledge Areas for Beginning Elementary School Teachers Michelle P. Martin-Raugh Richard J. Tannenbaum Clyde M. Reese Jonathan H. Steinberg Geoffrey C. Phelps Jun Xu August 2016 ETS Research Memorandum Series EIGNOR EXECUTIVE EDITOR James Carlson Principal Psychometrician ASSOCIATE EDITORS Beata Beigman Klebanov Anastassia Loukina Senior Research Scientist Research Scientist Heather Buzick Donald Powers Research Scientist Managing Principal Research Scientist Brent Bridgeman Gautam Puhan Distinguished Presidential Appointee Principal Psychometrician Keelan Evanini John Sabatini Research Director Managing Principal Research Scientist Marna Golub-Smith Matthias von Davier Principal Psychometrician Senior Research Director Shelby Haberman Rebecca Zwick Distinguished Presidential Appointee Distinguished Presidential Appointee PRODUCTION EDITORS Kim Fryer Ayleen Gontz Manager, Editing Services Senior Editor Since its 1947 founding, ETS has conducted and disseminated scientific research to support its products and services, and to advance the measurement and education fields. In keeping with these goals, ETS is committed to making its research freely available to the professional community and to the general public. Published accounts of ETS research, including papers in the ETS Research Memorandum series, undergo a formal peer-review process by ETS staff to ensure that they meet established scientific and professional standards. All such ETS-conducted peer reviews are in addition to any reviews that outside organizations may provide as part of their own publication processes. Peer review notwithstanding, the positions expressed in the ETS Research Memorandum series and other published accounts of ETS research are those of the authors and not necessarily those of the Officers andT rustees of Educational Testing Service.
[Show full text]
Appeal Letter
Appeal Letter Summary of the Timeline Appeal Addendum OSDE Supplemental Online Course Provider List Edgenuity Awards Revised ABLE Appeal Application Sample Edgenuity Student E-mail Notice Sample Performance Dashboard News Release Statewide Virtual Charter School Board Virtual Charter Application Rubric Witness List Letter of Support from Senator Ralph Shortey State Board of Education Notice of Hearing Statewide Virtual Charter School Board Memorandum of Decision SB 267 Virtual Charter Application Checklist Statewide Virtual Charter School Board Oklahoma State Department of Education Virtual Charter Application Checklist Virtual Charter Applicant Reviewed by Submission Date Public Presentation Date Review date Board Decision Date Item/Question Satisfactory Unsatisfactory Mission & Organizational Structure 1. Mission Statement 2. Description of Organizational structure 3. Description of governing body 4. Financial plan for first three (3) years of operation 5. Description of personnel with financial responsibility 6. Description of hiring policy 7. Name of applicant 8. Description of facility 9. Description of grades being served 10. Technology Capacity—How would you describe your “Learning Management System?” What are the limitations of your LMS, and how will this affect your enrollment capacity? In the event of outages or complications with your LMS, what are the protocols designed to address those issues? How will you inform students and families of those protocols? 11. System Accessibility—Do you anticipate any Service Level Agreements (SLA)? If so, how would you describe your SLAs for system accessibility? If not, how will you ensure system accessibility? How would you describe your methods for securing and monitoring access to sensitive and confidential information? 12. How would you describe your anticipated student-to-teacher ratios? Measurement & Accountability 13.
[Show full text]
Ela Best Standards
Table of Contents Table of Contents .......................................................................................................................................... 1 Introduction ................................................................................................................................................... 5 Standards Map ............................................................................................................................................ 10 Progression of Foundations Benchmarks .................................................................................................... 11 Spiraled Standards in a Vertical Progression .............................................................................................. 13 Kindergarten ........................................................................................................................................... 26 Foundational Skills ............................................................................................................................. 26 Reading ............................................................................................................................................... 27 Communication ................................................................................................................................... 29 Vocabulary .......................................................................................................................................... 32 Sample texts by
[Show full text]
Table File Items for January 26, 2015, Regular School Board Meeting
NORTHFIELD PUBLIC SCHOOLS Office of the Superintendent Memorandum TO: Board of Education FROM: L. Chris Richardson, Ph.D., Superintendent RE: Table File Items for January 26, 2015, Regular School Board Meeting VII. Superintendent’s Report B. Items for Consent Grouping 2. Personnel Items. a. Appointments * 7. Pam Hanson (Swanson), GenEd Educational Assistant at die High School for 6 hours/day beginning 01/28/2015; Step 1, $13.21/hour. 8. Katrina Warner, GenEd Educational Assistant/Sibcare at the NCRC/ECFE for up to 8 hours/week beginning 01/28/2015; Step 1, $13.21/hour. 9. Community Sendees Fall/Winter/Spring Recreation positions beginning 01/24/2015 — 05/31/2015:_Savannah Dimick, Basketball Supervisor beginning 02/07/2015 - 05/31/2015; $10/hour; Michael Kopp - Birthday Party Staff beginning 01/24/2015 — 05/31/2015; $8/hour. b. Increase/Decrease/Cliange in Assignment 11. David Kurth, Evening Engineer/Security at the Middle School, change to Custodial Engineer (Day Shift) at the Middle School beginning 02/02/2015. c. Resignations/Retirements 7. Katie Bauernfeind, Building Nurse at Prairie Creek, Arcadia and St. Dominic’s, resignation effective 01/20/2015. 8. Robert McCarthy, Special Education Teacher at the High School, resignation effective 01/26/2015. * Conditional offers of employment arc subject to successful completion of a criminal background check. Northfield Charter Schools Arcadia«* Data Sheet CI H A R TE R S C H O O L J Minnesofii ('ompi'cliciishc Assessments Arcadia Charter School Mission 2014 MCA Scores It is the mission of Arcadia Charter School to prepare our stu 2012 2013 2014 dents to transition intellectually, emotionally, and ethically to — 70.7%| 67.7% higher education and future employment.
[Show full text]
Grade 6 English Language Arts/Literacy Narrative Writing Task
Partnership for Assessment of Readiness for College and Careers Grade 6 English Language Arts/Literacy Narrative Writing Task 2017 Released Items English Language Arts/Literacy 2017 Released Items: Grade 6 Narrative Writing Task The Narrative Writing Task focuses on one literary text. Students read the text, answer questions, and write a narrative response that is tied to and draws on the text. The 2017 blueprint for PARCC’s grade 6 Narrative Writing Task includes Evidence-Based Selected Response/Technology-Enhanced Constructed Response items as well as one Prose Constructed Response prompt. Included in this document: • Answer key and standards alignment • PDFs of each item with the associated text Additional related materials not included in this document: • Sample scored student responses with practice papers • PARCC Scoring Rubric for Prose Constructed Response Items • Guide to English Language Arts/Literacy Released Items: Understanding Scoring 2016 • PARCC English Language Arts/Literacy Assessment: General Scoring Rules for the 2016 Summative Assessment English Language Arts/Literacy PARCC Release Items Answer and Alignment Document ELA/Literacy: Grade 6 Text Type: NWT Passage(s): from Spy Cat Item Code Answer(s) Standards/Evidence Statement Alignment VF633103 Item Type: EBSR L 6.4.1 Part A: D RL 6.1.1 Part B: A RL 6.4.1 VF633108 Item Type: EBSR RL 6.1.1 Part A: C RL 6.6.1 Part B: A VH029994 Item Type: TECR RL 6.1.1 Part A: RL 6.3.2 Part B: VF633153 Item Type: EBSR RL 6.1.1 Part A: A RL 6.6.1 Part B: D VF633166 Item Type: PCR Refer to Grade 6 Scoring Rubric VF633112 Item Type: EBSR (additional item) RL 6.1.1 Part A: A RL 6.6.1 Part B: C English Language Arts/Literacy Today you will read the prologue to the story Spy Cat.
[Show full text]
Unit 4 Listen, My Children Poems for Fourth Graders Teacher Guide Core Knowledge Language Arts® Knowledge Core
Unit 4 Listen, My Children Poems for Fourth Graders Teacher Guide Core Knowledge Language Arts® Knowledge Core GRADE 4 GRADE Unit 4 Listen, My Children Poems for Fourth Graders Teacher Guide GRADE 4 Core Knowledge Language Arts® Listen, My ChildrenTeacher Guide was made possible with support from the Charles and Lynn Schusterman Family Foundation. We would also like to thank Dr. Emily Chiariello (http://www.chiariello-consulting.com/) and Dr. Ebony Thomas (http://scholar.gse.upenn.edu/thomas) for their review of this Teacher Guide and for their insights and recommendations for resources and revisions, which have greatly enhanced this Teacher Guide. We also thank Robin McClellan and the teachers and coaches of Sulllivan County. This OER unit is offered as a supplement to the core CKLA program developed by the Core Knowledge Foundation. The unit is not part of the current CKLA print program available for purchase from Amplify. However, as we gather more feedback on how this unit works in classrooms, Amplify and the Core Knowledge Foundation will consider how this unit may be incorporated into future iterations of the core CKLA program sold by Amplify. Creative Commons Licensing This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. You are free: to Share—to copy, distribute, and transmit the work to Remix—to adapt the work Under the following conditions: Attribution—You must attribute the work in the following manner: This work is based on an original work of the Core Knowledge® Foundation (www.coreknowledge.org) made available through licensing under a Creative Commons Attribution-NonCommercial- ShareAlike 4.0 International License.
[Show full text]
An English Language Arts Curriculum Framework for American Public Schools
An English Language Arts Curriculum Framework for American Public Schools An English Language Arts Curriculum Framework for American Public Schools: A Model For use by any state or school district without charge Chief author: Sandra Stotsky Professor Emerita, University of Arkansas February 2013 1 An English Language Arts Curriculum Framework for American Public Schools Table of Contents Purpose and Sources of this Curriculum Framework 3 Guiding Principles 4 Overview of General Standards and Learning Standards: 7 1. Discussion and Group Work 10 2. Oral Presentation 12 3. Structure and Conventions of Modern English 15 4. Vocabulary and Concept Development 17 5. Formal and Informal English 21 6. Foundations of Reading and Spelling 24 7. Nonfiction 31 8. Fiction 36 9. Poetry 39 10. Drama 41 11. Myth, Legend, Traditional Narrative, and Classical Literature 43 12. The Research Process 48 13. Analytical Writing 51 14. Persuasive Writing 54 15. Personal Writing 56 Appendix A: Suggested Authors and Illustrators Who Reflect Our Common Literary and Cultural Heritage Appendix B: Suggested Authors and Illustrators of World Literature and Twentieth- Century American Literature Appendix C: Glossary of Terms Appendix D: A Perspective on the Goals and Content of English Language Arts Instruction in this Country Appendix E: The Limited English Proficient Student in the English Language Arts Classroom Appendix F: How Literature Can Be Related to Key American Historical Documents Appendix G: Independent Evaluative Comments 2 An English Language Arts Curriculum Framework for American Public Schools Purpose of this Curriculum Framework This curriculum framework provides standards designed to guide reading and English teachers in the development of a coherent English language arts curriculum from PreK to 12.
[Show full text]
English Language Arts
ENGLISH LANGUAGE ARTS English language arts, TK–12, focuses on the processes by which we learn and use language. Students increase their communication abilities through reading, writing, speaking, and listening experiences that are related to and reinforce one another. Instruction respects the home language of students and builds from this base the English language skills needed to communicate effectively. ENGLISH LANGUAGE ARTS STANDARDS Educational standards describe what students should know and be able to do in each subject in each grade. In California, the State Board of Education decides on the standards for all students, from kindergarten through grade 12. In 2010, California joined a large majority of other states to adopt the same standards for English language arts and mathematics. These standards are called the Common Core State Standards (CCSS). Having the same standards means students experience consistent expectations, even if they change schools or move to a different state. Teachers, parents, and education experts designed the CCSS to prepare students for success in college and the workplace. The San Diego Unified School District began full implementation of the CCSS during the 2014–15 school year which is reflected in the following course descriptions. The Common Core State Standards for English language arts are available at: www.cde.ca.gov/re/cc/ The state’s recently revised curriculum framework for English language arts and English language development is available at: www.cde.ca.gov/ci/rl/cf/index.asp CONTENTS This
[Show full text]
Introduction to the Vignettes the CCSSO Definition of Formative
Draft Version, 1/15/08 Introduction to the Vignettes The CCSSO definition of formative assessment agreed to during October 2006 in Austin, Texas has been the starting point for the work of the FAST SCASS. For ease of reference, it is presented below: Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes. Moving beyond that definition, the group isolated the attributes of formative assessment which, based on empirical research, would render it most effective, and then provided careful articulations of each attribute. The attributes articulate the notion that effective formative assessment is embedded in instruction and incorporates the following: learning progressions, learning goals, descriptive feedback, collaboration, self- and peer-assessment. A brief descriptions of each attribute is provided below. Learning Progression: The formative assessment process should be structured in accord with a carefully conceived learning progression. Learning Goals: Learning goals and criteria for success should be clearly identified and communicated to students. Descriptive Feedback: Assessment-based descriptive feedback should be a feature of formative assessment. Embedded in Instruction: Teachers should collect evidence of how students’ learning is progressing while they are instructing. Collaboration: A classroom culture in which teachers and students are partners in learning should be established. Self- and Peer-Assessment: Substantial self- and peer-assessment should be an integral component of formative assessment. The purpose of this document is to provide another way to think about formative assessment by sharing some classroom examples of formative assessment in practice.
[Show full text]