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Lauren Blount Reading Notes EDU 512-21(1)

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History-Social Science Framework - History-Social Science Framework (CA Dept of Education)

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The State Board of Education adopted the History-Social Science Framework on July 14, 2016. This is the final digital version of the Framework.

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SBE-Adopted ELA/ELD Framework - ELA/ELD Framework (CA Dept of Education)

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The State Board of Education adopted the English Language Arts/English Language Development (ELA/ELD) Framework at its July 9, 2014, meeting. This is the final, edited digital version of the ELA/ELD Framework, published July 2015.

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Lauren Blount EDU 512 Reading Notes chapter 2-3 

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This resource section includes numerous articles, blog posts, and links to online networks with tips for planning distance learning for English language learners (ELLs).

See our complete distance learning guide for more information.

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This resource section includes numerous articles, blog posts, and links to online networks with tips for planning distance learning for English language learners (ELLs). See our complete distance learning guide for more information.

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An important first step in helping English language learners succeed is building their confidence and comfort level by making them feel welcome in the classroom and building positive relationships with students. We recommend getting started by reading our popular article How to Create a Welcoming Classroom Environment and this related blog post by ELL expert Judie Haynes on the TESOL website.

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This section provides specific ideas and strategies to support ELLs' language and literacy development, such as tips for planning lessons and the use of language objectives, as well as broader approaches such as using informal assessment and differentiation for varying language levels.

What You'll Find in This Section

Learn how educators can support the success of their English language learners (ELLs). They will be useful for a wide range of audiences, including new and veteran teachers of ELLs, paraprofessionals, tutors, and administrators at the school and district level.
Photo by Allison Shelley for EDUimages

Each student comes to school not only with unique academic needs but also with unique background experiences, culture, language, personality, interests, and attitudes toward learning. Effective teachers recognize that all of these factors affect how students learn in the classroom, and they adjust, or differentiate, their instruction to meet students' needs.

Here are some strategies for differentiating instruction for your English language learners, as well as ideas for taking students' level of English language proficiency into account when planning instruction.

Need some help finding ways to help your English language learners? Read these inspirational stories about English language learners, teachers and paraprofessionals who have overcome obstacles standing to achieve success.

What's even better than a bright idea? A bright idea that works! Educators from across the country have discovered excellent ways to tackle some common classroom stumbling blocks. Below are their step-by-step suggestions on how to handle issues like the fourth-grade slump or the development of critical thinking skills.

Project-based learning (PBL) offers many benefits to English language learners (ELLs), including hands-on activities, peer interaction, rich language use, and a chance to explore personal interests.

ELLs may need some additional support or guidance in order to make the most of PBL, and the following resources share ideas on how to make it a successful experience for all students.

Designing instruction based on student strengths (what the student can do) provides an important foundation for success and offers opportunities to build upon those strengths in order to address areas where the student is struggling. Learn more about this approach from the following resources and videos.

Learn how educators can support the success of their English language learners (ELLs). They will be useful for a wide range of audiences, including new and veteran teachers of ELLs, paraprofessionals, tutors, and administrators at the school and district level.
Photo by Allison Shelley for EDUimages

Each student comes to school not only with unique academic needs but also with unique background experiences, culture, language, personality, interests, and attitudes toward learning. Effective teachers recognize that all of these factors affect how students learn in the classroom, and they adjust, or differentiate, their instruction to meet students' needs.

Here are some strategies for differentiating instruction for your English language learners, as well as ideas for taking students' level of English language proficiency into account when planning instruction.

Need some help finding ways to help your English language learners? Read these inspirational stories about English language learners, teachers and paraprofessionals who have overcome obstacles standing to achieve success.

What's even better than a bright idea? A bright idea that works! Educators from across the country have discovered excellent ways to tackle some common classroom stumbling blocks. Below are their step-by-step suggestions on how to handle issues like the fourth-grade slump or the development of critical thinking skills.

Project-based learning (PBL) offers many benefits to English language learners (ELLs), including hands-on activities, peer interaction, rich language use, and a chance to explore personal interests.

ELLs may need some additional support or guidance in order to make the most of PBL, and the following resources share ideas on how to make it a successful experience for all students.

Designing instruction based on student strengths (what the student can do) provides an important foundation for success and offers opportunities to build upon those strengths in order to address areas where the student is struggling. Learn more about this approach from the following resources and videos.

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This section provides specific ideas and strategies to support ELLs' language and literacy development, such as tips for planning lessons and the use of language objectives, as well as broader approaches such as using informal assessment and differentiation for varying language levels. Learn how educators can support the success of their English language learners (ELLs).

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Lauren Blount EDU 512 Reading Notes ch 7

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Lauren Blount EDU 512 Reading Notes ch 8

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Lauren Blount Generalization Lesson Plan 

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Lauren Blount EDU 512 Reading Notes Assignment ch 6

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Lauren Blount EDU 512 Reading Notes Assignment ch 11

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Lauren Blount ch 10 EDU 512 Reading Notes Assignment

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Lauren Blount Fieldwork Activities and TPE Tracking 

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

Reenvisioning the UDL Guidelines

Because the UDL Guidelines are meant to be informed by feedback from the field as well as new research, they have been updated several times in the past. We are in the process of updating the Guidelines once again in our UDL Rising to Equity initiative.

This update will focus specifically on addressing systemic barriers that result in inequitable learning opportunities and outcomes. CAST aims to develop a transparent, inclusive, and community-driven process. If you are interested in collaborating and staying updated on our progress, we invite you to complete a brief survey.

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

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What is Universal Design for Learning (UDL)?

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POWER Academic Strength and Conditioning

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Depth of Knowledge | Professional Development | DOK

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Lauren Blount Mini lesson 3 512 Writing Lesson 

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Lauren Blount eUnit Professional  Reflection

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Lauren Blount Fieldwork log and Evaluaiton forms 

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3.2 - How to Write Learning Objectives Using Bloom's Taxonomy

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VideoScribe - Writing Learning Objectives

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A word map is a strategy to help learners learn new vocabulary word. There are many different variations of how to use this strategy. One way is to use the four-corner vocabulary chart, and with this method students write the definition, use it in a sentence, they draw picture of the word, and write the word in the corner. Other methods to use this strategy is to add antonyms, synonyms, dictionary definitions, part of speech and more. This strategy can be adjusted to meet the needs of all learners. Throughout this strategy students are making personal connections, because they are drawing their own picture, writing their own sentence and the definition in their own words. By doing this, it gives more meaning to learning the vocabulary word, and this would help struggling readers tremendously. Graphic organizers are helpful for all learners because it really helps them organize their thoughts. According to Echevarria, Vogt & Short (2014), "These charts provide more context and "clues" than typical word walls, because they include an illustration, definition, and sentence for each vocabulary word" (p.81). According to Robert Marzano (2009), an educational researcher, he mentions that in order for students to effectively learn vocabulary they need to follow a six-step process. The steps are as followed:

(Marzano, 2009).
The first three steps are in a word map. The following three steps can be done after the word map has been completed.

The image above is an example of a very common word map. In this word map, students write the vocabulary word in the center, they define the word, provide synonyms, use it in a sentence, and draw a picture of it.

In this example above students go into more detail with the word. They find the synonym, antonym, dictionary definition, sentence from the text and other forms of the word.

The image to the left is similar to the other two word maps above. Students write the word, use it in a sentence, write the definition, find a synonym for the word, illustrate it and determine it's part of speech.

Math- For a math lesson, a word map can be easily adapted just like in the photo to the left. In one corner the student can write the word, in another corner the student can write the definition. In the other two corners students can write an example and then some facts to go along with the math vocabulary word. By providing examples it brings meaning to the word, just like a picture does when learning reading vocabulary words.

History- For a history lesson, one way to adapt this strategy is to change the headings slightly. On this graphic organizer it could include: the vocabulary word, time period, definition, and picture. By adding the time period it gives an understanding of when the word was used, and it give more meaning to the word. For example if a student is learning about what a Red Coat is, they could write Revolutionary War (1775-1783) in the time period section.

Science- For a science lesson, the template would not change very much. However, a teacher could ask the student what area of science the word falls under. This might help students categorize what vocabulary words belong where. For example, if the vocabulary word is cumulus, the area of science might be meteorology.

Physical Education- For a physical education lesson, a student could still write the word, draw picture, define the word, and maybe list games they can play relating to the topic. For example, if students are learning about basketball students can list lightning, 3 vs. 3, and others for possible games they could play.

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Knowing how to write a reflective essay means understanding narrative essay guidelines and applying them to a personal experience.

Get five writing lesson plans with common core objectives, notes and instructions in a downloadable/printable pdf document. You can simply print it out, stick it in your lesson plan book and wait for administrative accolades.
Lessons include:
The Problem

After reading the 37th essay on Disneyland, the 26th essay on summer vacation, and the 345th essay disguised as an incoherent rant, I decided to teach how to write a reflective essay. All you need to do to teach this is take the guidelines for a narrative essay and change a word or two. Guidelines for a narrative essay include the following:

Introduction: A narrative essay doesn't necessarily have the same type of introduction as an expository or persuasive essay. The same principles, however, apply. A reflective essay should introduce the incident about which you are writing, including principal characters and setting.

Body: The body is the actual narrative part of the reflective essay. It recreates the incident with specific details. It must make the significance of the event clear.

Conclusion: The conclusion should reflect on the outcome of the incident and present the writer's feelings.

ELA Common Core Standards

Teaching how to write a narrative or reflective essay satisfies the following common core standards. This will impress your administrator, but bore your students. I recommend simplifying the language when you write the objective(s) on the board.

Common Core Writing Standard 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Common Core Writing Standard 2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
W.9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in W.9-10.1-3.)
W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of L.9-10.1-3.)

Standards for a Good Reflective Essay

A reflective essay should...

Choosing the Incident

The first step is choosing the incident. It can be something you experienced personally or something you witnessed but did not participate in. For ideas, brainstorm significant people, places, and things or writing "I remember when..." on the top of your paper and finishing it with as many things you can think of. Once you have chosen an incident, do the following:

Test the topic. Make sure you remember the incident well enough to write about it, understand the significance of it, your willingness to share it, and your ability to express the incident's impact.

Consider your audience and purpose. Tailor the subject matter and the writing level to those who are most likely to read it.

List key events. This will help you establish a foundation for the narrative. Don't get hung up on facts. In most cases, inventing or changing characters, words, or setting is acceptable.

Drafting and Revising

Theoretically, you have chosen a memory that has personal significance. If you find yourself losing interest as you write, you probably chose the wring memory. Remember the following as you draft:

When revising make sure the following is clear:

Types of Essays

Step-by-step instructions for writing different types of essays can be accessed by the following links.

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Teaching the Common Core Standards in Writing Knowing how to write a reflective essay means understanding narrative essay guidelines and applying them to a personal experience. Get five writing lesson plans with common core objectives, notes and instructions in a downloadable/printable pdf document. You can simply print it out, stick it in your lesson plan [...]

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The Good Citizen helps Americans to become an involved citizen. It reminds them how to become an effective citizen by doing simple yet impactful things.

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📚 Kids Book Read Aloud: "What Can A Citizen Do?" by Dave Eggers

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What does it take to be a good school citizen? How can students become better citizens at school? Engaging, age-appropriate program hosts help students understand five pillars of good school citizenship:

1. being respectful of other people and their property

2. being respectful of school property

3. following school rules

4. displaying good character (responsibility, honesty, good listening, kindness)

5. giving back to the school community.

Each pillar is accompanied by straightforward examples that show students how they can be good citizens and how to create a harmonious school environment.

The program includes a comprehensive Teacher's Resource Book written by a certified Special Education teacher. The guide includes a Differentiated Lesson Plan and extension activities to accompany the video.

Includes:

Research-Based video, plus teacher's resource book with differentiated lesson plan, student handouts and pre/post test in digital format

Reviews

A pair of teens narrates this program that identifies five pillars of good citizenship: be respectful of others and their property, be respectful of school property, follow school rules, demonstrate good character by being honest and dependable, and give back to the community. The action begins with students define what it means to them to be a good citizen. In each of three scenarios, students demonstrate good or bad citizenship. In the first vignette, a student working in the science lab spills water. Another student criticizes him, while the others help him clean it up. Next, a couple of students are talking in class and, after a reprimand, one of them continues being disruptive. The last scenario takes place in the boys' bathroom. Two children call another boy "four eyes," and show him the picture that they've drawn of him on a wall. Another student advises the bullied boy to tell a teacher and offers to accompany him. After each scene, the pillars are reviewed and students are invited to identify who is a good or a bad citizen. A useful tool to stimulate class discussions.

-Constance Dickerson, Cleveland Heights-University Heights Public Library, OH
School Library Journal

Lesson Plan

Everything you need for one class-period of instruction! Including adapations for differentiated instruction, extension and enrichment activities.
Lesson Plan

SAMPLE RESOURCES FROM THE TEACHER'S RESOURCE BOOK

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school rules: being a good citizen at school

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School Rules: Being a Good Citizen at School

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What does it take to be a good school citizen? How can students become better citizens at school? Engaging, age-appropriate program hosts help students understand five pillars of good school citizenship: being respectful of other people and their property being respectful of school property following school rules displaying good character (responsibility, honesty, good listening, kindness) giving back to the school community.