Station Rotation
Up to this point, we have analyzed our content standards and frameworks to determine what mastery looks like and then developed assessments to track learning progression toward that mastery. We have also identified ways to get to know our learners so we can design appropriate instructional strategies and supports to ensure they all achieve mastery and meet our learning objectives. In this week’s discussion, we identified and shared valuable instructional resources, tools, supports, and strategies, especially those that promote diversity, equity, and inclusion of all students with our peers. Now, we will begin implementing some of the strategies we feel...
Common Core State Standards (CCSS)CourseworkEducationITL522 Content Area LiteracyMathematics InstructionNational University
Learning Map – Stage 1: Word Problems
Teaching writing is not only the job of the ELA teacher – because every teacher is a literacy teacher, and all subject areas must teach writing! In recent years, California has innovated and integrated content standards to support reading, writing, and speaking in subject-specific classrooms. As California’s teachers, we have a responsibility to create meaningful literacy experiences within our subject areas! This week, you will begin to design learning experiences that focus specifically on literacy skills in your content area that will support student engagement in writing. By the end of the month, your learning map will include strategies for...
CourseworkEducationITL522 Content Area LiteracyMath Teaching StrategiesMulti-Tier System of Supports (MTSS)National University
Multi-Tier System of Supports (MTSS)
You may have heard the acronym MTSS before; it stands for Multi-Tier System of Supports, which includes a framework and processes for supporting all students. MTSS usually has three tiers, though some districts may create a fourth tier. First, a teacher designs instruction with research-based and effective practices for the whole class. Second, a teacher moves to small group interventions to support each student and fill in the missing gaps. Third, a teacher creates more individualized support where additional activities with a specific focus are carried out to support student comprehension. The goal of MTSS is first to deliver targeted...
ITL522 Content Area Literacy
Single Subject credential candidates will plan and implement content area instruction by incorporating the Learning Map model with integrated UDL principles and demonstrate the abilities to apply language/literacy scaffolds to content area knowledge for diverse learners of varying stages of literacy and language proficiency in alignment with CA-CCSS and ELA/ELA framework. Course Learning Outcomes Course Requirements This is a content-based course that leads to a variety of practical applications. Students are expected to complete all assigned readings and review all the information contained in the padlets in the Content Presentation section before entering the Discussion Boards and completing the assignments. ...
Course DescriptionsEducationITL520 Academic Language & LiteracyLiteracy InstructionNational UniversityTeaching Strategies
ITL520 Academic Language & Literacy
Using research-based methods aligned with CA-CCSS and the California ELA/ELD framework, candidates will learn to teach content-based language/literacy instruction for English speakers, English learners, Standard English learners, and students with disabilities and other learning needs in order to support /sustain academic achievement for all learners in settings covered by the authorization. Course Learning Outcomes Course Requirements: This is a content-based course that leads to a variety of practical applications. Students are expected to complete all assigned readings and review all the information in the Content section before entering the Discussion Boards and completing the assignments. The Content Presentation sections provide...