Walking the Talk by putting theory into practice

1
Walking the Talkby putting theory into practice

• Chapter 2 highlights

2
Putting theory into Practice

• What topic in chapter 2 did the Who are you?,
  the Literacy Soul Story and My First Week
  have in common?

3
Putting theory into Practice

• What are some specific guidelines for assessment
  teachers can use in language arts?

4
Putting theory into Practice Guidelines for
Authentic Assessment

• Choose appropriate tools
• Use a variety of tools
• Integrate instruction and assessment
• Keep a positive focus.
• Consider multiple contexts

• Consider process and product
• Focus on individual students
• Teach students to self-assess.
• p. 72 Tompkins et. al.

5
Putting theory into Practice

• What are some specific assessment techniques
  teachers can use in language arts?

6
Putting theory into Practice

• Classroom observations
• Anecdotal notes
• Conferences
• Checklists
• Miscue Analyses
• Running Records
• Informal Reading Inventories Putting theory into
  Practice
• P. 72-76Tompkins et. al.

7
Putting theory into Practice

• Look at in the course outline under the
  assignment 3.
• What conferencing method mentioned in chapter 2
  does it resemble?

8
Putting theory into Practice Types of Conferences

• On-thespot conferences
• Pre-reading or pre-writing conferences
• Revising conferences
• Book discussion conferences

• Editing conferences
• Minilesson conferences
• Assessment conferences
• p.76 Tompkins et. al.

9
Putting theory into Practice

• Look at in the course outline under the
  assignments particularly the last one.
• Can you describe one of the three organizational
  structures (p.60) for learning you are going to
  experience by doing the last assignment?

10
Putting theory into Practice

• Resource-based units (reading, listening, viewing
  texts, responding, teaching minilessons, creating
  projects)
• Thematic Units (reading print non-print texts,
  writing, oral, creative projects)

• Inquiry-based units (identifying inquiry focus,
  exploring multiple data sources, sharing what is
  learned, reflecting planning)
• p. 60 Tompkins et.al

11
Putting theory into Practice

• What are the main features of a readers workshop
  and a writers workshop?

12
Putting theory into Practice

• Readers Workshops (reading responding or
  writing, sharing, teaching mini-lessons)
• Writers Workshops ( writing, sharing
  mini-lessons)
• P. 63 Tompkins et. al.

13
Putting theory into Practice

• What roles (mentioned in chapter 2) will I try to
  model for you as your teacher coach this year?
• These are roles you will have to learn too!

14
Putting theory into Practice The Classroom
Teachers Role

• Organizer
• Facilitator
• Participant
• Instructor
• Model

• Manager
• Diagnostician
• Evaluator
• Coordinator
• Communicator
• p. 66 Tompkins et. al.

15
Putting theory into Practice

• What are some of the language arts elements which
  should go into a student portfolio?

16
Putting theory into Practice

• Listening
• Speaking
• Reading
• Writing
• Viewing
• Visually representing
• P. 82 Tompkins et. al. Putting theory into
  Practice

17
Putting theory into Practice

• What assignment(s) in this course will help you
  to understand how technology can influence
  teaching and learning in language arts?

18
Putting theory into Practice

• All of them