EdNova
PI 34.15(4)(f) Teaching Reading & Language Arts
This workshop is for all teachers. PK-6 teachers must also read the section below on phonics and include at least one phonics concept in their lesson plans.
Read those parts of the following web sites appropriate to your subject area:
- Read Wisconsin
- Linking Reading & Language Arts to Subject Area Content
- Phonics (for K-6 generalists only)
and write a two-week instructional unit using age-appropriate reading and language arts concepts.
Once you have completed the paper for this workshop send it as an email attachment to Mark Stensvold.
Contact Mark for more information on this workshop.
Use this form to pay for your stipulation workshop.
Use this DPI application form when you renew your license (fill out page 3 and include the completion letter we will email to you).
Here is the rubric for this Reading and Language Arts Workshop:
|
10 |
9 |
8 |
7 |
Reading and Language Arts concepts |
Unit addresses the development of a reasonable set of reading/language arts concepts, and includes a clear use of phonetics where appropriate. Lessons clearly support this learning. |
Unit includes too many objectives to be learned in one unit OR lessons do not seem to support stated objectives |
Unit includes too many objectives to be learned in one unit AND lessons do not seem to support stated objectives |
Unit includes a lot of “doing” without enough understanding of why |
Unit design |
Unit is designed to efficiently span two weeks of 45-60 min classes, and includes activities appropriate to the development of its targeted students. Students will be engaged by the ideas and activities |
Unit is slightly disorganized in its plan – would take slight modification to implement |
Unit is disorganized in its plan – would take major modification to implement |
Unit is dramatically too long or brief, or includes activities either too sophisticated or too infantile for the students |
Requirements |
Unit includes: description of context (grade level, season, intended site); 9-10 lessons, which build an understanding of the selected reading/language arts concept(s) selected; interactions among students; opportunities for students to express learning in a variety of methods; assessment of learning |
Unit includes four of previous list |
Unit includes three of previous list |
Unit includes two of previous list |
Form |
Writing is as succinct as possible and grammatical or spelling errors are minimal (less than five). Ideas are organized in a logical way that is easy to follow. |
Minor errors occur grammar or spelling mistakes that don’t affect the meaning of the writing. |
Organizational errors occur - mistakes that make the writing a little confusing. |
Major errors occur, which make the meaning difficult to understand. |