Texas reading academy module 10 summative artifact part 2

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Reading Academies SupportSummative Artifact

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Let us help you navigate through Module 10 Summative Artifact by applying your knowledge of explicit and systematic instruction & your ability to analyze student work to make data-driven decisions to support students.

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Rebecca WashingtonModule 10 ArtifactPart 1Instructional practiceLocationEvidenceImpact1Reviews previous learningPg. 9IntroductionThe teacher explains“you are going to talkabout something thatyou may have learnedbefore…”Students will beengaged in thelearning process ifthey have anunderstanding ofsome of thematerial.2Identifies objective/specificelements to be learnedPg 28SpellingThe teacher tells thestudent they will bereviewing spelling of R-controlled vowelsThe student willfeel successfulbecause they willknow what to lookfor.3Maximizes studentengagementPg. 12VirtualMuseumStudents are locatingpictures at differentareas of the classroomand discussing thepicture and writingdown thoughts. Allstudents are activelyparticipating.Students will havethe ability to “visit”each of the“places” of Romeand listen to, aswell as developfeedback on whatthey found.4Activates and buildsbackground knowledgePg. 18Presentingthe ReadAloudThe teacher points tothe image card andexplains, “TheColosseum wasbasically a big sportsstadium for Romans.”Students canrelate to a modernday sportsstadium and usethe context toimagine what the

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Summative Artifact Workspace and Planning DocumentPart 1:Title of ELAR / SLAR Lesson Selected:K ELAR Lesson: My Senses Are AmazingPart 1a of Rubric:Name of Explicit and SystematicInstructional PracticePart 1b of Rubric:Evidence of the location in the lesson planPart 1b of Rubric:Explanation of how this instructionalpractice will impact student learning.Reviews previous learning/prerequisiteknowledge and skillsIn the application portion of thelesson, students are asked to fill in theblanks with answers they learnedpreviously about what sensesperformed what jobs.This instructional practice will assiststudents to make connections betweenprevious learned facts and connect it tonew information they learn in class.Provides examples and, if appropriate,non-examplesThe students would say a sensation,and the teacher would say either “Thiscould cause harm” or “This could notcause harm”This instructional practiceallows thestudents to gain an understanding ofnew information that is being taughtbased on real-world scenarios theyhave encountered.