Module 10 Artifact Support - ELAR Summative Artifact (2024)

This is your FINAL artifact submission that will be graded by the centralized grading system.

For the FINAL artifact, you have the opportunity to demonstrate:

• comprehension of the STR modules;

• the ability to make decisions while applying this knowledge; and

• the ability to successfully engage and complete realistic tasks related to the content.

You will create a SINGLE artifact submission that includes two parts. Both parts will be on a single document that you submit as a file upload.

Explicit and Systematic Instruction- Short Answer

In this section of the artifact, you will apply your knowledge of explicit and systematic instruction to a lesson that has been provided.

STEP 1: Select ONE of the following SLAR lessons to create your artifact:

K ELAR Lesson: My Senses Are Amazing

OR

3 ELAR Lesson: Rome, Then and Now

STEP 2: Read and analyze the lesson you selected, looking for at least 3 examples and evidence of the explicit and systematic instructional practices listed on the Effective Instruction Walkthrough: Explicit Systematic Instructional Tool Handout (document below).

STEP 3:

• Identify at least 3 different examples demonstrated of explicit and systematic instructional practices as outlined in this Effective Instruction Walkthrough: Explicit Systematic Instructional Tool Handout. Choose at least 3 from the list provided. (Part 1a of Rubric)

Options are:

• Reviews previous learning/prerequisite knowledge and skills

• Identifies objective/specific elements to be learned

• Activates and builds background knowledge

• Limits amount of new information to be taught

• Models/demonstrates/“thinks aloud” effectively

• Provides examples and, if appropriate, non-examples

• Maximizes student engagement

• Paces instruction appropriately

• Checks for understanding

• Provides corrective feedback

• Reteaches when necessary

• For each of the the 3 choices, provide the evidence from the lesson for each example. This is a statement of where in the lesson the practice can be found  (location) or a brief description of how the practice is implemented in the lesson.  (Part 1b of Rubric)

• Lastly, explain how each identified instructional practice helps students learn the skills in this lesson. (Part 1b of Rubric).

Formative Assessment- Short Answer

In this section of the artifact, you will apply your ability to analyze student work to make data-driven decisions about supporting students. You will use one of the attached student work samples to Step 1) analyze the student response that matches your lesson from Part 1, Step 2) create an instructional plan, and Step 3) create a scripted explicit and systematic lesson aligned to your instructional plan. Please access the student response or the accessible text file for the lesson you used in Part 1.

STEP 1: Analyze the student response (student work sample) that goes with the lesson you analyzed in Part 1. Make sure to read the complete document. Think about what next steps you would take in a conference with the student or in a small group lesson.

K ELAR Lesson: My Senses Are Amazing Student Response

OR

3 ELAR Lesson: Rome, Then and Now Student Response

STEP 2: In one short paragraph (300 words or less), write an analysis of the student’s strengths, areas for growth or need (based on student work sample) , and a recommendation for instruction. (Part 2a of Rubric)

STEP 3: In addition, prepare a script of the words you would say to this student to teach an explicit and systematic lesson (300 words or less) for a literacy concept, skill, or strategy that will address the instructional plan for student growth you created in Step 2. Your scripted lesson can be delivered in a one-on-one or small group setting. It should address the student’s needs by clearly stating the objective, providing an explanation of the concept, skill, or strategy being taught, and a demonstration or example of the literacy concept, skill, or strategy. Be sure to include how the student practices the concept, skill, or strategy and the corrective and affirmative feedback you would provide while the student practices. Use the following to guide your scripted lesson:

• • Prepare a script of the words you would say to this student.

  • Align the explicit and systematic script to the student’s needs and the instructional plan for student growth you identified in Step 2, using Reading Academies content. ​

  • Clearly state the objective in student-friendly language. ​

  • Explain the concept, skill, or strategy to the student. ​

  • Demonstrate or give an example of the concept, skill, or strategy.

  • Provide opportunities for the student to practice the skill in the script and include the exemplar, or ideal response you would want to hear from them. ​

  • Give both corrective and affirmative feedback to the student in the scripted lesson.

You have the option of submitting a draft of your artifact in order to receive feedback from your Cohort Leader before turning in a final version of your artifact.

If you would like feedback, please turn in a draft in the page titled Module 10E: Draft Artifact Submission. I will then review your submission and then provide you with feedback to make sure your artifacts fulfills all necessary requirements.

If you have any questions, please feel free to contact me at juanita.esparza@fwisd.org.