Education I need help with homework

Teaching Reading in Today’s Elementary Schools

Required

Roe, B. D., Smith, S. H., & Kolodziej, N. J. (2019).  Teaching reading in today’s elementary schools (12th ed.). Cengage. ISBN-13: 9781337566292

Classroom Reading Instruction That Supports Struggling Readers: Key Components for Effective Teaching

Required

Read “Classroom Reading Instruction That Supports Struggling Readers: Key Components for Effective Teaching,” by Denton, loca

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http://www.rtinetwork.org/essential/tieredinstruction/tier1/effectiveteaching

The Sciences of Reading Instruction

Required

Read “The Sciences of Reading Instruction” by Gabriel from  Educational Leadership (2021).

https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=150174239&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost

4 Reading Strategies to Retire This Year (Plus 6 to Try Out !)

Required

Read “4 Reading Strategies to Retire This Year (Plus 6 to Try Out!),” by Gonser, located on the Edutopia website (2021).

https://www.edutopia.org/article/4-reading-strategies-retire-year-plus-6-try-out

Reading Methods for Students with LD

Required

Read “Reading Methods for Students with LD” on the Reading Rockets website.

https://www.readingrockets.org/topics/learning-disabilities/articles/reading-methods-students-ld

A Powerful Approach to Reading Instruction

Required

Read “A Powerful Approach to Reading Instruction,” by Hamman, located on the Edutopia website (2018).

https://www.edutopia.org/article/powerful-approach-reading-instruction

Strategies that Promote Comprehension

Required

Read “Strategies that Promote Comprehension” on the Reading Rockets website.

https://www.readingrockets.org/topics/background-knowledge/articles/strategies-promote-comprehension

Classroom Strategy Library

Required

Explore the “Classroom Strategy Library” on the Reading Rockets website.

https://www.readingrockets.org/classroom/classroom-strategies

Reading and Writing Strategies

Required

Explore “Reading and Writing Strategies,” located on the AdLit website.

https://www.adlit.org/in-the-classroom/strategies

The New Literacies

Required

Read “The New Literacies” by Miners and Pascopella on the Reading Rockets website.

https://www.readingrockets.org/t

Requires Lopeswrite

Assessment Description

There are various approaches to teaching reading and numerous instructional strategies that educators can use to engage students in reading and comprehending narrative and informational texts. It is critical for student success for teachers to understand reading standards and to plan effective, standards-based reading instruction that is supportive of all learners. Additionally, teachers must align their assessments to the standards and instruction to provide appropriate opportunities for students to demonstrate mastery.  

Utilize the “Planning Reading Instruction” template to complete the topic assignment.

Part 1: Approaches to Reading Instruction

Identify three approaches/methods (reading workshop, whole class reading of a core book, literature circles, sustained silent reading, etc.) to teaching reading and provide a 50-75 word description of each.

Part 2: Reading Standards and Learning Objectives     

Write at least one measurable, developmentally appropriate learning objective for each of the provided reading standards.

Part 3: Whole Group Reading Lesson

Create a whole group reading lesson based on one of the standards and learning objectives in Part 2. Design differentiated activities that support the standard and learning objective that students can engage in before reading a text, while reading the text, and after reading the text.  

Support the template with 2-3 scholarly resources.

While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

Rubric Criteria

expand all Rubric CriteriaExpand All

Part 1: Approaches to Reading Instruction

9.75 points

Criteria Description

Part 1: Approaches to Reading Instruction

5. Target

9.75 points

Approaches to reading instruction and descriptions are advanced and comprehensive.

4. Acceptable

8.48 points

Approaches to reading instruction and descriptions are accurate and complete.

 No Submission

0 points

Not addressed.

Part 2: Learning Objectives

13 points

Criteria Description

Part 2: Learning Objectives

5. Target

13 points

Learning objectives are discerningly measurable and proficiently align with the standards.

4. Acceptable

11.31 points

Learning objectives are clearly measurable and reasonably align with the standards.

3. Approaching

9.62 points

Learning objectives lack clear measurability and/or vaguely align with the standards.

No Submission

0 points

Not addressed.

Part 3: Whole Group Lesson

13 points

Criteria Description

Part 3: Whole Group Lesson

5. Target

13 points

Explanation of how information will be presented to students is specific. Descriptions of pre-reading, during reading, and post-reading activities that will be used to engage students in practicing and applying the learning objective are novel and purposeful.

4. Acceptable

11.31 points

Explanation of how information will be presented to students is clear. Descriptions of pre-reading, during reading, and post-reading activities that will be used to engage students in practicing and applying the learning objective are appropriate.

No Submission

0 points

Not addressed.

Part 3: Differentiation

9.75 points

Criteria Description

Part 3: Differentiation

5. Target

9.75 points

Strategies to differentiate the lesson for English language learners, students with disabilities, students with gifted abilities, and early finishers are meaningful.

4. Acceptable

8.48 points

Strategies to differentiate the lesson for English language learners, students with disabilities, students with gifted abilities, and early finishers are suitable.

3. Approaching

7.22 points

Strategies to differentiate the lesson for English language learners, students with disabilities, students with gifted abilities, and early finishers are artificial.

No Submission

0 points

Not addressed.

Part 3: Assessment

6.5 points

Criteria Description

Part 3: Assessment

5. Target

6.5 points

The formative and summative assessments are sophisticated and skillfully align with the learning objective.

4. Acceptable

5.66 points

The formative and summative assessments are solid and effectively align with the learning objective.

No Submission

0 points

Not addressed.

Supporting Research and Documentation of Sources

6.5 points

Criteria Description

Uses appropriate designated style and formatting to document sources in citations and references.

5. Target

6.5 points

Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

4. Acceptable

5.66 points

Supporting research is credible and relevant. Sources are documented, as appropriate to assignment and style, and format is mostly correct.

No Submission

0 points

Not addressed.

Mechanics of Writing

6.5 points

Criteria Description

Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

5. Target

6.5 points

No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.

4. Acceptable

5.66 points

Few mechanical errors are present. Suitable language choice and sentence structure are used.

Planning Reading Instruction

Part 1: Approaches to Reading Instruction

Approach	Description of Approach

Part 2: Reading Standards and Learning Objectives

Literature
Standard	Learning Objectives
4th Grade: Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
8th Grade: Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.
Informational
Standard	Learning Objectives
4th Grade: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
8th Grade: Determine an author's point of view, perspective and purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

Part 3: Whole Group Reading Lesson

Grade Level
National/State Reading Standard Identify one of the reading standards from Part 2 that will be the focus of the lesson. Standards must align with the lesson’s learning targets/objectives and assessments.
Specific Learning Target(s)/Objective(s) Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards.
Whole Group Lesson Explain how information will be presented to students and describe activities you will use to engage students in practicing and applying the learning target/objective before reading, during reading, and after reading the core text.	Pre-reading: During Reading: Post-reading:
Differentiation Explain strategies to differentiate the whole group lesson to support each group of students.	English Language Learners: Students with Disabilities: Students with Gifted Abilities: Early Finishers:
Assessment Explain one formative assessment that will be used to gauge student learning throughout the lesson that provides meaningful feedback. Additionally, provide a summative assessment to be used at the end of the lesson to allow students to demonstrate their knowledge and mastery of the learning target/objective.	Formative Assessment: Summative Assessment:

References

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