Assignment Prompt & Instructions
I need help with my homework
– 2 years ago
**files (4)**
– ## RequiredResources.docx
– ## week2SmallGroupInstruction1.docx
– ## week2instructionforweek2worksheetwithRubric.docx
– week-1-PlanningReadingInstruction.docx
**## RequiredResources.docx**
Required Resources
**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
How to Set Up Interest-Based Reading Groups
**Required**
Read “How to Set Up Interest-Based Reading Groups” by Wright and Hoonan on the Edutopia website (2019).
[https://www.edutopia.org/arti](https://www.edutopia.org/arti)
How to Use Data to Create Small Reading Groups
**Required**
Read “How to Use Data to Create Small Reading Groups,” by Schmidt, on the NWEA website (2017).
https://www.nwea.org/blog/2017/use-data-create-small-reading-groups/
Strategies for Improving Small Group Instruction
**Required**
You can read Miller's “Strategies for Improving Small Group Instruction " on the Edutopia website (2020).
https://www.edutopia.org/article/strategies-improving-small-group-instruction
Grouping Students Who Struggle with Reading
**Required**
Read “Grouping Students Who Struggle with Reading” by Vaughn et al. on the Reading Rockets website.
https://www.readingrockets.or
**## week2SmallGroupInstruction1.docx**
__
**Small Group Reading Instruction**
**Part 1: Standards-Based Small Group Support**
| | |
| — | — |
| **National/State Reading Standard** |
| |
| **Learning Target/Objective (LO)** |
| |
| **Instructional Strategy**<br>_In 75-100 words describe a strategy or activity to support each group’s learning._ | **Progress Monitoring Tool**<br>_Identify one progress monitoring tool you can use throughout the small group activity._ |
| **Group 1: Exceeded the Standard and LO (Enrichment)** |
| | |
| **Group 2: Met the Standard and LO (Reinforcement)** |
| | |
| **Group 3: Did Not Meet the Standard and/or LO (Reteach)** |
| | |
**Part 2: Research and Reflect on Approaches to Small Group Instruction**
| |
| — |
| **Reflection** |
| |
**References**
© 2023. Grand Canyon University. All Rights Reserved.
**image1.jpeg**
**## week2instructionforweek2worksheetwithRubric.docx**
Small group reading instruction allows teachers to differentiate learning based on the students’ needs and interests and allows for flexibility. There are a variety of methods for grouping students and potential benefits in each type of grouping. Student progress must be monitored during small group instruction to determine proper grouping, check for mastery, and assess lesson effectiveness.
**Part 1:** **Standards-Based Small Group Support**
Imagine that you have taught the whole class reading lesson from Topic 1 and given the summative assessment. Based on the data collected, some of the students in your class need reteaching, some need reinforcement, and some need enrichment. In Part 1 of the “Small Group Reading Instruction” template, describe the instructional strategy or activity you would use with each small group of students and the progress monitoring tool you would use throughout the small group lesson. Use the same standard and learning objective used in the Topic 1 Part 3 lesson and apply any instructor feedback you have received.
**Part 2: Research and Reflect on Approaches to Small Group Instruction**
Using the topic Resources and your own research, reflect in 250-500 words on approaches to small group instruction. In your reflection include the following information:
· Explain the purpose of guided reading and best practices when providing guided reading instruction, including an appropriate approach to grouping students.
· Describe one method for structuring guided reading lessons.
· Explain how guided reading can fit into a literacy block and how it connects to whole group instruction.
· There are many ways to group students for small reading group instruction. Describe one additional approach to grouping students, explain the purpose of that grouping approach, and discuss the benefits to student learning.
Support the assignment 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: Group 1**
9.75 points
**Criteria Description**
Part 1: Group 1
**5. Target**
9.75 points
The strategy or activity to support a group of students needing enrichment is novel. The progress monitoring tool identified is ideal.
**4. Acceptable**
8.48 points
The strategy or activity to support a group of students needing enrichment is appropriate. The progress monitoring tool identified is suitable.
**No Submission**
0 points
Not addressed.
**Part 1: Group 2**
9.75 points
**Criteria Description**
Part 1: Group 2
**5. Target**
9.75 points
The strategy or activity to support a group of students needing reinforcement is novel. The progress monitoring tool identified is ideal.
**4. Acceptable**
8.48 points
The strategy or activity to support a group of students needing reinforcement is appropriate. The progress monitoring tool identified is suitable.
**No Submission**
0 points
Not addressed.
**Part 1: Group 3**
9.75 points
**Criteria Description**
Part 1: Group 3
**5. Target**
9.75 points
The strategy or activity to support a group of students needing reteaching is novel. The progress monitoring tool identified is ideal.
**4. Acceptable**
8.48 points
The strategy or activity to support a group of students needing reteaching is appropriate. The progress monitoring tool
**No Submission**
0 points
Not addressed.
**Part 2: Purpose and Best Practices of Guided Reading**
6.5 points
**Criteria Description**
Part 2: Purpose and Best Practices of Guided Reading
**5. Target**
6.5 points
The explanation of the purpose of guided reading is in-depth. Best practices when providing guided reading instruction are expertly identified.
**4. Acceptable**
5.66 points
An explanation of the purpose of guided reading is complete. Best practices when providing guided reading instruction are
**No Submission**
0 points
Not addressed.
**Part 2: Structuring and Scheduling Guided Reading Lessons**
6.5 points
**Criteria Description**
Part 2: Structuring and Scheduling Guided Reading Lessons
**5. Target**
6.5 points
Description of one method for structuring guided reading lessons is superior. Explanation of how guided reading fits into a literacy block and connects to whole group instruction is insightful.
**4. Acceptable**
5.66 points
Description of one method for structuring guided reading lessons is practical. An explanation of how guided reading fits into a literacy block and connects to whole group instruction is logical.
**No Submission**
0 points
Not addressed.
**Part 2: Approach to Grouping Students**
6.5 points
**Criteria Description**
Part 2: Approach to Grouping Students
**5. Target**
6.5 points
Description of an additional approach to grouping students for small group reading instruction is sophisticated. Explanation of the purpose of the grouping approach and benefits to student learning is thought-provoking.
**4. Acceptable**
5.66 points
Description of an additional approach to grouping students for small group reading instruction is concise. Explanation of the purpose of the grouping approach and benefits to student learning is significant.
**No Submission**
0 points
Not addressed.
**Template Format**
3.25 points
**Criteria Description**
Template Format
**5. Target**
3.25 points
Content is well-presented and easy to read. All template and format elements are correct.
**4. Acceptable**
2.83 points
Content is clear. Appropriate template is fully used. There are very few errors in formatting style.
**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.
**week-1-PlanningReadingInstruction.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week-1-planningreadinginstruction-docx-10261587)
**week-1-PlanningReadingInstruction.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week-1-planningreadinginstruction-docx-10261587)
**## RequiredResources.docx**
Required Resources
**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
How to Set Up Interest-Based Reading Groups
**Required**
Read “How to Set Up Interest-Based Reading Groups” by Wright and Hoonan on the Edutopia website (2019).
[https://www.edutopia.org/arti](https://www.edutopia.org/arti)
How to Use Data to Create Small Reading Groups
**Required**
Read “How to Use Data to Create Small Reading Groups,” by Schmidt, on the NWEA website (2017).
https://www.nwea.org/blog/2017/use-data-create-small-reading-groups/
Strategies for Improving Small Group Instruction
**Required**
You can read Miller's “Strategies for Improving Small Group Instruction " on the Edutopia website (2020).
https://www.edutopia.org/article/strategies-improving-small-group-instruction
Grouping Students Who Struggle with Reading
**Required**
Read “Grouping Students Who Struggle with Reading” by Vaughn et al. on the Reading Rockets website.
https://www.readingrockets.or
**## week2SmallGroupInstruction1.docx**
__
**Small Group Reading Instruction**
**Part 1: Standards-Based Small Group Support**
| | |
| — | — |
| **National/State Reading Standard** |
| |
| **Learning Target/Objective (LO)** |
| |
| **Instructional Strategy**<br>_In 75-100 words describe a strategy or activity to support each group’s learning._ | **Progress Monitoring Tool**<br>_Identify one progress monitoring tool you can use throughout the small group activity._ |
| **Group 1: Exceeded the Standard and LO (Enrichment)** |
| | |
| **Group 2: Met the Standard and LO (Reinforcement)** |
| | |
| **Group 3: Did Not Meet the Standard and/or LO (Reteach)** |
| | |
**Part 2: Research and Reflect on Approaches to Small Group Instruction**
| |
| — |
| **Reflection** |
| |
**References**
© 2023. Grand Canyon University. All Rights Reserved.
**image1.jpeg**
**## week2instructionforweek2worksheetwithRubric.docx**
Small group reading instruction allows teachers to differentiate learning based on the students’ needs and interests and allows for flexibility. There are a variety of methods for grouping students and potential benefits in each type of grouping. Student progress must be monitored during small group instruction to determine proper grouping, check for mastery, and assess lesson effectiveness.
**Part 1:** **Standards-Based Small Group Support**
Imagine that you have taught the whole class reading lesson from Topic 1 and given the summative assessment. Based on the data collected, some of the students in your class need reteaching, some need reinforcement, and some need enrichment. In Part 1 of the “Small Group Reading Instruction” template, describe the instructional strategy or activity you would use with each small group of students and the progress monitoring tool you would use throughout the small group lesson. Use the same standard and learning objective used in the Topic 1 Part 3 lesson and apply any instructor feedback you have received.
**Part 2: Research and Reflect on Approaches to Small Group Instruction**
Using the topic Resources and your own research, reflect in 250-500 words on approaches to small group instruction. In your reflection include the following information:
· Explain the purpose of guided reading and best practices when providing guided reading instruction, including an appropriate approach to grouping students.
· Describe one method for structuring guided reading lessons.
· Explain how guided reading can fit into a literacy block and how it connects to whole group instruction.
· There are many ways to group students for small reading group instruction. Describe one additional approach to grouping students, explain the purpose of that grouping approach, and discuss the benefits to student learning.
Support the assignment 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: Group 1**
9.75 points
**Criteria Description**
Part 1: Group 1
**5. Target**
9.75 points
The strategy or activity to support a group of students needing enrichment is novel. The progress monitoring tool identified is ideal.
**4. Acceptable**
8.48 points
The strategy or activity to support a group of students needing enrichment is appropriate. The progress monitoring tool identified is suitable.
**No Submission**
0 points
Not addressed.
**Part 1: Group 2**
9.75 points
**Criteria Description**
Part 1: Group 2
**5. Target**
9.75 points
The strategy or activity to support a group of students needing reinforcement is novel. The progress monitoring tool identified is ideal.
**4. Acceptable**
8.48 points
The strategy or activity to support a group of students needing reinforcement is appropriate. The progress monitoring tool identified is suitable.
**No Submission**
0 points
Not addressed.
**Part 1: Group 3**
9.75 points
**Criteria Description**
Part 1: Group 3
**5. Target**
9.75 points
The strategy or activity to support a group of students needing reteaching is novel. The progress monitoring tool identified is ideal.
**4. Acceptable**
8.48 points
The strategy or activity to support a group of students needing reteaching is appropriate. The progress monitoring tool
**No Submission**
0 points
Not addressed.
**Part 2: Purpose and Best Practices of Guided Reading**
6.5 points
**Criteria Description**
Part 2: Purpose and Best Practices of Guided Reading
**5. Target**
6.5 points
The explanation of the purpose of guided reading is in-depth. Best practices when providing guided reading instruction are expertly identified.
**4. Acceptable**
5.66 points
An explanation of the purpose of guided reading is complete. Best practices when providing guided reading instruction are
**No Submission**
0 points
Not addressed.
**Part 2: Structuring and Scheduling Guided Reading Lessons**
6.5 points
**Criteria Description**
Part 2: Structuring and Scheduling Guided Reading Lessons
**5. Target**
6.5 points
Description of one method for structuring guided reading lessons is superior. Explanation of how guided reading fits into a literacy block and connects to whole group instruction is insightful.
**4. Acceptable**
5.66 points
Description of one method for structuring guided reading lessons is practical. An explanation of how guided reading fits into a literacy block and connects to whole group instruction is logical.
**No Submission**
0 points
Not addressed.
**Part 2: Approach to Grouping Students**
6.5 points
**Criteria Description**
Part 2: Approach to Grouping Students
**5. Target**
6.5 points
Description of an additional approach to grouping students for small group reading instruction is sophisticated. Explanation of the purpose of the grouping approach and benefits to student learning is thought-provoking.
**4. Acceptable**
5.66 points
Description of an additional approach to grouping students for small group reading instruction is concise. Explanation of the purpose of the grouping approach and benefits to student learning is significant.
**No Submission**
0 points
Not addressed.
**Template Format**
3.25 points
**Criteria Description**
Template Format
**5. Target**
3.25 points
Content is well-presented and easy to read. All template and format elements are correct.
**4. Acceptable**
2.83 points
Content is clear. Appropriate template is fully used. There are very few errors in formatting style.
**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.
**week-1-PlanningReadingInstruction.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week-1-planningreadinginstruction-docx-10261587)
**## RequiredResources.docx**
Required Resources
**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
How to Set Up Interest-Based Reading Groups
**Required**
Read “How to Set Up Interest-Based Reading Groups” by Wright and Hoonan on the Edutopia website (2019).
[https://www.edutopia.org/arti](https://www.edutopia.org/arti)
How to Use Data to Create Small Reading Groups
**Required**
Read “How to Use Data to Create Small Reading Groups,” by Schmidt, on the NWEA website (2017).
https://www.nwea.org/blog/2017/use-data-create-small-reading-groups/
Strategies for Improving Small Group Instruction
**Required**
You can read Miller's “Strategies for Improving Small Group Instruction " on the Edutopia website (2020).
https://www.edutopia.org/article/strategies-improving-small-group-instruction
Grouping Students Who Struggle with Reading
**Required**
Read “Grouping Students Who Struggle with Reading” by Vaughn et al. on the Reading Rockets website.
https://www.readingrockets.or
**## week2SmallGroupInstruction1.docx**
__
**Small Group Reading Instruction**
**Part 1: Standards-Based Small Group Support**
| | |
| — | — |
| **National/State Reading Standard** |
| |
| **Learning Target/Objective (LO)** |
| |
| **Instructional Strategy**<br>_In 75-100 words describe a strategy or activity to support each group’s learning._ | **Progress Monitoring Tool**<br>_Identify one progress monitoring tool you can use throughout the small group activity._ |
| **Group 1: Exceeded the Standard and LO (Enrichment)** |
| | |
| **Group 2: Met the Standard and LO (Reinforcement)** |
| | |
| **Group 3: Did Not Meet the Standard and/or LO (Reteach)** |
| | |
**Part 2: Research and Reflect on Approaches to Small Group Instruction**
| |
| — |
| **Reflection** |
| |
**References**
© 2023. Grand Canyon University. All Rights Reserved.
**image1.jpeg**
**## week2instructionforweek2worksheetwithRubric.docx**
Small group reading instruction allows teachers to differentiate learning based on the students’ needs and interests and allows for flexibility. There are a variety of methods for grouping students and potential benefits in each type of grouping. Student progress must be monitored during small group instruction to determine proper grouping, check for mastery, and assess lesson effectiveness.
**Part 1:** **Standards-Based Small Group Support**
Imagine that you have taught the whole class reading lesson from Topic 1 and given the summative assessment. Based on the data collected, some of the students in your class need reteaching, some need reinforcement, and some need enrichment. In Part 1 of the “Small Group Reading Instruction” template, describe the instructional strategy or activity you would use with each small group of students and the progress monitoring tool you would use throughout the small group lesson. Use the same standard and learning objective used in the Topic 1 Part 3 lesson and apply any instructor feedback you have received.
**Part 2: Research and Reflect on Approaches to Small Group Instruction**
Using the topic Resources and your own research, reflect in 250-500 words on approaches to small group instruction. In your reflection include the following information:
· Explain the purpose of guided reading and best practices when providing guided reading instruction, including an appropriate approach to grouping students.
· Describe one method for structuring guided reading lessons.
· Explain how guided reading can fit into a literacy block and how it connects to whole group instruction.
· There are many ways to group students for small reading group instruction. Describe one additional approach to grouping students, explain the purpose of that grouping approach, and discuss the benefits to student learning.
Support the assignment 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: Group 1**
9.75 points
**Criteria Description**
Part 1: Group 1
**5. Target**
9.75 points
The strategy or activity to support a group of students needing enrichment is novel. The progress monitoring tool identified is ideal.
**4. Acceptable**
8.48 points
The strategy or activity to support a group of students needing enrichment is appropriate. The progress monitoring tool identified is suitable.
**No Submission**
0 points
Not addressed.
**Part 1: Group 2**
9.75 points
**Criteria Description**
Part 1: Group 2
**5. Target**
9.75 points
The strategy or activity to support a group of students needing reinforcement is novel. The progress monitoring tool identified is ideal.
**4. Acceptable**
8.48 points
The strategy or activity to support a group of students needing reinforcement is appropriate. The progress monitoring tool identified is suitable.
**No Submission**
0 points
Not addressed.
**Part 1: Group 3**
9.75 points
**Criteria Description**
Part 1: Group 3
**5. Target**
9.75 points
The strategy or activity to support a group of students needing reteaching is novel. The progress monitoring tool identified is ideal.
**4. Acceptable**
8.48 points
The strategy or activity to support a group of students needing reteaching is appropriate. The progress monitoring tool
**No Submission**
0 points
Not addressed.
**Part 2: Purpose and Best Practices of Guided Reading**
6.5 points
**Criteria Description**
Part 2: Purpose and Best Practices of Guided Reading
**5. Target**
6.5 points
The explanation of the purpose of guided reading is in-depth. Best practices when providing guided reading instruction are expertly identified.
**4. Acceptable**
5.66 points
An explanation of the purpose of guided reading is complete. Best practices when providing guided reading instruction are
**No Submission**
0 points
Not addressed.
**Part 2: Structuring and Scheduling Guided Reading Lessons**
6.5 points
**Criteria Description**
Part 2: Structuring and Scheduling Guided Reading Lessons
**5. Target**
6.5 points
Description of one method for structuring guided reading lessons is superior. Explanation of how guided reading fits into a literacy block and connects to whole group instruction is insightful.
**4. Acceptable**
5.66 points
Description of one method for structuring guided reading lessons is practical. An explanation of how guided reading fits into a literacy block and connects to whole group instruction is logical.
**No Submission**
0 points
Not addressed.
**Part 2: Approach to Grouping Students**
6.5 points
**Criteria Description**
Part 2: Approach to Grouping Students
**5. Target**
6.5 points
Description of an additional approach to grouping students for small group reading instruction is sophisticated. Explanation of the purpose of the grouping approach and benefits to student learning is thought-provoking.
**4. Acceptable**
5.66 points
Description of an additional approach to grouping students for small group reading instruction is concise. Explanation of the purpose of the grouping approach and benefits to student learning is significant.
**No Submission**
0 points
Not addressed.
**Template Format**
3.25 points
**Criteria Description**
Template Format
**5. Target**
3.25 points
Content is well-presented and easy to read. All template and format elements are correct.
**4. Acceptable**
2.83 points
Content is clear. Appropriate template is fully used. There are very few errors in formatting style.
**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.
**week-1-PlanningReadingInstruction.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week-1-planningreadinginstruction-docx-10261587)