Tag: Model Answer

Assignment Prompt & Instructions

need help with homework

– 2 years ago

**files (3)**

– ## RequriedReferenncesforweek1assignment.docx

– ## Week1assignment.docx

– ## PlanningReadingInstruction.docx

**## RequriedReferenncesforweek1assignment.docx**

**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

… Read More

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

**## Week1assignment.docx**

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.

**## PlanningReadingInstruction.docx**

__

**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**<br>_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)**<br>_Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards._ | |
| **Whole Group Lesson**<br>_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:<br>During Reading: <br>Post-reading: |
| **Differentiation**<br>_Explain strategies to differentiate the whole group lesson to support each group of students._ | English Language Learners:<br>Students with Disabilities:<br>Students with Gifted Abilities:<br>Early Finishers: |
| **Assessment**<br>_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:<br>Summative Assessment: |

**References**

© 2023. Grand Canyon University. All Rights Reserved.

**image1.jpeg**

**## PlanningReadingInstruction.docx**

__

**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**<br>_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)**<br>_Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards._ | |
| **Whole Group Lesson**<br>_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:<br>During Reading: <br>Post-reading: |
| **Differentiation**<br>_Explain strategies to differentiate the whole group lesson to support each group of students._ | English Language Learners:<br>Students with Disabilities:<br>Students with Gifted Abilities:<br>Early Finishers: |
| **Assessment**<br>_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:<br>Summative Assessment: |

**References**

© 2023. Grand Canyon University. All Rights Reserved.

**image1.jpeg**

**## RequriedReferenncesforweek1assignment.docx**

**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

… Read More

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

**## Week1assignment.docx**

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.

**## PlanningReadingInstruction.docx**

__

**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**<br>_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)**<br>_Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards._ | |
| **Whole Group Lesson**<br>_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:<br>During Reading: <br>Post-reading: |
| **Differentiation**<br>_Explain strategies to differentiate the whole group lesson to support each group of students._ | English Language Learners:<br>Students with Disabilities:<br>Students with Gifted Abilities:<br>Early Finishers: |
| **Assessment**<br>_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:<br>Summative Assessment: |

**References**

© 2023. Grand Canyon University. All Rights Reserved.

**image1.jpeg**

**## RequriedReferenncesforweek1assignment.docx**

**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

… Read More

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

**## Week1assignment.docx**

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.

**## PlanningReadingInstruction.docx**

__

**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**<br>_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)**<br>_Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards._ | |
| **Whole Group Lesson**<br>_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:<br>During Reading: <br>Post-reading: |
| **Differentiation**<br>_Explain strategies to differentiate the whole group lesson to support each group of students._ | English Language Learners:<br>Students with Disabilities:<br>Students with Gifted Abilities:<br>Early Finishers: |
| **Assessment**<br>_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:<br>Summative Assessment: |

**References**

© 2023. Grand Canyon University. All Rights Reserved.

**image1.jpeg**