QUALITY "A" WORK – 2 years ago
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– 2 years ago
Designing a lesson plan requires an understanding of each component of lesson planning and its purpose in the overall structure of learning. Each lesson plan component is necessary for planning a lesson that is well thought-out, organized, and meets the needs of all students. Lesson plan development…
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Order on TutorsGallery →Designing a lesson plan requires an understanding of each component of lesson planning and its purpose in the overall structure of learning. Each lesson plan component is necessary for planning a lesson that is well thought-out, organized, and meets the needs of all students. Lesson plan development requires knowledge of standards, classroom data, and a vision for learning outcomes.
Select a free screencasting tool or software to record a 4-5-minute screencast explaining the sections and requirements of the "COE Lesson Plan Template" to a colleague who struggles with lesson planning. Include the following in your video:
– Discussion of scaffolded instruction and the role of the learning cycle (preassessment, instruction, assessment, review of data, reteaching, reflection) in creating developmentally appropriate instruction.
– Brief description of each component of the "COE Lesson Plan Template," including why each section is essential to the overall plan: (classroom and student factors/grouping, standards, objectives, anticipatory set, means of representation, means of engagement, means of expression, differentiation, extension activity/homework).
– Importance of alignment between state standards, objectives, learning activities, and assessments.
– How assessment data inform lesson planning and examples of what data could be used.
Support your video with a minimum of three resources.
Submit your reference list and a link to your screencast in one document.
Refer to "Recording, Editing, and Uploading a Video or Podcast" and use an online video platform such as Zoom, Loom, YouTube, or Vimeo to upload your completed video. If you upload your video to YouTube, select the “unlisted” option. Ensure that others can access and view your linked video prior to submitting this assignment.
APA format is not required, but solid academic writing is expected.
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.
– 2 years ago
As a teacher, you will encounter a variety of lesson planning templates and formats, each with unique terminology. Understanding educational terms and acronyms is critical to being successful in the education profession. Complete the “Understanding Educational Terminology and Learning Cycle” templat…
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Order on TutorsGallery →As a teacher, you will encounter a variety of lesson planning templates and formats, each with unique terminology. Understanding educational terms and acronyms is critical to being successful in the education profession. Complete the “Understanding Educational Terminology and Learning Cycle” template to familiarize yourself with these important terms and lesson plan elements.
APA format is not required, but solid academic writing is expected.
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.
Attachments [ECS-510-T1-UnderstandingEducationalTerminology.docx](https://halo.gcu.edu/resource/66a54fef-e8ec-4169-a9b2-1226f01a8ef8 "ECS-510-T1-UnderstandingEducationalTerminology.docx")
– 2 years ago
Discussion Question 1 The "COE Lesson Plan Template" is based on Universal Design for Learning. Research other lesson planning formats (5E, Madeline Hunter, etc.) and compare one of them to the COE Lesson Plan Template. What are the advantages and disadvantages of using each? Which format best repre…
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Order on TutorsGallery →Discussion Question 1
The "COE Lesson Plan Template" is based on Universal Design for Learning. Research other lesson planning formats (5E, Madeline Hunter, etc.) and compare one of them to the COE Lesson Plan Template. What are the advantages and disadvantages of using each? Which format best represents your vision for instructional planning? Include a link to the example of the format you found in your research, if available
Discussion Question 2
Select a state literacy standard or an early learning literacy standard for the age/grade level (preschool-Grade 3) of your choice. Describe a learning activity that would support instruction of this standard, and how you will assess student learning of the standard. Explain the alignment between the standard, the learning activity, and the assessment.
– 2 years ago
Reflect on a recent writing project where you had to make significant revisions. Share the techniques you used to enhance the clarity and effectiveness of your writing. Include a diagram illustrating your revision process. – 2 years ago
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Order on TutorsGallery →Reflect on a recent writing project where you had to make significant revisions. Share the techniques you used to enhance the clarity and effectiveness of your writing. Include a diagram illustrating your revision process.
– 2 years ago
1. Have you ever had any confusion concerning what exactly can constitute plagiarism, and what doesn’t? What new information did you gain from the previous reading's on plagiarism and research? 2. How might you best avoid plagiarism in the future? 3. Why is academic honesty an important issue, not j…
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Order on TutorsGallery →1. Have you ever had any confusion concerning what exactly can constitute plagiarism, and what doesn’t? What new information did you gain from the previous reading's on plagiarism and research?
2. How might you best avoid plagiarism in the future?
3. Why is academic honesty an important issue, not just for students but for the entire academic community?
– 2 years ago
In-depth study guidance and analytical solution covering madame michelle.
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Order on TutorsGallery →Full assignment prompt and step-by-step guidance are included in the downloadable solution file.
In-depth study guidance and analytical solution covering Catherine Owens.
Immediate access to the full model answer, formatted citations, and rubric breakdown.
Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →Full assignment prompt and step-by-step guidance are included in the downloadable solution file.
In-depth study guidance and analytical solution covering Catherine Owens.
Immediate access to the full model answer, formatted citations, and rubric breakdown.
Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →Full assignment prompt and step-by-step guidance are included in the downloadable solution file.
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…
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– 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**