MUST BE COMPLETED BY TOMORROW Wednesday 12/22/2021 by 10 pm U.S.A Eastern Standard Time!!!
MUST BE COMPLETED BY TOMORROW Wednesday 12/22/2021 by 10 pm U.S.A Eastern Standard Time!!!
Take a moment to review the details of this assignment below and gather any necessary files. Once you’re ready to submit your assignment, move on to Step 2.
Assessment Description
There is never enough practice for implementing activities. Each time a lesson is taught, a teacher learns something new about effective teaching practices through self-reflection, especially when implementing multiple content areas in one lesson for cross-disciplinary instruction.
Allocate at least 5 hours in the field to support this field experience.
Part 1: Implementation
For this field experience, you will deliver the literacy activity you created in Topic 2, or a lesson of your mentor’s choice, to a small group of students that your mentor teacher has selected. Remember to focus on:
· Instructional strategies for literacy development.
· Differentiation, including accommodations to meet the diverse needs of students.
· Creating engagement and promoting discussion.
Part 2: Mentor Feedback
After your implementation, ask your mentor teacher the following:
· How effectively did I integrate literacy into the activity?
· Were students engaged?
· How effectively did I meet the needs of all students?
· What did I do well and what can I do better?
Use any remaining field experience hours to assist the mentor teacher in providing instruction and support to the class.
Part 3: Personal Reflection
· How did I integrate literacy in the activity?
· Did students demonstrate the concepts of the activity? How?
· How did I differentiate by using resources and/or technology to make necessary accommodations in the activity?
· What do I feel went well in the class and what might have gone better?
· How did I know if the students met the learning objective of the activity?
· What would my next steps be for my future practice?
Write a reflection of 250-500 words summarizing your implementation experience, mentor’s feedback, and your personal reflection.
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.
Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.
Submit the Clinical Field Experience Verification Form to the LMS in the last topic. Directions for submitting can be found on the College of Education site in the Student Success Center.
2
Small or Whole Group Instruction
Marquetta Gibson
Grand Canyon University: SEC-540
December 15, 2021
Ms. Dawn is a pre-kindergarten at Children of America. During the last interview, Ms. Dawn picked four students who she believed would best reflect the small group that would be required for the continuation of the practicum experience in the future. In terms of reading ability, one kid has an IEP that is on grade level, while the other three have IEPs that are either above, on, or below grade level. They shall be referred to as C, A, L, and T in this document. Ms. Dawn confers with her pupils one-on-one rather than in larger groups, as is customary. She either sits with the students at their desks or invites them to join her at hers for a discussion. The children listen while Ms. Dawn reads to them out loud. When they have completed reading, they discuss what they have learned. She works with them to improve their reading fluency, as well as their understanding. The four children were very engaged in the read aloud, but their levels of understanding differed greatly. The children with IEPs need prompting to keep attentive, as well as leading questions to build on reading topics, among other things. Perhaps a reading tracker or listening to an electronic rendition of a narrative might be beneficial to them. Other ideas are utilizing visual images such as videos and colorful pictures. The children seem to benefit from technology in that it helps them stay grounded and focused. The other students were quite attentive and enjoyed the lesson, which was encouraging.
“Fall Forward, Spring Back”, is the title of the book I chose. It is a multi-leveled reader that will satisfy the diverse reading demands of the kids. Several of the students will be working at a lower level, which will have fewer words in journals to copy and learn during small group sessions. The higher level has more words in their journals to copy and will be required to draw an image of what they comprehended from the story. Both levels feature the same concentrated vocabulary words, as well as the same primary theme and supporting elements. The book may be read electronically, with the option to listen to it while reading along with the author’s narration. All exercises may be performed either online or on paper, depending on the teacher’s preference. Allowing students to simply draw what they learned from the story is also available for students who are having problems with the writing task. As part of this next chapter of this literacy journey, I’ve already started working on the pre-assessment and studying the learning target for the students. I’m looking forward to continuing my work with Ms. Dawn and the students in our small literacy group in the coming months.
Instructional Strategies for Literacy Integration Matrix
Marquetta Gibson
Grand Canyon University: SEC-540
December 15, 2021
Instructional Strategies for Literacy Integration Matrix
Grade: 11th
Content Area: African American Studies
Part 1: Matrix
Select three state standards for your content area and align each content standard with a different literacy standard. Based on the standards chosen, create a learning objective and select an instructional strategy. Write a rationale for how the strategy for each standard promotes a balanced literacy curriculum.
|
State Standard by Content Area |
Literacy State Standard to Integrate into Another Content Area Use a different literacy standard for each content standard. |
Standards-based Learning Objective Aligned to content standards |
Instructional Strategy to Integrate Literacy |
Resources Provide links to websites, PDFs, and any other documents used or referenced for strategy |
Rationale How the strategy will promote balanced literacy curriculum |
|
State Content Standard 1: “H1: Understands historical chronology (OSPI, 2020)”. |
“H1.9-10.3 Design questions generated about individuals & groups that assess how the significance of their actions changes over time (OSPI, 2020)”. |
Can ask questions that reflect a person or group & will be able to contribute to the historical debate. |
Who, What, Where, and Why worksheet |
Black Panther, Malcom X, 4W’s |
Assist kids in answering the 4W’s. This will aid them in formulating questions as they write them down. 4W’s serve as a catalyst for the entire the project. |
|
State Content Standard 2: “H2: Understands and analyzes causal factors that have shaped major events in history (OSPI, 2020)”. |
“H2.9-10.3 Define and evaluate how technology and ideas have shaped world history (1450-present) (OSPI, 2020)”. |
The student fully and thoroughly discusses the advantages and disadvantages of technology, as well as how it has shaped particular regions of the globe. |
Using a Venn diagram to compare various technological eras |
Video 1 Video 2 Video 3 |
Supports higher order thinking by allowing students to find connections between and among material rather than merely detecting likenesses and differences; useful at all levels of schooling and throughout the educational program. |
|
State Content Standard 3: “H3: Understands that there are multiple perspectives and interpretations of historical events (OSPI, 2020)”. |
“H3.9-10.2 Analyze the multiple causal factors of conflicts in world history (1450-present) to create and support claims and counterclaims (OSPI, 2020)”. |
In their letter, the student links theme terms and discusses how the themes may have influenced individuals to migrate to America. |
Writing letters to the heads of several organizations concerning their role in the events. A letter to those who have been affected by the events. |
Use the textbook for this. |
Develops a variety of writing skills, including factual, narrative, and opinion writing. This also aids in the development of reading abilities. |
Part 2: Summary and Scholarly Resources
While teaching, one will come into contact with a variety of students from multiple diverse origins and economic statuses. Along with differentiated levels of learning, a range of instructional styles is required to develop a balanced literacy curriculum. We must cater to the individual requirements of each kid in the classroom. “Teachers who use a balanced approach to literacy education mix instruction with actual reading and writing on a regular basis, so that students learn how to apply and utilize the literacy techniques and abilities they are acquiring (Bumgardner, “n.d.”)”. This enables instructors to diversify learning in order to assist students in comprehending at their level and to keep students engaged in the session.
A suitable literacy learning environment requires oral language, phonological awareness, and print understanding. Oral language is a crucial component of early literacy, and the phases children go through while learning to read are similar to those they go through when learning to speak. “Children who participate in developmentally appropriate activities that emphasize both spoken and written language often demonstrate increased proficiency and mastery in both (Determan, 2016)”. The type of children’s earliest interactions has an effect on their language and proficiency development and, therefore, on their long-term outcomes. We foster young children’s developing language by conversing, singing, and interacting with them throughout the day, on daily routines, and during play.
Reading requires phonological awareness “Rhyming, alliteration, blending, and segmenting within a linguistic hierarchy of speech structures such as syllables, onset-rime units, and phonemes are all component abilities (Determan, 2016)”. It pervades every aspect of our existence. “Our comprehension of print is comprised of three components: an awareness of how print works, a grasp of the written symbols that reflect our spoken language, and learning to write (Determan, 2016)”. Children learn how to recognize print, how to value it, and how to utilize it for a variety of reasons. It is critical that the children are motivated from the instruction. Their level of comprehension gives the teacher an idea of the next level of their learning. Through a variety of intuitive print openings, children develop attention and understanding of competence.
To continue promoting this atmosphere, activities such as The Daily 5 assist students improve their reading and writing skills. This strategy includes “the following components: reading aloud to another, writing practice, listening to reading, and word work (Bumgardner, “n.d.”)”. This may be done in small groups or in a classroom setting. Rereading the same book might assist them in becoming comfortable with material. Finally, develop activities that use language so that pupils get accustomed to hearing and seeing it in everyday activities. Allowing children to make errors is one thing to bear in mind while dealing with literacy. The environment should be encouraging in order to acquire new skills. If we have students that are learning a second language, we should work with them to put in more effort and be more eager to assist. Mistakes are a natural part of life; one must just be prepared for them.
Reference
Bumgardner, K. R. (n.d.). A Balanced Literacy Classroom: What Does It Look and Sound Like? McGrawHill Education. https://s3.amazonaws.com/ecommerce-prod.mheducation.com/unitas/school/explore/sites/reading-wonders/your-balanced-literacy-classroomwhat-does-it-look-like-and-how-does-it-work.pdf
Determan, L. (2016, December 16). Three components for literacy development. Early Childhood Education Blog | Northwest Area Education Agency. https://www.nwaea.org/connections-blogs/early-childhood-education-blog/2016/12/16/three-components-for-literacydevelopment#:~:text=3)%20there%20are%203%20essential,phonological%20awareness%20and%20print%20knowledge.
OSPI. (2020). Washington State K–12 Learning Standards for Social Studies. Washington Office of Superintendent Public Instruction. https://www.k12.wa.us/sites/default/files/public/socialstudies/standards/SS%20Standards%202019_Grades%209-12_History.pdf
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OBSERVATION AND INTERVIEW 2
Observation and Interview
Marquetta Gibson
Grand Canyon University: SEC-540
December 9, 2021
My mentor is Ms. Dawn, a Pre-K teacher at Children of America. She believes that students need to understand the distinct approaches to literacy and thus a teacher has to ensure that they are integrated in content area. One of the challenges faced by students according to Ms. Dawn, is that they struggle to comprehend the texts used in the classroom. One of the literacy integration strategies she uses is committing to a conceptual framework of learning by doing. Learning by doing enables learners to improve their comprehension and retention of classroom content. In addition, she provides opportunities for learners to use inquiry, academic language, and key habits of practice. Lastly, she uses the literacy approach to instruction in a way that promotes the skills for 21st century literacy. This includes communication, creativity, critical thinking, and collaboration.
Ms. Dawn uses technology in her content instruction to get students more engaged. In the digital contemporary era, children prefer any mode of learning that integrates technology, such as YouTube videos, music, and learning apps. I observed that she uses PowerPoint presentations to present texts to students during morning greetings. They are more engaged with PowerPoint presentations because of the colorful words, background music, and vibrant pictures. Students learn faster because they’re excited, and they’re able to retain information taught.
Ms. Dawn responded that she often collaborates with other Pre-K teachers and departments when integrating literacy standards. Even though she has to abide by Children of American literacy standards, she also implements her own. She strives to be part of the team that develops literacy standards by being the example of excellence. However, Ms. Dawn has often experienced challenges in integrating literacy strategies into content instruction. For instance, some literacy strategies require resources to be effective. A teacher may need to use media such as computers and projectors to reinforce the text. In some situations, the institution might lack these resources.
To assess the effectiveness of the lesson, and to see if the students mastered the learning objectives for the day, the Ms. Dawn engages the students in an assessment at the end of the lesson to assess their mastery for the course content. She assesses their reading proficiency and level comprehension by giving them short texts to identify letters and spell words from the text. This helps to determine whether the students have mastered spelling and pronouncing.
A major challenge for Ms. Dawn in content delivery is that some parents may disapprove text selection. In such a situation, she must be careful to select text that strictly abides by the Children of American policies. If a parent is still not okay with the text, the child is sent to complete another activity during that specific lesson. It is imperative for a teacher to use text that all parents are okay with, and it is easy to develop students’ skill.
Professional Development Presentation
Marquetta Gibson
Grand Canyon University: SEC-540
December 09, 2021
Today’s Discussion
Incorporate writing into your classroom to improve learning.
Diverse viewpoints and learning styles are incorporated into strategies to engage students.
Incorporate written expression into your classroom with these activities.
Role and practical understanding on how to improve literacy in the classroom across the board.
Writers are better able to understand a topic’s specialist language and terminology since they write about it. Study after study has proved that writing is an excellent way to engage with students in all circumstances. As of this writing, (Dalporto, 2016).
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Incorporation in Content Area
Interactive writing (IW) is essential in building fundamental skills for students.
Teachers do not stop teaching their content but instead they apprentice students into the discourses of their disciplines by co-constructing a piece of writing.
Students must be actively involved in order to read and write well in the classroom.
It’s a great motivation to be interested in the classroom.
Reading comprehension skills must be imparted to students via individualized instruction. The ability to read actively improves one’s ability to retain information. For the same reason, students need to have confidence in their writing skills (regardless of discipline).
IW enables instructors to address writing and language goals in support of discipline-specific text styles and purposes without needing any extra resources or diverting the emphasis away from subject (Gabriel & Dostal, 2015).
3
Integrating Reading and Writing
Students should be asked to assess a piece of writing based on a set of criteria that they are familiar with.
Discuss what makes the work so effective in class.
Consider allowing students to work together to figure out what makes the writing so good. “
People who write in the genre of “writing to tell” or “explain” would first need to show their students how to read informational text. Students can be encouraged to look for theme sentences, passage/text connections, style/voice, and other informative writing parts in educational content (Merten, 2015).
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Integrating Reading and Writing
Encourage students to maintain a reading diary, in which they may “pursue their thoughts in whatever manner that they believe is constructive” (Integrating Reading and Writing, 2016, p. 12) as they read.
There is no need that students follow an agenda; they may contemplate what they read and even go back to it throughout the year.
The diary is not required to be graded; nevertheless, it can be a useful location for the instructor to offer helpful remarks that contribute to their thinking.
Students need to read and speak about authentic instances of the type of writing we are seeking for; we need to make evident what we to have at the top of the priority list. “For students to grasp how to write a historical narrative, they need the chance to debate, evaluate, and appreciate well-written history(Gabriel & Dostal, 2015).”
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Integrating Reading and Writing
Inquiry Questions
Generates discussion and inspires varied points of view
Demands a critical or careful reading of the text (s)
Demands an answer that is not jus simple yes or no.
Moves beyond opinion, into positions tat connect claim, evidence and reasoning.
Integration of reading and learning is built to teach both reading and writing skills in the same class. Students learn both skills and use writing to show that they understand what they read. Children learn how to write better when they read a wide range of different types of books. In addition, reading gives young people a lot of information that they can use in their stories. Writing can help students make sense of the subject they’re learning and connect new ideas to their own lives in the same way that talking helps them learn new things. If you’re writing, you can’t help but think. A lot of writing should happen every day and in each class.
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Strategies to Engage Students
Plan to make literacy relevant to student’s interest and everyday lives.
Use current events and topics for students to explore and discuss in class.
Implement collaboration.
An instructor needs to get to know his or her students in order to make literacy relevant to their interests and everyday lives. Find out what students in the class is important, and then design lessons around these elements. According to the US Department of Education, there are a lot of things one should know about how to help a child learn.
Current events and topics allows the children to comprehend the real-world application and allows for diversity of thought and opinion.
Tutors should look for ways that different subjects may align through conceptual themes. They should then be able to discuss similar topics among classrooms that will keep the students engaged and as active participants.
7
Strategies for Writing
Students can write in the margins of their books.
Use Sentence Starters.
If you want to write something in the margins of your book, you can. This lets students write and “converse” with what they are reading, which helps them understand what they are reading better. When you start a sentence, use Sentence Starters! Most of the time, students have trouble getting started on their writing projects. A good way to help students write a thesis is to give them a framework to fill in as they start writing. (Braun 2015)
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Activities to Support Writing
Story chains
Annotate on poster boards
Set a timer for one to two minutes and give students a suggestion to get them started on their writing. When the timer goes off, it is the responsibility of the next student to go on with the writing assignment. Assign students to annotate an extract from the material you are currently reading by pasting it on a poster board and instructing them to work in groups. They may write down the most relevant elements of the quotation as well as their interpretations of what it means.
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Role of Improving Literacy
Students will be able to use what they’ve learnt in earlier classes.
Reading and writing may help students develop their critical literacy skills.
Giving pupils constructive criticism (rather than a grade) is a good technique to help them improve their writing abilities.
Establishes a foundation for what students have previously learnt in earlier courses. If pupils already understand how to construct a sentence, boosting literacy requires expanding on that basis. Reading and writing may help students develop their critical literacy. Students will learn when they are presented with a realistic obstacle to overcome and given enough practice time. Giving students constructive criticism (and not necessarily a grade) is an excellent technique to help them improve their writing abilities. One method to do this is to demonstrate how to read a text and how I, as a teacher, could reply in writing to it.
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Role of Improving Literacy
The goal is to build the student’s confidence to work independently
Effective methodologies develop student’s writing abilities and hence literacy.
Students are as well motivated to succeed.
The overarching purpose of literacy improvement is to instill confidence in kids when they read and write independently. By using effective tactics and emphasizing the development of students’ writing abilities, they will become more motivated and eager to engage. Students will be motivated to develop, which will eventually result in success.
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References
Braun, H. (2015, August 15). 8 Smart Strategies for Teaching Writing. Retrieved from https://www.theclassroomkey.com/2015/08/8-smart-strategies-for-teaching-writing.html
Integrating Reading and Writing. (n.d.). Retrieved from https://writing-speech.dartmouth.edu/teaching/firstyear-writing-pedagogies-methods-design/integrating-reading-and-writing
Motivating Students to Read and Write in All Disciplines: U-M LSA Sweetland Center for Writing. (n.d.). Retrieved from https://lsa.umich.edu/sweetland/instructors/teaching-resources/motivating-students-toread-and-write-in-all-disciplines.html#:~:text=Integrating reading and writing improves,in turn increases student motivation.
U.S. Department of Education. (n.d.). All About Adolescent Literacy. Retrieved from http://www.adlit.org/article/27759/
Dalporto, D. (2016, August 18). Writing Across the Curriculum: What, How and Why. We Are Teachers. https://www.weareteachers.com/writing-across-the-curriculum-what-how-and-why/#:~:text=Writing%20increases%20the%20depth%20of,way%20she’s%20flexing%20her%20mind
Gabriel, R., & Dostal, H. (2015). Interactive Writing in the Disciplines: A Common Core Approach to Disciplinary Writing in Middle and High School. Clearing House, 88(2), 66–71. https://doi-org.lopes.idm.oclc.org/10.1080/00098655.2015.1005036
Merten, S. (2015). Reading And Writing Alignment Across Content Areas. Science Scope, 38(6), 12–18. https://doi-org.lopes.idm.oclc.org/10.2505/4/ss15_038_06_12
