EED 475 GCU Entire Course Content Area Literacy and Common Core
EED 475 GCU Entire Course Content Area Literacy and Common Core
EED475
GCU EED 475 Entire Course
GCU EED 475 Full Course
GCU EED 475 Week 1 Topic 1 Discussion 1
What principles of an effective literacy program, from your readings, do you find challenging? What strategies would you employ to improve your success with these challenging principles?
GCU EED 475 Week 1 Topic 1 Discussion 2
What are some other strategies that would encourage a successful parent-teacher partnership that would benefit the child in the area of literacy? Discuss.
GCU EED 475 Week 1 Assignment Common Core and Literacy Workshop for Parents
Details:
Select a grade level. You are preparing a workshop for parents that focuses on literacy and the Common Core standards for your selected grade level.
Create a PowerPoint presentation of no less than 10-15 slides that explains what literacy will look like in your classroom, keeping in mind the instructional shifts.
Within the presentation, describe how parents can support your literacy efforts for their child at home. These activities can be games, strategies, suggested books, etc.
Use detailed slide notes to support the information in each slide. Be sure to include title and reference slides.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation 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 Turnitin.
GCU EED 475 Week 2 Topic 2 Discussion 1
Describe how a teacher could create a literate environment in the classroom to promote vocabulary development, with examples of what a visitor to the classroom might see.
GCU EED 475 Week 2 Topic 2 Discussion 2
Do you consider reading assessment to be controversial? If yes, how is it controversial? If no, why not? Support your response with research.
GCU EED 475 Week 2 Vocabulary Scenario
Details:
Use the following scenario from The IRIS Center to complete the tasks below:
Jacob is an active boy in the 4th grade who enjoys coming to school and participates in sports after school. Jacob does well in most classes but has difficulty with new vocabulary words. This difficulty with new vocabulary is not only seen during reading class but also during content area classes such as science and social studies. Jacob’s mother indicated that he has always had difficulty understanding new vocabulary but that it has not affected his comprehension until this year. Jacob is willing to adopt new strategies that will assist him in learning and remembering new vocabulary words and to help him better understand the story as a whole. Jacob and his teacher developed the following goal for him:
- Given vocabulary words, Jacob will define and use each in a sentence.
Paulsen, K., & the IRIS Center.(2004).Comprehension & vocabulary: Grades 3–5.
Research three strategies regarding vocabulary instruction that will assist Jacob in reaching his goal.
In 500-750 words, identify and explain how each strategy could assist Jacob in reaching his goal. In addition, discuss how you would involve Jacob’s parents, and develop an activity from one of these three strategies that Jacob’s parents can use at home.
Include three sources from your research in your essay to support your position.
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
You are required to submit this assignment to Turnitin.
GCU EED 475 Week 3 Topic 3 Discussion 1
What are some reasons to teach reading comprehension strategies in content-area classes?
GCU EED 475 Week 3 Topic 3 Discussion 2
Describe some factors that influence a student’s comprehension of texts with examples.
GCU EED 475 Week 3 Comprehension Scenario
Details:
Use the following scenario from The IRIS Center to complete the tasks below:
José is a new student in the fifth grade. It is April and this is the third school José has been in this year. José adapts well to change, has a positive attitude toward school, and appears to have made friends at his new school. José does well in math and enjoys science and social studies. In the area of reading, José is able to easily decode unfamiliar words and reads with good expression. However, in the area of comprehension, José has difficulty answering questions that require reasoning and total understanding of the story. José also has difficulty identifying the main components of a story. José’s teacher, Ms. Lundy, states that although he enjoys reading and does not seem to be frustrated, he will not ask for help when needed, thus his reading grade is beginning to suffer. Ms. Lundy has the following instructional goals for José:
- Given a reading passage on his instructional level, José will answer inferential and evaluative comprehension questions;
- Given a reading passage on his instructional level, José will recall the main story elements.
Paulsen, K., & the IRIS Center. (2004).Comprehension & vocabulary: Grades 3–5.
Research three strategies regarding comprehension instruction that will assist José in reaching his goals.
In 500-750 words, decide which of José’s goals you would address first and explain why. For each goal, identify a strategy and explain why or how it will assist José in reaching his goals.
Include three sources from your research in your essay to support your position.
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
Submit this assignment to your instructor in LoudCloud by the end of this topic.
You are required to submit this assignment to Turnitin.
GCU EED 475 Week 4 Topic 4 Discussion 1
How might you go about creating a literacy-rich environment in your classroom? Share specific examples of literature you would consider essential reading for students. Why these?
GCU EED 475 Week 4 Topic 4 Discussion 2
What are some techniques to encourage the acquisition of high-frequency words in the classroom?
GCU EED 475 Week 4 Fluency Scenario
Details:
Use the following scenario from The IRIS Center to complete the tasks below:
Chloe is a quiet fifth grader who is naturally organized and thrives on structure. Chloe’s mother reports that she tends to be focused on tasks, even in play. Chloe’s teacher, Mrs. Clifton, has also noticed that she is diligent with academic tasks. When reading aloud in class, Chloe is able to read all sight words and decode most multi-syllable words she encounters. However, Chloe’s fluency is not at the level of most fifth graders. Mrs. Clifton reports she is a word-by-word reader and does not read with proper tone or expression, but she feels Chloe has the skills needed to become a fluent, expressive reader. She has decided to implement strategies that will help Chloe reach her goal, which is:
- Given readings at the fifth-grade level, Chloe will read fluently.
Paulsen, K., & the IRIS Center.(2004).Comprehension & vocabulary: Grades 3–5.
Research three strategies regarding fluency instruction that will assist Chloe in reaching her goals.
In 500-750-words, identify and explain three strategies that will help Chloe with her fluency.
In addition, select a fifth-grade passage from a basal series (or a fifth grade passage from Appendix B of the Common Core standards) and describe how you would have Chloe’s parents use it at home.
Include three sources from your research in your essay to support your position.
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
You are required to submit this assignment to Turnitin.
GCU EED 475 Week 5 Topic 5 Discussion 1
Reflect on the connection between reading and writing. What are some potential barriers to facilitating extended discussions of text meaning and interpretation? How will you overcome them?
GCU EED 475 Week 5 Topic 5 Discussion 2
What is critical literacy? How is it important outside of the classroom?
GCU EED 475 Week 5 Constructing Meaning through Critical Literacy
Details:
Select a grade level and research critical literacy instructional strategies (looking at both reading and writing). Chose a text from Appendix B of the Common Core standards. From your selections and research, create a chart that includes 10 strategies that you can use to help your student construct meaning through critical literacy using the text to illustrate the strategy.
Describe an activity to be used with each strategy on your chart.
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 Turnitin.
GCU EED 475 Week 6 Topic 6 Discussion 1
What are some potential barriers motivating and engaging students in reading? How will you overcome them?
GCU EED 475 Week 6 Topic 6 Discussion 2
What are new insights you have gleaned regarding motivating readers?
GCU EED 475 Week 6 Supportive Literate Environment
Details:
Based on the assigned readings and research from three scholarly sources, write a 500-750-word essay that details how you would create a literate environment in your classroom to support the literacy needs of the students described in your selected grade level. Clearly identify and describe the resources available in your room.
Your essay should include a description on how you would physically arrange your classroom.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
You are required to submit this assignment to Turnitin.
GCU EED 475 Week 7 Topic 7 Discussion 1
What role does the classroom teacher play in intervention and assessment of struggling readers? Consider both identification and intervention in your response.
GCU EED 475 Week 7 Topic 7 Discussion 2
Discuss one new insight you gleaned regarding RTI. How will it influence your practice as a teacher?
GCU EED 475 Week 7 Collaborative Learning Community: Response to Intervention (RTI) Model Brochure
Details:
This is a CLC assignment.
In your assigned CLC groups, you will develop a three-tiered RTI model brochure for parents as a resource regarding students struggling with reading that includes the following:
- Tier 1: Screening and group interventions
2. Tier 2: Targeted interventions
3. Tier 3: Intensive interventions and evaluation
In the brochure, incorporate the following components:
- Definition of response to RTI. Why implement the RTI model?
- What makes RTI effective?
- How should the three intervention tiers of RTI model be utilized? Include an RTI intervention tier flowchart.
- Who is involved and what is the focus of each level?
- What is the timeframe for implementation?
- What sources are available for assisting in the selection of reading interventions?
- Can RTI be used to determine eligibility for special education?
- Discuss ways to report to and involve parents with RTI.
- Include a resource page.
APA format is not required, but solid academic writing is expected.
You are required to submit this assignment to Turnitin.
The assignment must be compiled by one member of the CLC with the title page identifying all group members.
GCU EED 475 Week 8 Topic 8 Discussion 1
After completing this course, what are three strategies that you will take into the classroom? Why? Are there any strategies that you will not use in the classroom? Explain why.
GCU EED 475 Week 8 Topic 8 Discussion 2
How do you reach the diverse learners in your classroom? Describe some integration strategies for diverse students. Explain.
GCU EED 475 Week 8 Benchmark- Language Arts Unit Plan
Details:
In the first part of the practicum, spend 3 hours each in three reading classrooms (9 hours total), grades 4-8. It is suggested that these initial observations occur during Topics 2-4. Analyze how instructors use strategies to ensure students’ understanding in the reading and writing components of the reading lessons. Determine how these strategies will influence the second part of the practicum.
- Include both mainstream and language minority students.
- Two observations must be in different grade levels and one observation must be in a Title 1 school.
- Choose a specific grade and concept from the Arizona language arts academic standards.
In the second part of the practicum (between Topics 5 and 6), select one of the classrooms you observed and spend an additional 6 hours designing and teaching a week-long (5 day) unit. For this unit use a single piece of text that is appropriate for the grade level and language arts academic standards. A poem, short story, newspaper article, or content area piece may serve as a single text selection.
Create a mini-lesson (15-30 minutes) to address each of the following areas related to literacy development:
- Monday: Oral language and vocabulary
- Tuesday: Phonics, word patterns, and word analysis
- Wednesday: Fluency
- Thursday: Reading Comprehension
- Friday: Writing
Each day’s mini-lesson should address an evaluation of learning that is objective and measurable, and directly assesses the students’ achievement of the targeted academic standards. Every lesson should have the following structure at a minimum:
- Objective (linked to academic standards)
- Materials (include copies of all materials to teach lesson)
- Procedure (a step-by-step description of the lesson from beginning to end)
- Assessment (a concrete, measurable way to assess the objective)
Each mini-lesson should be a piece of the larger whole, not individual or unconnected lessons. That is, lessons later in the week should build on lessons from earlier in the week, and they should all reinforce and integrate skills from the prior lessons in the weekly sequence.
The remaining 5 hours of the practicum should be used for conferring with your mentor teacher regarding your teaching, management, and engagement strategies, as well as conducting an analysis of student learning. Use your assessment data to formulate a plan to adjust your teaching to meet student needs. Utilize this data and mentor teacher feedback to adjust your unit plan before submitting it to the instructor and to LoudCloud.
Write a 1,500-1,750-word proacticum reflection that includes the following:
- A synopsis of your observations in the reading classrooms, and how they influenced your Language Arts Unit Plan.
- A reflection on the language arts unit plan after you taught it. What were its strengths and weaknesses? What would you change and why? What did you learn about teaching from your mentor teacher? Include this reflection with your unit plan.
Ask the classroom teacher to complete the Classroom Teacher Evaluation Form. Include it, your Language Arts Unit Plan, and the Practicum Reflection as the benchmark assignment submission to the instructor. Attach the Practicum Placement Form and Observation Record.
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 completion.
You are required to submit it to Turnitin.
Submit the assignment to the instructor at the end of Topic 8.
Document the hours and locations that you spend in the field on your Clinical Field Experience Verification Form.
Submit the Clinical Field Experience Verification Form with the last assignment by the assignment due date. Directions for submitting can be found on the College of Education site in the Student Success Center.
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