Parent Workshop on Literacy and Common Core

EED 475 Week 1 Assignment Common Core
and Literacy Workshop for Parents
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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
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EED 475 Week 2 Assignment Vocabulary
Scenario
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.
===============================================
EED 475 Week 3 Assignment Comprehension
Scenario
Details:
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.
your position.
is not required.
Submit this assignment to your instructor in LoudCloud by the end of
this topic.
===============================================
EED 475 Week 4 Assignment Fluency
Scenario

Details:
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.
your position.

is not required.
===============================================
EED 475 Week 4 Topic 4 Discussion Question
2
What are some techniques to encourage the acquisition of high-
frequency words in the classroom?
===============================================
EED 475 Week 5 Assignment 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.
successful completion.
===============================================
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?
===============================================
EED 475 Week 6 Assignment 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.
===============================================
1

Max Points: 5.0
What are some potential barriers motivating and engaging students in
reading? How will you overcome them?
===============================================
2
What are new insights you have gleaned regarding motivating
readers?
===============================================
1
What role does the classroom teacher play in intervention and
assessment of struggling readers?

Consider both identification and intervention in your response.
===============================================
2
Discuss one new insight you gleaned regarding RTI.
How will it influence your practice as a teacher?
===============================================
EED 475 Week 8 Assignment 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.

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.
===============================================

Parent Workshop on Literacy and Common Core

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