EED 475 Entire Course NEW

Grand Canyon University EED 475 Week 1
Assignment Common Core and Literacy Workshop
for Parents NEW
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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.

Assignment Comprehension Scenario NEW
assignment-comprehension-scenario-recent
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.
Turnitin.

Assignment Vocabulary Scenario NEW
assignment-vocabulary-scenario-recent
Details:
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.
required.

Turnitin.

Assignment Fluency Scenario NEW
assignment-fluency-scenario-recent
Details:
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.

required.
Turnitin.

Grand Canyon University EED 475 Week 4 Topic 4
Discussion Question 2 NEW
topic-4-discussion-question-2-recent
What are some techniques to encourage the
acquisition of high-frequency words in the
classroom?

Assignment Constructing Meaning through Critical
Literacy NEW
assignment-constructing-meaning-through-
critical-literacy-recent
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.
familiar with the expectations for successful
completion.
Turnitin.

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?

Assignment Supportive Literate Environment NEW
assignment-supportive-literate-environment-
recent
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.
Turnitin.

Max Points: 5.0
What are some potential barriers motivating and
engaging students in reading? How will you
overcome them?

What are new insights you have gleaned regarding
motivating readers?

What role does the classroom teacher play in
intervention and assessment of struggling
readers?
Consider both identification and intervention in
your response.

Discuss one new insight you gleaned regarding
RTI.
How will it influence your practice as a teacher?

Assignment Benchmark- Language Arts Unit Plan
NEW
assignment-benchmark-language-arts-unit-
plan-recent
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.

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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