The document outlines the assignments for an RDG 420 course organized by week. It includes reflections, lesson plans, and units that focus on teaching reading at the elementary level. Students are asked to develop mini-lessons, assessments, and comprehensive units integrating reading with other subjects like math, science, and social studies. Feedback is solicited from teachers on one integrated reading unit.
Directions to Access GED Academy Constructed ResponsesMeagen Farrell
Part of the workshop on improving writing instruction using rubrics. Directions for teachers to take the RLA Extended Response or Science Short Answer in GED Academy.
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Consider the phrase: A river cuts through a rock not because of its
power, but its persistence.
So much of our success is based on the ability to put one foot in front
of the other, buckle down and work hard even when we’ve had
setbacks. I am so proud of each of you for your hard work this
term! As we finish out the quarter – we are so close! – discuss your
motivations and plans for FINISHING STRONG.
Directions to Access GED Academy Constructed ResponsesMeagen Farrell
Part of the workshop on improving writing instruction using rubrics. Directions for teachers to take the RLA Extended Response or Science Short Answer in GED Academy.
FOR MORE CLASSES VISIT
tutorialoutletdotcom
Consider the phrase: A river cuts through a rock not because of its
power, but its persistence.
So much of our success is based on the ability to put one foot in front
of the other, buckle down and work hard even when we’ve had
setbacks. I am so proud of each of you for your hard work this
term! As we finish out the quarter – we are so close! – discuss your
motivations and plans for FINISHING STRONG.
Teaching Adults: A 2014 GED Test Resource Book SamplerMeagen Farrell
Most recently updated sampler of the book now available from New Readers Press! Order at NewReadersPress.com or from your state sales representative! Reviewed by GED Testing Service for the most accurate information on the new exam.
Bigger, Better Writing: Using Rubrics and Samples to Improve InstructionMeagen Farrell
Workshop for adult educators looking at rubrics and realistic samples to prepare students for the constructed response on the GED Test, particularly the RLA Extended Response. Originally developed with Dr. Carmine Stewart for COABE 2016.
Cite It Right! Scoring and Teaching GED Reasoning Through Language Arts Test ...Meagen Farrell
Presented at VAILL 2014 in Radford, Virginia. Explanation of scoring with practice, plus instructional activities to prepare your students to write an extended response on the GED RLA Test.
EDU 310 Enhance teaching - snaptutorial.comDavisMurphyA78
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EDU 310 Week 1 Individual Assignment Main Factors of Lesson plans
EDU 310 Week 1 DQ 1
EDU 310 Week 1 DQ 2
EDU 310 Week 2 Individual Assignment
Eed 470 Effective Communication - snaptutorial.comHarrisGeorg15
EED 470 Topic 1 Discussion Question 1
Which event in the history of teaching reading has had the most significant impact on reading in the United States? Explain your answe
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EED 465 Week 1 Assignment Interview and Standards Investigation
Details:
Interview
Interview a teacher in the elementary grades regarding the teacher’s social studies instruction. Include at least eight questions.
Sei 300 Education Redefined - snaptutorial.comDavisMurphyD1
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SEI 300 Week 1 Individual Assignment Chapter 1 Summary
SEI 300 Week 2 Learning Team Assignment Rough Draft of Instructional Unit 1
SEI 300 Week 3 Learning Team Assignment Rough Draft of Instructional Unit 2
Teaching Adults: A 2014 GED Test Resource Book SamplerMeagen Farrell
Most recently updated sampler of the book now available from New Readers Press! Order at NewReadersPress.com or from your state sales representative! Reviewed by GED Testing Service for the most accurate information on the new exam.
Bigger, Better Writing: Using Rubrics and Samples to Improve InstructionMeagen Farrell
Workshop for adult educators looking at rubrics and realistic samples to prepare students for the constructed response on the GED Test, particularly the RLA Extended Response. Originally developed with Dr. Carmine Stewart for COABE 2016.
Cite It Right! Scoring and Teaching GED Reasoning Through Language Arts Test ...Meagen Farrell
Presented at VAILL 2014 in Radford, Virginia. Explanation of scoring with practice, plus instructional activities to prepare your students to write an extended response on the GED RLA Test.
EDU 310 Enhance teaching - snaptutorial.comDavisMurphyA78
For more classes visit
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EDU 310 Week 1 Individual Assignment Main Factors of Lesson plans
EDU 310 Week 1 DQ 1
EDU 310 Week 1 DQ 2
EDU 310 Week 2 Individual Assignment
Eed 470 Effective Communication - snaptutorial.comHarrisGeorg15
EED 470 Topic 1 Discussion Question 1
Which event in the history of teaching reading has had the most significant impact on reading in the United States? Explain your answe
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EED 465 Week 1 Assignment Interview and Standards Investigation
Details:
Interview
Interview a teacher in the elementary grades regarding the teacher’s social studies instruction. Include at least eight questions.
Sei 300 Education Redefined - snaptutorial.comDavisMurphyD1
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SEI 300 Week 1 Individual Assignment Chapter 1 Summary
SEI 300 Week 2 Learning Team Assignment Rough Draft of Instructional Unit 1
SEI 300 Week 3 Learning Team Assignment Rough Draft of Instructional Unit 2
ENG 121 Enhance teaching / snaptutorial.comBaileyab1
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ENG 121 Week 1 Pre Quiz
ENG 121 Week 1 Quiz Grammar Assessment
ENG 121 Week 1 DQ 1 Reading Strategies
ENG 121 Week 1 DQ 2 Generating Ideas for Writing
ENG 121 Week 2 DQ 1 Strengths and Weaknesses in Writing
EDU 320 Education Specialist / snaptutorial.comstevesonz142
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EDU 320 Week 1 Individual Assignment Personal Philosophy Paper
EDU 320 Week 1 DQ 1
EDU 320 Week 1 DQ 2
EDU 320 Week 1 DQ 3
ENG 121 Exceptional Education - snaptutorial.comDavisMurphyB
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ENG 121 Week 1 Pre Quiz
ENG 121 Week 1 Quiz Grammar Assessment
ENG 121 Week 1 DQ 1 Reading Strategies
ENG 121 Week 1 DQ 2 Generating Ideas for Writing
ENG 121 Week 2 DQ 1 Strengths and Weaknesses in Writing
ENG 121 Week 2 DQ 2 Outlining and Planning the Personal Essay
ENG 121 Week 1 Assignment Practice Essay
ENG 121 Week 2 Journal Quotes
ENG 121 Week 2 Quiz (3 Sets)
Eng 121 Education Organization-snaptutorial.comrobertlesew9
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ENG 121 Week 1 Pre Quiz
ENG 121 Week 1 Quiz Grammar Assessment
ENG 121 Week 1 DQ 1 Reading Strategies
ENG 121 Week 1 DQ 2 Generating Ideas for Writing
ENG 121 Week 2 DQ 1 Strengths and Weaknesses in Writing
ENG 121 Week 2 DQ 2 Outlining and Planning the Personal Essay
ENG 121 Week 1 Assignment Practice Essay
ENG 121 Week 2 Journal Quotes
ENG 121 Week 2 Quiz (3 Sets)
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EED 465 Week 1 Assignment Interview and Standards Investigation
Details:
Interview
Interview a teacher in the elementary grades regarding the teacher’s social studies instruction. Include at least eight questions.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
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The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Model Attribute Check Company Auto PropertyCeline George
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1.4 modern child centered education - mahatma gandhi-2.pptx
Rdg 420 Education Redefined-snaptutorial.com
1. RDG 420 Week 1 Individual Assignment
Reflection Paper
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RDG 420 Week 1 Individual Assignment Reflection Paper
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RDG 420 Week 1 Individual: Letter of
Introduction
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RDG 420 Week 1 Individual: Letter of Introduction
Congratulations! You recently accepted a job at the local elementary
school teaching your preferred grade level. The grade level
department chair has asked you to prepare a written or oral
introduction to the other teachers on that grade level.
Write a 200- to 350-word letter of introduction or prepare a three- to
five-minute presentation for the staff that includes how you expect to
incorporate the following into teaching reading at your grade level:
2. Major theories of cognitive development
Main stages of literacy development
Integration of language arts into other content areas
Read-alouds
If you choose to do a presentation, consider using a presentation
medium other than Microsoft® PowerPoint®, the Technology
Resource Library located on the College of Education Resources page
lists some alternatives to Microsoft® PowerPoint®.
Submit your paper and presentation.
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RDG 420 Week 2 Individual Assignment
Phonics Competency Pretest
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RDG 420 Week 2 Individual Assignment Phonics Competency
Pretest
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RDG 420 Week 2 Individual: Phonics
Competency Pretest
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RDG 420 Week 2 Individual: Phonics Competency Pretest
Access the University of Phoenix Material: Phonics Competency
Pretest.
Complete the assessment before accessing the University of Phoenix
Material: Phonics Competency Pretest Answer Key.
Write a response about this experience of no less than 350 words.
Reflect on how you performed on this assessment. What are your
strengths and what are some areas you need to strengthen? How does
this assessment relate to and inform your teaching of phonics?
Submit your response and a copy of the Phonics Competency
Assessment.
Format your response according to APA guidelines.
Submit your assignment.
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RDG 420 Week 2 Team Assignment: Reading
Fluency Assessment Tools
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4. RDG 420 Week 2 Team Assignment: Reading Fluency Assessment
Tools
Complete the Reading Assessment Tool worksheet.
Submit your assignment.
Reading Assessment Tools
Identify three reading assessment tools for each of the following areas
and complete the chart.
Fluency
Assessment Target grade level Whole group/small group/
individual student Meets needs of diverse learners Cost Pros
& Cons Reference
Vocabulary
Assessment Target grade level Whole group/small group/
individual student Meets needs of diverse learners Cost Pros
& Cons Reference
Phonemic Awareness
5. Assessment Target grade level Whole group/small group/
individual student Meets needs of diverse learners Cost Pros
& Cons Reference
Phonics
Assessment Target grade level Whole group/small group/
individual student Meets needs of diverse learners Cost Pros
& Cons Reference
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RDG 420 Week 2 Team Assignment:
Vocabulary Mini-Lessons
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RDG 420 Week 2 Team Assignment: Vocabulary Mini-Lessons
Develop two mini-lessons on vocabulary. One of those mini-lessons
must reinforce morphemic or contextual analysis of vocabulary.
Develop a 10- to 15-minute vocabulary mini-lesson. Agree on the
grade level that you will create the mini-lesson for.
Identify the academic standards relevant for that grade level and
vocabulary for each state represented by your Learning Team
members.
6. Identify the assessment tools that you would use to evaluate student
understanding of the vocabulary and the effectiveness of the mini-
lesson.
Develop another 10- to 15-minute vocabulary mini-lesson that
reinforces morphemic and contextual analysis.
Identify the assessment tools that you would use to evaluate student
understanding of the vocabulary and the effectiveness of the mini-
lesson.
Create an 8- to 10-slide presentation of your mini-lessons and the
assessment tools. You may choose to use a presentation medium other
than Microsoft® PowerPoint®.
Submit your assignment.
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RDG 420 Week 3 Individual Assignment
Integrated Unit Graphic Organizer
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RDG 420 Week 3 Individual Assignment Integrated Unit Graphic
Organizer
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7. RDG 420 Week 3 Individual: Depth of
Knowledge
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RDG 420 Week 3 Individual: Depth of Knowledge
Access the WeTeach NYC “Depth of Knowledge” page.
Watch the “Introduction to Depth of Knowledge” video.
Open “Webb’s Depth of Knowledge Levels” on the WeTeach NYC
Depth of Knowledge page.
Choose a grade level expository text from an additional academic
source of your choosing.
Determine the key ideas of the text.
Identify academic vocabulary in the text.
Develop a series of six text-dependent questions, using Webb’s Depth
of Knowledge Levels. Consider how Depth of Knowledge supports
close reading. You must have at least one question from each of the
four levels.
Submit the passage, the vocabulary list, and the Depth of Knowledge
text-dependent questions.
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8. RDG 420 Week 3 Team Assignment: Reading
Comprehension Lesson Plans
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RDG 420 Week 3 Team Assignment: Reading Comprehension
Lesson Plans
Review Ch. 8 and 11 of Literacy for the 21st Century as a point of
reference.
Develop two formal lesson plans: one in guided reading and one in
shared reading.
Focus on reading comprehension strategies in each lesson plan.
Include the following in your lesson plans:
Grade level
Learning objectives
Common Core State Standards for English Language Arts
Materials used
Instructional plan (must be fully described)
Assessment
Submit your assignment.
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RDG 420 Week 4 Individual:6+1 Trait® Mini-
Lessons
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RDG 420 Week 4 Individual: 6+1 Trait® Mini-Lessons
Read the “6+1 Trait® Definitions” developed by Education
Northwest.
Review Ch. 3 of Teaching Writing.
Read “Mini-lesson madness” and “The Trait Lady Speaks Up” on this
week’s Electronic Reserve Readings page.
Develop a mini-lesson for each 6 +1 Trait® of writing based on a
piece of children’s literature. Mini-lessons should focus on a single
point and can be taught in a whole group setting, small group setting,
or with individual students.
Create an 8- to 10-slide presentation of the 6 +1 Trait® mini-lessons.
Use Microsoft® PowerPoint® or other presentation software
approved by your instructor. Include the following:
Title slide
One slide for the selected 6 +1 Trait®
Mini-lesson for the selected 6 +1 Trait®
The teaching point the mini-lesson focuses on
The grade level for which the mini-lesson is intended
The setting for which the mini-lesson is intended
The intended length of the mini-lesson
Conclusion slide
References slide
Format your references according to APA guidelines.
Include speaker notes.
10. Submit your assignment.
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RDG 420 Week 4 Individual Assignment
Directed Reading Thinking Activity
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RDG 420 Week 4 Individual Assignment Directed Reading Thinking
Activity
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RDG 420 Week 4 Team Assignment: Webquest
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RDG 420 Week 4 Team Assignment: Webquest
Access the WebQuest.org website.
Read the “What is a WebQuest?” section.
Select and read the “Creating WebQuests” section.
11. Review the “QuestGarden” and the “Other Online Authoring
Systems” sections.
Select one of the sample WebQuests in the “QuestGarden” section.
Click and read through the different sections.
Answer the following question: How might webquests be used for
differentiation of learning?
Use one of the authoring tools such as QuestGarden to create a
webquest as a team. Your webquest should address reading and
writing across the content areas, differentiated tasks for students with
learning challenges, advanced students, and student learning.
Submit your assignment.
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RDG 420 Week 5 Individual Assignment
Classroom Observation Reflection
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RDG 420 Week 5 Individual Assignment Classroom Observation
Reflection
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12. RDG 420 Week 5 Individual Assignment
Integrated Reading Unit
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RDG 420 Week 5 Individual Assignment Integrated Reading Unit
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RDG 420 Week 5 Individual: Integrated
Reading Unit
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RDG 420 Week 5 Individual: Integrated Reading Unit
Complete the Signature Assignment: Integrated Reading Unit*.
Submit your assignment.
Integrated Reading Unit
13. Design a two-week reading unit for an identified elementary grade
level that concentrates on a core book or an author, incorporates
appropriate technology, and integrates one of the following major
subject areas: mathematics, science, social studies, the arts (visual and
performing), physical education, or health education. The reading unit
consists of four sections: unit introduction, resources toolkit, lesson
planning, and reflection. You will develop five lesson plans for this
unit. Use APA formatting.
Each lesson plan should include the following:
Unit Introduction
Unit Statement and Rationale:
A unit title that is demonstrative of the unit and captures the reader’s
attention
Introduction to the core book or author and a summary of how this
unit integrates reading and writing strategies and literary elements
Justification of why this is an elementary grade-level appropriate unit
of study and an explanation of the appropriateness of the book or
author to the grade level
State standards covered in the unit
Resources Toolkit: An annotated bibliography of 10 books and
resources that support your unit
The books and resources should include three targeted for teacher use
and seven targeted for student and parent use.
At least five of your resources should be multimedia materials,
including web-based resources.
Each annotation should begin with the reference. All annotations
should be in alphabetical order.
14. Each annotation should be block indented and explicitly connect the
selected book or resource to the unit in three to five sentences.
When selecting your resources, be mindful of the diversity of your
learners, including varied reading levels.
Use APA formatting.
Lesson Planning
Develop five lesson plans, each integrating reading with one content
area, using the “Reading Integration Lesson Plan Format.”
Lesson plans must include reading and writing components
(phonemic awareness, vocabulary, fluency, comprehension, and
writing), as well as literary elements (setting, plot, characters,
conflict, theme).
Reflection
Solicit feedback from a practicing teacher concerning the following
areas of your unit (option: seek feedback during the required field
experience for this course):
Appropriateness of the unit and book/author for the grade level
Appropriateness of the lesson procedures (content and instructional
strategies) for the grade level
Potential for the students to achieve the objectives and meet the
content standards
Words of advice for designing and delivering integrated units
After the feedback session, write a 350-word reflection that describes
implications for professional development and growth based on the
specific teacher feedback.
Reading Integration Lesson Plan Format
Central Focus of Lesson: Select state reading standard(s) for your
identified elementary grade level and the standard(s) for the integrated
academic content area (e.g., mathematics, science). Based on the
selected standards, describe the focus of the topic in this lesson plan.
15. Day (within the unit)
Length
Other content area(s) integrated into lesson
Reading/writing areas to be addressed
Literary element(s) to be addressed
Technology integration (assistive technology)
Learning Objectives: Develop learning objectives for the 45-minute
lesson based on the criteria below:
Are specific, measurable, and observable
State what students will know and be able to do
Align to state standards
Are grade-level and content-area appropriate
Materials: Identify and provide as appropriate the materials and
instructional resources needed for the teacher and students. Resources
may include technology, handouts, guest speakers, etc. Describe how
the materials support and enhance the lesson.
Instructional approach: Provide a detailed outline of the lesson based
on the following:
Set the stage for learning
Lesson delivery and guided practice
Closure
Independent practice
Lesson Assessments: Design a formative assessment for each lesson
and a summative assessment for the entire unit.
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16. RDG 420 Week 5 Individual: Teaching
Reflection Paper
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RDG 420 Week 5 Individual: Teaching Reflection Paper
Select one lesson you developed for this course and teach it to
students in a grade-appropriate classroom (if permitted, at your field
experience placement site).
Reflect on your experience in My Time Log, including revisions that
you would make to the lesson based on the experience.
Write a 350- to 700-word reflection or create an 8- to 10-slide
presentation summarizing your observations.
Include the following:
How the teacher organizes for instruction
What teaching method theory is being used
Examples of effective teaching practices
The nature of the print environment and if you would consider it
print-rich
If the students appear to be active learners
What has influenced the teacher’s organization for literacy instruction
Submit your assignment.
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