Examples of how to manage and monitor the success of the interventions for at-risk and struggling readers.

/in /by

Your principal recognizes your leadership role and that you have utilized data to inform instruction and has asked that you create a digital presentation to be used to advance professional practice in literacy. Prepare a professional development to highlight the literacy strategies, implemented throughout the field experiences, which can be used as a resource to be implemented collaboratively to present a shared vision, supportive culture, and common goals to teachers on a district-wide level in order to advocate for students.

Create an 8-10 slide digital presentation to highlight how you implemented the IWY strategy during field experiences to introduce and reinforce language and literacy concepts. This strategy will be beneficial as a collaborative resource for teachers district-wide to analyze student data based on student performance in order to modify instruction and implement next steps for instruction. Be sure to include a title slide, reference slide, and presenter’s notes.

Your presentation should include a summary of each instructional strategy implemented in the field experiences, how it could be amended for future instruction, including the following:

  • How to evaluate language and literacy strategies and student performance when modifying instruction and determining appropriate interventions with at-risk and struggling readers.
  • Examples of how to manage and monitor the success of the interventions for at-risk and struggling readers.
  • The ethical way to communicate student progress data, and how to analyze the data based on performance in order to modify instruction.
  • How you will collaborate with professionals in order to advance this professional practice.

Support your findings with two scholarly resources.

Cultural or Linguistic Group Identity

/in /by

Create a bibliography that includes the titles, authors, publishers, copyright dates and short summaries of ten developmentally appropriate children’s books that you have used with young children. Each book should support a different topic related to children’s lives and challenges. Subjects you might consider addressing include:

  1. Cultural or Linguistic Group Identity
  2. Gender Identity
  3. Children with Special Needs
  4. Separation/Divorce/Remarriage/Blended Families
  5. Phases of the Cycle of Life from Human Reproduction to Death
  6. Role Models
  7. Respect
  8. Growing Up
  9. Similarities
  10. New Sibling

Other topics that reflect the children and families with whom you work. Be sure the format and organization of your assignment are clear and include the following information:

  • The title “Resource Collection RC-III: Bibliography”
  • Your name
  • Proper spelling and grammar to present a professional file item

Education Paper

/in /by

Name:

Date:

 

Reading Reaction #3

 

Assigned Reading: Boundless Learning Co-Teaching, Chapters 1-3, pages 1-41

Directions:

1. Answer the question with the asterisk (*). This question is required. Be prepared to share your response during SET-Up with the Learning Community.

2. Select 4 additional questions of interest from the menu below and respond.

3. Use the Reading Reaction template to write your responses in a Microsoft Word document. Each response should be between 250- 300 words.

Menu:

*What do you consider the biggest impact on students when learning in a co-teaching setting and why is it important?

 

 

 Analyze the different definitions of co-teaching. How is Boundless Learning Co-Teaching the same and different from the other definitions?

 

 Examine the co-teaching models that are used in classrooms today. Explain which one you think is the most beneficial for teachers to use and which one is the least impactful for students.

 

 
Why is the UNITED Protocol so important for co-teachers to complete?

 

 Provide an example of how unveiling beliefs, vision, and mission during the first step of the UNITED Protocol makes the co-teaching partnership stronger.

 

 Explain the importance of the six High Performance Teaming Principles used in a co-teaching classroom.

 
Describe how the Boundless Learning Team-Based Cycle of Instruction addresses active engagement by the teachers and students.

 

 Design a Learning Together task that follows the pillars of productive group work. Use middle school students working in the subject of math for your task.

 

 Identify 2-3 ways that SET-Up and WRAP-Up within the Team-Based Cycle of Instruction can facilitate active engagement, individual accountability, and peer support.

 

 

 

 

 

 

Name:

Date:

Reading Reaction Template

 

Question:

 
Response:

 
 
Question:

 
Response:

 
 
Question:

 
Response:

 
 
Question:

 
Response:

 
 
Question:

 
Response:

 

 

 

 

 

 

 

 

 

 

 

 

 

Reading Reaction Rubric

 

  Needs Improvement (0) Developing (1) Sufficient (2)
Clarity of Response The reading response is not well-defined. Central ideas from the readings are not evident to support the response. The response does not demonstrate an understanding of the critical concepts from the reading. The reading response is partially defined. Central ideas from the readings are somewhat evident to support the response. The response indicates an initial understanding of the critical concepts from the reading. The reading response is clearly defined. Central ideas from the readings are evident to support the response. The response indicates an understanding of the critical concepts from the reading.

 

 

 

 

 

 

Name:

Date:

Reading

Reaction

#3

Assigned

Reading

:

Boundless

Learning

Co-Teaching,

Chapters

1-3,

pages

1-41

Directions:

1.

Answer

the

question

with

the

asterisk

(*).

This

question

is

required.

Be

prepared

to

share

your

response

during

SET-Up

with

the

Learning

Community.

2.

Select

4

additional

questions

of

interest

from

the

menu

below

and

respond.

3.

Use

the

Reading

Reaction

template

to

write

your

responses

in

a

Microsoft

Word

document.

Each

response

should

be

between

250-

300

words.

Menu:

*What

do

you

consider

the

biggest

impact

on

students

when

learning

in

a

co-teaching

setting

and

why

is

it

important?

Analyze

the

different

definitions

of

co-teaching.

How

is

Boundless

Learning

Co-

Teaching

the

same

and

different

from

the

other

definitions?

Examine

the

co-teaching

models

that

are

used

in

classrooms

today.

Explain

which

one

you

think

is

the

most

beneficial

for

teachers

to

use

and

which

one

is

the

least

impactful

for

students.

Why

is

the

UNITED

Protocol

so

important

for

co-teachers

to

complete?

Provide

an

example

of

how

unveiling

beliefs,

vision,

and

mission

during

the

first

step

of

the

UNITED

Protocol

makes

the

co-teaching

partnership

stronger.

Explain

the

importance

of

the

six

High

Performance

Teaming

Principles

used

in

a

co-teaching

classroom.

Describe

how

the

Boundless

Learning

Team-Based

Cycle

of

Instruction

addresses

active

engagement

by

the

teachers

and

students.

Design

a

Learning

Together

task

that

follows

the

pillars

of

productive

group

work.

Use

middle

school

students

working

in

the

subject

of

math

for

your

task.

Identify

2-3

ways

that

SET-Up

and

WRAP-Up

within

the

Team-Based

Cycle

of

Instruction

can

facilitate

active

engagement,

individual

accountability,

and

peer

Clinical Field Experience D: Fluency, Comprehension, And Vocabulary: I Do, We Do, You Do

/in /by

Allocate as least 1 hour in the field to support this field experience.

Consult with your mentor teacher to decide the direction you will take to provide small-group instruction to 3-4 students on a literacy topic in Fluency, Comprehension, and/or Vocabulary.

Part 1: Fluency, Comprehension, and Vocabulary: I Do, We Do, You Do

Complete the “Fluency, Comprehension, and Vocabulary: I Do, We Do, You Do” template to guide appropriate instruction for the 3-4 students identified by your mentor teacher. Within the chart, identify the following to help design your lesson:

  • Fluency/Comprehension/Vocabulary Concept
  • I Do, We Do, You Do
  • Differentiation
  • Assessment

Upon completion of your lesson and with approval of your mentor teacher, facilitate the lesson to the students chosen.

Part 2: Reflection

Using the “Fluency, Comprehension, and Vocabulary: I Do, We Do, You Do” chart, summarize and reflect upon your chart, strategy, and facilitation in 250-500 words. Explain how you will use your findings in your future professional practice.

Submit your “Fluency, Comprehension, and Vocabulary: I Do, We Do, You Do” and reflection as one deliverable.

Fluency, Comprehension, and Vocabulary: I Do, We Do, You Do

Part 1: Fluency, Comprehension, and Vocabulary: I Do, We Do, You Do

Fluency/Comprehension/Vocabulary Concept

Choose one of the fluency, comprehension, and/or vocabulary concept from above and aligning standards.

 
I DO

Describe the direct instruction that you will use to teach your concept.

 WE DO

Describe how you will work together to help your students to reach the learning task.

 YOU DO

Describe the independent work the students will do based on the concept you taught.
     
Differentiation

Describe differentiation strategies to utilize with the students chosen by your mentor teacher.
Assessment

Describe an informal assessment that will help to monitor effectiveness of the activity.

 

Part 2: Reflection