Reading Instructional Strategies

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There are various reading instructional strategies used to engage students’ language development and reading comprehension. It is important to understand various reading instructional strategies in order to create a supportive learning environment that meets the needs of all students.

Part 1: Reading Lesson Plan

Use the “COE Lesson Plan Template” and “Class Profile” to complete this assignment.

Select a grade level and a state standard to develop a reading lesson plan that focuses on comprehension and vocabulary. Your lesson plan should be appropriate for students detailed within the “Class Profile.”

As you are preparing your lesson plan, include:

  • Instructional opportunities that can be adapted to meet the diverse needs of students and foster active engagement through supportive learning environments.
  • Reading strategies to enhance language development and reading acquisition for diverse populations.

Part 2: Reflection

In 250-500 words, explain how providing various forms of assessments and instruction of reading comprehension, can help and guide students who struggle with reading comprehension. What strategies would you implement in order to construct meaning from print material and monitor their comprehension?

Support your reflection with a minimum of two scholarly resources.

Submit your lesson plan and reflection as one deliverable.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

Class Profile

 

Student Name English Language Learner Socioeconomic

Status

 Ethnicity Gender IEP/504 Other Age Reading

Performance Level

 Math Performance

Level

 Parental

Involvement

 Internet Available

at Home
Arturo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Med No
Bertie No Low SES Asian Female No None Grade level One year above grade level At grade level Low Yes
Beryl No Mid SES White Female No NOTE: School does not have gifted program Grade level Two years above grade level At grade level Med Yes
Brandie No Low SES White Female No Tier 2 RTI for Math Grade level At grade level One year below grade level Low No
Dessie No Mid SES White Female No Tier 2 RTI for Math Grade level Grade level One year below grade level Med Yes
Diana Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No
Donnie No Mid SES African American Female No Hearing Aids Grade level At grade level At grade level Med Yes
Eduardo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No
Emma No Mid SES White Female No None Grade level At grade level At grade level Low Yes
Enrique No Low SES Hispanic Male No Tier 2 RTI for Reading One year above grade level One year below grade level At grade level Low No
Fatma Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level One year above grade level Low Yes
Frances No Mid SES White Female No Diabetic Grade level At grade level At grade level Med Yes
Francesca No Low SES White Female No None Grade level At grade level At grade level High No
Fredrick No Low SES White Male Learning Disabled Tier 3 RTI for Reading and Math One year above grade level Two years below grade level Two years below grade level Very High No
Ines No Low SES Hispanic Female Learning Disabled Tier 2 RTI for Math Grade level One year below grade level One year below grade level Low No
Jade No Mid SES African American Female No None Grade level At grade level One year above grade level High Yes
Kent No High SES White Male Emotion-ally Disabled None Grade level At grade level One year above grade level Med Yes
Lolita No Mid SES Native American/

Pacific Islander

 Female No None Grade level At grade level At grade level Med Yes
Maria No Mid SES Hispanic Female No NOTE: School does not have gifted program Grade level At grade level Two years above grade level Low Yes
Mason No Low SES White Male No None Grade level At grade level At grade level Med Yes
Nick No Low SES White Male No None Grade level One year above grade level At grade level Med No
Noah No Low SES White Male No None Grade level At grade level At grade level Med Yes
Sharlene No Mid SES White Female No None Grade level One year above grade level At grade level Med Med
Sophia No Mid SES White Female No None Grade level At grade level At grade level Med Yes
Stuart No Mid SES White Male No Allergic to peanuts Grade level One year above grade level At grade level Med Yes
Terrence No Mid SES White Male No None Grade level At grade level At grade level Med Yes
Wade No Mid SES White Male No None Grade level At grade level One year above grade level Med Yes
Wayne No High SES White Male Learning Disabled Tier 3 RTI for Math Grade level One year below grade level Two years below grade level High Yes
Wendell No Mid SES African American Male Learning Disabled Tier 3 RTI for Math Grade level One year below grade level Two years below grade level Med Yes
Yung No Mid SES Asian Male No NOTE: School does not have gifted program One year below grade level Two years above grade level Two years above grade level Low Yes

 

 

 

 

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Performance Evaluation And Action Plan

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533 Performance Evaluation and Action Plan: School administrators are responsible for evaluating the performances of various employee groups. Being able to identify the strengths and weaknesses of employees and provide them with quality feedback is essential to the success of the entire school. As the school leader, you will need to evaluate the instructional leadership capacity of your entire staff.

Read the following case study: The Elementary to inform the assignment.

Elementary

You are a school principal in an elementary school. In preparation for meeting with your third-grade team lead, Ms. Juarez, you have been analyzing the students’ reading performance data. You have identified that the students in four of the five teachers’ classes exhibit good to exceptional outcomes on their DIBELS benchmark data. Additionally, three of the teachers have historically yielded student scores with above average state standardized test results in comparison to schools in your district with similar demographics. In previous discussions with Ms. Juarez, she has cited the teachers’ efforts to plan together utilizing the pacing guide, core program, and assessment results as the primary reasons for their students’ positive outcomes.

One teacher, Ms. Monroe, has been identified as detached from the third-grade PLC team (an outlier) by the district’s assessment coordinator, relative to the results of her students, compared to the other four teachers. Additionally, you have observed evidence that suggests Ms. Monroe is behind on the pacing guide, compared to her colleagues. You also have received anecdotal information that she does not engage with her teammates during scheduled grade-level meetings, which leads you to believe that she is not making an effort to plan with them outside the scheduled meetings.

In 825-words, analyze your chosen case using the three-part guiding questions below.

Part 1: Analyze the Case. Consider the following questions to begin analyzing the situation:

· What do you consider the responsibility of the team lead/department chair in assisting the outlier teacher? (Two-fold: talk with the teammate first, if problem not fixed, then talk with the principal so administrator can talk with teacher, possibly put on probation).

· What stakeholders should be included in the conversation relative to next steps? Are these individual conversations or a group discussion or both? (Individual conversations are more personal and allow to keep a healthy relationship, even when talking about needed changes. Stakeholders: Administrators: Principal & district assessment coordinator, team lead- Ms. Juarez and her third-grade students; outlier teacher- Ms. Monroe and her third-grade students; the other 3 third-grade-level teachers and their third-grade students)

· What questions should be considered when making a determination about next steps?

1. How can I kindly talk with this teacher and have an amiable discussion about the changes that need to happen?

2. Does Ms. Monroe feel concerned about her classroom statistics in comparison with the school and state averages?

3. Does Ms. Monroe feel that she can make the needed changes in order to keep student-centered learning a number one focus?

4. Will Ms. Juarez and the team still be willing include Ms. Monroe in order to improve school data and student-learning?

Part 2: Identify the Larger Issues. Consider the following questions to analyze the contextual issues present in the situation:

· What school or district policies might affect your decisions?

· What additional information do you need as part of your decision-making process?

· What are the potentially positive and negative outcomes of doing nothing?

· What are the potentially positive and negative outcomes of taking action?

Part 3: Create an Action Plan. Use the following questions to guide you in describing what approach you will take to assist the team lead/department chair to help the outlier teacher, including 3-5 specific action steps:

· What is your plan moving forward?

· How does your plan sustain a culture of collaboration, trust, learning, and high expectations?

· How will you include the critical stakeholders in the decision-making process?

· What challenges do you anticipate?

· How will you provide ongoing support to your team lead/department chair?

· How will you evaluate the results of your teacher leader’s efforts?

· What does the timeline look like?

Support your analysis and plan with 2-3 scholarly resources.

APA Style Guide. RUBRIC:

Music And Movement

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TITLE: Music and Movement

Introduction: Assignment related to chapter reading

The Assignment

Develop a music and movement activity for toddler aged children that they can access in their classroom Music and Movement Area.  The children will need to be able to use the materials with minimal assistance from the teacher.  Use the infant/Toddler Environmental Rating Scale (ITERS) to determine the categories of materials you will need to include in the Music and Movement Area of the classroom for thme to learn about the selected topic.  The plan must include the following:

Grading Criteria 

-List of materials and tools needed- 5 points

-The developmental Domain(s) and Sub Domain(s) from NC Infant/Toddler Foundations http://ncchildcare.nc.gov/pdf_forms/NC_foundations.pdf  EX: Domain: Approaches to Play and Learning (APL) and Sub Domain:Curiosity, Information-Seeking, and Eagerness – 10 points

-ITERS standard numbers used as reference (give the subscale (ex: Music and Movement) and the rating area your activity falls in (ex: 7.1-Many ( at least 10) pleasant sounding musical toys and/ or instruments accessible daily, for much of the day) – 10 points

-Number of children who are to participate at one time – 5 points

-Identification of child skills and abilities necessary for success. This should relate back to the domain(s) and sub domain(s) selected from the NC Infant/Toddler Foundations – 10 points

-A statement that introduces the activity to children. This is where you will tell the children what is available for this activity during your large group gathering time – 20 points

-A description of how the activity will proceed (detailed description of how this activity will proceed).- 25 points

-Two open ended questions you could ask children to extend their critical thinking about the activity – 10 points

-Spelling and Grammar – 5 points

Resources:

https://www.naeyc.org/our-work/families/playing-music-home

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★Notes for Clarification 3.1. ‘Some” means more than one example of music materials are accessible for at least

1 hour per day in an 8-hour program, prorated appropriately for shorter programs (see “Explanation of Terms Used Throughout the Scale” on p. 7 for time required in shorter program). The materials need not be accessible at the same time.

5.1. To give credit for “many,” there must be enough musical instruments for at least half of the children to use at once plus some music to listen to, such as a tape player with tapes or a computer program that has extensive musical content (e.g., complete songs, and/or passages of music). Do not give credit for very short musical sound patterns on the computer, as found in many computer games. Dance props must be accompanied by something that makes music such as recorded music, child-created music, or adult created music. For a tape player to be considered accessible in a group of older children (majority of children are 4 years and older), children should be able to use the tapes independently, but in younger groups help may be needed from the teacher.

5.1. (cont.) To give credit, the “many” music materials must be accessible for at least 1 hour daily in programs operating 8 hours or more a day. Less time is required for programs operating less than 8 hours a day, with the amount of time calculated proportionally, based on the ratio of 1 hour for programs of 8 hours or more (see “Explanation of Terms Used Throughout the Scale” on p. 7 for time required for shorter programs).

5.2. “Various types of music” means at least three different types. (See All About the ECERS-R, p. 216 for a list of types of music.)

7.2. For this indicator, “occasionally” means at least 3-4 times per year.

Questions How do you handle music with the children? 3.2. How often do you do music activities with the children? 3.3. Do children ever do movement or dance activities? About how often is this done? 5.2. What kinds of music do you use with the children? 7.2. Do you ever do special music activities? 7.3. Are there any opportunities for children to do music activities in their own way?

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Inadequate 1 2

Minimal 3

21. Music/movement

1.1 No music/movement experiences for children.

1.2 Loud background music is on much of the day and interferes with ongoing activities (Ex. constant background music makes conversation in normal tones difficult; music raises noise level).

3.1 Some music materials accessible for children’s use (Ex. simple instruments; music toys; tape player with tapes). *

3.2 Staff initiate at least one music activity daily (Ex. sing songs with children; soft music put on at naptime, play music for dancing).

3.3 Some movement/dance activity done at least weekly (Ex. marching or moving to music; acting out movements to songs or rhymes; children given scarves and encouraged to dance to music).

(See Notes for Clarification and Questions on next page)

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Good 5 6

Excellent 7

5.1 Many music materials accessible for children’s use (Ex. music center with instruments, tape player, dance props; adaptations made for children with disabilities). *

5.2 Various types of music are used with the children (Ex. classical and popular music; music characteristic of different cultures; some songs sung in different languages). *

7.1 Music available as both a free choice and group activity daily.

7.2 Music activities that extend children’s understanding of music are offered occasionally (Ex. guest invited to play instrument; children make musical instruments; staff set up activity to help children hear different tones). *

7.3 Creativity is encouraged with music activities (Ex. children asked to make up new words to songs; individual dance encouraged).

Using behaviorism, cognitivism, or constructivism

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DISCUSSION 1- Think back to your college education. Identify the characteristics of effective instructors that you have had. What made them effective? What strategies did the instructor employ that maintained your interest in the content of the course?

DISCUSSION 2-

Using behaviorism, cognitivism, or constructivism, discuss the advantages and disadvantages of communication instruction with the different modes of delivery. Be sure to examine face-to-face, hybrid instruction, and online instruction.