Summative Assessment – Balanced Literacy Lesson Plan

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Ashford 6: – Week 5 – Final Project

 

Summative Assessment – Balanced Literacy Plan

Summative Assessment – Balanced Literacy Lesson Plan

 

 

As you found in Week Four, there are many variations of balanced literacy. The main consistencies are that balanced literacy includes reading, writing, listening, and speaking. In addition, the main blocks of balanced literacy are known as Read-Aloud/Shared Reading, Guided Reading, Word Study, and Independent Reading.

 

 

  1. For your final assignment, you will create a balanced literacy lesson plan for grades pre-K to third. In a 10- to 12-page paper (not including title and reference pages) written in APA style, include the following components: Grade Level (pick a grade from pre-K to third)
  2. Anchor Standard
  3. Text—include author/illustrator, title, brief summary
  4. Complete this chart. Make sure all your activities support each other and align with the anchor standard. See below for guidance/prompts.

 

Balanced Literacy Block Your Example
Read-Aloud/Shared Reading  
Word Study  
Guided Reading  
Independent Reading  

 

  1. Explain how reading, writing, listening, and speaking are promoted in your lesson plan. (All four should be featured in each block.)
  2. Describe how your activities support the anchor standard.
  3. Describe your assessments. How do these assessments evaluate students’ reading skills and/or progress?
  4. Discuss the benefits of teaching from a balanced literacy approach.

 

 

Below are some prompts to help you plan your balanced literacy blocks:

 

 

Balanced Literacy Block Guidance—Do not include this column in your chart
Read-Aloud/Shared Reading (30 minutes) Revise your Week Four, Discussion 1 assignment.

 

In this block, the teacher activates prior knowledge and interactively reads aloud a piece of quality writing to the whole class. The teacher will stop at planned points to ask a variety of questions that elicit student response. Following the teacher’s modeling and prompting, students learn to think deeply about text, to listen to others, and to develop their own ideas. This block is not meant for students to just listen to the teacher reading aloud; it is designed for students to interact with the teacher and learn how to think about text from the teacher. The teacher uses this time to explicitly model reading strategies and skills that the students need to learn. For younger readers, you might want to read from a “big book” that has large print and pictures. Logistically, you could also use the document camera to show the book pages on the big screen. Traditionally, teachers have read on the carpet as well. You need to somehow arrange it so students can see your text.

 

Describe or show via video how you will read aloud the text and how you will model questioning and thinking strategies. Be very specific about listing the questions you will ask and at which points in the book or text you will ask the questions or model the critical thinking. Indicate page numbers, etc.

Write this out so that a substitute teacher can implement your lesson plans.
Word Study (10 minutes) Revise your Week Four, Discussion 2 assignment.

 

In this block, the teacher works with the whole class to develop word study or vocabulary skills. Word study is the study of our alphabetic symbol system. This includes mini-lessons that address one of more of the following: phonics (letter/sound relationships), morphemic analysis (using word parts to denote meaning), and automaticity for sight words. Word study involves both the decoding (reading) and encoding (phonics and spelling) of our symbol system; the objectives of word study are to help students make meaning from an author’s message and to help them convey meaning in their own messages.

 

Describe one word study activity that supports your Read-Aloud and that can be implemented to the whole class. How would you present this to your whole class? How will you facilitate the students’ learning and make sure they are all engaged and challenged?

 

Write this out so that a substitute teacher can implement your lesson plans.

 
Guided Reading (40 minutes; you will meet with each group for 10-20 minutes) Revise your Week Four Written Assignment.

 

Guided reading groups are also known as strategy groups. In this block, the teacher meets with a small group of students who read at the same reading level. The teacher works on specific strategies or skills. Each student has a copy of the text, which can be a basal, passage, or trade book. The teacher uses this time to explicitly model and practice.

 

Create a guided reading lesson plan for one of the following reading level groups: Far Below Grade Level Reading Expectations, Below Grade Level Reading Expectations, At Grade Level Reading Expectations, Above Grade Level Reading Expectations, or Far Above Grade Level Reading Expectations. Your guided reading lesson plan must include the following components: group level, text, objectives, phonics skills or word study, pre-reading, new vocabulary, during-reading, after reading, and writing connection.

 

Write this out so that a substitute teacher can implement your lesson plans.

 
Independent Reading Review your work for Week Five, Discussion 2.

 

In this block, the teacher sets up routines for students to engage in independent reading. There may be time for SSR or DEAR, but for the most part, teachers are conducting guided reading group lessons while students are independently reading and/or participating in literacy centers. Independent reading is a time when students read text (either self-selected or teacher recommended) at their independent reading level to practice reading strategies and/or develop fluency and automaticity. This is not free reading; it is purposeful reading. Teachers may also confer with individual students at this time for brief reading conferences. Teachers also have students respond to the text in meaningful ways through writing, sketching, etc.

 

Describe how you will accommodate independent reading. Be specific about routines, student expectations, teacher expectations, texts, etc. Include a description of your classroom library.

 

Write this out so that a substitute teacher can implement your lesson plans.

 

 

 

 

Source: Adapted from: http://www.methuen.k12.ma.us/images/ELA_Mapping/Balanced Literacy Model.pdf

 

 

Note: As you have noticed, this final assignment pulls various tasks from the course. You may use your previous assignments from this course, but make sure to revise appropriately to ensure alignment and flow. You need to make sure that you include reading, writing, listening, and speaking in each block. You also need to make sure that all your activities in each block support the anchor standard and, that together, all the activities make sense. Include all instructional materials, including handouts, word cards, manipulatives, etc. Be as detailed and specific as possible. You want to include scripts and procedures. Pretend that you are writing lesson plans for a substitute teacher.

 

Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.

 

 

 

Please make sure to carefully read and follow all requirements.

 

Book: Rasinski, T. & Padak, N.D. (2013). From phonics to fluency: Effective teaching of decoding and reading fluency in the elementary school. NJ: Pearson.

 

Augmentative and Alternative Communication Devices

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Augmentative and Alternative Communication Devices

Select a 1-5 grade level and a corresponding Arizona College and Career Ready Standard or other state standard from the Measurement and Data domain. Compose an aligning learning target and select a group of three to four students, from the “Class Profile,” who would benefit from the use of augmentative and/or alternative communication devices. With your identified learning target and small group in mind, complete a lesson plan, using the COE Lesson Plan Template, that specifies applicable assistive technology and includes differentiated activities to facilitate students making comparisons; and Uses models of measuring units; or Uses measuring instruments; or Represents and interprets the data. In addition to your completed lesson plan, rationalize your augmentative and/or alternative communication device choices in a 250-300-word summary. Support your choices with 2-3 scholarly resources. Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

 

 

 

Augmentative and Alternative Communication Devices 

 

  1
No Evidence
0.00%		 2
Nominal Evidence
69.00%		 3
Unacceptable Evidence
74.00%		 4
Acceptable Evidence
87.00%		 5
Target Evidence
100.00%
70.0 %Content  
15.0 %Lesson Plan Content No submission. Lesson plan does not include learning objectives and instructional activities related to the Measurement and Data domain; modifying and extending skills taught in the lesson plan and aligning to the identified learning target/s. Lesson plan includes inappropriate instructional activities related to the Measurement and Data domain; modifying and extending skills taught in the lesson plan and aligning to the identified learning target/s. Lesson plan includes appropriate instructional activities related to the Measurement and Data domain; modifying and extending skills taught in the lesson plan and aligning to the identified learning target/s. Lesson plan includes engaging instructional activities related to the Measurement and Data domain; modifying and extending skills taught in the lesson plan and aligning to the identified learning target/s.
10.0 %PLANNING: Instructional Script and Materials No submission. Lesson plan does not use effective, verbal, nonverbal techniques in a way that would create opportunities for learning and collaboration. Lesson plan does not adequately address student or class needs, and/or include thinly designed use of verbal, nonverbal techniques to create opportunities for learning and collaboration. Lesson plan includes basic, appropriate use of student-centered verbal, nonverbal techniques to create opportunities for learning and collaboration. Lesson plan demonstrates well-developed and skillful use of effective, student-centered verbal, nonverbal techniques to create opportunities for active inquiry, collaboration and supportive interaction.
10.0 %PLANNING: Meeting the Varied Learning Needs of Students No submission. Lesson plan instruction and instructional supports ignores the learning needs of the students. Lesson plan does not fully differentiate instructional activities and supports. It inadequately addresses the needs of the students. Lesson plan includes basic differentiated instructional activities and supports that are designed to generally meet the needs of students. Lesson plan has creative, well-developed differentiated instructional activities and supports clearly designed to meet the needs of specific individuals or groups with similar needs.
10.0 %PLANNING: Meeting the Language Needs of Students No submission. Planned assessments do not clearly measure the stated learning targets, and/or do not include modifications for the individual needs of the student. Lesson plan only cursorily describes content-based vocabulary and includes underdeveloped instructional support for the use of vocabulary and additional language demands associated with the language function. Lesson plan identifies content-based vocabulary and includes general instructional support for the use of vocabulary and additional language demands associated with the language function. Lesson plan clearly and comprehensively incorporates content-based vocabulary, targeted instructional support for the use of vocabulary, and additional language demands associated with the language function.
10.0 %PLANNING: Assessments to Monitor Student Learning No submission. Planned assessments do not clearly measure the stated learning targets, and/or do not include modifications for the individual needs of the student. Planned assessments are inadequate for monitoring the understanding and skill development of students in the content area. Assessments are not well aligned to the stated learning targets and do not include adequate modifications for the individual student. Planned assessments provide clear, basic methods to monitor the deep understanding and skill development of students in the content area throughout and at the end of the lesson. Assessments are generally aligned to the stated learning targets and include simple modifications for the individual student. Planned assessments creatively allow for multiple forms of evidence in order to monitor the understanding and skill development of students in the content area throughout and at the end of the lesson. Assessments are well aligned with the stated learning targets and standards and include well-crafted modifications for the individual needs of students.
15.0 %Communication Device Rationale No submission. Communication device rationale in supporting choices specific to the individual students, to include the established learning targets. Communication device rationale is insufficient in supporting choices specific to the individual students, to include the established learning targets. Communication device rationale is sufficient in supporting choices specific to the individual students, to include the established learning targets. Communication device rationale is comprehensive and professional in supporting choices specific to the individual students, to include the established learning targets.
20.0 %Organization and Effectiveness  
20.0 %Mechanics No submission. The lesson plan contains inappropriate, incoherent language and/or sentence structures. The lesson plan contains mechanical and conventional errors or non-relevant language that affects meaning and clarity. The lesson plan has a few mechanical and conventional errors present that do not significantly affect meaning or clarity. Word choice reflects basic, consistent, appropriate use of practice and topic-related language. The lesson plan is free of mechanical and conventional errors. Word choice reflects well-developed use of practice and topic-related language.
10.0 %Format  
5.0 %Research Citations (in-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment and style) No submission. Reference page is present. Citations are inconsistently used. Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present. Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and citation style is usually correct. In-text citations and a reference page are complete and correct. The documentation of cited sources is free of error.
5.0 %Paper Format (use of appropriate style for the major and assignment) Template is not used appropriately or documentation format is rarely followed correctly. Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent. Appropriate template is used. Formatting is correct, although some minor errors may be present. Appropriate template is fully used. There are virtually no errors in formatting style. All format elements are correct.
100 %Total Weightage  

. What role does recording technology advancements play in furthering artistic vision?

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Answer the following questions…… no cover page or reference page needed……

no super long answers needed

 

 

. What role does recording technology advancements play in furthering artistic vision? Use three examples of different albums and artists.

 

Album Oriented Radio (AOR) represents a major shift in strategy for rock music in general. In spite of this focus on “big album” sales, some of the most popular rock music of the 70’s comes during this time period, including albums like Rumours, Hotel California, and artists such as Queen, Rush, Heart, Bruce Springsteen, Bob Seeger, Boston, Foreigner, Kansas, ELO and Journey. What is your position on the involvement of corporations in art? Elaborate. Does it affect your opinion of these artists or music?

 

 

New Wave” becomes the “next big thing” from a music industry’s point of view. How does a musical style remain fresh and cutting-edge once it has become visible to the public at large? Use more recent styles as examples.

 

The English punk scene develops out of social upheaval. Groups such as The Sex Pistols, The Clash, The Jam, and Siouxsie and the Banshees all come from these circumstances. What distinguishes them from each other? What is their common thread? Is there an underground movement today that represents the current turmoil?

 

 

The three major technological advancements in music transmission have been radio, MTV, and the Internet. Compare and contrast all three with examples of the strengths and weaknesses of each.

 

 

The wide range of music created during the 1980’s shows both a revival of earlier styles and a move forward with new music. Considering bands/artists as diverse as R.E.M., The Smiths, U2, Squeeze, Cyndi Lauper, Bruce Springsteen, The Stray Cats, Hall and Oats, The Cure, and Genesis, is this era as significant to the development of rock music as the early 1970’s were? Why?

 

 

British metal and L.A. metal both enjoy success during the 1980’s.  How do they differ in approach?  Are there similarities?  Give examples of both styles for support.

 

Module 05 Course Project – Globalization

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This week, you are to write a course project portfolio essay on the issue of globalization. Give an example of a current, active website that is based in the US, which expresses the values of globalization, and analyze the site.   Your essay should answer the following questions:

•What is globalization, and in what ways has the Internet served as a vehicle for it?

•What cultural values do the site you chose reflect?  •What political values are reflected?

•Is the site culturally or politically biased in some way? Explain.

•How are these values that are reflected by the website distinctly American?

Your thesis for this essay should attempt to argue why this site is an example of the values of globalization, and use your answers from the questions above to explain why this is true.  This essay should be 2-3 pages, in APA style, utilizing the college’s library resources. Please include 2-3 scholarly resource as a minimum in your essay.