EED 475 Supportive Literate Environment

EED 475 Supportive Literate Environment

HERE FOR YOU: EED 475 Supportive Literate Environment

EED 475 Supportive Literate Environment

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.

You are required to submit this assignment to Turnitin.

GCU EED 475 Week 7 Topic 7 Discussion 1

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

GCU EED 475 Week 7 Topic 7 Discussion 2

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

GCU EED 475 Week 7 Collaborative Learning Community: Response to Intervention (RTI) Model Brochure

Details:

This is a CLC assignment.

In your assigned CLC groups, you will develop a three-tiered RTI model brochure for parents as a resource regarding students struggling with reading that includes the following:

1. Tier 1: Screening and group interventions
   2.    Tier 2: Targeted interventions
   3.    Tier 3: Intensive interventions and evaluation

In the brochure, incorporate the following components:

1. Definition of response to RTI. Why implement the RTI model?
2. What makes RTI effective?
3. How should the three intervention tiers of RTI model be utilized? Include an RTI intervention tier flowchart.
4. Who is involved and what is the focus of each level?
5. What is the timeframe for implementation?
6. What sources are available for assisting in the selection of reading interventions?
7. Can RTI be used to determine eligibility for special education?
8. Discuss ways to report to and involve parents with RTI.
9. Include a resource page.

APA format is not required, but solid academic writing is expected.

You are required to submit this assignment to Turnitin.

The assignment must be compiled by one member of the CLC with the title page identifying all group members.

GCU EED 475 Week 8 Topic 8 Discussion 1

After completing this course, what are three strategies that you will take into the classroom? Why? Are there any strategies that you will not use in the classroom? Explain why.

GCU EED 475 Week 8 Topic 8 Discussion 2

How do you reach the diverse learners in your classroom? Describe some integration strategies for diverse students. Explain.

GCU EED 475 Week 8 Benchmark- Language Arts Unit Plan

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.

1. Include both mainstream and language minority students.
2. Two observations must be in different grade levels and one observation must be in a Title 1 school.
3. 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:

1. Monday: Oral language and vocabulary
2. Tuesday: Phonics, word patterns, and word analysis
3. Wednesday: Fluency
4. Thursday: Reading Comprehension
5. 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:

1. Objective (linked to academic standards)
2. Materials (include copies of all materials to teach lesson)
3. Procedure (a step-by-step description of the lesson from beginning to end)
4. 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:

1. A synopsis of your observations in the reading classrooms, and how they influenced your Language Arts Unit Plan.
2. 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.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become 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.