In this module’s assignment, you will research three instructional strategies, one for developing fluency, one for building vocabulary
In this module’s assignment, you will research three instructional strategies, one for developing fluency, one for building vocabulary
Literacy Centers – Fluency, Vocabulary, and Reading Comprehension
Submit the assignment by 11:59 PM PT Sunday of Module 4.
In this module’s assignment, you will research three instructional strategies, one for developing fluency, one for building vocabulary, and one for increasing reading comprehension. You will then create centers for the skill areas. You will determine approaches for differentiating each skill for struggling readers and a plan for data collection and assessment at each center. You will develop two additional sections for the teacher’s guide you began in Module 3. One section will focus on fluency and vocabulary, and the second section will focus on reading comprehension.
- Access the teacher’s guide you began in Module 3.
- Create two additional sections for the teacher’s guide in the Word document. You may select fonts and graphics to make the guide user-friendly and aesthetically pleasing. Use APA format.
- If needed, revise the introduction and conclusion for your teacher’s guide to include all five reading areas. APA citations may be appropriate in these pieces.
- Compile your work in Module 3 and Module 4 into a single teacher’s guide for the final submission.
- Follow the steps to complete the assignment.
Step 1. Research
Utilizing online resources, collect three strategies for developing fluency, building vocabulary, and increasing reading comprehension. Identify the purpose of each strategy, how to assess each strategy, and differentiation for struggling readers.
Step 2. Apply
Using the same grade level as the Module 3 assignment, create one center focused on teaching fluency, one center focused on building vocabulary, and one center focused on increasing reading comprehension. Each center should offer multiple approaches including but not limited to the following:
- Identify the state and/or national standard and grade level (this may be the same for more than one center).
- Identify the target skill.
- Identify one research-based teaching strategy, and describe how to deliver the instruction.
- Describe two methods which could be utilized to modify this instruction for a struggling reader.
- Determine an assessment approach for the target area of instruction and a data collection plan.
- Develop this section for the teacher’s guide. This section should include but is not limited to:
- Standards addressed
- Target skill
- Description of the center
- Directions for the center’s use
- Research-based teaching strategy and delivery approach
- Differentiation techniques
- Assessment approach for the target skill and data collection plan
Step 3. Apply
Using the same grade level, outline two instructional strategies, one for teaching fluency and vocabulary, and one for teaching reading comprehension.
- Identify the target skill.
- Identify three research-based teaching strategies for teaching this skill in the following areas:
- Large-group instruction
- Small-group instruction
- One-on-one instruction
- Determine an assessment approach for the target area of instruction and a data collection plan.
- Describe how formal assessments such as DIBELS can be used for progress monitoring.
- Describe one assistive technology which could be used to enhance this skill and how.
- Develop this section for the teacher’s guide. This section should include but is not limited to:
- Standards addressed
- Target skill
- Description of the center
- Directions for the center’s use
- Research-based teaching strategy and delivery approach
- Differentiation techniques
- Assessment approach for the target skill and data collection plan
Step 4. Compile
Using your work from Module 3 and Module 4, compile your final teacher’s guide for the literacy centers. Revise your introduction and conclusion, if necessary, to cover all five areas of reading instruction – phonemic awareness, phonics, fluency, vocabulary, and reading comprehension.
Step 5. Submit
Submit your final teacher’s guide.
Please read the Assignment GuidelinesLinks to an external site. before you begin working. https://aceedu.s3.amazonaws.com/production-files/pages/assignment-guidelines.html
Rubric
Master’s Assignment Rubric v.3
| Master’s Assignment Rubric v.3 | ||
| Criteria | Ratings | Pts |
| This criterion is linked to a Learning OutcomeDemonstrates a Conceptual Understanding | 20 to >16.9 pts Mastery A. Clearly addressed all elements of the assignment. B. Demonstrated real-world application. 16.9 to >13.0 pts Marginal A. Addressed most of the elements of the assignment. B. Demonstrated marginal real-world application. 13 to >0.0 pts Needs Improvement A. Somewhat addressed the elements of the assignment. B. Demonstrated little to no real-world application. 0 pts No submission | 20 pts |
| This criterion is linked to a Learning OutcomeAnalysis and Evaluation of Issues/Problems | 30 to >25.4 pts Mastery A. Clearly addressed the issue/problem. B. Exhibited scholarly analysis and evaluation. C. Established a solid connection to theory and/or research. D. Demonstrated critical thinking surrounding the issue/problem with depth and breadth. E. Formulated deep conclusion and/or implications. 25.4 to >20.9 pts Marginal A. Addressed most of the issue/problem. B. Somewhat exhibited scholarly analysis and evaluation. C. Established some connection to theory and/or research. D. Demonstrated a superficial understanding of the issue/problem. E. Formulated surface-level conclusion and/or implications. 20.9 to >0.0 pts Needs Improvement A. Many issues/problems not addressed. B. Exhibited little to no scholarly analysis and evaluation. C. Established little to no connection to theory and/or research. D. Demonstrated limited evidence of understanding the problem/issue. E. Formulated limited evidence of conclusion and/or implications. 0 pts No submission | 30 pts |
| This criterion is linked to a Learning OutcomeUse of Evidence | 30 to >25.4 pts Mastery A. Displayed a variety of scholarly references as evidence. B. Demonstrated use of scholarly literature and research beyond sources provided in the course. 25.4 to >20.9 pts Marginal A. Displayed a marginal use of references. B. Demonstrated a marginal use of literature and research provided in the course. 20.9 to >0.0 pts Needs Improvement A. Displayed little to no use of references. B. Demonstrated little to no use of literature and research provided in the course. 0 pts No submission | 30 pts |
| This criterion is linked to a Learning OutcomeScholarly Writing | 10 to >8.4 pts Mastery A. Exceeded or met formal writing standards. B. Demonstrated correct grammar, usage, mechanics, and spelling. 8.4 to >6.9 pts Marginal A. Met or marginally met a basic level of formal writing. B. Demonstrated inconsistent use of grammar, usage, mechanics, and spelling. 6.9 to >0.0 pts Needs Improvement A. Basic formal writing skills limited or not present. B. Demonstrated difficulty with grammar, usage, mechanics, and spelling. 0 pts No submission | 10 pts |
| This criterion is linked to a Learning OutcomeAPA Format | 10 to >8.4 pts Mastery A. Demonstrated near- perfect APA formatting. 8.4 to >6.9 pts Marginal A. Demonstrated marginally correct APA formatting. 6.9 to >0.0 pts Needs Improvement A. Demonstrated limited correct APA formatting. 0 pts No submission | 10 pts |
| Total Points: 100 | ||
Requirements: as needed
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