In this module’s assignment, you will create a literacy center with at least two stations incorporating the instructional strategies
In this module’s assignment, you will create a literacy center with at least two stations incorporating the instructional strategies
Designing Literacy Centers for Atypical Learners
Submit the assignment by 11:59 PM PT Sunday of Module 5.
In this module’s assignment, you will create a literacy center with at least two stations incorporating the instructional strategies you have researched in the areas of phonemic awareness, phonics, vocabulary, fluency, and reading comprehension. Your cohesive literacy center will focus on the integration of reading, writing, listening, speaking, viewing, and visually representing across the content areas and the incorporation of a Response to Intervention (RtI) model.
- Create a paper in a Word document for your response.
- Use APA format for the paper, title page, references page, and in-text citations.
- Develop an introduction and conclusion for your paper.
- Follow the steps to complete the assignment.
Step 1. Describe
Reflect on the centers you have created throughout this course. Describe how you could combine the strategies in these centers to create a plan for one cohesive literacy center with at least two stations addressing the integration of reading, writing, listening, speaking, viewing, and visually representing across the content areas and incorporating a Response to Intervention (RtI) model.
- Explain the overall purpose of the cohesive learning center, the function of each station, and the skills to be practiced. Students should receive instruction in phonemic awareness, phonics, fluency, vocabulary building, and reading comprehension throughout the week.
- Describe strategies to assist struggling readers at each station and how you would gather data to monitor individual progress by addressing the following:
- One method which could be used as a Tier II strategy to modify this instruction for a struggling reader.
- One method which could be used as a Tier III strategy to modify this instruction for a struggling reader.
- One assistive technology which could be used to enhance this skill and how.
NOTE: If needed, do some research online on RtI to familiarize yourself with the process, and view example activities that support each of the three tiers.
Access these resources as needed:
Interactive Tools for Literacy CentersLinks to an external site.– https://www.readwritethink.org/classroom-resources/student-interactives
Ideas for Creating a Reading CenterLinks to an external site.– https://www.readwritethink.org/sites/default/files/resources/lesson_images/lesson1144/IdeasReadingCenter.pdf
Ideas for Creating a Listening CentersLinks to an external site.– https://www.readwritethink.org/sites/default/files/resources/lesson_images/lesson1144/IdeasListeningCenter.pdf
Ideas for Creating a Computer CenterLinks to an external site.– https://www.readwritethink.org/sites/default/files/resources/lesson_images/lesson1144/IdeasComputerCenter.pdf
Ideas for Creating a Poetry CenterLinks to an external site.– https://www.readwritethink.org/sites/default/files/resources/lesson_images/lesson1144/IdeasPoetryCenter.pdf
Step 2. Explain
- Explain how students will be grouped during literacy center time. Students should rotate through the four stations throughout the week.
Step 3. Reflect
- How could use you use the time students are working in literacy centers to facilitate small-group, guided reading?
- How could you use this time to assess student performance?
Step 4. Submit
Submit your final paper.
Please read the Assignment GuidelinesLinks to an external site. https://aceedu.s3.amazonaws.com/production-files/pages/assignment-guidelines.html before you begin working.
Rubric
Master’s Reflection Rubric v.3
| Master’s Reflection Rubric v.3 | ||
| Criteria | Ratings | Pts |
| This criterion is linked to a Learning OutcomeReflection on Course Content: Connections to Experience | 20 to >16.9 pts Mastery A. Demonstrated strong relationships between prior experience and new information. B. Provided strong examples of relationships between prior experience and new information. 16.9 to >13.9 pts Marginal A. Demonstrated marginal relationships to experience and new information. B. Provided marginal examples of relationships between prior experience and new information. 13.9 to >0.0 pts Needs Improvement A. Demonstrated limited relationships between prior experience and new information. B. Provided limited to no examples of relationships to experience and new information. 0 pts No submission | 20 pts |
| This criterion is linked to a Learning OutcomeSelf-Assessment | 25 to >21.24 pts Mastery A. Clearly conveyed new insights about self and achievement of course/program/academic outcomes. B. Provided a critical analysis of personal and professional growth during the course. C. Clearly articulated strengths and challenges. D. Included specific examples to support self-assessment. 21.24 to >17.4 pts Marginal A. Conveyed marginal insights about self and achievement of course/program/academic outcomes. B. Addressed some personal and professional growth during the course. C. Identified some strengths and challenges. D. Provided minimal examples to support self-assessment. 17.4 to >0.0 pts Needs Improvement A. Demonstrated little to no insight about self and achievement of course/program/academic outcomes. B. Personal and professional growth was not addressed. C. Identified minimal strengths and challenges. D. Few to no examples are provided to support self-assessment. 0 pts No submission | 25 pts |
| This criterion is linked to a Learning OutcomeTransfers to New Situations | 25 to >21.24 pts Mastery A. Demonstrated transferability of course concepts. B. Provided clear examples of applied learning to new situations or within current role to enhance performance. C. Adapted or applied skills and/or competencies gained to yield new insights or new applications. 21.24 to >17.4 pts Marginal A. Marginally demonstrated transferability of course concepts. B. Provided some examples of applied learning to new situations or within current role to enhance performance. C. Marginally adapted or applied skills and/or competencies gained to yield new insights or new applications. 17.4 to >0.0 pts Needs Improvement A. Demonstrated limited transferability of course concepts. B. Provided few examples of applied learning to new situations or within current role to enhance performance. C. Little or no evidence of adapted or applied skills and/or competencies gained to yield new insights or new applications. 0 pts No submission | 25 pts |
| This criterion is linked to a Learning OutcomeCompleteness | 10 to >8.4 pts Mastery A. Met instructions by including all elements of the assignment. 8.4 to >6.9 pts Marginal A. Majority of work was completed. 6.9 to >0.0 pts Needs Improvement A. Minimal work was completed. B. Multiple key pieces were omitted or lacked depth. 0 pts No submission | 10 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. Marginally met a basic level of formal writing standards. B. Demonstrated inconsistent use of grammar, usage, mechanics, and spelling. 6.9 to >0.0 pts Needs Improvement A. Demonstrated limited basic formal writing skills. 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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