Assignment: ELM305 Topic7 Reading-Plan

Assignment: ELM305 Topic7 Reading-Plan

Assignment: ELM305 Topic7 Reading-Plan

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ELM 305 Topic 7 Benchmark Reading Comprehension Plan GCU
As an educator, you will be designing learning activities that engage your students and facilitate language development. Creating learning experiences aligned to academic standards and the students’ individual learning goals is vital to student success.

Read the scenario below to inform the assignment:

Seven-year-old Alfonso has two months left in his first grade year. He is active and outgoing, has many friends, and loves to play soccer. Science is his favorite subject. He enjoys learning anything related to space and sloths. He is very curious and particularly likes hands‐on academic activities that use manipulatives.

During literacy class instruction, Alfonso can sound out words well, but struggles with reading comprehension including word meanings and finding connections among words in various grade appropriate texts. Alfonso has a particularly hard time connecting what he reads with what he already knows. He often brings up irrelevant information when trying to make these connections.

Alfonso’s teacher, Ms. Seymour, wants to ensure Alphonso masters the vocabulary and comprehension skills that are expected before the end of the year, so she has written the following curricular/academic goals for him:

Given a grade‐appropriate text with new vocabulary, Alphonso will use context clues and other strategies, such as consulting a dictionary, to help determine the meaning of unfamiliar words.
Given a grade‐appropriate text, Alphonso will make connections from text to self to help comprehend the meaning of the text.
Part 1: Lesson Outline

Using the “Reading Comprehension Lesson Outline Template ,” develop a research‐based reading lesson outline to help Alphonso reach his vocabulary and reading comprehension goals. Begin by selecting a grade‐appropriate children’s book on which to base the lesson.

The lesson plan  outline should include the following:

Three learning objectives aligned to one or more state literacy standard that reflects the literacy goals Alphonso is working to achieve.
The selected book and a vocabulary activity that introduces five vocabulary words directly from the book.
A comprehension activity that allows Alfonso to demonstrate his comprehension of the story.
Two research‐based strategies that can be integrated into the vocabulary and comprehension activities to help Alfonso meet his vocabulary and comprehension goals.
Opportunities for Alfonso to apply these skills to different situations or content areas.
Part 2: Rationale and Specialist Planning

Provide a 500‐750 word narrative that includes a rationale for the reading comprehension lesson plan and a plan to work with a reading specialist. In the rationale, explain the following:

The alignment between Alphonso’s curricular/academic goals, the lesson activities, and the presented research‐based strategies.
How the lesson addresses Alfonso’s specific learning needs as well as his interests.
At least one learning theory that supports the selected strategies.
Suppose your principal arranged for a reading specialist to help with meeting Alphonso’s developmental needs. In the same narrative as above, describe a structured system you and the specialist could put in place that involves short‐ and long‐term goal setting, as well as data analysis, re‐evaluation, and feedback to Alphonso and his family .
Include at least three scholarly sources to support your lesson, rationale, and specialist plan.

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.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

College of Education (COE) program competencies and national standards assessed in the benchmark assignment:

COE 3.1

Plan instruction based on knowledge of students, learning theory, connections across the curriculum, curricular goals, and community. [ACEI 3.1; InTASC 7(a), 7(c), 7(g), 7(h), 7(i); GCU Mission Critical 2, 4]

COE 3.6

Collabo indivratively plan short‐ and long‐range goals utilizing professionals with specialized expertise to meetidual student needs and enhance learning. [ACEI 3.2; InTASC 7(e), 7(f), 7(o), 7(p); GCU Mission Critical 2, 4]

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

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