Assignment Prompt & Instructions
I need help with homework
– 2 years ago
**files (2)**
– ## Week6assigment.docx
– ## RubricCriteriaandRequireReferencesforweek6assignment.docx
**## Week6assigment.docx**
**Assignments:** I follow the grading rubric closely. Always read the assignment rubric prior to starting your assignments to fully understand the assignment requirements.
**_Some requirements are outlined in the grading rubric that are not detailed in this course_** **_assignment instructions._** It is recommended that you use the writing template posted in the resources section of the course room for assignments and label each section of your paper based on the topic or what the question is asking. This will ensure you cover all requirements of the assignment and assists in the grading process. Be sure to reach out if you have questions.
·
**Mechanics:** Graduate writing requires critical thinking, analysis, synthesis, and evaluation of theory and concepts.
**_Be sure to proofread your papers and DQ posts before submitting to ensure maximum points._** Examples of errors with mechanics are errors in spelling, grammar, punctuation, and use of passive voice.
·
**References:**
**_You are required to use scholarly references for this course._** Scholarly references are articles and resources in the course room, peer reviewed articles in the GCU library and government websites ending in .gov. You are strongly discouraged from using other websites as references.
·
**Helpful Resources**: The GCU library is located at
[https://library.gcu.edu](https://urldefense.com/v3/__https:/library.gcu.edu__;!!Pwvz7ORF!NHu390Y9gVsSKozwR3OKKO15avVk_5ON5qWLY3i6aM1pw9NAs7WiCF3wMwrI9GajeMGOty74L1swPTXbPX0$) and can assist you in locating appropriate scholarly references and research for your course assignments. For assistance with APA, please use the GCU library guide:
[https://libguides.gcu.edu/APA](https://urldefense.com/v3/__https:/libguides.gcu.edu/APA__;!!Pwvz7ORF!NHu390Y9gVsSKozwR3OKKO15avVk_5ON5qWLY3i6aM1pw9NAs7WiCF3wMwrI9GajeMGOty74L1swzAbInbE$) or the Student Writing Center. You are also encouraged to use the APA style website at
[https://apastyle.apa.org](https://urldefense.com/v3/__https:/apastyle.apa.org__;!!Pwvz7ORF!NHu390Y9gVsSKozwR3OKKO15avVk_5ON5qWLY3i6aM1pw9NAs7WiCF3wMwrI9GajeMGOty74L1swWEQK3WE$) to assist with APA format and mechanics. You can use
[www.grammarly.com](https://urldefense.com/v3/__http:/www.grammarly.com__;!!Pwvz7ORF!NHu390Y9gVsSKozwR3OKKO15avVk_5ON5qWLY3i6aM1pw9NAs7WiCF3wMwrI9GajeMGOty74L1sw6VVa01Y$) as a resource to assist with proofreading your work prior to submitting.
Requires Lopeswrite
Assessment Description
As part of a collaborative team, other teachers will likely reach out to you for ideas, support, and guidance when they have struggling or at-risk students. It is helpful to provide them with guiding questions to gain the necessary information, identify evidence-based research, and provide targeted strategies for specific needs all while communicating in a professional and respectful manner.
Imagine you are part of a K-3 PLC team and your colleagues come to you seeking instructional advice. Some of your colleagues are asking for your input on how to support students' struggling with specific literacy skills. Write a 150-250 word response to each scenario that includes the following information:
· Describe at least two effective instructional practices based on the Science of Reading.
· Provide ideas for one short-term and one long-term literacy goal for each student.
· Create at least one follow-up question you could ask the teacher while providing advice.
· Identify any other professionals the teacher could collaborate with in the school or community to support the students who are struggling with reading.
**Scenario 1**: One of the second-grade teachers has a student who has been receiving small group instruction in phonics. When progress was monitored last week, the student’s accuracy score dropped 7 points. In reviewing the errors, the teachers noticed he is missing vowel teams, which has been the focus of the small group instruction. What additional ideas and strategies can you provide the teacher to support this individual student?
**Scenario 2**: As the end of the year approaches, one of the kindergarten teachers has a small group of students that has not mastered the skill of recognizing rhyming words. The students can produce word families, but when given two words they are not able to recognize if they rhyme or not. What strategies can you provide the teacher to help this small group of students master the skill?
**Scenario 3**: A third-grade teacher has a student who is a fast and accurate reader. She can answer multiple-choice questions but cannot retell them on her own. When asked to retell, she stares at the teacher with a blank face. How can the teacher support her in further developing her comprehension skills?
**Scenario 4:** A first-grade teacher has a student who has been identified as having dyslexia. She reads very slowly, often making many mistakes. How can the teacher support her in further developing her fluency?
Support this assignment with a minimum of three scholarly resources.
While APA Style is not required for the body of this assignment, solid academic writing is expected. Source documentation should be presented using APA formatting guidelines, which can be found in the APA Style Guide located in the Student Success Center.
This assignment uses a rubric. Before beginning the assignment, review the rubric to familiarize yourself with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is in Class Resources if you need assistance.
**## RubricCriteriaandRequireReferencesforweek6assignment.docx**
**Rubric Criteria**
expand all Rubric CriteriaExpand All
**Scenario 1**
12 points
**Criteria Description**
Scenario 1
**5. Target**
12 points
Instructional practices based on the Science of Reading substantially support the student in the scenario. Short-term and long-term literacy goals for the student in the scenario are ideal. Follow-up question for the teacher in the scenario is thoughtful. Other professionals that the teacher in the scenario can collaborate with are realistic.
**4. Acceptable**
10.44 points
Instructional practices based on the Science of Reading support the student in the scenario. Short-term and long-term literacy goals for the student in the scenario are suitable. The follow-up question for the teacher in the scenario is solid. Other professionals that the teacher in the scenario can collaborate with are reasonable.
**No Submission**
0 points
Not addressed.
**Scenario 2**
12 points
**Criteria Description**
Scenario 2
**5. Target**
12 points
Instructional practices based on the Science of Reading substantially support the student in the scenario. Short-term and long-term literacy goals for the student in the scenario are ideal. Follow-up question for the teacher in the scenario is thoughtful. Other professionals that the teacher in the scenario can collaborate with are realistic.
**4. Acceptable**
10.44 points
Instructional practices based on the Science of Reading successfully support the student in the scenario. Short-term and long-term literacy goals for the student in the scenario are suitable. Follow-up question for the teacher in the scenario is solid. Other professionals that the teacher in the scenario can collaborate with are reasonable.
**No Submission**
0 points
Not addressed.
**Scenario 3**
12 points
**Criteria Description**
Scenario 3
**5. Target**
12 points
Instructional practices based on the Science of Reading substantially support the student in the scenario. Short-term and long-term literacy goals for the student in the scenario are ideal. Follow-up question for the teacher in the scenario is thoughtful. Other professionals that the teacher in the scenario can collaborate with are realistic.
**4. Acceptable**
10.44 points
Instructional practices based on the Science of Reading successfully support the student in the scenario. Short-term and long-term literacy goals for the student in the scenario are suitable. Follow-up question for the teacher in the scenario is solid. Other professionals that the teacher in the scenario can collaborate with are reasonable.
**No Submission**
0 points
Not addressed.
**Scenario 4**
12 points
**Criteria Description**
Scenario 4
**5. Target**
12 points
Instructional practices based on the Science of Reading substantially support the student in the scenario. Short-term and long-term literacy goals for the student in the scenario are ideal. Follow-up question for the teacher in the scenario is thoughtful. Other professionals that the teacher in the scenario can collaborate with are realistic.
**4. Acceptable**
10.44 points
Instructional practices based on the Science of Reading successfully support the student in the scenario. Short-term and long-term literacy goals for the student in the scenario are suitable. Follow-up question for the teacher in the scenario is solid. Other professionals that the teacher in the scenario can collaborate with are reasonable.
**No Submission**
0 points
Not addressed.
**Organization**
6 points
**Criteria Description**
Organization
**5. Target**
6 points
The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea.
**4. Acceptable**
5.22 points
The content is logically organized. The ideas presented relate to each other. The content provides the audience with a clear sense of the main idea.
**No Submission**
0 points
Not addressed.
**Supporting Research and Documentation of Sources**
3 points
**Criteria Description**
Uses appropriate designated style and formatting to document sources in citations and references.
**5. Target**
3 points
Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
**4. Acceptable**
2.61 points
Supporting research is credible and relevant. Sources are documented, as appropriate to assignment and style, and format is mostly correct.
**No Submission**
0 points
Not addressed.
**Mechanics of Writing**
3 points
**Criteria Description**
Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.
**5. Target**
3 points
No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.
**4. Acceptable**
2.61 points
Few mechanical errors are present. Suitable language choice and sentence structure are used.
Required References
**Creating Literacy Instruction for All Students**
**Required**
Gunning, T. G. (2024).
_Creating literacy instruction for all students_ (11th ed.). Pearson. ISBN-13: 9780138161637
Accommodating Students with Dyslexia in All Classroom Settings
**Required**
Read “Accommodating Students with Dyslexia in All Classroom Settings,” located on the Reading Rockets website.
https://www.readingrockets.org/topics/dyslexia/articles/accommodating-students-dyslexia-all-classroom-settings
Accommodations for Students with Dyslexia
**Required**
Read “Accommodations for Students with Dyslexia,” located on the International Dyslexia Association website.
https://dyslexiaida.org/accommodations-for-students-with-dyslexia/
Developing Strategic Readers: Successful Reading Comprehension for Students with Reading Difficulties
**Required**
Read “Developing Strategic Readers: Successful Reading Comprehension for Students with Reading Difficulties,” by Wanzek, from
… Read More
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=trh&AN=154646606&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost
Motivating Reluctant Readers
**Required**
Explore “Motivating Reluctant Readers,” located on the Education World website.
https://www.educationworld.com/a_curr/strategy/strategy051.shtml
Best Practices in Reading Instruction for Students with Dyslexia
**Required**
Read “Best Practices in Reading Instruction for Students with Dyslexia,” by Jiban, located on the NWEA website (2021).
https://www.nwea.org/blog/2021/best-practices-in-reading-instruction-for-students-with-dyslexia/
Demystifying the Language of Text: Instruction for English Learners with Reading Difficulties
**Required**
Read “Demystifying the Language of Text: Instruction for English Learners with Reading Difficulties,” by Logan and Kieffer, f
… Read More
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=154646611&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost
Supporting ELLs in the Mainstream Classroom: Reading Instruction
**Required**
Read “Supporting ELLs in the Mainstream Classroom: Reading Instruction,” located on the Reading Rockets website.
https://www.readingrockets.org/topics/curriculum-and-instruction/articles/supporting-ells-mainstream-classroom-reading-instruction
Creating Shared Language for Collaboration in RTI
**Required**
Read “Creating Shared Language for Collaboration in RTI,” by Ehren et al., located on the RTI Action Network website.
http://www.rtinetwork.org/getstart
**## RubricCriteriaandRequireReferencesforweek6assignment.docx**
**Rubric Criteria**
expand all Rubric CriteriaExpand All
**Scenario 1**
12 points
**Criteria Description**
Scenario 1
**5. Target**
12 points
Instructional practices based on the Science of Reading substantially support the student in the scenario. Short-term and long-term literacy goals for the student in the scenario are ideal. Follow-up question for the teacher in the scenario is thoughtful. Other professionals that the teacher in the scenario can collaborate with are realistic.
**4. Acceptable**
10.44 points
Instructional practices based on the Science of Reading support the student in the scenario. Short-term and long-term literacy goals for the student in the scenario are suitable. The follow-up question for the teacher in the scenario is solid. Other professionals that the teacher in the scenario can collaborate with are reasonable.
**No Submission**
0 points
Not addressed.
**Scenario 2**
12 points
**Criteria Description**
Scenario 2
**5. Target**
12 points
Instructional practices based on the Science of Reading substantially support the student in the scenario. Short-term and long-term literacy goals for the student in the scenario are ideal. Follow-up question for the teacher in the scenario is thoughtful. Other professionals that the teacher in the scenario can collaborate with are realistic.
**4. Acceptable**
10.44 points
Instructional practices based on the Science of Reading successfully support the student in the scenario. Short-term and long-term literacy goals for the student in the scenario are suitable. Follow-up question for the teacher in the scenario is solid. Other professionals that the teacher in the scenario can collaborate with are reasonable.
**No Submission**
0 points
Not addressed.
**Scenario 3**
12 points
**Criteria Description**
Scenario 3
**5. Target**
12 points
Instructional practices based on the Science of Reading substantially support the student in the scenario. Short-term and long-term literacy goals for the student in the scenario are ideal. Follow-up question for the teacher in the scenario is thoughtful. Other professionals that the teacher in the scenario can collaborate with are realistic.
**4. Acceptable**
10.44 points
Instructional practices based on the Science of Reading successfully support the student in the scenario. Short-term and long-term literacy goals for the student in the scenario are suitable. Follow-up question for the teacher in the scenario is solid. Other professionals that the teacher in the scenario can collaborate with are reasonable.
**No Submission**
0 points
Not addressed.
**Scenario 4**
12 points
**Criteria Description**
Scenario 4
**5. Target**
12 points
Instructional practices based on the Science of Reading substantially support the student in the scenario. Short-term and long-term literacy goals for the student in the scenario are ideal. Follow-up question for the teacher in the scenario is thoughtful. Other professionals that the teacher in the scenario can collaborate with are realistic.
**4. Acceptable**
10.44 points
Instructional practices based on the Science of Reading successfully support the student in the scenario. Short-term and long-term literacy goals for the student in the scenario are suitable. Follow-up question for the teacher in the scenario is solid. Other professionals that the teacher in the scenario can collaborate with are reasonable.
**No Submission**
0 points
Not addressed.
**Organization**
6 points
**Criteria Description**
Organization
**5. Target**
6 points
The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea.
**4. Acceptable**
5.22 points
The content is logically organized. The ideas presented relate to each other. The content provides the audience with a clear sense of the main idea.
**No Submission**
0 points
Not addressed.
**Supporting Research and Documentation of Sources**
3 points
**Criteria Description**
Uses appropriate designated style and formatting to document sources in citations and references.
**5. Target**
3 points
Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
**4. Acceptable**
2.61 points
Supporting research is credible and relevant. Sources are documented, as appropriate to assignment and style, and format is mostly correct.
**No Submission**
0 points
Not addressed.
**Mechanics of Writing**
3 points
**Criteria Description**
Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.
**5. Target**
3 points
No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.
**4. Acceptable**
2.61 points
Few mechanical errors are present. Suitable language choice and sentence structure are used.
Required References
**Creating Literacy Instruction for All Students**
**Required**
Gunning, T. G. (2024).
_Creating literacy instruction for all students_ (11th ed.). Pearson. ISBN-13: 9780138161637
Accommodating Students with Dyslexia in All Classroom Settings
**Required**
Read “Accommodating Students with Dyslexia in All Classroom Settings,” located on the Reading Rockets website.
https://www.readingrockets.org/topics/dyslexia/articles/accommodating-students-dyslexia-all-classroom-settings
Accommodations for Students with Dyslexia
**Required**
Read “Accommodations for Students with Dyslexia,” located on the International Dyslexia Association website.
https://dyslexiaida.org/accommodations-for-students-with-dyslexia/
Developing Strategic Readers: Successful Reading Comprehension for Students with Reading Difficulties
**Required**
Read “Developing Strategic Readers: Successful Reading Comprehension for Students with Reading Difficulties,” by Wanzek, from
… Read More
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=trh&AN=154646606&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost
Motivating Reluctant Readers
**Required**
Explore “Motivating Reluctant Readers,” located on the Education World website.
https://www.educationworld.com/a_curr/strategy/strategy051.shtml
Best Practices in Reading Instruction for Students with Dyslexia
**Required**
Read “Best Practices in Reading Instruction for Students with Dyslexia,” by Jiban, located on the NWEA website (2021).
https://www.nwea.org/blog/2021/best-practices-in-reading-instruction-for-students-with-dyslexia/
Demystifying the Language of Text: Instruction for English Learners with Reading Difficulties
**Required**
Read “Demystifying the Language of Text: Instruction for English Learners with Reading Difficulties,” by Logan and Kieffer, f
… Read More
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=154646611&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost
Supporting ELLs in the Mainstream Classroom: Reading Instruction
**Required**
Read “Supporting ELLs in the Mainstream Classroom: Reading Instruction,” located on the Reading Rockets website.
https://www.readingrockets.org/topics/curriculum-and-instruction/articles/supporting-ells-mainstream-classroom-reading-instruction
Creating Shared Language for Collaboration in RTI
**Required**
Read “Creating Shared Language for Collaboration in RTI,” by Ehren et al., located on the RTI Action Network website.
http://www.rtinetwork.org/getstart
**## Week6assigment.docx**
**Assignments:** I follow the grading rubric closely. Always read the assignment rubric prior to starting your assignments to fully understand the assignment requirements.
**_Some requirements are outlined in the grading rubric that are not detailed in this course_** **_assignment instructions._** It is recommended that you use the writing template posted in the resources section of the course room for assignments and label each section of your paper based on the topic or what the question is asking. This will ensure you cover all requirements of the assignment and assists in the grading process. Be sure to reach out if you have questions.
·
**Mechanics:** Graduate writing requires critical thinking, analysis, synthesis, and evaluation of theory and concepts.
**_Be sure to proofread your papers and DQ posts before submitting to ensure maximum points._** Examples of errors with mechanics are errors in spelling, grammar, punctuation, and use of passive voice.
·
**References:**
**_You are required to use scholarly references for this course._** Scholarly references are articles and resources in the course room, peer reviewed articles in the GCU library and government websites ending in .gov. You are strongly discouraged from using other websites as references.
·
**Helpful Resources**: The GCU library is located at
[https://library.gcu.edu](https://urldefense.com/v3/__https:/library.gcu.edu__;!!Pwvz7ORF!NHu390Y9gVsSKozwR3OKKO15avVk_5ON5qWLY3i6aM1pw9NAs7WiCF3wMwrI9GajeMGOty74L1swPTXbPX0$) and can assist you in locating appropriate scholarly references and research for your course assignments. For assistance with APA, please use the GCU library guide:
[https://libguides.gcu.edu/APA](https://urldefense.com/v3/__https:/libguides.gcu.edu/APA__;!!Pwvz7ORF!NHu390Y9gVsSKozwR3OKKO15avVk_5ON5qWLY3i6aM1pw9NAs7WiCF3wMwrI9GajeMGOty74L1swzAbInbE$) or the Student Writing Center. You are also encouraged to use the APA style website at
[https://apastyle.apa.org](https://urldefense.com/v3/__https:/apastyle.apa.org__;!!Pwvz7ORF!NHu390Y9gVsSKozwR3OKKO15avVk_5ON5qWLY3i6aM1pw9NAs7WiCF3wMwrI9GajeMGOty74L1swWEQK3WE$) to assist with APA format and mechanics. You can use
[www.grammarly.com](https://urldefense.com/v3/__http:/www.grammarly.com__;!!Pwvz7ORF!NHu390Y9gVsSKozwR3OKKO15avVk_5ON5qWLY3i6aM1pw9NAs7WiCF3wMwrI9GajeMGOty74L1sw6VVa01Y$) as a resource to assist with proofreading your work prior to submitting.
Requires Lopeswrite
Assessment Description
As part of a collaborative team, other teachers will likely reach out to you for ideas, support, and guidance when they have struggling or at-risk students. It is helpful to provide them with guiding questions to gain the necessary information, identify evidence-based research, and provide targeted strategies for specific needs all while communicating in a professional and respectful manner.
Imagine you are part of a K-3 PLC team and your colleagues come to you seeking instructional advice. Some of your colleagues are asking for your input on how to support students' struggling with specific literacy skills. Write a 150-250 word response to each scenario that includes the following information:
· Describe at least two effective instructional practices based on the Science of Reading.
· Provide ideas for one short-term and one long-term literacy goal for each student.
· Create at least one follow-up question you could ask the teacher while providing advice.
· Identify any other professionals the teacher could collaborate with in the school or community to support the students who are struggling with reading.
**Scenario 1**: One of the second-grade teachers has a student who has been receiving small group instruction in phonics. When progress was monitored last week, the student’s accuracy score dropped 7 points. In reviewing the errors, the teachers noticed he is missing vowel teams, which has been the focus of the small group instruction. What additional ideas and strategies can you provide the teacher to support this individual student?
**Scenario 2**: As the end of the year approaches, one of the kindergarten teachers has a small group of students that has not mastered the skill of recognizing rhyming words. The students can produce word families, but when given two words they are not able to recognize if they rhyme or not. What strategies can you provide the teacher to help this small group of students master the skill?
**Scenario 3**: A third-grade teacher has a student who is a fast and accurate reader. She can answer multiple-choice questions but cannot retell them on her own. When asked to retell, she stares at the teacher with a blank face. How can the teacher support her in further developing her comprehension skills?
**Scenario 4:** A first-grade teacher has a student who has been identified as having dyslexia. She reads very slowly, often making many mistakes. How can the teacher support her in further developing her fluency?
Support this assignment with a minimum of three scholarly resources.
While APA Style is not required for the body of this assignment, solid academic writing is expected. Source documentation should be presented using APA formatting guidelines, which can be found in the APA Style Guide located in the Student Success Center.
This assignment uses a rubric. Before beginning the assignment, review the rubric to familiarize yourself with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is in Class Resources if you need assistance.
**## RubricCriteriaandRequireReferencesforweek6assignment.docx**
**Rubric Criteria**
expand all Rubric CriteriaExpand All
**Scenario 1**
12 points
**Criteria Description**
Scenario 1
**5. Target**
12 points
Instructional practices based on the Science of Reading substantially support the student in the scenario. Short-term and long-term literacy goals for the student in the scenario are ideal. Follow-up question for the teacher in the scenario is thoughtful. Other professionals that the teacher in the scenario can collaborate with are realistic.
**4. Acceptable**
10.44 points
Instructional practices based on the Science of Reading support the student in the scenario. Short-term and long-term literacy goals for the student in the scenario are suitable. The follow-up question for the teacher in the scenario is solid. Other professionals that the teacher in the scenario can collaborate with are reasonable.
**No Submission**
0 points
Not addressed.
**Scenario 2**
12 points
**Criteria Description**
Scenario 2
**5. Target**
12 points
Instructional practices based on the Science of Reading substantially support the student in the scenario. Short-term and long-term literacy goals for the student in the scenario are ideal. Follow-up question for the teacher in the scenario is thoughtful. Other professionals that the teacher in the scenario can collaborate with are realistic.
**4. Acceptable**
10.44 points
Instructional practices based on the Science of Reading successfully support the student in the scenario. Short-term and long-term literacy goals for the student in the scenario are suitable. Follow-up question for the teacher in the scenario is solid. Other professionals that the teacher in the scenario can collaborate with are reasonable.
**No Submission**
0 points
Not addressed.
**Scenario 3**
12 points
**Criteria Description**
Scenario 3
**5. Target**
12 points
Instructional practices based on the Science of Reading substantially support the student in the scenario. Short-term and long-term literacy goals for the student in the scenario are ideal. Follow-up question for the teacher in the scenario is thoughtful. Other professionals that the teacher in the scenario can collaborate with are realistic.
**4. Acceptable**
10.44 points
Instructional practices based on the Science of Reading successfully support the student in the scenario. Short-term and long-term literacy goals for the student in the scenario are suitable. Follow-up question for the teacher in the scenario is solid. Other professionals that the teacher in the scenario can collaborate with are reasonable.
**No Submission**
0 points
Not addressed.
**Scenario 4**
12 points
**Criteria Description**
Scenario 4
**5. Target**
12 points
Instructional practices based on the Science of Reading substantially support the student in the scenario. Short-term and long-term literacy goals for the student in the scenario are ideal. Follow-up question for the teacher in the scenario is thoughtful. Other professionals that the teacher in the scenario can collaborate with are realistic.
**4. Acceptable**
10.44 points
Instructional practices based on the Science of Reading successfully support the student in the scenario. Short-term and long-term literacy goals for the student in the scenario are suitable. Follow-up question for the teacher in the scenario is solid. Other professionals that the teacher in the scenario can collaborate with are reasonable.
**No Submission**
0 points
Not addressed.
**Organization**
6 points
**Criteria Description**
Organization
**5. Target**
6 points
The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea.
**4. Acceptable**
5.22 points
The content is logically organized. The ideas presented relate to each other. The content provides the audience with a clear sense of the main idea.
**No Submission**
0 points
Not addressed.
**Supporting Research and Documentation of Sources**
3 points
**Criteria Description**
Uses appropriate designated style and formatting to document sources in citations and references.
**5. Target**
3 points
Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
**4. Acceptable**
2.61 points
Supporting research is credible and relevant. Sources are documented, as appropriate to assignment and style, and format is mostly correct.
**No Submission**
0 points
Not addressed.
**Mechanics of Writing**
3 points
**Criteria Description**
Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.
**5. Target**
3 points
No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.
**4. Acceptable**
2.61 points
Few mechanical errors are present. Suitable language choice and sentence structure are used.
Required References
**Creating Literacy Instruction for All Students**
**Required**
Gunning, T. G. (2024).
_Creating literacy instruction for all students_ (11th ed.). Pearson. ISBN-13: 9780138161637
Accommodating Students with Dyslexia in All Classroom Settings
**Required**
Read “Accommodating Students with Dyslexia in All Classroom Settings,” located on the Reading Rockets website.
https://www.readingrockets.org/topics/dyslexia/articles/accommodating-students-dyslexia-all-classroom-settings
Accommodations for Students with Dyslexia
**Required**
Read “Accommodations for Students with Dyslexia,” located on the International Dyslexia Association website.
https://dyslexiaida.org/accommodations-for-students-with-dyslexia/
Developing Strategic Readers: Successful Reading Comprehension for Students with Reading Difficulties
**Required**
Read “Developing Strategic Readers: Successful Reading Comprehension for Students with Reading Difficulties,” by Wanzek, from
… Read More
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=trh&AN=154646606&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost
Motivating Reluctant Readers
**Required**
Explore “Motivating Reluctant Readers,” located on the Education World website.
https://www.educationworld.com/a_curr/strategy/strategy051.shtml
Best Practices in Reading Instruction for Students with Dyslexia
**Required**
Read “Best Practices in Reading Instruction for Students with Dyslexia,” by Jiban, located on the NWEA website (2021).
https://www.nwea.org/blog/2021/best-practices-in-reading-instruction-for-students-with-dyslexia/
Demystifying the Language of Text: Instruction for English Learners with Reading Difficulties
**Required**
Read “Demystifying the Language of Text: Instruction for English Learners with Reading Difficulties,” by Logan and Kieffer, f
… Read More
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=154646611&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost
Supporting ELLs in the Mainstream Classroom: Reading Instruction
**Required**
Read “Supporting ELLs in the Mainstream Classroom: Reading Instruction,” located on the Reading Rockets website.
https://www.readingrockets.org/topics/curriculum-and-instruction/articles/supporting-ells-mainstream-classroom-reading-instruction
Creating Shared Language for Collaboration in RTI
**Required**
Read “Creating Shared Language for Collaboration in RTI,” by Ehren et al., located on the RTI Action Network website.
http://www.rtinetwork.org/getstart
**## Week6assigment.docx**
**Assignments:** I follow the grading rubric closely. Always read the assignment rubric prior to starting your assignments to fully understand the assignment requirements.
**_Some requirements are outlined in the grading rubric that are not detailed in this course_** **_assignment instructions._** It is recommended that you use the writing template posted in the resources section of the course room for assignments and label each section of your paper based on the topic or what the question is asking. This will ensure you cover all requirements of the assignment and assists in the grading process. Be sure to reach out if you have questions.
·
**Mechanics:** Graduate writing requires critical thinking, analysis, synthesis, and evaluation of theory and concepts.
**_Be sure to proofread your papers and DQ posts before submitting to ensure maximum points._** Examples of errors with mechanics are errors in spelling, grammar, punctuation, and use of passive voice.
·
**References:**
**_You are required to use scholarly references for this course._** Scholarly references are articles and resources in the course room, peer reviewed articles in the GCU library and government websites ending in .gov. You are strongly discouraged from using other websites as references.
·
**Helpful Resources**: The GCU library is located at
[https://library.gcu.edu](https://urldefense.com/v3/__https:/library.gcu.edu__;!!Pwvz7ORF!NHu390Y9gVsSKozwR3OKKO15avVk_5ON5qWLY3i6aM1pw9NAs7WiCF3wMwrI9GajeMGOty74L1swPTXbPX0$) and can assist you in locating appropriate scholarly references and research for your course assignments. For assistance with APA, please use the GCU library guide:
[https://libguides.gcu.edu/APA](https://urldefense.com/v3/__https:/libguides.gcu.edu/APA__;!!Pwvz7ORF!NHu390Y9gVsSKozwR3OKKO15avVk_5ON5qWLY3i6aM1pw9NAs7WiCF3wMwrI9GajeMGOty74L1swzAbInbE$) or the Student Writing Center. You are also encouraged to use the APA style website at
[https://apastyle.apa.org](https://urldefense.com/v3/__https:/apastyle.apa.org__;!!Pwvz7ORF!NHu390Y9gVsSKozwR3OKKO15avVk_5ON5qWLY3i6aM1pw9NAs7WiCF3wMwrI9GajeMGOty74L1swWEQK3WE$) to assist with APA format and mechanics. You can use
[www.grammarly.com](https://urldefense.com/v3/__http:/www.grammarly.com__;!!Pwvz7ORF!NHu390Y9gVsSKozwR3OKKO15avVk_5ON5qWLY3i6aM1pw9NAs7WiCF3wMwrI9GajeMGOty74L1sw6VVa01Y$) as a resource to assist with proofreading your work prior to submitting.
Requires Lopeswrite
Assessment Description
As part of a collaborative team, other teachers will likely reach out to you for ideas, support, and guidance when they have struggling or at-risk students. It is helpful to provide them with guiding questions to gain the necessary information, identify evidence-based research, and provide targeted strategies for specific needs all while communicating in a professional and respectful manner.
Imagine you are part of a K-3 PLC team and your colleagues come to you seeking instructional advice. Some of your colleagues are asking for your input on how to support students' struggling with specific literacy skills. Write a 150-250 word response to each scenario that includes the following information:
· Describe at least two effective instructional practices based on the Science of Reading.
· Provide ideas for one short-term and one long-term literacy goal for each student.
· Create at least one follow-up question you could ask the teacher while providing advice.
· Identify any other professionals the teacher could collaborate with in the school or community to support the students who are struggling with reading.
**Scenario 1**: One of the second-grade teachers has a student who has been receiving small group instruction in phonics. When progress was monitored last week, the student’s accuracy score dropped 7 points. In reviewing the errors, the teachers noticed he is missing vowel teams, which has been the focus of the small group instruction. What additional ideas and strategies can you provide the teacher to support this individual student?
**Scenario 2**: As the end of the year approaches, one of the kindergarten teachers has a small group of students that has not mastered the skill of recognizing rhyming words. The students can produce word families, but when given two words they are not able to recognize if they rhyme or not. What strategies can you provide the teacher to help this small group of students master the skill?
**Scenario 3**: A third-grade teacher has a student who is a fast and accurate reader. She can answer multiple-choice questions but cannot retell them on her own. When asked to retell, she stares at the teacher with a blank face. How can the teacher support her in further developing her comprehension skills?
**Scenario 4:** A first-grade teacher has a student who has been identified as having dyslexia. She reads very slowly, often making many mistakes. How can the teacher support her in further developing her fluency?
Support this assignment with a minimum of three scholarly resources.
While APA Style is not required for the body of this assignment, solid academic writing is expected. Source documentation should be presented using APA formatting guidelines, which can be found in the APA Style Guide located in the Student Success Center.
This assignment uses a rubric. Before beginning the assignment, review the rubric to familiarize yourself with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is in Class Resources if you need assistance.
**## RubricCriteriaandRequireReferencesforweek6assignment.docx**
**Rubric Criteria**
expand all Rubric CriteriaExpand All
**Scenario 1**
12 points
**Criteria Description**
Scenario 1
**5. Target**
12 points
Instructional practices based on the Science of Reading substantially support the student in the scenario. Short-term and long-term literacy goals for the student in the scenario are ideal. Follow-up question for the teacher in the scenario is thoughtful. Other professionals that the teacher in the scenario can collaborate with are realistic.
**4. Acceptable**
10.44 points
Instructional practices based on the Science of Reading support the student in the scenario. Short-term and long-term literacy goals for the student in the scenario are suitable. The follow-up question for the teacher in the scenario is solid. Other professionals that the teacher in the scenario can collaborate with are reasonable.
**No Submission**
0 points
Not addressed.
**Scenario 2**
12 points
**Criteria Description**
Scenario 2
**5. Target**
12 points
Instructional practices based on the Science of Reading substantially support the student in the scenario. Short-term and long-term literacy goals for the student in the scenario are ideal. Follow-up question for the teacher in the scenario is thoughtful. Other professionals that the teacher in the scenario can collaborate with are realistic.
**4. Acceptable**
10.44 points
Instructional practices based on the Science of Reading successfully support the student in the scenario. Short-term and long-term literacy goals for the student in the scenario are suitable. Follow-up question for the teacher in the scenario is solid. Other professionals that the teacher in the scenario can collaborate with are reasonable.
**No Submission**
0 points
Not addressed.
**Scenario 3**
12 points
**Criteria Description**
Scenario 3
**5. Target**
12 points
Instructional practices based on the Science of Reading substantially support the student in the scenario. Short-term and long-term literacy goals for the student in the scenario are ideal. Follow-up question for the teacher in the scenario is thoughtful. Other professionals that the teacher in the scenario can collaborate with are realistic.
**4. Acceptable**
10.44 points
Instructional practices based on the Science of Reading successfully support the student in the scenario. Short-term and long-term literacy goals for the student in the scenario are suitable. Follow-up question for the teacher in the scenario is solid. Other professionals that the teacher in the scenario can collaborate with are reasonable.
**No Submission**
0 points
Not addressed.
**Scenario 4**
12 points
**Criteria Description**
Scenario 4
**5. Target**
12 points
Instructional practices based on the Science of Reading substantially support the student in the scenario. Short-term and long-term literacy goals for the student in the scenario are ideal. Follow-up question for the teacher in the scenario is thoughtful. Other professionals that the teacher in the scenario can collaborate with are realistic.
**4. Acceptable**
10.44 points
Instructional practices based on the Science of Reading successfully support the student in the scenario. Short-term and long-term literacy goals for the student in the scenario are suitable. Follow-up question for the teacher in the scenario is solid. Other professionals that the teacher in the scenario can collaborate with are reasonable.
**No Submission**
0 points
Not addressed.
**Organization**
6 points
**Criteria Description**
Organization
**5. Target**
6 points
The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea.
**4. Acceptable**
5.22 points
The content is logically organized. The ideas presented relate to each other. The content provides the audience with a clear sense of the main idea.
**No Submission**
0 points
Not addressed.
**Supporting Research and Documentation of Sources**
3 points
**Criteria Description**
Uses appropriate designated style and formatting to document sources in citations and references.
**5. Target**
3 points
Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
**4. Acceptable**
2.61 points
Supporting research is credible and relevant. Sources are documented, as appropriate to assignment and style, and format is mostly correct.
**No Submission**
0 points
Not addressed.
**Mechanics of Writing**
3 points
**Criteria Description**
Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.
**5. Target**
3 points
No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.
**4. Acceptable**
2.61 points
Few mechanical errors are present. Suitable language choice and sentence structure are used.
Required References
**Creating Literacy Instruction for All Students**
**Required**
Gunning, T. G. (2024).
_Creating literacy instruction for all students_ (11th ed.). Pearson. ISBN-13: 9780138161637
Accommodating Students with Dyslexia in All Classroom Settings
**Required**
Read “Accommodating Students with Dyslexia in All Classroom Settings,” located on the Reading Rockets website.
https://www.readingrockets.org/topics/dyslexia/articles/accommodating-students-dyslexia-all-classroom-settings
Accommodations for Students with Dyslexia
**Required**
Read “Accommodations for Students with Dyslexia,” located on the International Dyslexia Association website.
https://dyslexiaida.org/accommodations-for-students-with-dyslexia/
Developing Strategic Readers: Successful Reading Comprehension for Students with Reading Difficulties
**Required**
Read “Developing Strategic Readers: Successful Reading Comprehension for Students with Reading Difficulties,” by Wanzek, from
… Read More
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=trh&AN=154646606&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost
Motivating Reluctant Readers
**Required**
Explore “Motivating Reluctant Readers,” located on the Education World website.
https://www.educationworld.com/a_curr/strategy/strategy051.shtml
Best Practices in Reading Instruction for Students with Dyslexia
**Required**
Read “Best Practices in Reading Instruction for Students with Dyslexia,” by Jiban, located on the NWEA website (2021).
https://www.nwea.org/blog/2021/best-practices-in-reading-instruction-for-students-with-dyslexia/
Demystifying the Language of Text: Instruction for English Learners with Reading Difficulties
**Required**
Read “Demystifying the Language of Text: Instruction for English Learners with Reading Difficulties,” by Logan and Kieffer, f
… Read More
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=154646611&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost
Supporting ELLs in the Mainstream Classroom: Reading Instruction
**Required**
Read “Supporting ELLs in the Mainstream Classroom: Reading Instruction,” located on the Reading Rockets website.
https://www.readingrockets.org/topics/curriculum-and-instruction/articles/supporting-ells-mainstream-classroom-reading-instruction
Creating Shared Language for Collaboration in RTI
**Required**
Read “Creating Shared Language for Collaboration in RTI,” by Ehren et al., located on the RTI Action Network website.
http://www.rtinetwork.org/getstart