just answer in writing – 2 years ago
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– 2 years ago
Early childhood assessment plays a critical role in early intervention and education. Using assessments with children helps parents, caregivers, educators, and other professionals gain valuable insights into a child's strengths, weaknesses, and developmental progress. The information gained through …
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Order on TutorsGallery →Early childhood assessment plays a critical role in early intervention and education. Using assessments with children helps parents, caregivers, educators, and other professionals gain valuable insights into a child's strengths, weaknesses, and developmental progress. The information gained through assessment empowers parents and educators to make informed decisions and provide the best possible care and educational experiences for young children, setting them on a path to success and well-being.
Principles of Assessment:
Use Multiple Sources of information
Involve Child and Family
Benefit the Child and Improve Learning
Be Fair for all children
Initial Post
In your initial post of at least 250 words,
– Tell your instructor and classmates a little bit about yourself. You might include things such as your interests, hobbies, employment, and career goals.
– Share whether you have any experience assessing children, in any capacity, and if so, how.
– Describe some of the challenges you might encounter when trying to assess young children.
– Explain your current understanding of the purpose of assessment with young children.
– Summarize the teacher's role in assessment.
– 2 years ago
– 2 years ago **files (2)** – ## Assignment2.docx – ## Chap2.docx **## Assignment2.docx** **Assignment 2:** A Plan for Curriculum Construction (500 word paper, =/- 10 %) Due 3/19/2025 English text: pp. 39-76 Review and reflect on the curriculum in your organization setting (elementary public school)…
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**files (2)**
– ## Assignment2.docx
– ## Chap2.docx
**## Assignment2.docx**
**Assignment 2:** A Plan for Curriculum Construction (500 word
paper, =/- 10 %)
Due 3/19/2025
English text: pp. 39-76
Review and reflect on the curriculum in your organization setting (elementary public school) using the information in readings. Describe the ways in which the curriculum content is selected in a setting.
Describe how you think the process could be improved. Citations from the assigned readings are required to support your statements and comments.
Use the textbook as a reference.
English, F. W. (2010). Deciding what to teach and test: Developing, aligning and leading the curriculum (3rd ed.). Thousand Oaks, CA: Corwin.
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**## Assignment2.docx**
**Assignment 2:** A Plan for Curriculum Construction (500 word
paper, =/- 10 %)
Due 3/19/2025
English text: pp. 39-76
Review and reflect on the curriculum in your organization setting (elementary public school) using the information in readings. Describe the ways in which the curriculum content is selected in a setting.
Describe how you think the process could be improved. Citations from the assigned readings are required to support your statements and comments.
Use the textbook as a reference.
English, F. W. (2010). Deciding what to teach and test: Developing, aligning and leading the curriculum (3rd ed.). Thousand Oaks, CA: Corwin.
**## Chap2.docx**
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**## Assignment2.docx**
**Assignment 2:** A Plan for Curriculum Construction (500 word
paper, =/- 10 %)
Due 3/19/2025
English text: pp. 39-76
Review and reflect on the curriculum in your organization setting (elementary public school) using the information in readings. Describe the ways in which the curriculum content is selected in a setting.
Describe how you think the process could be improved. Citations from the assigned readings are required to support your statements and comments.
Use the textbook as a reference.
English, F. W. (2010). Deciding what to teach and test: Developing, aligning and leading the curriculum (3rd ed.). Thousand Oaks, CA: Corwin.
**## Chap2.docx**
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critique the article – 2 years ago
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– 2 years ago
– Discuss any "Aha!" moments or insights that you gained from developing your Assessment Plan (Designing an Effective Assessment Plan for Diverse Learners). – Summarize three key insights that you have learned from the plan and explain how the information will guide you in your current and future go…
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Order on TutorsGallery →– Discuss any "Aha!" moments or insights that you gained from developing your Assessment Plan (Designing an Effective Assessment Plan for Diverse Learners).
– Summarize three key insights that you have learned from the plan and explain how the information will guide you in your current and future goals personally and professionally.
– Suggest two ways, that you can apply this knowledge and understanding as an educator or administrator.
– 2 years ago
In-depth study guidance and analytical solution covering Mathvgb.
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Attachment included – 2 years ago **files (1)** – ## TheatreDiscussionQuestions.docx **## TheatreDiscussionQuestions.docx** Below you will find 8 discussion questions please answer each. 1. There is great disagreement over the issue of whether art can create changes in a society or whether it merel…
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– 2 years ago
**files (1)**
– ## TheatreDiscussionQuestions.docx
**## TheatreDiscussionQuestions.docx**
Below you will find 8 discussion questions please answer each.
1. There is great disagreement over the issue of whether art can create changes in a society or whether it merely reflects what is already happening. How do you feel about this? How does your opinion relate to the issue of censorship? Should art that many people believe goes against societal values be suppressed? Why or why not? ANSWER IN YOUR OWN WORDS!!
2. The Greek word for actor is "hypokrite," the source of the English word "hyprocrite." Look the term up in a dictionary. Is role-playing in real life hypocritical? Are actors not to be trusted because they are capable of mimicking emotions at will?
3. Casting is an important aspect of the director’s job, since it has such an effect on the way the play is perceived by an audience. Directors frequently cast according to type in order to make the audience’s perception easier. Is this good for the play? The actors? The theatre as a whole?
4. In the Greek tragedy
_Medea_ by Euripides, Medea murders her children to get revenge on her husband Jason, who has betrayed her. Why might this ancient Greek play still be meaningful for a twenty-first century audience in the United States of America? Instead of producing the play with actors using masks and
_cothornous_ (wooden shoes with tall heels) as they did in ancient Greece, how might you produce such a play to make it more meaningful to a contemporary audience?
5. Stock characters have been used in entertainment throughout history. Discuss the relationship between stock characters and ethnic and religious stereotypes. When does a stock character become a negative stereotype? Is it possible to have a stock character that does not insult a group? Why or why not?
6. Why might we tell ourselves tragic stories? Why would we want to subject ourselves to sadness, horror, and fear? How do you feel after witnessing a tragic play, movie, or television show?
7. Make a list of 3 of your favorite colors and associate a mood with each color. Are these associations universal, or are they tied to specific cultures and traditions? Can certain associations be created by their use in a specific show?
8. Discuss the elements of costumes as they relate to characterization onstage. For instance, if you wanted to give the impression of an intensely evil character, what colors might you use? Fabric? To what extent are these choices based on stereotypes? Is it acceptable to use stereotypes for artistic purposes?
**## TheatreDiscussionQuestions.docx**
Below you will find 8 discussion questions please answer each.
1. There is great disagreement over the issue of whether art can create changes in a society or whether it merely reflects what is already happening. How do you feel about this? How does your opinion relate to the issue of censorship? Should art that many people believe goes against societal values be suppressed? Why or why not? ANSWER IN YOUR OWN WORDS!!
2. The Greek word for actor is "hypokrite," the source of the English word "hyprocrite." Look the term up in a dictionary. Is role-playing in real life hypocritical? Are actors not to be trusted because they are capable of mimicking emotions at will?
3. Casting is an important aspect of the director’s job, since it has such an effect on the way the play is perceived by an audience. Directors frequently cast according to type in order to make the audience’s perception easier. Is this good for the play? The actors? The theatre as a whole?
4. In the Greek tragedy
_Medea_ by Euripides, Medea murders her children to get revenge on her husband Jason, who has betrayed her. Why might this ancient Greek play still be meaningful for a twenty-first century audience in the United States of America? Instead of producing the play with actors using masks and
_cothornous_ (wooden shoes with tall heels) as they did in ancient Greece, how might you produce such a play to make it more meaningful to a contemporary audience?
5. Stock characters have been used in entertainment throughout history. Discuss the relationship between stock characters and ethnic and religious stereotypes. When does a stock character become a negative stereotype? Is it possible to have a stock character that does not insult a group? Why or why not?
6. Why might we tell ourselves tragic stories? Why would we want to subject ourselves to sadness, horror, and fear? How do you feel after witnessing a tragic play, movie, or television show?
7. Make a list of 3 of your favorite colors and associate a mood with each color. Are these associations universal, or are they tied to specific cultures and traditions? Can certain associations be created by their use in a specific show?
8. Discuss the elements of costumes as they relate to characterization onstage. For instance, if you wanted to give the impression of an intensely evil character, what colors might you use? Fabric? To what extent are these choices based on stereotypes? Is it acceptable to use stereotypes for artistic purposes?
– 2 years ago **files (2)** – ## Discussion2.docx – ## Chap4-6.docx **## Discussion2.docx** **Causes and Processes (150 words =/- 10%)** **Due 3/19/2025** Discussion Two: Using the information in Fullan’s text, write a summary of each of the following bullets. Be sure that you use the reading to sup…
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**files (2)**
– ## Discussion2.docx
– ## Chap4-6.docx
**## Discussion2.docx**
**Causes and Processes (150 words =/- 10%)**
**Due 3/19/2025**
Discussion Two: Using the information in Fullan’s text, write a summary of each of the following bullets. Be sure that you use the reading to support your argument:
• The causes and processes of initiation
• The causes and processes of implementation and continuation
• Plan and cope with change
Fullan, M. (2016). The new meaning of educational change (5th ed.). New York, NY: Teachers College Press.
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**## Discussion2.docx**
**Causes and Processes (150 words =/- 10%)**
**Due 3/19/2025**
Discussion Two: Using the information in Fullan’s text, write a summary of each of the following bullets. Be sure that you use the reading to support your argument:
• The causes and processes of initiation
• The causes and processes of implementation and continuation
• Plan and cope with change
Fullan, M. (2016). The new meaning of educational change (5th ed.). New York, NY: Teachers College Press.
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**## Discussion2.docx**
**Causes and Processes (150 words =/- 10%)**
**Due 3/19/2025**
Discussion Two: Using the information in Fullan’s text, write a summary of each of the following bullets. Be sure that you use the reading to support your argument:
• The causes and processes of initiation
• The causes and processes of implementation and continuation
• Plan and cope with change
Fullan, M. (2016). The new meaning of educational change (5th ed.). New York, NY: Teachers College Press.
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In-depth study guidance and analytical solution covering Bench Mark.
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Can someone help me with this assignment? I don't know what to do. – 2 years ago **files (2)** – ## RequireReferencesforweek4assignments.docx – ## AnAuthorStudyweek4assignment.docx **## RequireReferencesforweek4assignments.docx** Require References: **Creating Literacy Instruction for All Students**…
Immediate access to the full model answer, formatted citations, and rubric breakdown.
Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →Can someone help me with this assignment? I don't know what to do.
– 2 years ago
**files (2)**
– ## RequireReferencesforweek4assignments.docx
– ## AnAuthorStudyweek4assignment.docx
**## RequireReferencesforweek4assignments.docx**
Require References:
**Creating Literacy Instruction for All Students**
**Required**
Gunning, T. G. (2024).
_Creating literacy instruction for all students_ (11th ed.). Pearson. ISBN-13: 9780138161637
[https://bibliu.com/app/?bibliuMagicToken=bHQ8K2OxqjT4RmHrfIFWXI2rj52DrA9G#/view/books/B1B5ZEFI40AZ3/](https://bibliu.com/app/?bibliuMagicToken=bHQ8K2OxqjT4RmHrfIFWXI2rj52DrA9G#/view/books/B1B5ZEFI40AZ3/)
Assistive Technology for Decoding, Vocabulary, and Comprehension
**Required**
Read “Assistive Technology for Decoding, Vocabulary, and Comprehension,” by Cunningham and McNaughtan, located on the Reading
… Read More
https://www.readingrockets.org/topics/assistive-technology/articles/assistive-technology-decoding-vocabulary-and-comprehension
Seven Strategies to Teach Students Text Comprehension
**Required**
You can read “Seven Strategies to Teach Students Text Comprehension” by Adler on the Reading Rockets website.
https://www.readingrockets.org/topics/comprehension/articles/seven-strategies-teach-students-text-comprehension
The Author Study Toolkit
**Required**
Read “The Author Study Toolkit” on the Reading Rockets website.
https://www.readingrockets.org/books-and-authors/author-study-toolkit
How to do an Author Study
**Required**
Explore “How to do an Author Study,” located on the AdLit website.
https://www.adlit.org/books-and-authors/author-study-toolkit/how-do-author-study
Choosing Words to Teach
**Required**
Read “Choosing Words to Teach,” by Beck et al. on the Reading Rockets website.
https://www.readingrockets.org/topics/vocabulary/articles/choosing-words-teach
Reading Fluently Does Not Mean Reading Fast
**Required**
Read "Reading Fluently Does Not Mean Reading Fast," located on the International Literacy Association website (2018).
https://literacyworldwide.org/docs/default-source/where-we-stand/ila-reading-fluently-does-not-mean-reading-fast.pdf
Gradual Release of Responsibility Creates Independent Learners
**Required**
Read “Gradual Release of Responsibility Creates Independent Learners,” by Bennett, located on the ThoughtCo. Website (2020).
… Read More
https://www.thoughtco.com/gradual-release-of-responsibility-4153992
Featured Books
**Required**
Explore “Featured Books,” located on the Funbrain website.
https://www.funbrain.com/books
CLCD Enterprise
**Required**
Utilize the CLCD Enterprise website to find books for the topic assignment.
https://enterprise-clcd-com.lopes.idm.oclc.org/#/advancedsearch
Optional: What Research Has Revealed About Readers' Struggles with Comprehension in the Digital Age: Moving Beyond the Phonics Versus Whole Language Debate
**Optional**
Read “What Research Has Revealed About Readers' Struggles with Comprehension in the Digital Age: Moving Beyond the Phonics Versus W
… Read More
https://lopes.idm.oclc.org/log
**## AnAuthorStudyweek4assignment.docx**
Assessment Description
Fluency and vocabulary support comprehension skills. Students need to master skills in fluency and vocabulary to be able to comprehend and make meaning of the text they read. A way to integrate fluency, vocabulary, and comprehension skills is by planning and implementing an author study. The benefits begin with the notion that good readers study good writers. Additional benefits of author studies include cross-curricular integration, building critical thinking skills, and exposure to various literary styles in both fiction and nonfiction. As discussed in the Science of Reading, systemic and explicit instruction will best support readers as they engage with more complex texts.
Choose 3rd grade level and identify 3-5 books that are written by the same author to develop an author study text set that would be appropriate for the grade level. Create a 750-1,000 word digital resource ( virtual bulletin board) to share with other grade-level teachers. Include the following in your resource:
**Part 1: Supporting Fluency and Comprehension Strategies**
· For 3rd grade level, the author, and titles of all books in the author study.
· Brief biography of the author and rationale for why this author and books chosen are appropriate for the grade level.
· Identify two comprehension strategies that can be taught using the author study text set. Provide a detailed example of how you would teach each strategy.
· Describe two research-based fluency activities to incorporate into your author study.
**Part 2: Supporting Vocabulary**
Choose one of the books from the author study text set and describe the following:
· Identify vocabulary words for all three tiers of vocabulary.
· Identify a research-based vocabulary strategy to explicitly teach each tier of words and provide a detailed example of how you would teach each strategy.
**Part 3: Fluency, Comprehension, and Vocabulary Culminating Activity**
Create a culminating activity or project that will engage students in reviewing the comprehension, vocabulary, and fluency strategies learned throughout the author study. The final activity or project should include the following information:
· Brief description of the activity or project, including how the comprehension, vocabulary, and fluency strategies will be reviewed and used in the project.
· At least one technology tool and a brief description of how it will be integrated into the activity or project.
· Grade-level cross-curricular content and/or skills that can be integrated into the activity or project.
· At least one strategy for integrating listening and speaking skills into the activity or project.
· Suggestions for differentiating the activity or project to support students, including ELLs, early finishers, gifted students, and students with disabilities, such as dyslexia.
Support your assignment with a minimum of two scholarly resources.
While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources 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. 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. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
Your references must be formatted appropriately using the APA 7 formatting guide. Responses also must be current and reliable.
·
**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.
**Rubric Criteria**
expand all Rubric CriteriaExpand All
**Grade Level, Author, and Book Titles**
7 points
**Criteria Description**
Grade Level, Author, and Book Titles
**5. Target**
7 points
Author study information, including the appropriate grade-level, full name of author, brief biography of the author, and titles of all books in the author study, is thorough. Rationale for why the author and books chosen are appropriate for the grade level chosen is sophisticated.
**4. Acceptable**
6.09 points
Author study information, including the appropriate grade-level, full name of author, brief biography of the author, and titles of all books in the author study, is complete. Rationale for why the author and books chosen are appropriate for the grade level chosen is reasonable.
**No Submission**
0 points
Not addressed.
**Comprehension Strategies**
10.5 points
**Criteria Description**
Comprehension Strategies
**5. Target**
10.5 points
Comprehension strategies to be taught through the author study and examples of how the strategies will be taught to students are ideal.
**4. Acceptable**
9.14 points
Comprehension strategies to be taught through the author study and examples of how the strategies will be taught to students are suitable.
**No Submission**
0 points
Not addressed.
**Fluency Strategies**
7 points
**Criteria Description**
Fluency Strategies
**5. Target**
7 points
Fluency activities that can be incorporated into the author study are superior.
**4. Acceptable**
6.09 points
Fluency activities that can be incorporated into the author study are credible.
**No Submission**
0 points
Not addressed.
**Vocabulary Words and Strategies**
10.5 points
**Criteria Description**
Vocabulary Words and Strategies
**5. Target**
10.5 points
Vocabulary words identified for each tier are advanced. A vocabulary strategy for each tier and an example of how to teach each strategy are creative.
**4. Acceptable**
9.14 points
Vocabulary words identified for each tier are accurate. A vocabulary strategy for each tier and an example of how to teach each strategy are credible.
**No Submission**
0 points
Not addressed.
**Culminating Activity or Project**
7 points
**Criteria Description**
Culminating Activity or Project
**5. Target**
7 points
Description of the culminating activity or project including how comprehension, vocabulary, and fluency strategies will be reviewed is comprehensive.
**4. Acceptable**
6.09 points
Description of the culminating activity or project including how comprehension, vocabulary, and fluency strategies will be reviewed is solid.
**No Submission**
0 points
Not addressed.
**Integration**
7 points
**Criteria Description**
Integration
**5. Target**
7 points
Technology tool and explanation of how the tool will be used in the activity or project is creative. Grade-level cross-curricular content and listening and speaking skills are integrated into the activity or project are meaningful.
**4. Acceptable**
6.09 points
Technology tool and explanation of how the tool will be used in the activity or project is apt. Grade-level cross-curricular content and listening and speaking skills are integrated into the activity or project are competent.
**No Submission**
0 points
Not addressed.
**Differentiation**
7 points
**Criteria Description**
Differentiation
**5. Target**
7 points
Suggestions for differentiating the project or activity are exceptional for supporting a variety of student needs.
**4. Acceptable**
6.09 points
Suggestions for differentiating the project or activity are appropriate for supporting a variety of student needs.
**No Submission**
0 points
Not addressed.
**Supporting Research and Documentation of Sources**
7 points
**Criteria Description**
Uses appropriate designated style and formatting to document sources in citations and references.
**5. Target**
7 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**
6.09 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**
7 points
**Criteria Description**
Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.
**5. Target**
7 points
No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.
**4. Acceptable**
6.09 points
Few mechanical errors are present. Suitable language choice and sentence structure are used.
**## AnAuthorStudyweek4assignment.docx**
Assessment Description
Fluency and vocabulary support comprehension skills. Students need to master skills in fluency and vocabulary to be able to comprehend and make meaning of the text they read. A way to integrate fluency, vocabulary, and comprehension skills is by planning and implementing an author study. The benefits begin with the notion that good readers study good writers. Additional benefits of author studies include cross-curricular integration, building critical thinking skills, and exposure to various literary styles in both fiction and nonfiction. As discussed in the Science of Reading, systemic and explicit instruction will best support readers as they engage with more complex texts.
Choose 3rd grade level and identify 3-5 books that are written by the same author to develop an author study text set that would be appropriate for the grade level. Create a 750-1,000 word digital resource ( virtual bulletin board) to share with other grade-level teachers. Include the following in your resource:
**Part 1: Supporting Fluency and Comprehension Strategies**
· For 3rd grade level, the author, and titles of all books in the author study.
· Brief biography of the author and rationale for why this author and books chosen are appropriate for the grade level.
· Identify two comprehension strategies that can be taught using the author study text set. Provide a detailed example of how you would teach each strategy.
· Describe two research-based fluency activities to incorporate into your author study.
**Part 2: Supporting Vocabulary**
Choose one of the books from the author study text set and describe the following:
· Identify vocabulary words for all three tiers of vocabulary.
· Identify a research-based vocabulary strategy to explicitly teach each tier of words and provide a detailed example of how you would teach each strategy.
**Part 3: Fluency, Comprehension, and Vocabulary Culminating Activity**
Create a culminating activity or project that will engage students in reviewing the comprehension, vocabulary, and fluency strategies learned throughout the author study. The final activity or project should include the following information:
· Brief description of the activity or project, including how the comprehension, vocabulary, and fluency strategies will be reviewed and used in the project.
· At least one technology tool and a brief description of how it will be integrated into the activity or project.
· Grade-level cross-curricular content and/or skills that can be integrated into the activity or project.
· At least one strategy for integrating listening and speaking skills into the activity or project.
· Suggestions for differentiating the activity or project to support students, including ELLs, early finishers, gifted students, and students with disabilities, such as dyslexia.
Support your assignment with a minimum of two scholarly resources.
While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources 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. 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. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
Your references must be formatted appropriately using the APA 7 formatting guide. Responses also must be current and reliable.
·
**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.
**Rubric Criteria**
expand all Rubric CriteriaExpand All
**Grade Level, Author, and Book Titles**
7 points
**Criteria Description**
Grade Level, Author, and Book Titles
**5. Target**
7 points
Author study information, including the appropriate grade-level, full name of author, brief biography of the author, and titles of all books in the author study, is thorough. Rationale for why the author and books chosen are appropriate for the grade level chosen is sophisticated.
**4. Acceptable**
6.09 points
Author study information, including the appropriate grade-level, full name of author, brief biography of the author, and titles of all books in the author study, is complete. Rationale for why the author and books chosen are appropriate for the grade level chosen is reasonable.
**No Submission**
0 points
Not addressed.
**Comprehension Strategies**
10.5 points
**Criteria Description**
Comprehension Strategies
**5. Target**
10.5 points
Comprehension strategies to be taught through the author study and examples of how the strategies will be taught to students are ideal.
**4. Acceptable**
9.14 points
Comprehension strategies to be taught through the author study and examples of how the strategies will be taught to students are suitable.
**No Submission**
0 points
Not addressed.
**Fluency Strategies**
7 points
**Criteria Description**
Fluency Strategies
**5. Target**
7 points
Fluency activities that can be incorporated into the author study are superior.
**4. Acceptable**
6.09 points
Fluency activities that can be incorporated into the author study are credible.
**No Submission**
0 points
Not addressed.
**Vocabulary Words and Strategies**
10.5 points
**Criteria Description**
Vocabulary Words and Strategies
**5. Target**
10.5 points
Vocabulary words identified for each tier are advanced. A vocabulary strategy for each tier and an example of how to teach each strategy are creative.
**4. Acceptable**
9.14 points
Vocabulary words identified for each tier are accurate. A vocabulary strategy for each tier and an example of how to teach each strategy are credible.
**No Submission**
0 points
Not addressed.
**Culminating Activity or Project**
7 points
**Criteria Description**
Culminating Activity or Project
**5. Target**
7 points
Description of the culminating activity or project including how comprehension, vocabulary, and fluency strategies will be reviewed is comprehensive.
**4. Acceptable**
6.09 points
Description of the culminating activity or project including how comprehension, vocabulary, and fluency strategies will be reviewed is solid.
**No Submission**
0 points
Not addressed.
**Integration**
7 points
**Criteria Description**
Integration
**5. Target**
7 points
Technology tool and explanation of how the tool will be used in the activity or project is creative. Grade-level cross-curricular content and listening and speaking skills are integrated into the activity or project are meaningful.
**4. Acceptable**
6.09 points
Technology tool and explanation of how the tool will be used in the activity or project is apt. Grade-level cross-curricular content and listening and speaking skills are integrated into the activity or project are competent.
**No Submission**
0 points
Not addressed.
**Differentiation**
7 points
**Criteria Description**
Differentiation
**5. Target**
7 points
Suggestions for differentiating the project or activity are exceptional for supporting a variety of student needs.
**4. Acceptable**
6.09 points
Suggestions for differentiating the project or activity are appropriate for supporting a variety of student needs.
**No Submission**
0 points
Not addressed.
**Supporting Research and Documentation of Sources**
7 points
**Criteria Description**
Uses appropriate designated style and formatting to document sources in citations and references.
**5. Target**
7 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**
6.09 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**
7 points
**Criteria Description**
Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.
**5. Target**
7 points
No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.
**4. Acceptable**
6.09 points
Few mechanical errors are present. Suitable language choice and sentence structure are used.
**## RequireReferencesforweek4assignments.docx**
Require References:
**Creating Literacy Instruction for All Students**
**Required**
Gunning, T. G. (2024).
_Creating literacy instruction for all students_ (11th ed.). Pearson. ISBN-13: 9780138161637
[https://bibliu.com/app/?bibliuMagicToken=bHQ8K2OxqjT4RmHrfIFWXI2rj52DrA9G#/view/books/B1B5ZEFI40AZ3/](https://bibliu.com/app/?bibliuMagicToken=bHQ8K2OxqjT4RmHrfIFWXI2rj52DrA9G#/view/books/B1B5ZEFI40AZ3/)
Assistive Technology for Decoding, Vocabulary, and Comprehension
**Required**
Read “Assistive Technology for Decoding, Vocabulary, and Comprehension,” by Cunningham and McNaughtan, located on the Reading
… Read More
https://www.readingrockets.org/topics/assistive-technology/articles/assistive-technology-decoding-vocabulary-and-comprehension
Seven Strategies to Teach Students Text Comprehension
**Required**
You can read “Seven Strategies to Teach Students Text Comprehension” by Adler on the Reading Rockets website.
https://www.readingrockets.org/topics/comprehension/articles/seven-strategies-teach-students-text-comprehension
The Author Study Toolkit
**Required**
Read “The Author Study Toolkit” on the Reading Rockets website.
https://www.readingrockets.org/books-and-authors/author-study-toolkit
How to do an Author Study
**Required**
Explore “How to do an Author Study,” located on the AdLit website.
https://www.adlit.org/books-and-authors/author-study-toolkit/how-do-author-study
Choosing Words to Teach
**Required**
Read “Choosing Words to Teach,” by Beck et al. on the Reading Rockets website.
https://www.readingrockets.org/topics/vocabulary/articles/choosing-words-teach
Reading Fluently Does Not Mean Reading Fast
**Required**
Read "Reading Fluently Does Not Mean Reading Fast," located on the International Literacy Association website (2018).
https://literacyworldwide.org/docs/default-source/where-we-stand/ila-reading-fluently-does-not-mean-reading-fast.pdf
Gradual Release of Responsibility Creates Independent Learners
**Required**
Read “Gradual Release of Responsibility Creates Independent Learners,” by Bennett, located on the ThoughtCo. Website (2020).
… Read More
https://www.thoughtco.com/gradual-release-of-responsibility-4153992
Featured Books
**Required**
Explore “Featured Books,” located on the Funbrain website.
https://www.funbrain.com/books
CLCD Enterprise
**Required**
Utilize the CLCD Enterprise website to find books for the topic assignment.
https://enterprise-clcd-com.lopes.idm.oclc.org/#/advancedsearch
Optional: What Research Has Revealed About Readers' Struggles with Comprehension in the Digital Age: Moving Beyond the Phonics Versus Whole Language Debate
**Optional**
Read “What Research Has Revealed About Readers' Struggles with Comprehension in the Digital Age: Moving Beyond the Phonics Versus W
… Read More
https://lopes.idm.oclc.org/log
**## AnAuthorStudyweek4assignment.docx**
Assessment Description
Fluency and vocabulary support comprehension skills. Students need to master skills in fluency and vocabulary to be able to comprehend and make meaning of the text they read. A way to integrate fluency, vocabulary, and comprehension skills is by planning and implementing an author study. The benefits begin with the notion that good readers study good writers. Additional benefits of author studies include cross-curricular integration, building critical thinking skills, and exposure to various literary styles in both fiction and nonfiction. As discussed in the Science of Reading, systemic and explicit instruction will best support readers as they engage with more complex texts.
Choose 3rd grade level and identify 3-5 books that are written by the same author to develop an author study text set that would be appropriate for the grade level. Create a 750-1,000 word digital resource ( virtual bulletin board) to share with other grade-level teachers. Include the following in your resource:
**Part 1: Supporting Fluency and Comprehension Strategies**
· For 3rd grade level, the author, and titles of all books in the author study.
· Brief biography of the author and rationale for why this author and books chosen are appropriate for the grade level.
· Identify two comprehension strategies that can be taught using the author study text set. Provide a detailed example of how you would teach each strategy.
· Describe two research-based fluency activities to incorporate into your author study.
**Part 2: Supporting Vocabulary**
Choose one of the books from the author study text set and describe the following:
· Identify vocabulary words for all three tiers of vocabulary.
· Identify a research-based vocabulary strategy to explicitly teach each tier of words and provide a detailed example of how you would teach each strategy.
**Part 3: Fluency, Comprehension, and Vocabulary Culminating Activity**
Create a culminating activity or project that will engage students in reviewing the comprehension, vocabulary, and fluency strategies learned throughout the author study. The final activity or project should include the following information:
· Brief description of the activity or project, including how the comprehension, vocabulary, and fluency strategies will be reviewed and used in the project.
· At least one technology tool and a brief description of how it will be integrated into the activity or project.
· Grade-level cross-curricular content and/or skills that can be integrated into the activity or project.
· At least one strategy for integrating listening and speaking skills into the activity or project.
· Suggestions for differentiating the activity or project to support students, including ELLs, early finishers, gifted students, and students with disabilities, such as dyslexia.
Support your assignment with a minimum of two scholarly resources.
While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources 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. 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. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
Your references must be formatted appropriately using the APA 7 formatting guide. Responses also must be current and reliable.
·
**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.
**Rubric Criteria**
expand all Rubric CriteriaExpand All
**Grade Level, Author, and Book Titles**
7 points
**Criteria Description**
Grade Level, Author, and Book Titles
**5. Target**
7 points
Author study information, including the appropriate grade-level, full name of author, brief biography of the author, and titles of all books in the author study, is thorough. Rationale for why the author and books chosen are appropriate for the grade level chosen is sophisticated.
**4. Acceptable**
6.09 points
Author study information, including the appropriate grade-level, full name of author, brief biography of the author, and titles of all books in the author study, is complete. Rationale for why the author and books chosen are appropriate for the grade level chosen is reasonable.
**No Submission**
0 points
Not addressed.
**Comprehension Strategies**
10.5 points
**Criteria Description**
Comprehension Strategies
**5. Target**
10.5 points
Comprehension strategies to be taught through the author study and examples of how the strategies will be taught to students are ideal.
**4. Acceptable**
9.14 points
Comprehension strategies to be taught through the author study and examples of how the strategies will be taught to students are suitable.
**No Submission**
0 points
Not addressed.
**Fluency Strategies**
7 points
**Criteria Description**
Fluency Strategies
**5. Target**
7 points
Fluency activities that can be incorporated into the author study are superior.
**4. Acceptable**
6.09 points
Fluency activities that can be incorporated into the author study are credible.
**No Submission**
0 points
Not addressed.
**Vocabulary Words and Strategies**
10.5 points
**Criteria Description**
Vocabulary Words and Strategies
**5. Target**
10.5 points
Vocabulary words identified for each tier are advanced. A vocabulary strategy for each tier and an example of how to teach each strategy are creative.
**4. Acceptable**
9.14 points
Vocabulary words identified for each tier are accurate. A vocabulary strategy for each tier and an example of how to teach each strategy are credible.
**No Submission**
0 points
Not addressed.
**Culminating Activity or Project**
7 points
**Criteria Description**
Culminating Activity or Project
**5. Target**
7 points
Description of the culminating activity or project including how comprehension, vocabulary, and fluency strategies will be reviewed is comprehensive.
**4. Acceptable**
6.09 points
Description of the culminating activity or project including how comprehension, vocabulary, and fluency strategies will be reviewed is solid.
**No Submission**
0 points
Not addressed.
**Integration**
7 points
**Criteria Description**
Integration
**5. Target**
7 points
Technology tool and explanation of how the tool will be used in the activity or project is creative. Grade-level cross-curricular content and listening and speaking skills are integrated into the activity or project are meaningful.
**4. Acceptable**
6.09 points
Technology tool and explanation of how the tool will be used in the activity or project is apt. Grade-level cross-curricular content and listening and speaking skills are integrated into the activity or project are competent.
**No Submission**
0 points
Not addressed.
**Differentiation**
7 points
**Criteria Description**
Differentiation
**5. Target**
7 points
Suggestions for differentiating the project or activity are exceptional for supporting a variety of student needs.
**4. Acceptable**
6.09 points
Suggestions for differentiating the project or activity are appropriate for supporting a variety of student needs.
**No Submission**
0 points
Not addressed.
**Supporting Research and Documentation of Sources**
7 points
**Criteria Description**
Uses appropriate designated style and formatting to document sources in citations and references.
**5. Target**
7 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**
6.09 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**
7 points
**Criteria Description**
Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.
**5. Target**
7 points
No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.
**4. Acceptable**
6.09 points
Few mechanical errors are present. Suitable language choice and sentence structure are used.
**## RequireReferencesforweek4assignments.docx**
Require References:
**Creating Literacy Instruction for All Students**
**Required**
Gunning, T. G. (2024).
_Creating literacy instruction for all students_ (11th ed.). Pearson. ISBN-13: 9780138161637
[https://bibliu.com/app/?bibliuMagicToken=bHQ8K2OxqjT4RmHrfIFWXI2rj52DrA9G#/view/books/B1B5ZEFI40AZ3/](https://bibliu.com/app/?bibliuMagicToken=bHQ8K2OxqjT4RmHrfIFWXI2rj52DrA9G#/view/books/B1B5ZEFI40AZ3/)
Assistive Technology for Decoding, Vocabulary, and Comprehension
**Required**
Read “Assistive Technology for Decoding, Vocabulary, and Comprehension,” by Cunningham and McNaughtan, located on the Reading
… Read More
https://www.readingrockets.org/topics/assistive-technology/articles/assistive-technology-decoding-vocabulary-and-comprehension
Seven Strategies to Teach Students Text Comprehension
**Required**
You can read “Seven Strategies to Teach Students Text Comprehension” by Adler on the Reading Rockets website.
https://www.readingrockets.org/topics/comprehension/articles/seven-strategies-teach-students-text-comprehension
The Author Study Toolkit
**Required**
Read “The Author Study Toolkit” on the Reading Rockets website.
https://www.readingrockets.org/books-and-authors/author-study-toolkit
How to do an Author Study
**Required**
Explore “How to do an Author Study,” located on the AdLit website.
https://www.adlit.org/books-and-authors/author-study-toolkit/how-do-author-study
Choosing Words to Teach
**Required**
Read “Choosing Words to Teach,” by Beck et al. on the Reading Rockets website.
https://www.readingrockets.org/topics/vocabulary/articles/choosing-words-teach
Reading Fluently Does Not Mean Reading Fast
**Required**
Read "Reading Fluently Does Not Mean Reading Fast," located on the International Literacy Association website (2018).
https://literacyworldwide.org/docs/default-source/where-we-stand/ila-reading-fluently-does-not-mean-reading-fast.pdf
Gradual Release of Responsibility Creates Independent Learners
**Required**
Read “Gradual Release of Responsibility Creates Independent Learners,” by Bennett, located on the ThoughtCo. Website (2020).
… Read More
https://www.thoughtco.com/gradual-release-of-responsibility-4153992
Featured Books
**Required**
Explore “Featured Books,” located on the Funbrain website.
https://www.funbrain.com/books
CLCD Enterprise
**Required**
Utilize the CLCD Enterprise website to find books for the topic assignment.
https://enterprise-clcd-com.lopes.idm.oclc.org/#/advancedsearch
Optional: What Research Has Revealed About Readers' Struggles with Comprehension in the Digital Age: Moving Beyond the Phonics Versus Whole Language Debate
**Optional**
Read “What Research Has Revealed About Readers' Struggles with Comprehension in the Digital Age: Moving Beyond the Phonics Versus W
… Read More
https://lopes.idm.oclc.org/log
**## AnAuthorStudyweek4assignment.docx**
Assessment Description
Fluency and vocabulary support comprehension skills. Students need to master skills in fluency and vocabulary to be able to comprehend and make meaning of the text they read. A way to integrate fluency, vocabulary, and comprehension skills is by planning and implementing an author study. The benefits begin with the notion that good readers study good writers. Additional benefits of author studies include cross-curricular integration, building critical thinking skills, and exposure to various literary styles in both fiction and nonfiction. As discussed in the Science of Reading, systemic and explicit instruction will best support readers as they engage with more complex texts.
Choose 3rd grade level and identify 3-5 books that are written by the same author to develop an author study text set that would be appropriate for the grade level. Create a 750-1,000 word digital resource ( virtual bulletin board) to share with other grade-level teachers. Include the following in your resource:
**Part 1: Supporting Fluency and Comprehension Strategies**
· For 3rd grade level, the author, and titles of all books in the author study.
· Brief biography of the author and rationale for why this author and books chosen are appropriate for the grade level.
· Identify two comprehension strategies that can be taught using the author study text set. Provide a detailed example of how you would teach each strategy.
· Describe two research-based fluency activities to incorporate into your author study.
**Part 2: Supporting Vocabulary**
Choose one of the books from the author study text set and describe the following:
· Identify vocabulary words for all three tiers of vocabulary.
· Identify a research-based vocabulary strategy to explicitly teach each tier of words and provide a detailed example of how you would teach each strategy.
**Part 3: Fluency, Comprehension, and Vocabulary Culminating Activity**
Create a culminating activity or project that will engage students in reviewing the comprehension, vocabulary, and fluency strategies learned throughout the author study. The final activity or project should include the following information:
· Brief description of the activity or project, including how the comprehension, vocabulary, and fluency strategies will be reviewed and used in the project.
· At least one technology tool and a brief description of how it will be integrated into the activity or project.
· Grade-level cross-curricular content and/or skills that can be integrated into the activity or project.
· At least one strategy for integrating listening and speaking skills into the activity or project.
· Suggestions for differentiating the activity or project to support students, including ELLs, early finishers, gifted students, and students with disabilities, such as dyslexia.
Support your assignment with a minimum of two scholarly resources.
While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources 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. 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. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
Your references must be formatted appropriately using the APA 7 formatting guide. Responses also must be current and reliable.
·
**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.
**Rubric Criteria**
expand all Rubric CriteriaExpand All
**Grade Level, Author, and Book Titles**
7 points
**Criteria Description**
Grade Level, Author, and Book Titles
**5. Target**
7 points
Author study information, including the appropriate grade-level, full name of author, brief biography of the author, and titles of all books in the author study, is thorough. Rationale for why the author and books chosen are appropriate for the grade level chosen is sophisticated.
**4. Acceptable**
6.09 points
Author study information, including the appropriate grade-level, full name of author, brief biography of the author, and titles of all books in the author study, is complete. Rationale for why the author and books chosen are appropriate for the grade level chosen is reasonable.
**No Submission**
0 points
Not addressed.
**Comprehension Strategies**
10.5 points
**Criteria Description**
Comprehension Strategies
**5. Target**
10.5 points
Comprehension strategies to be taught through the author study and examples of how the strategies will be taught to students are ideal.
**4. Acceptable**
9.14 points
Comprehension strategies to be taught through the author study and examples of how the strategies will be taught to students are suitable.
**No Submission**
0 points
Not addressed.
**Fluency Strategies**
7 points
**Criteria Description**
Fluency Strategies
**5. Target**
7 points
Fluency activities that can be incorporated into the author study are superior.
**4. Acceptable**
6.09 points
Fluency activities that can be incorporated into the author study are credible.
**No Submission**
0 points
Not addressed.
**Vocabulary Words and Strategies**
10.5 points
**Criteria Description**
Vocabulary Words and Strategies
**5. Target**
10.5 points
Vocabulary words identified for each tier are advanced. A vocabulary strategy for each tier and an example of how to teach each strategy are creative.
**4. Acceptable**
9.14 points
Vocabulary words identified for each tier are accurate. A vocabulary strategy for each tier and an example of how to teach each strategy are credible.
**No Submission**
0 points
Not addressed.
**Culminating Activity or Project**
7 points
**Criteria Description**
Culminating Activity or Project
**5. Target**
7 points
Description of the culminating activity or project including how comprehension, vocabulary, and fluency strategies will be reviewed is comprehensive.
**4. Acceptable**
6.09 points
Description of the culminating activity or project including how comprehension, vocabulary, and fluency strategies will be reviewed is solid.
**No Submission**
0 points
Not addressed.
**Integration**
7 points
**Criteria Description**
Integration
**5. Target**
7 points
Technology tool and explanation of how the tool will be used in the activity or project is creative. Grade-level cross-curricular content and listening and speaking skills are integrated into the activity or project are meaningful.
**4. Acceptable**
6.09 points
Technology tool and explanation of how the tool will be used in the activity or project is apt. Grade-level cross-curricular content and listening and speaking skills are integrated into the activity or project are competent.
**No Submission**
0 points
Not addressed.
**Differentiation**
7 points
**Criteria Description**
Differentiation
**5. Target**
7 points
Suggestions for differentiating the project or activity are exceptional for supporting a variety of student needs.
**4. Acceptable**
6.09 points
Suggestions for differentiating the project or activity are appropriate for supporting a variety of student needs.
**No Submission**
0 points
Not addressed.
**Supporting Research and Documentation of Sources**
7 points
**Criteria Description**
Uses appropriate designated style and formatting to document sources in citations and references.
**5. Target**
7 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**
6.09 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**
7 points
**Criteria Description**
Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.
**5. Target**
7 points
No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.
**4. Acceptable**
6.09 points
Few mechanical errors are present. Suitable language choice and sentence structure are used.