Group Assingment 9_ Literacy Graphic Organizer II

Graphic Organizer II Jasmine Barruga, Renee Leyva, Shante Thompson , Julia Xiong SED 609: Language and Literacy Case Studies Professor Michelle Archibald 17 March 2024 Module 1 During the Literacy Activities, you will be completing this graphic organizer. You will continue to learn methods to assess, organize and utilize evidence-based instruction to help all students learn. You are also learning to highlight aspects of reading and writing instruction in ways to help you become more proficient in assessment and instruction. Your goal is to have all columns completely addressed with samples and definitions. Please follow these directions : - Using the readings and media files from the course, add additional information to the graphic organizer. - Gather information from the following: - Course materials, lectures, and readings - Common Core State Standards - record pertinent information on the graphic organizer. Then, use the information to complete the graphic organizer. Jasmine Barruga - Blue Shante Thompson - Purple Julia Xiong - Green Renee Leyva - Red LITERACY GRAPHIC ORGANIZER DOMAINS DEFINE IT Define the domain CCSS List the CCSS associated with the domain. Do not write out the standard; list the numbers. Diagnostic information Evidence of a Special Needs Student Struggling in this Reading Content Area ASSESSMENTS USED Identify reading assessments, 1 informal and 1 formal, & provide a rationale for each selection. INSTRUCTIONAL STRATEGIES 2 Selected 1 MMSN Grade Level 1 ESN Identify Grade Level Word Study Word study is investigating and understanding the patterns in words. Knowing the spelling plus and vocabulary will help with comprehension. CCSS.ELA-Literacy .RF.K.3 CCSS.ELA-Literacy .RF.1.3b CCSS.ELA-Literacy .RF.1.3a CCSS.ELA-Literacy .RF.1.3c In this reading content area, the student will show that they are struggling by having difficulty with spellings, low to none phonemic awareness, poor decoding skills, Informal assessment: Writing the words as an exit ticket This informal assessment will show you if they understand how to write the word. It is not a lot of pressure and you are just checking to see if MMSN: 1st grade Have a word wall in your classroom so your student can study the words. Make sure to have the words in groups of vowel sounds and blending sounds. This will help you students learn how

Graphic Organizer II CCSS.ELA-Literacy .RF.1.3d letter reversal, and a very limited vocabulary. they can write the word. Formal assessment: Weekly spelling test With this formal assessment you want to see if they master the word. By being able to spell it correctly it shows you that they understand how the word is spelled and they understand the pattern. to sound out the words and see similar sounds in different words. ESN: 1st grade Allow students to use their devices and use a variety of manipulatives. Have the words on a paper and have the students find the matching letters for the words. If they are using their devices, have them put the words together on their devices. This way they can see the letters form the words and hear it. Academic Language “Academic Language refers to the oral, written, auditory, and visual language proficiency required to learn effectively in schools and academic programs—i.e., it’s the language used in classroom lessons, books, tests, and assignments, and it’s the language that students are expected to learn and achieve fluency in.” (Academic Language, 2013) CCSS.ELA-LITER ACY.RF.1.4 CCSS.ELA-LITER ACY.RF.1.3 CCSS.ELA-LITER ACY.RF.1.2 In this content area the students will show that they are struggling by not understanding the language, not being able to speak the language, not at grade level with reading and writing, and cannot grasp the linguistics and grammatical errors. Informal assessment: Using peer-assessment By using peer-assessment you can check to see their understanding of the academic language. You can see if they are struggling or able to collaborate with their peers. It is important that you monitor to see if the students need more support with the assigned task. Formal assessment: Pre and post test This test assesses their knowledge of the academic language. At the end of the term you can test with the same test and see if MMSN: 1st grade Reading with a partner Once the student understands the language and can converse and read a bit they can start to do peer reading. This will help the students learn language faster. By being able to listen to their peers and reading the text out loud, they are practicing the academic language. ESN: 1st grade Using pictures and matching it to words Give the students some time to

Graphic Organizer II they had any growth. It will help you to see if they need additional support or they are ready to move on. understand the concept. Use the picture and match it to the words. They may not be able to do it independently yet but with practice they will be able to remember the words and pictures. It is important that if they have a device they can practice the word on it. Fluency The capacity to read a text accurately and automatically is known as fluency, and prosody is enough to allow comprehension. CCSS.ELA-LITE RACY.RF.1.4 CCSS.ELA-LITE RACY.RF.1.4.A CCSS.ELA-LITE RACY.RF.1.4.B CCSS.ELA-LITE RACY.RF.1.4.C It could be difficult for a student who struggles with fluency to read materials at the same speed as other students. It's possible that a learner who is having trouble with fluency will need to repeat words or phrases frequently in order to advance. Information may be paraphrased in the reading, depending on its meaning. Informal reading assessment: Reading journals Rationale: Urge students to continue reading journals, where they can record their ideas, queries, and summaries after reading written explanations. By encouraging students to respond to questions and provide informal explanations of what they understand, this enables students to disclose details about their comprehension skills. By looking through these journals, teachers may see where their students are strong and weak in their ability to comprehend and analyze expository literature. Formal reading assessment: Dynamic Indicators of Basic Early Literacy Skills Reader’s Theater: By giving students the chance to read aloud on their own and to hear their peers read at their reading level, teachers may help them grasp prosody and expressiveness on an equal footing. Echo reading gives students a chance to practice on their own by giving them a chance to hear how a sentence or phrase should sound. Pre-teaching vocabulary: By giving the learner access to the words in advance, they will be able to read the material more easily. And I find learning new vocabulary easier.