Bb Learn Eci 310 Assignments

8/2/2019 Bb Learn Eci 310 Assignments

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Assignments

Assignment due dates

Assignments are due on specific dates/sessions outlined in this packet and must be submitted in class during the class session. LATE

WORK WILL RESULT IN HALF CREDIT. If you are absent from class, work may be sent via e-mail to “hold” your grade. Hardcopies must be submitted at the next class session to receive credit for the work. The requirements for each assignment are detailed in

this packet. Points will be deducted for missing details.

Computers crash, printers run out of ink, etc. Computer problems do not excuse failure to complete assignments on time.

Have a back-up plan. You are strongly encouraged to start your assignments immediately following each class session so that

you can plan your work schedule and complete assignments by due dates. You are also encouraged to print out work that is

due in advance so that you can resort to your back-up plan should your computer betray your trust.

Grading Structure

1800-2000 A1600-1789 B

1400-1598 C1200-1398 D

<1199 F

General Guidelines

1. Double space all work.

2. All work should be typed entirely in 12 point font with one inch margins.

3. On each assignment include your name, the date, and session due. Label what the work is; i.e. Chapter 6 Questions.

4. If a single assignment exceeds one page, STAPLE the pages together.5. Hand written assignments will not be accepted. Assignments should be professional in appearance and relatively error-free.6. Work should be organized; use bolding, underlining, charts, bulleting, etc.

7. Number and letter all the work described in this packet using the same numbers and letters used in the assignment descriptions.

8. If a question asks for 5 of something, list your answer in 5 bulleted parts rather than one long, hard-to-follow paragraph.

Students will need a copy of the reading and writing standards for the practicum grade. Bring these to each session. Bring

your textbook to each session as well.



Sign-ups

Sign-up folders will be available at each class beginning in session 2. Do not e-mail the instructor to sign-up for a topic. Students will

sign-up for the following:

- Author for Children’s Author Board/Book share- Multicultural book share- Readers’ Theater Script/Presentation

Duplicated topics will result in a deduction of 20 points from the product grade. Sign-up early to get the topic you want.

Text/Reading/Video questions

Questions should be answered in complete sentences without errors in mechanics and conventions and should demonstrate anunderstanding of the text, article, or video content. Cite page numbers of responses to text questions unless they already provided.COPY the question being answered using the same number/letter found in the packet so that it is clear which questions you areanswering. Use 12 point font, double spaced throughout, with one inch margins. Hand written assignments will not be accepted.

Chapter questions are available on Bb Learn.

Class work

Students are expected to participate in all class activities and submit work done during the class period through the folder system.Students will be informed during the class period as to which class work activities need to be included in their folder at the end of each

session. A total of 10 points for each session will be awarded for class work. To earn these points students MUST be present in class.Personal notes may be included on the class work.

Contacting the instructor

Please do not hesitate to contact me if you have questions or concerns about assignments or course expectations. The BEST way to

contact me is by e-mail at [email protected]. It is much more prudent to contact me with questions and concerns about assignmentsbefore they are due rather than sharing concerns during the session at which work is due as late work will result in only half credit.

Each instructor has a preferred method of contact. Do not e-mail me through Bb Learn as I primarily use this as a place to post

materials for students.

Handy Tip

Make a spread sheet for all your classes for this semester. List the dates and assignments that are due on those dates. Past students

have found it helpful to have all assignments on one document to get a sense of their work load.

mailto:[email protected]





Online Evaluations

Please do the evaluations for all of your instructors at the end of the semester. It helps us to improve. As lead faculty, I am required to

submit all my evaluations as part of my annual review. Do keep a professional tone when writing comments.

You may submit anonymous feedback at any time by simply putting your comments on a sheet of paper and turning it in to the folder

tote.

AEPA

SAVE everything to use as a study guide for the AEPA test.

Signature Assignment

All students enrolled in ECI 310 for any NAU campus are required to submit the same assignment which is scored using the requiredrubric. The Signature Assignment provides data on your abilities as well as reflecting on the department of Teaching and Learning and

the College of Education. This is a showcase assignment and should be your best work.

1. You will receive a “slip” when your paper is ready to be uploaded to Task Stream.2. You will upload parts 1 and 2 from last semester and parts 3 and 4 from this semester. Use one title page for the paper using thetitle

Literacy Skills: Teaching Children to Read and Write. Your paper should end with a reference page. Follow APA format.a. 12 pt Times New Roman

b. 1” marginsc. double spaced throughout

d. cite references for your paper (minimum of 5)

e. page numbersf. cover/title page

g. subtitlesStrategies/Methods

Assessment

The following site is a good source of information for APA format: http://owl.english.purdue.edu/owl/resource/560/01Due to the relatively short nature of this paper you do not need to include an abstract.

3. The code can be found on the College of Education website.

4. In addition to uploading your paper, you must complete the questionnaire and the reflection found on Task Stream.



5. The paper is due on a specific date. If the paper does not meet expectations for a rating of 4, it will be returned and must becorrected

and resubmitted at the next class session.

6. ALWAYS submit the previously marked paper with the corrected one.

7. ALL Signature Assignments for all courses must be uploaded to Task Stream prior to student teaching.8. You cannot earn an A for ECI 310 unless mastery is reached on all four parts of the Signature Assignment.9. Assignments with an * will be placed in your Signature Assignment folder after grading. These *assignments will help in writing

your final paper.

Practicum Observation

1. Teach a 30 minute literacy lesson based on the Arizona State Standards.

2. To determine the skill to teach start with the standards and discuss your idea with your practicum teacher.3. Due at the observation:

a. Lesson plan that follows the format presented in class (several examples are posted on Bb Learn). b. Le sson Plan Self-Evaluation Rubric which you complete.4. Due when you submit your portfolio (See ECI 308 portfolio information for placement of the items listed below):

a. Copy of lesson plan and Lesson Plan Self-Evaluation Rubric b. Reflection of your lesson following guidelines in 308 packet (what worked, what didn’t, did the students master the

standard, and howdo you know).

c. Copy of University Supervisor’s evaluation

5. See Due Session 11 for specifics regarding your One-on-One Instruction assignment which is completed in your practicumclassroom.

NOTE: ECI 310 is a 5 credit hour course.

Due Session 2

1. Assignment Packet

Print out this assignment packet. Read through the packet. Mark any questions you have; these can be addressed during class.

2. Standards

Print out standards for reading and writing for your practicum grade.



3. Signature Assignment folder

Bring a file folder in which you will place *assignments after they have been graded to use to help write your Signature Assignment paper. Designated in class

assignments will also be placed in the folder. You may add any articles or research of your own as well.

4. Vocabulary Chart

Create a graphic organizer/chart with the labels:word, definition, examples, information.

Complete the first three columns of the chart with the word, the definition, and examples. The last column will be completed during class.

Define the following 22 vocabulary words (mostly) from 3-6 standards:

prefix suffix abbreviations contractions compound words synonyms

antonyms resources root words affixes context clues figurative language

literal language similes personification idioms multiple meaning words metaphors

homonyms homophones homographs contranyms

5. *Read Chapter 6 and answer the following questions:

1) Describe how you would teach each of the following vocabulary words incorporating ideas and information throughout the chapter: alpaca and abhor . Thetwo words should not be taught in the same manner. How will you teach alpaca? How will you teach abhor ? What will you say, do, and show so that

students clearly master the two words after your instruction?

2) Explain how vocabulary is acquired through incidental learning .3) Create a context rich sentence with the word disappearance.

Write the teaching steps you would follow to help students learn the word that incorporates all four clueing strategies. Label each of the four strategies in

your response.

4) Describe the three principles of vocabulary instruction – integration, repetition, and meaningful use.

5) List and briefly describe several ways a teacher can help ELL students acquire vocabulary.

6) List and explain 5 ways to assess vocabulary.

BOOK: Roll of Thunder, Hear My Cry

Read Chapter 1Hint: Charts work beautifully for this assignment.

1) Develop a vocabulary list of 10 content/challenging words for the chapter. These should be words necessary to understand the ideas in the chapter and/or

words that many students might not know already.

2) Include a brief definition for each word.

3) Develop a list of 10 words from the chapter that have prefixes and/or suffixes. Give the word, the base word, and the affix.

4) Develop a list of 10 words from the chapter that could be used to teach synonyms, antonyms, and/or homonyms.

Next to each word, give the synonym, antonym, or homonym that could be taught. Label each pair of words as synonyms, antonyms, or homonyms.

Ex. angry-furious: synonyms

5) Find 4 examples of figurative language (idiom, simile, metaphor, personification) in this chapter.

- Copy the complete sentence in which the expression was found.



- Explain the meaning of the expression.

- Label the type of figurative language.

Due Session 3

1. *Read the article Interactive Frames for Vocabulary Growth and Word Consciousness posted on Bb Learn and answer the following questions:

1) Summarize 10 key implications for teaching children vocabulary found in this article; i.e. what are the big ideas?

2) What is the purpose/value of morpheme triangles? You may also google “morpheme” for more information.

3) Visit any two of the web sites referenced in the article.

a. Which two did you visit?

b. Briefly describe each.

c. Explain how the site could be used with vocabulary instruction.

If the full citation fails, try part of the URL using key words.

2. *Read the article on vocabulary titled “Bumping Into Spicy, Tasty Words that Catch Your Tongue: A Formative Experiment on Vocabulary

Instruction.” Answer the following questions:

1) List the four components of vocabulary instruction outlined by Graves.

2) The article described a variety of vocabulary instructional techniques studied in the research. Briefly explain each of the following:

a. Word Finder Think Marks

b. Word Wall

c. Word Wizards

d. Predict-O-Gram

e. Graphic organizers/semantic maps

f. Self-Assess Word Knowledge (it is there)

g. Linear arraysh. Prefix and suffix families

i. Affixionary notebooks

j. Word consciousness

3) Explain what the “vocabulary rule” is and how it facilitates vocabulary acquisition.

4) List the four steps of the instructional framework used to teach context clues and other word-learning strategies. (Not the same as #3; hint – Step 4 is

independent practice)

5) List the five types of context clues.

For each type write a context rich sentence bolding the word for which you are giving the clue. You can use the same word or different words for each

sentence.



3. Word Project

Complete a Word Project based on an interesting word that you like for whatever reason. Mine is “charisma.” I like the way it sounds. I remember when I first

heard it.

1) Define your word.

2) Write a context rich sentence using the word.3) List synonyms and antonyms for the word.

4) Draw or copy a picture related to the word.

5) Write the word in a fancy, interesting manner appropriate for the word.

6) Write various forms of the word using prefixes and suffixes.

7) Give the origin of the word.


Read Chapter 2

Choose one word from Chapter 2 of Roll of Thunder, Hear My Cry that has both a prefix and a suffix or choose a word to which a prefix and suffix could be

added. Create a Morpheme Triangle modeled after the one on page 687 of the article. Include at least three examples of words students might brainstorm for

each of the three morphemes.

Due Session 4

1. *Read the two articles:

- Reading fluency instruction: moving beyond accuracy, automaticity, and prosody- Incorporating movement with fluency instruction: a motivation for struggling readersAnswer the following question:

What mistake is often made in fluency instruction; why is this a problem; and what is the solution?

Do the following:

Create the materials for a rhythm walk and be prepared to “perform” it.

2. *View Workshop 2: Fluency and word study

Go to http://www.learner.org/resources/series204.htmlAnneberg Media. You will need to log on to this site, but it is free, and you will visit it several times during this course. We will be viewing videos in the

Teaching Reading 3-5 Workshop. Each video is approximately 30 minutes long.

Answer the following questions:

1) How do teachers cue struggling readers differently from strong readers?

2) What are the benefits of read-alouds?

3) What are three elements of fluent oral reading?

4) What did the narrator say about “goosebumps, giggles, and tears?”

5) What are some effective word study strategies?

6) Explain the thumb technique.

http://www.learner.org/resources/series204.html




7) Give three other “pearls” you took from this video.

3. *Text, pages 156-157, 270-275, 317, 396

1) Fluency – what is it?

2) Why is it important?

3) How is it assessed?4) How is it instructed?

4. *Essay

Review all the information on vocabulary instruction and assessment for assignments due sessions 2 and 3.

Write a paragraph describing methods/strategies to teach children vocabulary. Start your paragraph with a strong topic sentence. Develop the ideas addressed in

the topic sentence. Use APA format for citing sources used in your paragraph. Refer to the Signature Assignment Essay Checklist.

Write a paragraph explaining how to assess vocabulary knowledge. Start your paragraph with a strong topic sentence. Develop the ideas addressed in the topic

sentence. Use APA format for citing sources used in your paragraph. Refer to the Signature Assignment Essay Checklist.

5. Practicum observation scheduled; three copies of contract made

You need three copies of your mentor contract: submit a COPY of your contract to Dr. Ory; keep the original and put it in your practicum portfolio; give a copyto your mentor teacher.


Read Chapter 3

Write an expressive (see AZ State Writing Standards) one page paper based on the chapter using a “you were there” approach. Create a NEW character. Imagine

that you were present to witness first-hand the events described in the chapter, and tell your story from a first person perspective.

Give your character a name. What role does the character play in the key chapter events? What is the character’s perspective on the events?

Due Session 5

1. *Read the article The Comprehension Matrix: A Tool for Designing Comprehension Instruction.Answer the following questions:

1) What factors get in the way of comprehension?

2) What can teachers do before reading to increase student comprehension?

3) What can teachers do during reading to increase comprehension?

4) What can teachers do after reading to increase comprehension?

5) Contrast efferent and aesthetic reading.

6) List 5 additional key ideas from the article.

7) How do your grade level standards for comprehension relate to this article?



2. *Read text Chapter 7 pages 261-270, 275-299, and 305-316 paying close attention to how comprehension is instructed and assessed; answer the

following questions:

1) List 5+ skills and attitudes a reader needs to comprehend text.

2) List and explain key concepts related to the 11 metacognitive comprehension strategies students should be taught.

3) Explain this idea – Comprehension occurs before, during, and after reading text.

4) Explain schema theory, schemata, and data structure and how each relates to comprehension.5) Why do diverse learners struggle with comprehension and how can teachers help them acquire this skill?

6) How do teachers assess that students comprehend what is being read?

3. *Essay

Write a paragraph describing methods/strategies to help children develop fluency. Start your paragraph with a strong topic sentence. Develop the ideas

addressed in the topic sentence. Use APA format for citing sources used in your paragraph. Refer to the Signature Assignment Essay Checklist.

Write a paragraph explaining how to assess fluency. Start your paragraph with a strong topic sentence. Develop the ideas addressed in the topic sentence. Use

APA format for citing sources used in your paragraph. Refer to the Signature Assignment Essay Checklist.BOOK: Roll of Thunder, Hear My Cry

Read Chapter 4

Develop three activities to use to facilitate comprehension of Chapter 4. Include a pre-reading, during-reading, and post-reading activity.The ideas presented in the article and text readings will help guide this assignment.

Due Session 6

1. *View Classroom Program 15 – Close Reading for Understanding . Answer the following questions:

1) What key comprehension ideas were reinforced in this video?

2) List 3-5 teaching pearls acquired from watching Mr. Robertson teach.

3) Describe how he modeled thinking for his students.

4) What role did assessment play in his instruction? (Why, rather than how.)

5) What were “Thought starters?”

2. Literary elements

Review text page 488. Create a web of the information on literary elements. Include labels, explanations, and sub-headings to the main components included in

the text.


Read Chapter 5

Write a question/prompt related to the chapter at each level of Bloom’s. Answer/respond to each question. Label each level of Bloom’s.

Due Session 7



1. Read pages 588 on two-column note taking. The method described is similar to the Cornell note taking system. Use this method or the Cornell

system to take notes on the video.

View Workshop 4: Writing at http://www.learner.org/resources/series204.html

Type your two-column notes.

2. *EssayReview all the information on comprehension instruction and assessment for assignments due sess ion 5 and 6.

Write a paragraph describing methods/strategies to teach children how to comprehend text. Start your paragraph with a strong topic sentence. Develop the ideas

addressed in the topic sentence. Use APA format for citing sources used in your paragraph. Refer to the Signature Assignment Essay Checklist.

Write a paragraph explaining how to assess comprehension. Start your paragraph with a strong topic sentence. Develop the ideas addressed in the topic sentence.

Use APA format for citing sources used in your paragraph. Refer to the Signature Assignment Essay Checklist.


Read Chapter 6

Identify the elements of literature in the chapter (or the entire book) thus far.

Be very specific in describing each of the basic elements: plot- problem, highpoint, and resolution, characters- names and descriptions of their role in the

chapter/story, setting, point of view, and theme.

Due Session 8

1. Signature Assignment and Signature Assignment folder

Part 3a – Strategies and Methods to Teach Reading

Part 3b – Strategies and Methods to Teach Writing

Part 4a – Assessment of Reading

Part 4b – Assessment of Writng

Bring 3 copies of your paper to class. Bring your Signature Assignment folder with all of the *assignments included.

Due Session 9

1. Bring the following materials to class:

Scissors, glue, and old magazines that can be cut up.

In your folder group:

- one person needs to bring a small tablecloth.

- one person needs to bring a plate of cookies for your group.

- one person needs to bring a beverage for each person in the group.

2. Print a copy of a children’s poem written by an adult author

Do NOT use Kenn Nesbitt or Shel Silverstein. Consider a poem a child in grades 3-8 might enjoy. Practice reading it.





3. Do an internet search on the following forms of poetry.

- Describe each form.

- Include an example poem of each kind. The poems can be copied rather than original.

- Give the web address where you found information.

You will discover some amazing sites through this process. Excellent resources are those by ReadWriteThink:1) acrostic poems

2) cinquain poems

3) color poems

4) diamante poems

5) free verse

6) haiku

7) “I wish”

8) “If I were”

9) poems for two voices

10) limericks

11) narrative poems

12) found poems13) five-sense poems

14) preposition poem

4. Read the following 4 fabulous articles and do the task associated with each:

1) The Poetry Café is Open: Teaching Literary Devices of Sound in Poetry Writing - List and describe the 4 mini-lessons.

2) Repeated Reading of Poetry Can Enhance Reading Fluency - Write 5 key facts presented in this article.

3) The Great Poetry Race - Give 3 pros and 3 cons of this idea.

4) Building Fluency, Word-Recognition Ability, and Confidence in Struggling Readers: The Poetry Academy (Read pages 4-6, 11-12) - List the steps you

would take to set up a Poetry Academy with the students in your class. Give complete details.(The middle of the article focuses on the research model and does not need to be read. It is great information for those who will one day pursue a doctorate as it is an excellent model for research,

but is not necessary for this a ssignment.)

BOOK: Roll of Thunder, Hear My CryRead Chapter 7

Write 5 poems using 5 different techniques described in your homework assignment. The poems may be based on this chapter or the entire book so far. Label

the type of poem you are writing. Keep in mind the conventions of writing poetry, i.e. capitalization, punctuation, and a title for the poem.

Due Session 10

1. View video #16: Summarizing Nonfiction


Write a summary about how to teach children how to write a summary.





2. Read Text, chapter 7, pages 299-305

Summarize the key ideas of these methods of processing informational text:

1) QAR.

2) SQ3R

3) DR-TA

4) P-L-A-N


Read Chapter 8

Write a summary of the chapter.

Due Session 111. One-on-one Reading Instruction

Discuss this assignment with your practicum teacher. If you are not able to pull this student to work with individually (which is preferred), spend 10 minutes

each session with this child as part of the normal class routines.

Select a student from your practicum classroom who has difficulty with reading. You will work with this student a minimum of eight times for at least 5-10

minutes each visit. Complete the following information:

1) Student description

a. ageb. first name

c. gender

2) Teacher description of the student’s reading difficulties

3) Your informal assessment of the student based on observation and conversation. Include your perception of the student’s attitude toward reading.

4) Do a screening of the student’s reading ability. Copy a passage from prescribed curricular material such as the grade level basal reader. Attach a copy of

the passage you use. Describe the student’s performance based on:

a. phonics – ability to sound out words

b. vocabulary – word knowledge

c. fluency – speed and ease of reading the passage

d. comprehension – understanding what is read

5) Administer any two formal assessments:

a. state the name of the tests you administer b. give the scores

c. draw conclusions of the student’s difficulties based on the tests

d. describe the child’s instructional needs.

The following site has literacy assessments you can use for this part of the assignment:

http://www.balancedreading.com/assessment/abecedarian.pdf 6) List the 8+ sessions (Session 1, Session 2, etc.) you work with the student.

a. Include the date

b. what you did

c. how it went

http://www.balancedreading.com/assessment/abecedarian.pdf

http://www.balancedreading.com/assessment/abecedarian.pdf



d. your plan for the next session

Your write-up should be in the order listed above and should be numbered accordingly. USE THE TEMPLATE ON Bb Learn FOR THIS ASSIGNMENT!

Impress your instructor by incorporating strategies you have learned in class, text and article reading, and videos in your sessions with your student.

2. Penmanship1) Choose a style guide by visiting the following:

D’Nealian: http://www.dnealian.com/samples.html

Zaner Bloser: animated sites that show how to form the letters when you click on them:

http://www.handwritingforkids.com/handwrite/cursive/animation/uppercase.htm

http://www.handwritingforkids.com/handwrite/cursive/animation/lowercase.htm

You may use a different style if you provide a copy of how the letters are formed.

2) Copy any 5 lines (not sentences) from the Chapter 9 of ROTHMCin your very best cursive writing using one of the style guides. Tell which you selected.

3) Visit the following site on handwriting tips and list three suggestions for ways to improve penmanship: http://www.paperpenalia.com/handwriting.html


Read Chapter 9

1) Create a worksheet for students based on 10 sentences from the story. Create different errors in conventions in each sentence. Include one of each from mostof the standards for your grade level. Because of the dialect, you may alter the language of the sentences to a more conventional form.

2) Create an answer key for the worksheet.

Create a STUDENT COPY.

Create a separate ANSWER KEY .

During class someone will do your worksheet and then you will grade it using your key.

3) Make a chart analyzing your worksheet. Give the grade level. In the first column give the sentence number for your worksheet. In the second column give

the POs addressed from Strand 2, Concept 6.

Example: Grade 4

Sentence # PO #

1 1d, 1c

2 2a

Due Session 12

1. Author Board/Book Share

Create a standing poster display about an author. Choose an author appropriate for the grade you hope to teach. Choose an author who has written multiple

books and is worth knowing. Choose an author you enjoyed as a child. Choose an author shared during class read alouds. Your text includes a list of authors on

page 669. A few suggestions include: Marc Brown, Paula Danziger, Peggy Parish, Mike Thaler, Barbara Park, Beverly Cleary, Judy Blume, Gary Paulsen, Roald

Dahl, JK Rowling, Judith Viorst, Katherine Patterson, Ian Falconer, Bryd Baylor, Shel Silverstein, Ezra Jack Keats, CS Lewis, EL Konigsburg, EB White,

Margaret Wise Brown, Maurice Sendak, Steven Kellogg, Madeleine L’Engle, Seymour Simon (science), June Yolen, Jan Brett, Loreen Leedy (conent).

The list is endless! Many authors also have websites which will be helpful for this assignment.

http://www.dnealian.com/samples.html



http://www.paperpenalia.com/handwriting.html

http://www.dnealian.com/samples.html



http://www.paperpenalia.com/handwriting.html



Your author board should include:Information about the author

List of books by the author

An activity related to the author/books that students could do while “visiting” your display. It should be student independent rather than teacher led.

Your poster should be:Free standing

Neat and tidy

Visually pleasing (consider including book covers)

Additional examples of author boards done by previous students are posted on Bb Learn.

You will also bring one book by your author to class to share.

2. Practicum

- Observation completed.

- Practicum portfolio due.

Include literacy lesson plan, lesson plan self-evaluation rubric, and lesson reflection (put a copy with the lesson plan as well as in your journal section.)

3. Go to Bb Learn and find the Multiple Intelligence self-assessment. Take the test and score the results to determine your Multiple Intelligence strengths.


Read Chapter 10

Review the standards for persuasive writing.

Write two persuasive paragraphs based on events in the chapter. Each paragraph should express a view in OPPOSITION to the other.

E xample (BUT, choose a different idea; don’t use this one):

Write a paragraph about why TJ deserves jail time and why, and then write an opposing paragraph explaining why TJ should NOT be sent to jail.

Due Session 131. Multicultural Book Share

Select a children’s book that could be used to teach children about other cultures. Prepare an information page to submit in class and to e-mail to your

classmates. The page should include:

1) Title and author/illustrator

2) Culture represented

3) Brief description of the book (5-10 sentences)

4) Read aloud plan that tells

a. how you will introduce the story

b. questions and strategies to use during reading



c. questions to use following reading

5) Select a reading or writing standard that could be used as the basis for an activity following the reading. Cite the standard and give a brief description of

what the standard addresses.

6) Describe the activity.

See Bb Learn for an example and a template for the assignment.


Read Chapter 11

Create an activity that relates specifically to Chapter 10 for each of the 7 intelligences that would enhance literacy.

Multiple Intelligence idea charts are posted on Bb Learn that might help with this assignment.

Do at least 4 of the activities you create.

Due Session 14

1. Readers’ Theater presentations

Readers’ Theater is a technique used by teachers to promote fluency. Students read from a script after practicing their parts several times. Props and simple

costumes can be used as well. Almost anything can be turned into a Readers’ Theater script, and there are many available on-line. Poems and children’s picture

books are good sources as well.

A recommended source with four pages of downloadable scripts to choose from is: http://www.readinglady.com/index.php?

module=documents&HAS_DocumentManager_op or just go to www.readinglady.com and follow the links to Readers’ Theater.

You will work in a group of 4 people. Select or create a script. Determine parts. Decide what props or costumes you can add to enhance your presentation.

Practice.

Other sites with a lot of information about Reader’s Theater are:

www.aaronshep.com/rt

http://www.roalddahlfans.com/teachers.php


Read Chapter 12

Review the standards for Literary Response.

See text pages 501-510 for ideas.

http://www.readinglady.com/index.php?module=documents&HAS_DocumentManager_op



http://www.readinglady.com/



http://www.aaronshep.com/rt





http://www.aaronshep.com/rt




Create a literary response assignment.

What are the required components?

Create a scoring rubric so that students can see exactly what is required and how their work will be evaluated.

Complete your literary response assignment on Roll of Thunder, Hear My Cry following your guidelines. Evaluate your work using your rubric.

The assignment will consist of three components:

1) assignment description; what are the students to produce?

2) the actual literary response project/assignment

3) rubric with the scores for your project assigned; i.e. you will grade your project using your rubric

Note – Cite sources if the idea is not your own. You can find many ideas by googling literary response or book reports.

Note- Be sure the rubric specifically fits the assignment. Be careful using the rubrics on Task Stream.

Due Session 15

1. Pearl Place

Create a product to display 25+ pearls acquired during the semester from readings, assignments, class work, instructor, classmates, and practicum

experience. In the 6+1 Traits of Writing the +1 relates to presentation. Points for this assignment will be based on creatively showcasing your pearls. You will

share your product and pearls during class and you will submit a typed list of the pearls displayed on your product.

Several examples are posted on Bb Learn.

A pearl could be a strategy, a bit of wisdom, a quote, or an excellent resource.

Students have done art posters, trees, quilts, mobiles, gumball machines, scrapbooks, treasure chests, edible displays, aprons, soccer balls, record albums, etc.

Personalize your display. For example, one music buff used the album cover idea, listed song titles, and wrote “pearls” inspired by the title of the songs.

Also consider how the project could be displayed in your future classroom to communicate your beliefs.

Examples of pearl products:



2. Study for terminology quiz

Caldecott drafting miscue analysis

prosody genre automaticity

metacognition semantics rubric

SSR scaffolding publishing

proofreading literacy etymology

revising syntax hyperbole

quickwrite fluency prewriting

echo reading editing modeling

prewriting narrative cloze

affix conventions comprehension

aesthetic reading guided reading

graphic organizers neurological impress

expository text efferent reading

explicit instruction independent reading level

3. Certification tests

Go to the Arizona Department of Education website http://www.ade.az.gov/

Follow the links:

teacher certification

certification home page

testing AEPA

Test objectives/study guides for

Professional Knowledge-Elementary (Field 91) and Elementary Education (Field 01)

Print out the practice tests of both documents and bring them to class. You DO NOT need to answer the questions. Do NOT print out the test objectives; print

the practice questions. You may print 4 to a page to save ink and paper.

Do NOT mark the answers on the practice tests as they can be used repeatedly for practice. Instead mark the answers on a separate piece of paper each time you

review for the test as we will do in class.

If you plan to teach junior high, print out the practice tests for your content area and one of the tests listed above. You will be required to take all three, but you

only need to print out two for this assignment.

NAU is now requiring students to pass the content tests prior to student teaching. Check the ADE website for requirements.

http://www.ade.az.gov/





Some districts are also requiring students to pass the test before student teaching. Consider completing all your tests prior to the end of your third semester of

NAU coursework.

Bb Learn Eci 310 Assignments

Documents

Transcript of Bb Learn Eci 310 Assignments