RDG/420 Elementary Methods - Reading/Language Arts The Latest Version A+ Study Guide **********************************************
RDG 420 Entire Course Link https://www.onlinehelp123.com/rdg-420 **********************************************
RDG 420 Wk 1 - Language and Literacy Brochure Scenario: As a member of your school’s literacy committee, you have been tasked with creating a brochure or handout to include in a “New Teacher” binder for newly hired elementary classroom teachers. Part of this binder will focus on the science of reading, including materials to help support teachers as they plan and teach reading and writing lessons. Create a brochure or handout to include in the New Teacher binder. Include the following information:
A list of at least 5 key connections between cognition, language skills and literacy development
Note: Think about how oral language and cognition influence a child’s reading development.
An explanation or list of the reasons why orthographic knowledge is essential for reading development
A discussion of the 5 reading components (phonemic awareness, phonics, vocabulary, fluency, comprehension) and why they are important for literacy development
A description of each stage of literacy development A brief definition of the following language terms with an example of each: phonology, morphology, sound-symbol relationship, semantics, discourse, syntax
Consult this week’s textbook readings and additional resources found in the Week 1 Learning Activities folder, as well as University Library resources as you develop your handout/brochure. In addition to the content you include, your document will be graded on visual appeal (color, graphics, headings, clipart, etc.). Note: You may find helpful resources for creating your brochure or infographic in the Technology Resources Library. You may also consider using the Brochure Builder. Submit your assignment.
RDG 420 Wk 2 - State Reading and English Language Arts Standards As an elementary reading and English language arts teacher, you must be familiar with the content standards for the state in which you teach. Creating a graphic organizer of the standards that apply to your grade level will create top-of-mind awareness as you teach. In this assignment, you prepare for your Wk 5 – Summative Assessment: Integrated Reading Unit by analyzing the ELA standards for a specific grade level. Select the grade level that you plan to use when creating your integrated reading unit in Week 5. Review your state’s elementary reading and English language arts content standards for the grade level you have selected for the Week 5 unit assignment.
Create a graphic organizer (such as a table or matrix) that summarizes the standards for your chosen grade level. Include the following in your graphic organizer: Selected grade level A one to two-sentence description of each section of language arts standards (e.g., reading standards for literature, reading standards for informational text, etc.) appropriate for learners in this grade level Major concepts within each set of standards (e.g., skills such as determining the central idea of a story or poem, comparing/contrasting versions of the same story, identifying main idea of a passage, etc.) Submit your assignment.
RDG 420 Wk 2 - Summative Assessment: Language Learning and Literacy Presentation Scenario: Your school district has asked you to develop a short presentation on the key components of cognitive development, language learning, and literacy. The presentation will be given at the district’s reading development training for all new elementary teachers. Remember that it is important for these teachers to understand current language acquisition and literacy theories, standards, and research, as well as how they might support primary readers’ experiential, cognitive, social, emotional, cultural, and linguistic development in their classrooms. New elementary teachers also need to understand the roles that sight words, the alphabet, and phonological awareness play as children transition from oral to written language.
Create a 12- to 15-slide presentation about language learning and literacy. Address the following components in your presentation: List and describe at least 3 characteristics of highly effective literacy teachers. Identify and describe the following principles: Evidence of current language acquisition and literacy theories, standards, and research Support for primary readers’ experiential, cognitive, social, emotional, cultural, and linguistic development Meaningful classroom or at-home activities and interactions that influence children’s language acquisition and reading The roles that sight words, the alphabet, and phonological awareness play in children’s transition from oral to written language Support for the conversational and academic language development of English learners Techniques used for differentiating reading instruction Research and describe the following approaches to reading and writing instruction that are supported by the science of reading: The Simple View of Reading Scarborough’s Rope Model Explicit and Systematic Phonics Instruction (Structured Literacy) Include detailed speaker notes, a title slide, and a reference slide. Cite your resources according to APA guidelines. Consult this week’s textbook readings and additional resources found in the Week 2 Learning Activities as you develop your presentation.
Note: You may find helpful resources for creating your presentation in the Technology Resources Library. You may also want to view “How to Make a Presentation” for help creating your presentation. Video Transcript Review the grading rubric for details about assignment expectations. Submit your assignment.
RDG 420 Wk 3 - The Science of Reading and Structured Literacy Presentation According to the book, Science of Reading: Defining Guide, the science of reading is defined as a vast, interdisciplinary body of scientifically-based research about reading and issues related to reading and writing. That research indicates principles to guide classroom instruction called structured literacy. Refer to the science of reading resources in this week’s learning activities. Scenario: Assume you’re a literacy coach within a given school district. The district has asked you to help new teachers understand the science of reading and the skill areas of structured literacy (phonological awareness, phonics and spelling, vocabulary and oral language, fluency, and reading comprehension).
Create an 8- to 10-slide presentation explaining the science of reading and the skill areas of structured literacy that could be used to support a 1-hour training session. Include the following in your presentation: An overview of the research behind the science of reading A description of the principles of how to teach structured literacy (explicit, systematic, and sequential) An explanation of the 5 skill areas of structured literacy (phonological awareness, phonics and spelling, vocabulary and oral language, fluency, and reading comprehension) 3 examples of how structured literacy instruction differs from typical literacy practices 2 ways to adapt phonological or phonemic awareness instruction to meet the needs of diverse learners (e.g., ELLs or students with learning disabilities such as dyslexia) 4 examples of assessment tools used to assess emergent and beginning readers Detailed speaker notes A title slide, an introduction, a conclusion, and a reference slide
Resources cited according to APA guidelines Consult this week’s textbook readings and additional resources found in the Week 3 Learning Activities as you develop your presentation. Note: You may find helpful resources for creating your presentation in the Technology Resources Library. Submit your assignment.
RDG 420 Wk 4 - Summative Assessment: Reading Remediation Packet Scenario: Your school district has asked you to create a packet of information on reading assessment and development with specifications identifying and offering remediation for students who may have reading difficulties. The packet will be distributed as a supplement during the new teacher training for which you developed a presentation in Week 2. Create a packet of information on reading assessment and development that includes these 3 items described below: Components of Reading Instruction Graphic Organizer, Home Literacy Connections Brochure, Diagnosis and Remediation of Reading Difficulties Worksheet.
Components of Reading Instruction Graphic Organizer
Create a graphic organizer (infographic, multimedia poster or other visual) that summarizes the following components of reading instruction: Print awareness and concepts Phonemic awareness Phonics, including the need for explicit, systematic instruction Word decoding Fluency Vocabulary Comprehension Include the following information for each component of reading instruction: A brief explanation of the component 2 or 3 strategies for home support Games or other activities that build reading skills In addition to the content you include, you will be scored on your graphic organizer’s layout and design, including the use of mixed media.
Note: You may choose a delivery medium from the Technology Resources Library, or use another medium as approved by your instructor. Some possibilities include Glogster®, Piktochart™, Popplet™, Powtoon®, Prezi®, and Smore®.
Home Literacy Connections Brochure
Create a brochure that includes information on the following: Suggestions for providing a literacy-rich home environment Strategies for developing a reading schedule Resource list for media, websites, libraries, etc., that parents can use to support their child’s reading development at home Note: You may find helpful resources for creating your brochure or infographic in the Technology Resources Library. You may also consider using the Brochure Builder.
Diagnosis
and
Remediation
of
Reading
Difficulties
Worksheet
Complete the Diagnosis and Remediation of Reading Difficulties Worksheet to include as part of your packet. In this worksheet, you will be identifying and describing: Screening tools used with students in grades K–3 who are at risk for reading problems Warning signs or symptoms of students who may be struggling with dyslexia, decoding difficulties, or poor reading comprehension Accommodations, interventions, or appropriate next steps to take with students suspected of having dyslexia, decoding difficulties, or poor comprehension skills Compile the following completed items into your packet for submission: Components of Reading Instruction Graphic Organizer Home Literacy Connections Brochure Diagnosis and Remediation of Reading Difficulties Worksheet Submit your assignment.
RDG 420 Wk 4 - Field Experience Lesson Plan By this point in the course, you have met with your field experience teacher to discuss the reading or writing lesson that you will teach to a class or small group of students, or to an individual student. For this assignment, you create the lesson plan that you will teach by the end of Week 5.
Note: Preview the Wk 5 – Summative Assessment: Integrated Reading Unit and consider creating a lesson plan that will fit in your unit. Use the Lesson Plan Template to write your reading or writing lesson plan. Follow the guidelines below:
As you plan your lesson, take into consideration the unique needs of students in the class or small group (or individual student) you will be teaching.
Your lesson plan should contain at least one ELA standard and one or more learning objectives that align with that standard.
If possible, choose a reading comprehension or writing composition strategy for your lesson instead of a skill. (Skills include vocabulary words, context clues, phonics, writing conventions, print concepts, etc. Examples of reading and writing strategies include identifying story elements, comparing/contrasting two stories, summarizing, determining main idea, writing with a graphic organizer, using a prewriting strategy like brainstorming, writing an opinion paper or friendly letter, etc.) Submit your lesson plan.
RDG 420 Wk 5 - Summative Assessment: Integrated Reading Unit As an elementary teacher, it will be important for you to design reading units that also integrate other subject areas that students are learning about. Books and technology will naturally become key resources and provide you with opportunities to integrate reading with other subject areas (e.g., mathematics, science, social studies, the arts, physical education, health education). In this assignment, you design an integrated reading unit, including 3 lesson plans, that concentrates on one core book and incorporates appropriate smart technology.
Part 1 – Integrated Reading Unit Select an elementary grade level (K–6). Design a reading unit for your selected elementary grade level that concentrates on a core book or an author, incorporates appropriate technology, and integrates one of the following major subject areas in at least one lesson: mathematics, science, social studies, the arts (visual and performing), physical education, or health education. Be sure to include a reading objective and standard for each of the 3 lessons. At least one lesson must also include an objective and standard from another subject area.
Complete the Integrated Reading Unit Template.
Part 2 – Reflection
Solicit feedback from a practicing teacher concerning the following areas of your unit: If you are not able to get feedback from a practicing teacher since it is summer, you can self-reflect on your unit. Appropriateness of the unit and book/author for the grade level Appropriateness of the lesson procedures (content and instructional strategies) for the grade level Potential for the students to achieve the objectives and meet the content standards Words of advice for designing and delivering integrated units Note: Consider seeking feedback during the required field experience for this course. After the feedback session, write a 250- to 350-word reflection in which you summarize the teacher feedback you received and describe implications for professional development and growth based on the feedback. Submit your Integrated Reading Unit Template and your reflection.
RDG 420 Wk 5 - Teaching Reflection Due to current world events with the pandemic, if you can not or do not feel comfortable teaching a lesson to students face to face it is fine to teach the lesson virtually or self-reflect on a lesson you have taught students in the past or plan to teach in the future to complete this assignment. The same options are okay since it is now summer if you can't find a summer school program to use for this assignment. Gaining teaching experience in the field is a requirement for all elementary school teachers. It is also important for you to be able to accurately reflect on your teaching experience. Reflect on your field experience teaching the lesson plan you created in the Wk 4 – Field Experience Lesson Plan assignment. Write a 350-word reflection or create a 6- to 8-slide presentation summarizing your time in the classroom. Address the following questions in your reflection or presentation:
How did having a lesson plan help you deliver your lesson? Why is it important to plan before teaching? How did you keep the student(s) actively engaged in the lesson? What was the most difficult part of teaching the lesson? How did you deal with this challenge? How might you deal with this challenge differently in the future? What was the most exciting and/or rewarding part of teaching the lesson? How would you change the lesson if you were to teach it again in the future? What other considerations would you make when writing a lesson plan in the future? Document your field experience in My Time Log. Submit your assignment.