Order ID:89JHGSJE83839 | Style:APA/MLA/Harvard/Chicago | Pages:5-10 |
Instructions:
Comprehensive Early Reading Strategies and Instructional Goals Essay
Creating an effective early reading plan takes practice. Young readers are learning to process language, increase vocabulary, recognize letter sounds, and blend sounds, in a very complex process. When young learners are at risk or are not progressing as expected, it is crucial to understand where the learner needs assistance and support. Only through clear evaluation and analysis can a comprehensive early reading plan become an effective intervention.
Develop a comprehensive early reading plan based on the following case scenario and the tasks that follow the scenario:
Kale has just transferred to a new school from another state. It is the middle of the school year and Kale’s new teacher is concerned about his reading skills, particularly his decoding and sight words. His school records have not arrived from his old school, but his parents said that his previous teacher had asked to meet with them, but they were unsure if it was about reading. They thought it may have been about behavior.
His primary spoken language is French. English is Kale’s second language. His parents struggle with speaking English and need an interpreter during meetings. It is unclear what prompted the move, but it appears it was sudden and not planned. Kale is an only child and there does not appear to be any family or friends in the area. Kale’s parents are currently unemployed.
Kale completed some assessments for his new teacher, who noted some skill deficits. Most of Kale’s peers recognize sight words like “and,” “has,” “is,” “a,” “the,” “was,” “to,” “have,” and “said.” Kale has difficulty when he encounters these words. Kale’s oral reading is slow and labored.
He often says the wrong letter sound or guesses at words or waits until a peer says the word for him. Kale is unable to answer simple comprehension questions (e.g., main idea, main characters) after he has listened to a passage read aloud, as well. His teacher has scheduled a meeting with Kale’s parents to discuss the assessments.
The teacher developed the following instructional goals for Kale:
Part 1: Reading Strategies
Summarize the following reading strategies in 100-200 words each. Describe the benefits of the strategy and specific tips for implementation.
Part 2: Instructional Goals
In 250-500 words, complete the following:
Support your summaries with 2-3 scholarly resources.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student.
Comprehensive Early Reading Strategies and Instructional Goals Essay
RUBRIC |
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Excellent Quality 95-100%
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Introduction
45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Literature Support 91-84 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met. |
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Average Score 50-85% |
40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided. |
83-76 points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration. |
52-49 points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met. |
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Poor Quality 0-45% |
37-1 points The background and/or significance are missing. No search history information is provided. |
75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration. |
48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met |
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Comprehensive Early Reading Strategies and Instructional Goals Essay |
Comprehensive Early Reading Strategies and Instructional Goals Essay