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PART 1 Plan a read-aloud using a culturally relevant text and justify your choic
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PART 1 Plan a read-aloud using a culturally relevant text and justify your choice of text for the read aloud based on the criteria in the course readings and your state standards. Tutorial Slides https://docs.google.com/presentation/d/14kpTqmvVFKrH7Rt8cSpjatk9yRmdi-4-scgf7-uAVrs/edit#slide=id.p Tutorial Video https://drive.google.com/file/d/1qoFx5NBJcAbl51JD20AUDu6JX2NmNaaW/view PART 2 Plan a week of shared reading using the same book focusing on a different dimension of literacy each day. Use the criteria from the course readings and your state standards to create plans appropriate to the grade level. Tutorial Slides https://docs.google.com/presentation/d/1iAmhnJbbjtLeVQ6qHLeXanENUWMoZMzNLgdbRrw9i_I/edit Tutorial Video https://drive.google.com/file/d/1mPTbWYuEBR-22y9R-Xh5RDvVprvQHmkW/view PART 3 In order to use guided reading properly, teachers need to know and understand the state reading standards for their grade level. Therefore, examine all your state’s reading standards for a single grade level. Using the state standards for your grade level, create a document that could be used during guided reading to take anecdotal notes for each student’s reading. The format used can be whatever works best for you the teacher, as this is intended to be a tool that you can put to use during guided reading. The state standards should be simplified to fit on a documentation sheet. Make sure to refer to the assignment 3 rubric for the specific required components. Tutorial Slides https://docs.google.com/presentation/d/1C0L-210DaGTdHoZotJVl-2Dr9wyU9GD4FlEGnUeWghQ/edit#slide=id.p1 Tutorial Video https://drive.google.com/file/d/18jXIwBHhjD42VVvZB90mcn0QH5P-SsPh/view PART 4 Develop a plan for launching independent reading specific to your grade level. What procedure lessons will you teach? How will you scaffold students in order to build stamina over time? What is your plan for students that may struggle with staying on task during independent reading? How many minutes of reading each day do you want your students to build up to over time? How many weeks do you anticipate this will take? Which state standards are addressed by providing students uninterrupted time to read independently each day? Create a list of open-ended questions you can use with any book to start a reading conference. If possible, talk with other teachers to ask how they make time for independent reading and how they resolve pitfalls. PART 5 Develop a writing lesson using a mentor text. Make sure to choose a teaching point that matches a state standard for your grade level. What specific lines of the text will you use to teach your objective? How will you model the expectations for your students? Tutorial Slides https://docs.google.com/presentation/d/1mgGzHGok9zrDu5DLqJqutnzIq2Nq449bk4nKobrzyec/edit#slide=id.p Tutorial Video https://drive.google.com/file/d/1AiTPWf2YVkcvL4RRypQUBRrf4lasrEHc/view PART 6 Conduct some independent research on how parents can promote literacy outside the classroom. Create a 1-2 page guide to share with parents on ways they can promote literacy at home. Make this guide as specific to your grade level as possible. Include reading and writing activities that are parent friendly along with links to appropriate online learning activities. Consider suggestions for building literacy in homes where English is not the primary language.
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