GCU ELM540 Assignments Latest (Full)

GCU ELM540 Assignments

 

GCU ELM540  Week 1 Assignment

TOPIC 1 MILESTONES IN LANGUAGE AND LITERACY

As a teacher, it is crucial to know the milestones for language and literacy based on the age and developmental level of students in order to know how to differentiate and accommodate students’ needs.

Part 1: Milestones in Language and Literacy Chart

Research the specific milestones related to the elementary grade K-8 state English Language Arts standards for the following areas of literacy:

• Language development
• Reading development
• Writing
• Listening
• Speaking
• Presenting

Using your research, complete the “Milestones in Language and Literacy” template, which will serve as a resource for the remaining assignments and field experiences within this course.

Support your findings with a minimum of three scholarly resources.

Part 2: Language and Literacy Reflection             

Using the “Milestones in Language and Literacy” template, summarize and reflect upon the factors affecting language development and emergent literacy in 250-500 words. Within your reflection, describe:

• The importance of building on students’ current language skills to promote language.
• The effect of language and literacy development on language acquisition.
• How you will use your findings in your future professional practice.

Support your findings with two scholarly resources.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

 

GCU ELM540  Week 2 Assignment

TOPIC 2 I DO, WE DO, YOU DO

There are various instructional strategies to use when teaching a new literacy concept to students. The I Do, We Do, You Do (IWY) method is a common best practice that can be adapted during instruction. This practice includes direct instruction (I Do), guided practice (We Do), and independent practice (You Do).

Research various instructional strategies specific to concepts of print and phonemic awareness to teach new literacy concepts. Include the IWY method in your research. Describe how this strategy is implemented in grade levels K-8 and how it is effective as an instructional strategy in the classroom.

In 500-750 words, create a literacy instructional plan for how you will apply the IWY method in your future classroom when introducing new literacy concepts.

In your plan, be sure to address the following in your reflection:

1. How the IWY model supports the introduction of new literacy concepts.
2. How the IWY model creates and supports student engagement of typical and atypical students.
3. How the IWY model supports differentiation to meet the diverse needs of students.
4. Include any gaps that may be present in the IWY model.
5. How you will use the IWY model in your future professional practice.

Support your findings with a minimum of three scholarly resources.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

 

GCU ELM540  Week 3 Assignment

TOPIC 3 LITERACY TOOLKIT 1: PHONICS AND WORD RECOGNITION

There are various aspects of literacy and it is important to begin developing instructional strategies to introduce these literacy concepts. It is crucial to examine multiple instructional and differentiation strategies in order to implement standards-based concepts related to phonics and word recognition.

Part 1: Phonics and Word Recognition Chart

Using the “Literacy Toolkit 1: Phonics and Word Recognition” template, choose a K-3 grade level and identify three standards related to phonics and word recognition.

For each standard chosen:

• Identify an aligned instructional strategy.
• Describe how you would differentiate the strategy to accommodate student needs.
• Identify materials, including digital tools and resources needed to create relevant learning experiences and promote student learning.

Part 2: Phonics and Word Recognition Reflection

Using the “Literacy Toolkit 1: Phonics and Word Recognition” template, summarize and reflect, in 250-500 words, on the strategies and aligned differentiation you would use to inform your instruction of phonics and word recognition standards. How do the materials, including digital tools and resources, chosen to implement your strategies address the various needs and provide equitable access to all students? Explain how you will use your findings in your future professional practice.

Submit your “Literacy Toolkit 1: Phonics and Word Recognition” template and reflection as one deliverable.

This completed assignment will be the first part of your Literacy Toolkit and will inform your assignment in Topic 6.

Support your findings with 3-5 scholarly resources.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

 

GCU ELM540  Week 4 Assignment

TOPIC 4 LITERACY TOOLKIT 2: READING AND WRITING

It is important to design and develop multiple forms of instructional and differentiation strategies in order to implement instruction aligned to standards-based concepts related to reading and writing.

Part 1: Reading and Writing Chart

Using the “Literacy Toolkit 2: Reading and Writing” template, choose a grade level 1-8 and identify three standards related to reading and writing.

For each standard chosen:

• Identify an aligned instructional strategy.
• Describe how you would differentiate the strategy to accommodate student needs.
• Research and identify materials, including digital tools and resources, needed to customize and personalize learning activities to meet the various learning styles of students during implementation of the strategy.

Part 2: Reading and Writing Reflection

Using the “Literacy Toolkit 2: Reading and Writing” template, summarize and reflect, in 250-500 words, on the strategies and aligned differentiation you would use to inform your instruction of reading and writing standards-based concepts. How can you make effective use of existing and emerging tools and resources to support the learning of all students? Include how your instructional strategies apply to the writing process including the processes and steps when developing a composition. Explain how you will use your findings in your future professional practice.

Submit your “Literacy Toolkit 2: Reading and Writing” template and your reflection as one deliverable.

This completed assignment will be the second part of your Literacy Toolkit and will inform your assignment in Topic 6.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

 

GCU ELM540  Week 5 Assignment

TOPIC 5 BENCHMARK – COMPREHENSIVE EARLY READING PLAN

Now that you have researched instructional strategies to use when introducing literacy concepts, you will now put those strategies into practice as you decide strategies for instruction and assessment.

For this benchmark, use the case scenario provided to develop a comprehensive, research-based early reading plan.

Part 1

Student: Mark

Age: 6

Grade: 1

Mark is in the first grade and has transferred to a new school in the middle of the school year. Mark’s parents set up a meeting with his new first grade teacher to discuss their concerns with Mark’s reading skills. His previous teacher had wanted to discuss concerns about his reading skills with them, but they moved before they were able to meet and address these concerns.

Mark’s new first grade teacher evaluated his reading skills with various assessments and noted some skill deficits in reading. At this age, most of Mark’s classmates are able to recognize various sight words, such as, “and”, “said”, “has”, “have”, “is”, “to”, “the”, “a”, and “was.”

Mark is struggling each time he comes across these words and his oral reading skills are slow and strenuous. He requires a lot of prompting and sometimes says the wrong letter and sometimes just guesses at words. When listening to a passage read aloud, Mark has difficulty answering simple comprehension questions about the main idea or characters.

Mark’s new first grade teacher has set up a follow-up meeting with Mark’s parents to discuss the results of his assessments and to inform them of the instructional goals he has put in place for Mark to help with his reading skills.

The following are his instructional goals:

1. After listening to a passage or story, Mark will be able to recall two or three of the sequenced events.
2. Mark will be given a brief reading passage on his instructional level, be able to read it aloud, and recall the main ideas.
3. Mark will say the corresponding sound when provided with a letter or letter combination.
4. When prompted with a word, Mark will be able to say a word slowly (sounding it out) and then faster (reading it as a whole), when given a CVC (consonant-vowel-consonant).
5. When shown sight words, Mark will automatically state the word.

Part 2

Sequence each of Mark’s instructional goals described in the case scenario in the order you would address them with her if you were Mark’s teacher. In 100-250 words, explain your rationale for the sequence.

Part 3

Research and select an early reading strategy for one of Mark’s goals. In 500-750 words, describe the strategy in detail with a rationale that explains how it is designed to help Mark achieve that goal. Provide the learning theories and connections across curriculum to support the developed strategy. Provide the long- and short-term plans for Mark and resources (reading specialist, resource teacher, etc.) you would utilize to implement this plan.

Support your rationale with two scholarly resources.

Part 4

Develop an activity that aligns to the chosen strategy you identified in Step 3 that Mark could do at home. In 250-500 words, describe the activity, as well as how you would establish and maintain a collaborative relationship with Mark’s parents and encourage them to help implement it.

Submit your sequenced list of goals, their associated reading strategies and rationales, and the at-home activity to your instructor as one deliverable

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

This benchmark assignment assesses the following programmatic competencies [and professional standards]:

MA in Elementary Education

3.1: Candidates plan and implement instruction based on knowledge of students, learning theory, connections across the curriculum, curricular  goals, and community. [ACEI 3.1; InTASC 7(a), 7(c), 7(g), 7(h), 7(i); MC4]

3.6 Candidates collaboratively plan short- and long-term goals utilizing professionals with specialized expertise to meet individual student needs and enhance learning. [ACEI 3.2; InTASC 7(e), 7(f), 7(o), 7(p)]

 

GCU ELM540  Week 6 Assignment

TOPIC 6 LITERACY TOOLKIT

Your principal recognizes your leadership role and that you have utilized data to inform instruction and has asked that you create a digital presentation to be used to advance professional practice in literacy. Prepare a professional development to highlight the literacy strategies, implemented throughout the field experiences, which can be used as a resource to be implemented collaboratively to present a shared vision, supportive culture, and common goals to teachers on a district-wide level in order to advocate for students.

Create an 8-10 slide digital presentation to highlight how you implemented the IWY strategy during field experiences to introduce and reinforce language and literacy concepts. This strategy will be beneficial as a collaborative resource for teachers district-wide to analyze student data based on student performance in order to modify instruction and implement next steps for instruction. Be sure to include a title slide, reference slide, and presenter’s notes.

Your presentation should include a summary of each instructional strategy implemented in the field experiences, how it could be amended for future instruction, including the following:

• How to evaluate language and literacy strategies and student performance when modifying instruction and determining appropriate interventions with at-risk and struggling readers.
• Examples of how to manage and monitor the success of the interventions for at-risk and struggling readers.
• The ethical way to communicate student progress data, and how to analyze the data based on performance in order to modify instruction.
• How you will collaborate with professionals in order to advance this professional practice.

Support your findings with two scholarly resources.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.