RDG 415 Entire Course

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RDG 415 Entire Course
RDG 415 Entire Course
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RDG 415 Wk 1 – Summative Assessment: Reading Foundations Presentation

An important aspect of supporting students in literacy efforts is involving students’ families, first by sharing knowledge about the reading problems children can experience, and then by explaining the interventional and instructional strategies that can be used in school and at home to help bridge literacy gaps.

 

Scenario: In your role as a literacy coach, you have been asked to develop an informational presentation geared toward parents/families of students in the elementary school. Refer to this week’s readings and learning activities for pertinent ideas and information to include in your presentation.

 

Create a 10- to 12-slide presentation that addresses the following components:

  • Explain research-based factors that impact reading success (science of reading domains: phonemic awareness, phonics, vocabulary, fluency, comprehension).
  • Recommend specific strategies for parents and families to help students with reading development (consider the 5 domains of reading as you choose these strategies).
  • Provide at least 3 online resources or applications that can support your recommended strategies. Explain how parents and families might use those resources at home to support their child’s reading development.

 

Include the following in your presentation:

  • Detailed speaker notes
  • A title slide, an introduction, a conclusion, and a reference slide
  • In-text citations and references cited according to APA guidelines

 

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 415 Wk 2 – Guided Field Experience: Teacher Consultation

For your guided field experience, you will be teaching a reading or writing lesson to a class or small group of students. Your lesson plan should contain at least one English Language Arts (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.) As you choose assessments and learning tasks for your guided field experience lesson, look for opportunities to observe students’ reading and/or writing skills and to meet the needs of diverse learners in the class.

 

This week’s assignment will require you to meet with your field experience teacher to discuss the site demographics and develop a plan for completing Parts 1–3 of the Guided Field Experience Worksheet.

  • By Week 4, you will be required to complete Parts 1 and 2 of the Guided Field Experience Worksheet.
  • By Week 5, you will be required to complete Parts 3 and 4 of the Guided Field Experience Worksheet.

 

Note: Plan to work with the same group of students for this field experience.

 

Meet with your field experience teacher, in person or over the phone, to discuss the following components of the Guided Field Experience Worksheet:

  • Guided Field Experience Worksheet, Site Demographics
  • Discuss the demographics of the field experience site.
  • Use your discussion to complete the Site Demographics section of the Guided Field Experience Worksheet.
  • Guided Field Experience Worksheet, Part 1
  • Discuss the options presented on how to best pre-assess students and select one. If possible, select a pre-assessment that allows you to evaluate students’ reading and/or writing skills.
  • Discuss the steps you will follow to analyze the pre-assessment data.
  • Guided Field Experience Worksheet, Part 2
  • Discuss the grouping strategy and instructional planning considerations for your lesson.
  • Lesson Plan Template
  • Review and discuss the Lesson Plan Template to ensure understanding of all components.
  • Timeline
  • Discuss scheduling for your field experience.
  • Create a timeline for completing the Lesson Plan Template and Guided Field Experience Worksheet requirements by Week 5.

 

Update your field experience hours in My Time Log (link at top of the course).

 

Submit the following:

  • Site Demographics information
  • Timeline for completing the Lesson Plan Template and Guided Field Experience Worksheet

 

RDG 415 Wk 2 – Reading Diagnosis and Remediation Brochure/Infographic

Scenario: You are a member of a group of literacy coaches in your school district. As part of a district-wide reading initiative, you have been asked to create a brochure or infographic for district teachers on how to use assessments for the diagnosis and remediation of reading difficulties.

 

Create a brochure or infographic in which you address the following components:

  • Explain how formal and informal assessments are used to identify and remediate reading difficulties. Provide examples.
  • List and describe key components of effective reading assessments. In other words, what makes a reading assessment effective? Provide examples.
  • Describe how formative and summative assessments are used to guide and monitor student progress and to evaluate instruction. Provide examples.
  • List and describe formal and informal instruments that can be used to assess phonemic awareness, phonics, vocabulary, fluency, and comprehension.

 

Refer to this week’s readings and learning activities for pertinent ideas and information.

 

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 415 Wk 3 – Summative Assessment: Case Studies Analysis

Scenario: To further develop your skills as a literacy coach, you have been asked to review and analyze a series of case studies of students demonstrating a variety of reading problems. You will make recommendations for assessments to diagnose the reading problems based on your analysis. These case studies will be shared in a future professional development workshop.

 

View the “Five Domains of Reading” learning module.

 

Read and analyze the 5 case studies presented.

 

Research reading assessments as recommended by the National Reading Panel, Reading First, Every Student Succeeds Act (ESSA), No Child Left Behind Act of 2001, the Reading Excellence Act of 1997, or other more current legislation as applicable. The following list of formal and informal assessments may be a good place to start your research:

  • Dynamic Indicators of Basic Early Literacy Skills (DIBELS®)
  • Early Reading Diagnostic Assessment™ (ERDA®)
  • Gates-MacGinitie Reading Tests®
  • Developmental Reading Assessment®
  • Comprehensive Test of Phonological Processing™ (CTOPP™)
  • Phonological Awareness Test™ (PAT™)
  • Informal reading inventories
  • ORF (oral reading fluency) measures

 

Write a 175- to 200-word analysis for each case study in which you address the following:

  • Identify and explain the reading challenge or problem suspected in the case study. Consider which reading domain(s) each student struggles with the most.
  • Recommend 3 specific formal and/or informal diagnostic tools, screening tools, or inventories that you might use to measure students’ reading abilities and determine the reading problem.
  • Provide a rationale for your selected diagnostic tools, screening tools, or inventories ranked in the order that you would implement them.

 

Note: You should have a total of 5 analyses, 1 for each case study.

 

Refer to this week’s readings and learning activities for pertinent ideas and information.

 

Cite your sources according to APA guidelines.

 

Review the grading rubric for details about assignment expectations.

 

Submit your assignment.

 

RDG 415 Wk 4 – Scientifically Based Interventions Presentation

Scenario: As one of the literacy coaches in your school district, you have been asked to develop a presentation to share scientifically based interventions at an upcoming professional development conference in your district.

 

Select 1 of the students from the case studies in the “Five Domains of Reading” learning module that relates to one of the following domains of reading:

  • Phonemic awareness
  • Phonics
  • Vocabulary
  • Fluency
  • Comprehension

 

Research scientifically-based interventions and accommodations for your student using the resources shared in the “Scientifically Based Interventions” video from Educational Impact found in this week’s learning activities. It is recommended that you consult websites containing only scientifically-based interventions, such as Intervention Central, What Works Clearinghouse, and the National Center on Intensive Intervention. Avoid sites such as teacher blogs and personal websites.

 

Locate at least 8 interventions and/or accommodations that specifically target the selected reading domain.

 

Create a 10- to 12-slide presentation to display your interventions/accommodations that includes the following:

  • A profile of the selected student with identified areas for intervention and/or accommodation
  • Steps or directions for implementing each intervention and/or accommodation
  • An explanation of how you would select appropriate reading texts to meet the instructional needs of the student you identified
  • Detailed speaker notes
  • A title slide, an introduction, a conclusion, and a reference slide
  • Resources cited according to APA guidelines

 

Note: You may find helpful resources for creating your presentation in the Technology Resources Library.

 

 

Submit your assignment.

 

RDG 415 Wk 5 – Summative Assessment: RTI Plan

Scenario: As you begin the school year with a new third-grade class, you notice that one of your students is especially weak in fluency. You have brought your concerns to the special education teacher for guidance on intervention strategies.

 

Create a 175- to 350-word fictitious profile for this third-grade student with very poor fluency skills that includes:

  • Student information (name, age, language and social characteristics, ethnicity, any known educational history, etc.)
  • Explanation of concern
  • Assessments or inventories already given and the results
  • Current progress monitoring tool being used

 

Create a 4- to 6-page response to intervention (RTI) plan for this student that specifically addresses fluency skills. Be detailed and specific. Include the following components in your plan:

  • A description of Tier 1 intervention goals (write these as measurable, observable objectives)
  • Any state standard(s) that will be met through Tier 1 goal(s)
  • An explanation of specific activities/strategies to develop the student’s reading fluency skills, including the use of technology tools
  • A plan for assessing and monitoring the student’s progress, including a student self-assessment or monitoring strategy
  • A parental/family communication plan that supports the student’s learning needs and promotes accountability, as well as includes home reinforcement activities that utilize technology (e.g., interactive software)
  • Tier 2 and Tier 3 supports that can be used if the Tier 1 intervention is unsuccessful

 

Refer to this week’s readings and learning activities for pertinent ideas and information.

 

Include in-text citations and cite your sources according to APA guidelines.

 

Review the grading rubric for details about assignment expectations.

 

Submit your assignment.

RDG 415 Wk 5 – Guided Field Experience

For your guided field experience, you will be teaching a reading or writing lesson to a class or small group of students. 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.) As you choose assessments and learning tasks for your guided field experience lesson, look for opportunities to observe students’ reading and/or writing skills and to meet the needs of diverse learners in the class.

 

Complete the Guided Field Experience Worksheet.

 

Update your field experience hours in My Time Log (link at top of the course).

 

Submit the following completed documents:

  • Lesson Plan Template
  • Guided Field Experience Worksheet
  • Supplemental documents with responses to questions in Parts 1–4 of the Guided Field Experience Worksheet

 

Submit your assignment.