Instructions and Rubric for the READ 871 Project - Entire project
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Instructions and Rubric for the READ 871 Literacy Development and Instruction 3+ Project
Course Objectives and Alignment to Standards
Course Objective
Alignment to Standards*
1.
Analyze video examples of literacy instruction, drawing from course resources, informal research, and professional experiences. (KSDE/ILAS 2) (IDAS 1.1, 1.3, 1.4, 1.7, 1.8, 1.9, 4C6, 4C7, 4D.2, 4D.3. 4E, 4F, 4G) (CAEP A1.1)
2.
Describe typical changes in reading and writing behaviors, strategies, and the progression of skills from grade 3-12.
(KSDE/ILAS 1.1, 1.2, 1.3) (IDAS 1.1, 1.3, 1.4, 1.7, 1.8, 1.9) (CAEP A1.1)
3.
Discuss best practices for third grade to high school, drawing from course resources, informal research, and professional experiences. (KSDE/ILAS 2) (IDAS 1.1, 1.3, 1.4, 1.7, 1.8, 1.9, 4C6, 4C7, 4D.2, 4D.3. 4E, 4F, 4G) (CAEP A1.1)
4.
Explain the impact of socio-emotional factors on reading and writing success. (KSDE/ILAS 4.2) (IDAS 2) (CAEP A1.1)
5.
Draw conclusions about instructional decisions by matching literacy behaviors with current state and national standards. (KSDE/ILAS 2) (IDAS 1.1, 1.3, 1.4, 1.7, 1.8, 1.9, 4C6, 4C7, 4D.2, 4D.3. 4E, 4F, 4G) (CAEP A1.1)
6.
Compare aspects of literacy development in K-2 with grades 3 and up, including the influence of instruction on English Language Learners and learners with diverse needs. (KSDE/ILAS 5) (CAEP A1.1)
*KSDE – Kansas State Department of Education Standards; ILA – International Literacy Association 2017 standards; IDAS – International Dyslexia Association Standards: sub-standards listed are aligned with Structured Literacy and Science of Reading. CAEP – Council for the Accreditation of Educator Preparation (for program accreditation)
Please address the following prompts in an academic paper (See the description of a seminar paper at https://owl.purdue.edu/owl/graduate_writing/graduate_writing_genres/graduate_writing_genres_graduate_school_specific_genres_new.html
Key Characteristics of a Graduate Level Seminar Paper:
1.
In-Depth Exploration:
A seminar paper goes beyond surface-level analysis. It delves into a specific aspect of a broader subject. The paper
demonstrates the author's ability to engage with complex concepts, theories, or methodologies related to the chosen topic.
2.
Original Contribution:
While the purpose of this paper is not to present groundbreaking research, it should highlight the author's originality and capacity for critical thinking. 3.
Comprehensive Research:
Rigorous research is a hallmark of a graduate-level seminar paper. Authors are expected to engage with scholarly literature and incorporate a variety of reputable sources, such as peer-reviewed journal articles, academic books, and primary documents. A strong paper demonstrates the ability to synthesize and critically analyze these sources to demonstrate the author’s knowledge or learning. 4.
Critical Analysis:
A seminar paper goes beyond summarizing sources; it critically evaluates and engages with the literature. If there is something in the literature that is contrary to the author’s philosophy or understanding, the author acknowledges biases and identifies gaps, contradictions, or limitations in existing research, offering well-reasoned insights that contribute to ongoing academic discourse. 5.
Theoretical Framework:
Depending on the discipline, a seminar paper may incorporate a theoretical framework that provides a lens through which to analyze the chosen topic. This framework should be explained and applied effectively, helping to structure the analysis and inform the reader of the framework used. 6.
Clear Structure:
A well-organized seminar paper follows a coherent structure, including a concise introduction, well-structured body paragraphs that develop the ideas, and a conclusion that summarizes key findings and discusses their implications.
7.
Citation and Referencing:
Proper citation and referencing are crucial in a graduate seminar paper. Authors must adhere to APA 7
th
Edition. This reflects the author's commitment to academic integrity and accountability.
8.
Advanced Writing:
A seminar paper displays advanced writing skills. The language is formal, precise, and sophisticated, conveying complex ideas effectively. Proper grammar, syntax, and punctuation are essential for clear communication.
9.
Engagement with Peers:
Deeper discussions in a course is important before and after writing the paper. Not only can discussion and intellectual exchange guide the writing, the writing piece can offer peers more to think about. Presenting the paper or ideas from the paper in discussions allow authors to receive feedback, refine their arguments, and consider alternative perspectives.
Overall, a graduate-level seminar paper represents a significant intellectual endeavor that requires a high level of research, critical thinking, and academic writing skills. It contributes to the student's growth as a scholar within their field of study and prepares them for more advanced research and writing tasks. In this course, the seminar-style paper is a framework to be used on a smaller scale (one course) and is focused on several aspects of literacy development and instruction from grades 3-12. It is recommended that you work through these prompts as you study the modules and participate in discussions each week, then refine and revise, rather than create a paper at the end of the module.
Project Guidelines
Each part of this seminar paper should be completed using word processing (Microsoft Office Word, Google Docs). Expect each part of the project to be between 4-6 pages, double-spaced, with typical margins for research papers (choose normal margins). If using Word, click on File, then Options, then Proofing, and select Grammar and Refinements in the drop-down menu by Writing Style:
Then, click on Settings, and choose all the options under Grammar, Clarity and Conciseness, and Formal Language. This will help catch many of the common errors when writing a formal paper. This is a cumulative writing project. After you have completed Part 1, begin Part 2 in the same document, then Part 3, then Part 4. This will allow you to build upon each part. After Part 4, you will go back to add an introduction and concluding reflection before you submit the entire project at the end of the semester. Helpful Hint: Write as you Study!
As you watch the videos in the modules, read materials, participate in discussions, use the assignment prompts as a study guide, keeping your Word document open and ready to receive your thoughts. It is much more efficient to keep track of it during study than to search for something later. During revising and editing, you can work on narrowing your ideas and refining the writing. There will be many things that you read, discuss, and think about that perhaps do not relate to the prompts in this assignment, but all the learning together enhances and contributes to your growth. You will be expected to go beyond the course materials and research articles and other publications to help address these prompts. You might consult your own professional books. Please be careful of websites – most are not peer-reviewed and these may not cite information accurately. Always go to a peer-reviewed source. The Axe Library database is quite extensive and the staff are always happy to help you find available sources. Distinguish between your own insights and experiences and professional texts and always cite your sources appropriately.
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Part 1: Aspects of Literacy Development and Instruction for the Third and Fourth Grader
Due Monday, September 18
Please address these prompts for Part 1:
1.
Describe how phonological awareness in K-2 influences word recognition in grades 3-4.
2.
Explain the best instructional practices to help students apply the alphabetic principles to reading and writing tasks.
3.
List the sequence of phonics skills typically acquired in third-fourth grade.
4.
Describe researched instructional practices that are effective for spelling instruction?
5.
Explain how decoding strategies develop in third and fourth grade.
6.
For a video example of a language comprehension lesson, evaluate the lesson for effectiveness of instruction that supports any of the following:
a.
Cultural and other content knowledge
b.
Reading-specific background knowledge
c.
Verbal reasoning
d.
Language structure
e.
Theory of mind
7.
Discuss decision-making (an instructional plan) for any relevant bridging processes (print concepts, reading fluency, vocabulary knowledge, morphological awareness, letter/sound-semantic flexibility), that reflects knowledge of the transfer principle. 8.
Discuss ways in which active self-regulation plays a role in any of the processes described above for the third and fourth grade learner.
Part 2: Changes in Literacy Development and Instruction for the Fifth and Sixth Grader
Due Monday, September 25
Please address these parts for Part 2:
1.
Describe the demands of word recognition in grade level fiction and nonfiction texts. 2.
Explain the best instructional practices to help students apply the alphabetic principle to reading and writing tasks.
3.
List Greek and Latin affixes typically encountered in fifth and sixth grade.
4.
Describe researched instructional practices that are effective for spelling instruction. 5.
Explain how earlier decoding strategies influence problem-solving on reading tasks in fifth and sixth grade.
6.
For a video example of a language comprehension lesson, evaluate the lesson for effectiveness of instruction that supports any of the following:
a.
Cultural and other content knowledge
b.
Reading-specific background knowledge
c.
Verbal reasoning
d.
Language structure
e.
Theory of mind
7.
Discuss decision-making (an instructional plan) for any relevant bridging processes (print concepts, reading fluency, vocabulary knowledge, morphological awareness, letter/sound-semantic flexibility), that reflects knowledge of the transfer principle. 8.
Discuss ways in which active self-regulation changes from third to sixth grade to meet the demands of reading and writing.
Part 3: Instructional Considerations for the Reading and Writing Demands in Seventh and Eighth Grade
Due Monday, October 2
Please address these prompts for Part 3:
1.
Describe the demands of word recognition in grade level fiction and nonfiction texts. 2.
List Greek and Latin affixes typically encountered in seventh and eighth grade texts. 3.
Explain challenges to student engagement with reading and writing and practices or strategies to increase motivation in grades 7-8. 4.
For a video example of a language comprehension lesson, evaluate the lesson for effectiveness of instruction that supports any of the following:
a.
Cultural and other content knowledge
b.
Reading-specific background knowledge
c.
Verbal reasoning
d.
Language structure
e.
Theory of mind
5.
Discuss decision-making (an instructional plan) for any relevant bridging processes (print concepts, reading fluency, vocabulary knowledge, morphological awareness, letter/sound - semantic flexibility), that reflects knowledge of the transfer principle. 6.
Discuss ways in which active self-regulation changes from sixth to eighth grade to meet the demands of reading and writing. Part 4: The Reading and Writing Minds of High School Students
Due Monday, October 9
Please address these parts for Part 4:
1.
Describe the processes, reading strategies and behaviors, and compensatory strategies used by efficient readers and writers at the high school level.
2.
Explain instructional strategies appropriate for young adult readers and writers. 3.
Choose two different texts within a genre (ninth-tenth and eleventh-twelfth) using Lexile and compare the characteristics and demands of the texts.
4.
For a video example of a high school class (content or English) discussion over a topic or a text, describe how the teacher supports (and ways the teacher could support) higher level thinking and reasoning.
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5.
Discuss preparation for literacy in adulthood for 1) living a literate life and 2) meeting the literacy demands of college and career. Final Submission
Introduction, Parts 1-4, and a Concluding Reflection
Due Friday, October 13. Add a paragraph at the beginning, before Part 1. The paragraph briefly highlights what the reader can expect across the parts of the paper and emphasizes what you want the reader to notice or take away. Include Parts 1-4 with any final revisions you’ve made. Add a concluding reflection paragraph that describes your own learning and how it informs your current or future instruction, and how it might be beneficial for the reader. Literacy Development and Instruction 3+ Project RUBRIC
(Used for all parts)
Criteria
Unsatisfactory – Limited (Below 80%)
Developing – Adequate (80-89%)
Proficient – Exceptional (90-100%)
Content Knowledge
Weight: 50%
75 Points possible
The paper lacks depth and thorough understanding of the subject matter. Ideas are presented superficially, and the analysis may be simplistic. Research is limited or tangential to the topic. The paper addresses 6 or less prompts (prompt 6 must be addressed). The paper lacks accuracy and does not thoroughly address the topic. The reader may observe 3 or more areas where a concept is not addressed thoroughly and accurately in a way that would support the understanding of a reader outside the field. The paper covers the required content adequately. Ideas are presented clearly,
but some depth or complexity may be lacking. Research supports the main points, but some connections may be missing. Seven of the 8 prompts were thoroughly addressed (prompt 6 must be addressed) with a high degree of accuracy. The reader may observe 1-2 areas where a concept is not addressed
thoroughly and accurately in a way that
would support the understanding of a reader outside the field. The paper shows a solid grasp of the subject matter. Ideas are well-
presented and supported with appropriate research. The analysis demonstrates critical thinking and a thoughtful approach. All 8 prompts were addressed thoroughly and accurately in a way that would support the understanding of a reader outside the field. There are minimal or no instances of educational jargon.
The candidate referred to 2 or less professional resources that may not be peer-reviewed, such as blogs or share sites. The candidate referred to at least 3 professional and peer-reviewed resources.
The candidate referred to at least 4 professional and peer-reviewed resources. Scholarly/
Professional Writing Style
Weight: 40%
60 pts possible
The paper's organization is somewhat unclear, and transitions between sections are lacking in two or more sections. The paper's writing style is somewhat unclear or imprecise. Language may be overly complex (excessive use of jargon) or simplistic at times. Errors are noticeable and can
affect understanding. The paper's writing style is confusing or convoluted. Language is often unclear,
inappropriate, or overly casual for a graduate-level paper. Errors significantly hinder communication and comprehension. There are more than 2 ideas presented that are confusing or awkward for the reader, and more than 2 instances of awkward or confusing word choices. The paper has a generally coherent structure, with only one section that lacks clear organization or smooth transitions. There may be on idea presented that is confusing or awkward. The paper is adequately written, but some sections may lack clarity or precision. Language is generally appropriate, with 1-2 errors that may slightly hinder comprehension. Most word choices are
appropriate for scholarly writing in descriptions, explanations: only 1-2 instances of awkward or confusing word choices. The paper is effectively organized, with a logical flow of ideas. Sections are well-connected, and transitions contribute to coherence. The paper is well-written and maintains a strong academic tone. Language is clear and engaging, with no errors that impede understanding. Relevant vocabulary is used and explained Appropriate word choices are used for scholarly writing in
descriptions, explanations, and conclusions. Proofreading/C
itations
10%
10 pts possible
The paper has more than 3 errors in grammar, usage, mechanics, and spelling and more than 3 instances of passive voice. The paper has 2-3 errors in grammar, usage, mechanics, and spelling and 2-3 instances of passive voice. The paper has no errors in grammar, usage, mechanics, and spelling and 1 instance or less of passive voice. There are more than 3 citation errors (APA Ed. 7). There are 2-3 citation errors (APA Ed. 7). There are no citation errors (APA Ed. 7).