Reading Strategies Assignment

R EADING S TRATEGIES For this assignment, you will complete the template below by researching three evidence-based reading strategies that you could use to enhance literacy development in the ESOL Infused Lesson Plan you recently completed. One strategy must be a whole group strategy, the second strategy must be for small group work with ELs, and the third strategy must be a multisensory instruction strategy – it can be for small group or whole group. Please use the course materials available in MyCourses to help you begin your research. Once you have completed the template below, please upload the file to Anthology Portfolio through the link in MyCourses. Q UESTIONS R ESPONSES Your name Stephanie Ramsay Lesson plan topic Properties of Matter Lesson plan grade level 2 nd grade Overview of the lesson (from your lesson plan submission) Launch unit with subject introduction, student will conduct hypothesis, and the states of matter concept W HOLE G ROUP I NSTRUCTION S TRATEGY Name of the strategy Word Perception/Word Recognition Which component of literacy will this strategy support (e.g., phonological awareness, phonics, fluency, vocabulary, comprehension, critical reading, writing)? Comprehension reading, vocabulary, fluency, and critical reading Provide a description of the strategy and how to implement it. Have students take turns pronouncing words such as solid, liquid, and gas. Students will build words using suffixes and prefixes to root words According to the research, why is this strategy effective? This strategy is effective because it helps students become more familiar with the words and associate them with the properties of matter. This will also help them with spelling patterns. When will you use this strategy (before, during, or after direct instruction)? Strategy will be used after directions Why did you choose this strategy to support students’ literacy development with this lesson? I chose this strategy because it helps students familiarize themselves with vocabulary of the lesson and comprehend what is being read so they are more fluent. Provide references, in APA style, for at least two sources supporting the effectiveness of this strategy. Kim, D. (2019). Elementary English learners’ use of reading strategies with culturally relevant and culturally distant stories. Journal of language, identity & education, 18(2), 73-91. S MALL G ROUP I NSTRUCTION WITH E NGLISH L EARNERS (EL S ) S TRATEGY Name of the strategy Reading Enhancement Which component of literacy will this strategy support (e.g., phonological awareness, Critical Reading/ Comprehension

phonics, fluency, vocabulary, comprehension, critical reading, writing)? Provide a description of the strategy and how to implement it. Provide teaching and strategy for critical comprehension and conceal skills for more in depth understanding of context. Students will break off into small groups and implement critical reading strategies through a interactive worksheet. According to the research, why is this strategy effective? Strategy will help benchmark early literacy indicators. When will you use this strategy (before, during, or after direct instruction)? This will be implemented during to help students who are facing challenges with reading and reading comprehension Why did you choose this strategy to support students’ literacy development with this lesson? I chose this strategy because it is effective with getting students engaged with different strategies. Small groups help challenge students and require critical thinking amongst peers. Provide references, in APA style, for at least two sources supporting the effectiveness of this strategy. Slavin, R. E., & Cheung, A. (2004). How do English language learners learn to read?. Educational Leadership, 61(6), 52-57. M ULTISENSORY I NSTRUCTION S TRATEGY Name of the strategy Dialoguing Which component of literacy will this strategy support (e.g., phonological awareness, phonics, fluency, vocabulary, comprehension, critical reading, writing)? Comprehension, vocabulary Provide a description of the strategy and how to implement it. Students will break into small groups, reading material and the dialogue to understand the text and tasks, then confirm their understanding as a group. Students will also play roles as the observer, and audience. Students will also write key words. According to the research, why is this strategy effective? This will enhance vocabulary words which includes meaning, spelling, and the use of words. When will you use this strategy (before, during, or after direct instruction)? This strategy will be used during group time and will be monitored to ensure the dialog is correct. Why did you choose this strategy to support students’ literacy development with this lesson? I chose those strategy because it helps students with comprehension, spelling of the word, and the meaning. I believe it will give a better understanding for English language learners to fully retain what is being taught. Provide references, in APA style, for at least two sources supporting the effectiveness of this strategy. Park, H. R., & Kim, D. (2011). Reading-strategy use by English as a second language learners in online reading tasks. Computers & Education, 57(3), 2156-2166.

TSL 3080 Reading Strategies Assignment Rubric ESOL 4.0 Exemplary 3.0 Proficient 2.0 Acceptable 1.0 Unacceptable 2.3 The teacher candidate identifies three evidence- based reading strategies that are effective for whole group instruction, small group instruction, and multisensory instruction which facilitates literacy development of students. Comprehensive information about how to implement the strategy, comprehensive evidence to justify use of the strategy in different instructional situations, and a thorough explanation of why these strategies were chosen to support the literacy development of the students for the given lesson is included. The teacher candidate identifies three evidence-based reading strategies that are effective for whole group instruction, small group instruction, and multisensory instruction which facilitates literacy development of students. Sufficient information about how to implement the strategy, sufficient evidence to justify use of the strategy in different instructional situations, and an explanation of why these strategies were chosen to support the literacy development of the students for the given lesson is included. The teacher candidate identifies three evidence-based reading strategies that are effective for whole group instruction, small group instruction, and multisensory instruction which facilitates literacy development of students. Basic information about how to implement the strategy, basic evidence to justify use of the strategy in different instructional situations, and a brief explanation of why these strategies were chosen to support the literacy development of the students for the given lesson is included. The teacher candidate does not identify at least three evidence- based reading strategies that are effective for whole group instruction, small group instruction, and multisensory instruction which facilitates literacy development of students. Information about how to implement the strategy, evidence to justify use of the strategy in different instructional situations, and/or an explanation of why these strategies were chosen to support the literacy development of the students for the given lesson were not included.