Literacy Instructional Strategies Assignment (1)
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Feb 20, 2024
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Literacy Instructional Strategies Assignment
Seeng Orenic - Woodcreek Middle School ; US History & Texas History
Text 1- Slavery: The struggle for freedom by James Meadows
This book was chosen because it is a collection of short stories that give honest,
fact-based accounts of important African American events, achievements and
contributions to American society. This book aligns with TEKS 7.4 and 7.5 that ask
students to understand the individuals, events and issues of slavery, ethnic groups and
causes of the Civil War.
How will you assess oral language using a specific strategy?
The classroom will utilize chomebooks and other technology to use the Systematic
Analysis of Language Transcripts (SALT) software. This software is a tool that can
simplify the process of assessing spoken language production of adolescents. The
software uses results to compare to other age and grade-based samples from its
database.
How will you assess word analysis strategy using a specific strategy?
In order to implement word analysis strategy, the students partner with their desk mate
and will study the glossary in the back pages of the book and then practice by applying
the vocabulary to new sentences in a handout for the class. The words they will have to
study and apply are fugitive, revolt, smuggler, inhumane and abolish.
How will you assess fluency using a specific strategy?
To assess fluency, I will conduct an echo reading session with my students. I will read
two to three sentences while moving around the room. I will choose students at random
and ask them to read over the same section that they just heard.
How will you assess vocabulary using a specific strategy?
In order to assess student vocabulary a list of ten of the bold words from the text will be
used to create cards and play Pictionary. The students can use the glossary in the back
pages of the book to write down the definitions on one side and create their own
drawing on the flip side of the cards. The words that will be targeted are bondage,
prejudice, plantation, constitution, abolish, fugitive, underground railroad, secede,
amendment, and Union.
Which comprehension strategy can you apply to this text?
In order to assess comprehension, the students will be asked to write a 2-3 sentence
summary of each of the four chapters in the book. When they finish, the students will
quietly discuss their responses with their desk mate.
Sources for Text 1 Strategies
Wire, John F, et al. “Using Language Sample Analysis to Assess Spoken Language
Production in ...”
Asha.org
, 2016,
https://pubs.asha.org/doi/abs/10.1044/2015_LSHSS-15-0051.
Text 2 – Understanding Immigration: Life as an Immigrant by Iris Teichmann
This book was chosen because it is a part of a collection series in relation to
immigration. This book helps student understand the perspective of someone who is
starting a new life in a new country and what kinds of challenges they face and solutions
they create. This book aligns with TEKS 7.10A and 7.16A in that it asks students to
identify why immigrant groups came to Texas and where they settled and to identify the
different points of views of political parties and interest groups on important issues in
Texas, past and present. This book will allow students to bridge the socio-economic and
political events of immigration in the past to the current ones in the modern era.
How will you assess oral language using a specific strategy?
Students will complete a gallery walk in order to assess oral language. They will use a
handout to complete questions at each station. After the gallery walk the class will
verbally share out by each providing the summary and facts of their assigned station.
How will you assess word analysis strategy?
Students will play a mix and match game with the prefixes, root words and suffixes of
vocabulary from the text. The words that will be analyzed are emigrate, migrant,
immigrant, discrimination, persecution, immigration, exploitation. The students will write
down the words they create and see how many they can get correct.
How will you assess fluency using a specific strategy?
To assess fluency, students will be put into groups of three in order to do paired
reading. Each student will read one paragraph at a time and have the opportunity to
help each other sound out words and set a reading pace the group is comfortable with.
How will you assess vocabulary using a specific strategy
?
In order to assess vocabulary, the studens will complete a graphic organizer for five
words. The specific words will be immigrant, rights, citizenship, entrepreneur, racism.
Which comprehension strategy can you apply to this text?
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In order to assess comprehension, the students will answer 3 basic questions posted on
the boards. At the end of each chapter, the students will answer the corresponding
question.
Source for Text 2 Strategies.
Lopez, M. and Cruz, R. (2022) “Gallery Walk technique in enhancing reading
comprehension and oral English language proficiency of junior high school students,”
Waikato Journal of Education
, 27(1). Available at: https://doi.org/10.15663/wje.v26i1.
Reflection
A new thing I learned about teaching and assessing literacy is that teacher involvement
and facilitation goes a long way in helping students improve in their oral language
proficiency and comprehension. It is not enough to set up an activity and let the
students do it on their own. Modeling strategies and reading aloud for students helps
them make those connections as they learn. I have integrated echo reading, paired
reading, gallery walks and vocabulary assessments both oral and written into my social
studies lesson plans. It has changed the way my students approach learning and keeps
their engagement high. An additional thing that is constantly implemented in the
classroom is cooperative learning. The benefits of cooperative learning is that it
improves classroom culture and morale, it makes the students hold each other
accountable and it creates higher-level thinking because students get to discuss and
work through their knowledge by giving and taking from one another.
Source for Reflection
Williams, D.R., Meyer, L.H. and Harootunian, B. (1997) “Introduction and
implementation of cooperative learning in the heterogeneous classroom: Middle School
Teachers' perspectives,”
Research in Middle Level Education
, 16(1), pp. 115–130.
Available at: https://doi.org/10.1080/10825541.1992.11670004.