Can you develop a comprehensive 750-1,000-word early reading plan based on a case scenario and follow the rubric?

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Details: The Complete Assignment with Scenario is attached along with rubric

Develop a comprehensive 750-1,000-word early reading plan based on the following case scenario and the tasks that follow the scenario;


Part One

Research early reading strategies, including:

  1. Comprehension strategies
  2. Graphic organizers
  3. Independent practice
  4. Model-lead-test
  5. Peer tutoring
  6. Repeated reading

After completing the research on these strategies, summarize the strategies including the benefits of the various strategies and specific tips for implementation.

Part Two

  1. After summarizing each of the six possible strategies, sequence each of Amanda’s instructional goals described in the case scenario in the order you would address them with her.
  2. For each instructional goal, identify an early reading strategy from Part One and explain why or how it will assist in achieving the instructional goal.
  3. Explain how you would involve Amanda’s parents, and develop an activity from one of the early reading strategies that Amanda’s parents can use at home.

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center.

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

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Details: Develop a comprehensive 750-1,000-word early reading plan based on the following case scenario and the tasks that follow the scenario: Student: Amanda Age: 6.5 Grade: 1 Amanda has just transferred to a new school. It is the middle of the school year and her new teacher is concerned about Amanda’s reading skills. Her school records have not arrived from her old school, but her parents reported that her previous teacher had asked to meet with them. They moved before the meeting could occur and are not sure what was going to be addressed. English is Amanda’s second language. Her parents struggle with speaking English and need an interpreter during meetings. Amanda completed some assessments for her new teacher, who noted some skill deficits. Most of Amanda’s peers recognize sight words like “and,” “has,” “is,” “a,” “the,” “was,” “to,” “have,” and “said.” Amanda has difficulty when she encounters these words. Amanda’s oral reading is slow and labored. She often says the wrong letter sound or guesses at words. Amanda is unable to answer simple comprehension questions (e.g., main idea, main characters) after she has listened to a passage read aloud. Her teacher has scheduled a meeting with Amanda’s parents to discuss the assessments. The teacher developed the following instructional goals for Amanda: 1. Given a letter or letter combination, Amanda will say the corresponding sound. 2. Given a brief reading passage on her instructional level, Amanda will read the passage and be able to retell the main ideas. 3. Given a CVC (consonant-vowel-consonant) word prompt, Amanda will be able to say the word “slowly” (sounding it out) and then say it “fast” (reading as a whole word). 4. After listening to a story, Amanda will recall three or four sequenced events. 5. Shown sight words, Amanda will state the word automatically. Source: The IRIS Center for Training Enhancements, http://iris.peabody.vanderbilt.edu/ Part One Research early reading strategies, including: 1. Comprehension strategies 2. Graphic organizers 3. Independent practice 4. Model-lead-test 5. Peer tutoring 6. Repeated reading After completing the research on these strategies, summarize the strategies including the benefits of the various strategies and specific tips for implementation. Part Two 1. After summarizing each of the six possible strategies, sequence each of Amanda’s instructional goals described in the case scenario in the order you would address them with her. 2. For each instructional goal, identify an early reading strategy from Part One and explain why or how it will assist in achieving the instructional goal. 3. Explain how you would involve Amanda’s parents, and develop an activity from one of the early reading strategies that Amanda’s parents can use at home. Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. This assignment uses a rubric. Please 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 Turnitin. Reading Plan 1 No Evidence 0.00% 2 Nominal Evidence 69.00% 100.0 %Criteria 30.0 %Early No Reading strategies Reading Plan submission. summary fails to Part One describe strategies, benefits, and specific tips for implementation. 50.0 %Early Reading Plan Part Two 5.0 %Thesis Development and Purpose 3 Unacceptable Evidence 74.00% Reading strategies summary inadequately describes strategies, benefits, and specific tips for implementation. No Reading strategy Reading strategy submission. aligned to incompetently instructional goal is aligned to inappropriate and instructional goal lacks explanation as with little to why or how explanation as to strategy will assist in why or how strategy achieving said goal. will assist in Weak explanation of achieving said goal. how to involve Explanation of how parents, along with to involve parents, an in-home activity along with an inthat incorporates a home activity that researched reading incorporates a strategy. researched reading strategy is ineffective. No Paper lacks any Thesis and/or main submission. discernible overall claim are apparent purpose or and appropriate to organizing claim. purpose. 4 Acceptable Evidence 87.00% 5 Target Evidence 100.00% Reading strategies summary adequately describes strategies, benefits, and specific tips for implementation. Reading strategies summary is comprehensive in describing strategies, benefits, and specific tips for implementation. Reading strategy Appropriate reading adequately aligned strategy aligned to to instructional goal instructional goal with sufficient with thorough explanation as to explanation as to why or how strategy why or how strategy will assist in will assist in achieving said goal. achieving said goal. Appropriate Well-crafted explanation of how explanation of how to involve parents, to involve parents, along with an inalong with an inhome activity that home activity that incorporates a incorporates a researched reading researched reading strategy. strategy. Thesis and/or main Thesis and/or main claim are clear and claim are forecast the comprehensive. The development of the essence of the paper paper. It is is contained within descriptive and the thesis. Thesis reflective of the statement makes the arguments and purpose of the paper appropriate to the clear. purpose. 5.0 %Mechanics No Surface errors are Frequent and Prose is largely free Writer is clearly in of Writing submission. pervasive enough repetitive of mechanical errors, command of (includes that they impede mechanical errors although a few may standard, written, spelling, communication of distract the reader. be present. The academic English. punctuation, meaning. Inconsistencies in writer uses a variety grammar, Inappropriate word language choice of effective sentence language use) choice and/or (register) and/or structures and sentence word choice are figures of speech. construction are present. Sentence used. structure is correct but not varied. 5.0 %Paper No Template is not used Appropriate Appropriate All format elements Format (use of submission. appropriately, or template is used, but template is used. are correct. appropriate documentation some elements are Formatting is style for the format is rarely missing or mistaken. correct, although major and followed correctly. A lack of control some minor errors assignment) with formatting is may be present. apparent. 5.0 %Research No Reference page is Reference page is Reference page is In-text citations and Citations (inreference present. Citations included and lists present and fully a reference page are text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment and style) 100 % page is are inconsistently included. used. No citations are used. sources used in the inclusive of all cited paper. Sources are sources. appropriately Documentation is documented, appropriate and although some errors citation style is may be present. usually correct. complete and correct. The documentation of cited sources is free of error.
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