Details:Allocate as least 1 hour in the field to support this field experience.Consult with your mentor teacher to decide the direction you will take to provide small-group instruction to 3-4 students on a literacy topic in Fluency, Comprehension, and/or Vocabulary. Part 1: Fluency, Comprehension, and Vocabulary: I Do, We Do, You DoComplete the “Fluency, Comprehension, and Vocabulary: I Do, We Do, You Do" template to guide appropriate instruction for the 3-4 students identified by your mentor teacher. Within the chart, identify the following to help design your lesson: Fluency/Comprehension/Vocabulary Concept I Do, We Do, You Do Differentiation Assessment Upon completion of your lesson and with approval of your mentor teacher, facilitate the lesson to the students chosen. Part 2: ReflectionUsing the “Fluency, Comprehension, and Vocabulary: I Do, We Do, You Do” chart, summarize and reflect upon your chart, strategy, and facilitation in 250-500 words. Explain how you will use your findings in your future professional practice.Submit your “Fluency, Comprehension, and Vocabulary: I Do, We Do, You Do” and reflection as one deliverable.The lesson developed for this field experience will be used to complete your Literacy Toolkit assignment due in Topic 6. You will be asked to make revisions based on the implementation experience prior to submitting the unit plan at that time.Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.This assignment uses a rubric. 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.

For this assignment, you will choose one term from the list below and define the term using illustration and example, making sure that the definition is your own and that it is not simply a paraphrasing of a definition shared elsewhere. A well-organized essay has a beginning, a middle, and an end. The beginning, or introduction, should include an opening sentence to grab your reader’s attention. Follow the opening sentence with a brief background on the topic or situation. The last sentence of the introduction is the thesis statement. The thesis states the main point of the essay, which in this case, would be the defining of a term. A well-supported essay includes supporting points, details, and examples. An essay with three points may be divided into three body paragraphs, one for each point describing the term. Each body paragraph must begin with a topic sentence that states the main point of the paragraph. The conclusion typically summarizes the main points of the essay and/or closes with a lasting impression that connects the reader to their world. Be sure to proofread your essay and edit for proper grammar, punctuation, diction (word choice), and spelling, as errors in sentence skills will lower a final grade. A grade will be determined based on the Module 1 Case expectations and the Trident University General Education rubric for English found in the course syllabus. mother father patriot friend wealth success/ this is what I want the essay to be about