Assignments: I follow the grading rubric closely. Always read the assignment rubric prior to starting your assignments to fully understand the assignment requirements. Some requirements are outlined in the grading rubric that are not detailed in this course assignment instructions. It is recommended that you use the writing template posted in the resources section of the course room for assignments and label each section of your paper based on the topic or what the question is asking. This will ensure you cover all requirements of the assignment and assists in the grading process. Be sure to reach out if you have questions.
· Mechanics: Graduate writing requires critical thinking, analysis, synthesis, and evaluation of theory and concepts. Be sure to proofread your papers and DQ posts before submitting to ensure maximum points. Examples of errors with mechanics are errors in spelling, grammar, punctuation, and use of passive voice.
· References: You are required to use scholarly references for this course. Scholarly references are articles and resources in the course room, peer reviewed articles in the GCU library and government websites ending in .gov. You are strongly discouraged from using other websites as references.
· Helpful Resources: The GCU library is located at https://library.gcu.edu and can assist you in locating appropriate scholarly references and research for your course assignments. For assistance with APA, please use the GCU library guide: https://libguides.gcu.edu/APA or the Student Writing Center. You are also encouraged to use the APA style website at https://apastyle.apa.org to assist with APA format and mechanics. You can use www.grammarly.com as a resource to assist with proofreading your work prior to submitting.
Assessment Traits
Benchmark
Requires Lopeswrite
Assessment Description
As you have experienced through working with your mentor during your program, collaboration is a key concept among educators. It allows for the sharing of ideas, resources, and strategies. It promotes growth and allows teachers to reach outside of their personal “toolbox” and build upon one another’s ideas. In Professional Learning Communities (PLCs), teachers discuss student needs, share instructional ideas, and analyze assessment data. As a contributor, you need to be able to prepare and present standards-aligned, effective strategies to your team.
Part 1: Resource Handout
Choose a grade level in the K-3 range. Create a resource handout for fellow teachers to be presented at your grade-level PLC. The handout should include the following information:
- Select three components of literacy (i.e., phonemic awareness, phonics, fluency, vocabulary, and comprehension) and provide at least two activities or instructional strategies for teaching each component.
- State standards that align with each activity or strategy.
- Academic language that supports the implementation of each activity.
- At least two opportunities for collaborative practice of academic language and literacy among students and how each opportunity can be used across another subject area.
- At least one suggestion for each area on how to extend learning for students who demonstrate mastery of that literacy skill.
- At least one suggestion for how technology can be used to support academic language and literacy in the classroom.
Part 2: Video Presentation
Imagine you are presenting your resource at your team’s PLC. Record a 3-5 minute video presentation explaining your resource handout. Include the following information in your video:
- Explain how sharing resources and collaborating with other educators when designing instruction supports specific learner needs and promotes student engagement in meaningful tasks.
- Briefly explain each activity/strategy and how it supports student learning.
Support this assignment with a minimum of two scholarly resources.
Submit your resource handout, a link to the video, and resources in one document.
Refer to the “Recording, Editing and Uploading a Video or Podcast Guide” to help you become familiar with how to create a video.
Remember, video and audio quality are important and should be taken into consideration. Ensure your video is filmed with sufficient lighting and the volume is adequate for viewers to hear. Intonation, expression, proper speech, and professional attire are expected.
Use an online video platform such as Loom, YouTube, or Vimeo to upload your completed video. Ensure that others can access and view your linked video prior to submitting the assignment. If you upload your video to YouTube, select the “unlisted” option.
While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
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 LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
Benchmark Information
This benchmark assignment assesses the following programmatic competencies and professional standards:
MEd Elementary Education (ITL/NITL)
2.6: Create opportunities for students to collaboratively practice academic language and literacy across subject areas. [InTASC 4(h), 4(l), 5(h), 5(n); TPE 3.5; MC1]
3.3: Collaborate with all stakeholders when designing instruction that meets specific learner needs and engages students in meaningful tasks. [InTASC 7(e), 7(m), 7(o), 8(c), 8(l); TPE 4.6; MC1, MC2]
Rubric Criteria
expand all Rubric CriteriaExpand All
Activities and Instructional Strategies
45 points
Criteria Description
5. Target
45 points
Activities or instructional strategies for teaching each literacy component are ideal.
4. Acceptable
39.15 points
Activities or instructional strategies for teaching each literacy component are appropriate.
No Submission
0 points
Not addressed.
State Standards and Academic Language
30 points
Criteria Description
5. Target
30 points
State standards that align with each activity or instructional strategy are proficient. Academic language that supports each activity or instructional strategy is exceptional.
4. Acceptable
26.1 points
State standards that align with each activity or instructional strategy are suitable. Academic language that supports each activity or instructional strategy is solid.
No Submission
0 points
Not addressed.
Collaborative Practice (B)
45 points
Criteria Description
(C2.6)
5. Target
45 points
Opportunities for collaborative practice of academic language and literacy among students are meaningful and explanation of how each opportunity can be used across another subject area is novel.
4. Acceptable
39.15 points
Opportunities for collaborative practice of academic language and literacy among students are significant and explanation of how each opportunity can be used across another subject area is noteworthy.
No Submission
0 points
Not addressed.
Extending Learning and Technology Support
45 points
Criteria Description
5. Target
45 points
Suggestion of ways to extend learning for students who demonstrate mastery of literacy skills are innovative. Suggestion for how technology can be used to support academic language and literacy in the classroom demonstrates best practice.
4. Acceptable
39.15 points
Suggestion of ways to extend learning for students who demonstrate mastery of literacy skills are reasonable. Suggestion for how technology can be used to support academic language and literacy in the classroom is appropriate.
No Submission
0 points
Not addressed.
Collaboration with Other Educators (B)
30 points
Criteria Description
(C3.3)
5. Target
30 points
Explanation of how sharing resources and collaborating with other educators when designing instruction supports specific learner needs and promotes student engagement in meaningful tasks is advanced.
4. Acceptable
26.1 points
Explanation of how sharing resources and collaborating with other educators when designing instruction supports specific learner needs and promotes student engagement in meaningful tasks is sound.
No Submission
0 points
Not addressed.
Explanation of Each Activity in the Video
45 points
Criteria Description
5. Target
45 points
Explanation of each activity/strategy in the video and how it supports student learning is superior.
4. Acceptable
39.15 points
Explanation of each activity/strategy in the video and how it supports student learning is concise.
No Submission
0 points
Not addressed.
Organization
15 points
Criteria Description
5. Target
15 points
The content is well-organized and logical. It presents ideas sequentially and relates to each other. The content is presented as a cohesive unit, giving the audience a clear sense of the main idea.
4. Acceptable
13.05 points
The content is logically organized, and the ideas presented relate to each other. The content provides the audience with a clear sense of the main idea.
No Submission
0 points
Not addressed.
Professionalism
15 points
Criteria Description
5. Target
15 points
Appearance and manner exhibit appropriate professionalism within the video. The video is taken within an environment totally free of distraction.
4. Acceptable
13.05 points
Appearance and manner exhibit adequate professionalism within the video. The video is taken within an environment relatively free of distraction.
No Submission
0 points
Not addressed.
Supporting Research and Documentation of Sources
15 points
Criteria Description
Uses appropriate designated style and formatting to document sources in citations and references.
5. Target
15 points
Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
4. Acceptable
13.05 points
Supporting research is credible and relevant. Sources are documented, as appropriate to assignment and style, and format is mostly correct.