MODULE 5 Assignment: THE GPS OF LITERACY: A BALANCED LITERACY INSTRUCTIONAL PLAN

September 27, 2024September 27, 2024 Discipline: Education

Introduction: Literacy development begins very early in a child’s life and progresses through several stages or levels.   

This week you will continue to explore theoretical perspectives on reading that will provide a foundation on which you will continue to build throughout your career. You also will consider the expressive and receptive elements in literacy learning and incorporate effective practices to support literacy learning.

LEARNING OBJECTIVES Students will:

  • Apply theoretical perspectives on reading (cognitive, linguistic, sociocultural, and psychological) to a literacy instructional plan (Lesson Plan)
  • Apply instructional practices to support literacy learning
Over the past several decades, a tremendous body of research has been generated in the field of literacy education, and this professional research remains ongoing.

Given this current knowledge base, federal mandates now require teachers to use research-based practices to promote literacy learning. As a literacy teacher, you have the responsibility to be knowledgeable about and stay abreast of research in the field and to apply research-based practices in your literacy classroom.

Complete the following:

  • Use the Instructional (Lesson)Plan Template found in the MSED Documents area under Start Here to construct a lesson or activity based on literacy research that is appropriate for the learners in your educational setting.
    • Using the information from the National Reading Panel: Practical Guide for Teachers, the Five Pillars, SEDL’s The Cognitive Foundations of Learning to Read: A Framework, Newton Public Schools’ A Balanced Approach to Literacy, and the course text Chapter 2 to guide you, design an engaging literacy instructional plan or literacy activity for reading.
    • Include Common Core and state standards in your instructional plan.
  • Implement the lesson and record your thoughts and observations during the lesson or activity.
    • Include pre, formative, and summative assessment data.
    • Select three student work samples that represent a range of student learning from the implemented lesson. Please make sure you remove all identifying information from the student work samples and within your essay.
  • Summarize and reflect on lesson implementation.
    • Identify each of the elements utilized and how they were applicable to creating a balanced approach to the lesson.
    • Include how this week’s Learning Resources supported the lesson.
    • Reflect on how you collected and assessed the data. What were the issues you encountered? What would you want to do differently to make the implementation a more meaningful experience for your students? Based on the findings from your analysis of the assessment data, what learning experiences does your group of students need next?
    • Reflect and report on the lesson related to its efficacy and learning that you assimilated based on this activity.

Submit your Instructional Plan, student work samples, and your findings as graphic representations as appendices to your Reflective Essay.

Resources:

  • Reutzel, D. R., & Cooter, R. B., Jr. (2019). Teaching children to read: The teacher makes the difference (8th ed.). Pearson.

    • Chapter 2, “Developing Children’s Oral Language to Support Literacy Instruction” (pp. 25-82)

    • Chapter 3, “Early Reading Instruction: Getting Started with the Foundations” (pp. 83-122)

  • Armbruster, B. B., Lehr, F., & Osborn, J. (2006). A child becomes a reader: Kindergarten through grade 3Links to an external site. (3rd ed.).  National Institute for Literacy. https://www.nichd.nih.gov/sites/default/files/publications/pubs/documents/readingk-3.pdf

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