Project #32794 - Integrated Reading Unit

Integrated Reading Unit

In this assignment you will have the opportunity to design a reading unit that concentrates on a theme reflective of a core book or an author, and integrates 5 of the following major subject areas: mathematics, science, social studies, the arts (visual and performing), physical education, and health education. The length of the integrated reading unit will be two weeks and will consist of four phases: unit introduction, unit overview, lesson planning, and unit conclusion. You will develop 5 lesson plans for this unit.

 

 

1. Unit Introduction

a.     Theme Statement and Rationale:

·         A unit title that is demonstrative of the unit and captures the reader’s attention.

·         Introduction to the core book or author and a summary of how this unit integrates reading/writing strategies and literary elements.

·         Justification of why this is a grade-level appropriate theme for a unit of study and an explanation of the appropriateness of the book/author to the grade.

b.    Resources Toolkit

·         An annotated list of at least 20 books and resources that are linked to your theme.

oThe books and resources should include at least 5 targeted for teacher use and at least 15 targeted for student and parent use.

oAt least 5 of your resources should be multi-media materials, including web-based resources.

oEach annotation should explicitly connect the selected book or resource to the theme in 3-5 sentences.

·         When selecting your resources, be mindful of the diversity of your learners, including varied reading levels.

·         List your supporting resources in 6th Edition APA format.

2. Unit Overview

a.     Unit Goal(s)

b.    Unit Scope and Sequence Plan (Calendar Plan)

·         The calendar displays, by lesson title, the sequence of the lessons within the entire unit. Be thoughtful of how each lesson scaffolds the students’ learning.

·         The calendar reflects an overview of the entire unit and highlights, in yellow, the five lessons that are detailed in the lesson planning phase.

 

3.Lesson Planning

·         Develop 5 lesson plans, each integrating reading with one or more content areas, using the “Reading Integration Lesson Plan Format”.

·         All lesson plans should consider which reading/writing components will be incorporated (phonemic awareness, vocabulary, fluency, comprehension, and writing), as well as which literary elements (setting, plot, characters, conflict, theme) will be incorporated

·          The lesson plans will consist of four parts: the lesson overview, the lesson procedures, the lesson assessment, and the lesson extension.

4.Unit Conclusion

a.     ACEI Standards Self-Check

·         Consider the knowledge you acquired and applied through the development of this unit when completing  the ACEI Standards Self-Check

·         Reflect on your ACEI Standards Self-Check selections. Provide comments and/or the rationale for your choice of ACEI level.

b.    Reflection

·         Solicit feedback from a practicing teacher concerning the following areas of your unit (option: seek feedback during the required field experience for this course):

o    Appropriateness of the unit theme and book/author for the grade level

o    Appropriateness of the lesson procedures (content and instructional strategies) for the grade level

o    Potential for the students to achieve the objectives and meet the content standards

o    Words of advice for designing and delivering integrated units

·         After the feedback session, write a 350-word reflection that describes implications for professional development and growth.

 

Reading Integration Lesson Plan Format

 

Lesson Overview:

·   Day (within the unit)

·   Length

·   Other content area(s) integrated into lesson

·   Reading/writing areas to be addressed

·   Literary element(s) to be addressed

·   Lesson Objective(s)

·   Reading Standard(s)

·   Other Content Area Standard(s)

 

Lesson Procedure:

·   Set/Introduction:

1.     Attention Getter

2.     Check for Prior Knowledge

·   Lesson Body (detail as appropriate per content selected and grade level)

·   Closure (Review)

 

Lesson Assessments:

·   Evidence of the learners’ attainment of the objective

 

Lesson Extension:

·   Two alternative activities,extensions, or enrichment activities.

·   Homework (as appropriate)


ACEI Standards Self-Check

Consider the knowledge you acquired and applied through the development of this unit, to reflect on the ACEI Standards.  The Integrated Reading Unit is not expected to meet all of the standards listed below; rather, the self-reflection should represent the standards appropriate to your unit’s theme, grade level, reading/writing components, literary elements, and content areas of integration. Thoughtfully reflect on the ACEI standards and highlight the level at which you feel you have achieved each standard according to the following benchmarks: EX (Exemplary)= A high degree of knowledge, understanding, and application of the standard.

·   EX (Exemplary)= A high degree of knowledge, understanding, and application of the standard

·   AS (At Standard)= An acceptable degree of knowledge, understanding, and application of the standard

·   DV (Developing)= A moderate degree of knowledge and understanding of the standard; limited transfer of knowledge to application.

·   BC (Basic)= A low degree of knowledge and understanding of the standard; no transfer of knowledge to application.

·   N/A (Not Applicable)= No opportunity to develop the knowledge and understanding of the standard during the Integrated Reading Unit

 

 

 

ACEI STANDARD

 

Self-Reflective Course Benchmark

Development, Learning and Motivation

 

1.0 Development, Learning, and Motivation--Candidates know, understand, and use the major concepts, principles, theories, and research related to development of children and young adolescents to construct learning opportunities that support individual students’ development, acquisition of knowledge, and motivation..

EX     AS     DV     BC     N/A

CURRICULUM STANDARDS

 

2.1 Reading, Writing, and Oral Language—Candidates demonstrate a high level of competence in use of English language arts and they know, understand, and use concepts from reading, language and child development, to teach reading, writing, speaking, viewing, listening, and thinking skills and to help students successfully apply their developing skills to many different situations, materials, and ideas.

EX     AS     DV     BC     N/A

2.2 Science—Candidates know, understand, and use fundamental concepts of physical, life, and earth/space sciences.  Candidates can design and implement age-appropriate inquiry lessons to teach science, to build student understanding for personal and social applications, and to convey the nature of science.

EX     AS     DV     BC     N/A

2.3 Mathematics—Candidates know, understand, and use the major concepts and procedures that define number and operations, algebra, geometry, measurement, and data analysis and probability.  In doing so they consistently engage problem solving, reasoning and proof, communication, connections, and representation.

EX     AS     DV     BC     N/A

2.4 Social studies—Candidates know, understand, and use the major concepts and modes of inquiry from the social studies—the integrated study of history, geography, the social sciences, and other related areas—to promote elementary students’ abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world.

EX     AS     DV     BC     N/A

2.5 The arts—Candidates know, understand, and use—as appropriate to their own understanding and skills—the content, functions, and achievements of the performing arts (dance, music, theater) and the visual arts as primary media for communication, inquiry, and engagement among elementary students.

EX     AS     DV     BC     N/A

2.6 Health education—Candidates know, understand, and use the major concepts in the subject matter of health education to create opportunities for student development and practice of skills that contribute to good health.

EX     AS     DV     BC     N/A

2.7 Physical education—Candidates know, understand, and use—as appropriate to their own understanding and skills—human movement and physical activity as central elements to foster active, healthy life styles and enhanced quality of life for elementary students.

EX     AS     DV     BC     N/A

INSTRUCTION STANDARDS

 

3.1 Integrating and applying knowledge for instruction—Candidates plan and implement instruction based on knowledge of students, learning theory, connections across the curriculum, curricular goals, and community.

EX     AS     DV     BC     N/A

3.2 Adaptation to diverse students—Candidates understand how elementary students differ in their development and approaches to learning, and create instructional opportunities that are adapted to diverse students.

EX     AS     DV     BC     N/A

3.3 Development of critical thinking and problem solving—Candidates understand and use a variety of teaching strategies that encourage elementary students’ development of critical thinking and problem solving.

EX     AS     DV     BC     N/A

3.4 Active engagement in learning—Candidates use their knowledge and understanding of individual and group motivation and behavior among students at the K-6 level to foster active engagement in learning, self motivation, and positive social interaction and to create supportive learning environments.

EX     AS     DV     BC     N/A

3.5 Communication to foster collaboration—Candidates use their knowledge and understanding of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the elementary classroom.

EX     AS     DV     BC     N/A

ASSESSMENT STANDARDS

 

4.0 Assessment for instruction—Candidates know, understand, and use formal and informal assessment strategies to plan, evaluate and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of each elementary student.

EX     AS     DV     BC     N/A

PROFESSIONALISM STANDARDS

 

5.1 Professional growth, reflection, and evaluation—Candidates are aware of and reflect on their practice in light of research on teaching, professional ethics, and resources available for professional learning; they continually evaluate the effects of their professional decisions and actions on students, families and other professionals in the learning community and actively seek out opportunities to grow professionally.

 

EX     AS     DV     BC     N/A

5.2 Collaboration with families, colleagues, and community agencies—Candidates know the importance of establishing and maintaining a positive collaborative relationship with families, school colleagues, and agencies in the larger community to promote the intellectual, social, emotional, physical growth and well-being of children.

EX     AS     DV     BC     N/A

 

Reflection:

 

 

 

 

 

 

 

 

Subject General
Due By (Pacific Time) 06/09/2014 12:00 am
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