Education Summative Assessment-create a balanced literacy plan

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Summative Assessment – Balanced Literacy Lesson Plan

The main consistencies are that balanced literacy includes reading, writing, listening, and speaking. In addition, the main blocks of balanced literacy are known as Read-Aloud/Shared Reading, Guided Reading, Word Study, and Independent Reading.

Create a balanced literacy lesson plan. In a 10- to 12-page paper written in APA style, include the following components:

1. Grade Level: 1st Grade

2. Anchor Standard: CCSS.ELA-LITERACY.CCRA.R.6Assess how point of view or purpose shapes the content and style of a text.

3. Text: The Farmer in the Dell

a. include author/illustrator,

b. title,

c. brief summary
Complete this chart. Make sure all your activities support each other and align with the anchor standard. See below for guidance/prompts

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1. Explain how reading, writing, listening, and speaking are promoted in your lesson plan. (All four should be featured in each block.)

2. Describe how your activities support the anchor standard.

3. Describe your assessments. How do these assessments evaluate students’ reading skills and/or progress?

4. Discuss the benefits of teaching from a balanced literacy approach.
Below are some prompts to help build the balanced literacy blocks:

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Balanced Literacy Block

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Read-Aloud/Shared Reading (30 minutes)

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Guidance—Do not include this column in your chart

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Revise your Week Four, Discussion 1 assignment.


In this block, the teacher activates prior knowledge and interactively reads aloud a piece of quality writing to the whole class. The teacher will stop at planned points to ask a variety of questions that elicit student

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response. Following the teacher’s modeling and prompting, students learn to think deeply about text, to listen to others, and to develop their own ideas. This block is not meant for students to just listen to the teacher reading aloud; it is designed for students to interact with the teacher and learn how to think about text from the teacher. The teacher uses this time to explicitly model reading strategies and skills that the students need to learn. For younger readers, you might want to read from a “big book” that has large print and pictures. Logistically, you could also use the document camera to show the book pages on the big screen. Traditionally, teachers have read on the carpet as well. You need to somehow arrange it so students can see your text.

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Describe or show via video how you will read aloud the text and how you will model questioning and thinking strategies. Be very specific about listing the questions you will ask, and at which points in the book or text you will ask the questions or model the critical thinking. Indicate page numbers, etc.
Write this out so that a substitute teacher can implement your lesson plans.

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Word Study (10 minutes)

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Revise your Week Four, Discussion 2 assignment.


In this block, the teacher works with the whole class to develop word study or vocabulary skills. Word study is the study of our alphabetic symbol system. This includes mini lessons that address one of more of the following: phonics (letter/sound relationships), morphemic analysis (using word parts to denote meaning), and automaticity for sight words. Word study involves both the decoding (reading) and encoding (phonics and spelling) of our symbol system; the objectives of word study are to help students make meaning from an

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author’s message and to help them convey meaning in their own messages

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