EDUC 632 Language and Arts Strand Project Assignment
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
EDUC 632 Language and Arts Strand Project Assignment
EDUC 632, Language, Arts, Strand, Project, Assignment
Overview of Strand Project
Effective teachers integrate the six language arts and incorporate opportunities in their classrooms for students to use all 6 strands—listening, talking, reading, writing, viewing, and visually representing. A sample vignette in chapter one illustrates this for first graders in Mrs. McNeal’s language arts classroom.
For this project, you will select a specific grade level (K-5) and design a strand project to include the six language arts (listening, talking, reading, writing, viewing, and visually representing). You will integrate the 6 language arts into a text set, lesson plan, student activities, tiered activities and assessments, focusing on a specific standard strand in language arts. Activities from the Patterns of Practice can be utilized in the Language Arts strand project.
Specific Guidelines
- Select a grade level (K–5 grade)
- Decide if your primary focus will be on fiction or nonfiction (genre selection). The focus will be used throughout the project; however, books and reading sources do not all have to be from this genre.
- Select state standards. If using Virginia SOLs, you can find the link on the Language Arts Strand Project Assignment page under Language Arts Strand Project Assignment Resources.
- Design instructional activities relating to the six language arts—listening, talking, reading, writing, viewing, and visually representing. This includes the text set, mini lessons, and reading groups.
- Finally, complete the activities listed next. Use the template provided to incorporate all activities, samples, and descriptions of activities. Do not attach extra documents. Any sample should be included in the template, scan in if need be.
Complete the following activities:
- Text Set: In order to teach reading effectively, a teacher must select appropriate literature. Choose 5–6 books/reading materials to create the text set (read-aloud texts can be instructional level or higher; independent books must be at independent level). List all the books/reading materials indicating Lexile or grade level. Then, write a paragraph describing why this text set was selected and the topic of focus.
- Lesson Plan: Create 1 lesson. While there would realistically be multiple lessons used with this text set, write only one lesson. Sometimes the lesson plan can be the central focus for the rest of the strand project, the first lesson to introduce the strand, but it does not have to be. This lesson must include a piece of high-quality children’s literature. Use the template provided with this assignment. Your lesson you must include what is the BIG IDEA!
- Mini-lessons: Include 6 activities (1 for each strand) that integrate teaching a language arts concept/skill. This is where your state standards may change. There needs to be a state standard for each mini-lesson. Provide the details of all activities and include all materials that a student will receive for each activity. Label each mini-lesson with the strand name. All 6 of these activities must not be ones used in the lesson plan. (FYI: the assessment will match the mini-lessons – see below.)
- Reading Groups—Tiered Activities: Explain, in detail, activities that can be used to teach the following 4 level of students: Group 1) below grade level, Group 2) on grade level, Group 3) above grade level, and Group 4) English language learners. This activity will focus on only 2–3 strands. Clearly label groups, strands, and activities. Make sure reading is taking place. Activities also must be different from the ones used in your lesson plan!
- Assessments: Create 3 assessments that will assess the concept/skill in 3 of the 6 mini-lessons. Provide all the required details and the actual assessment. Assume that you are giving this to an actual student and they need to understand what is expected. Two formative assessments and 1 summative assessment (a total of 3 assessments). Think about what you know about language arts. Do not reuse the assessment that was used in your lesson plan.
Additional Requirements
- Spelling and mechanics: Read through the document to ensure that there are no spelling or grammatical errors.
- Current APA format is followed. Reference page and abstract is needed. The abstract will describe the strand project: grade, topics, and reading focus.
EDUC 632
Language Arts Strand Project Grading Rubric
Criteria |
Levels of Achievement |
Content 70% |
Advanced |
Proficient |
Developing |
Not present |
Text Set |
14 to 15 points
The project includes 5–6 books/reading materials.
The Lexile level or grade level is provided for each text.
A detailed explanation indicating titles of texts and focus in LA strands is provided for each text. |
13 points
The project includes 3–4 books/reading materials.
The Lexile level or grade level is provided for each text.
An explanation indicating titles of texts and focus in LA strands is provided for each text. |
1 to 12 points
The project includes 1–2 books/reading materials.
The Lexile level or grade level is provided for each text.
An explanation indicating titles of texts and focus in LA strands is provided for each text. |
0 points
Not present |
Lesson Plan and BIG IDEA |
28 to 30 points
The State standards relate to the focus in LA strands.
· Language arts lesson integrates a piece of literature.
· ALL components of the lesson plan are addressed. There are adequate and detailed information in each section.
· Pictures or samples were provided to explain all activities in the lesson.
· A sample of an evaluation is included.
· All big idea statements are completed. |
25 to 27 points
At least 5 of the following are completed:
· The State standards relate to the focus in LA strands.
· Language arts lesson integrates a piece of literature.
· ALL components of the lesson plan are addressed.
· There are adequate and detailed information in each section.
· Pictures or samples were provided to explain all activities in the lesson.
· A sample of an evaluation is included.
· All big idea statements are completed. |
1 to 24 points
At least 1–4 of the following are completed:
· The State standards relate to the focus in LA strands.
· Language arts lesson integrates a piece of literature.
· ALL components of the lesson plan are addressed.
· There are adequate and detailed information in each section.
· Pictures or samples were provided to explain all activities in the lesson.
· A sample of an evaluation is included.
· All big idea statements are completed. |
0 points
Not present |
Mini Lessons |
55 to 60 points
There are 6 activities (1 for each strand).
Grade level and state standards are identified for each activity. A detailed explanation is provided for each activity.
Activity attachments are included. |
50 to 54 points
There are 5 activities that include most of the following:
· Grade level and state standards are identified for each of the five activities.
· A detailed explanation is provided for each activity.
· Activity attachments are included. |
1 to 49 points
There are 1 to 4 activities that include some of following:
· Grade level and state standards are identified for each of the five activities.
· A detailed explanation is provided for each activity.
· Activity attachments are included. |
0 points
Not present |
Reading Groups – Tiered Activities |
18 to 20 points
There are 4 tiered activities (label 4 types of reading groups).
There are detailed explanations of each activity.
Literature for each level is provided.
No activity from lesson plan section has been reused. |
17 points
There are 3 tiered activities (label 4 types of reading groups). Each one follows most of the guidelines below:
· There are detailed explanations of each activity.
· Literature for each level is provided.
· No activity from lesson plan section has been reused. |
1 to 16 points
There are 1 to 2 tiered activities (label 4 types of reading groups). Each one follows some of the guidelines below:
· There are detailed explanations of each activity.
· Literature for each level is provided.
· No activity from lesson plan section has been reused. |
0 points
Not present |
Assessments |
14 to 15 points
Three assessments are provided.
· Each one relates to one of the mini-lessons.
· There are two formative and one summative assessment that can be used with one of the mini lessons.
· An explanation is given for each assessment to explain student expectations for learning. Assessments attachments are included. |
13 points
Two assessments are provided. They include most of the following:
· Each one relates to one of the mini-lessons.
· There are two formatives or one formative and one summative assessment that can be used with one of the mini lessons.
· An explanation is given for each assessment to explain student expectations for learning.
· Assessments attachments are included. |
1 to 12 points
One assessment is provided. It includes some of the following:
· It relates to one of the mini-lessons.
· There is one formative or one summative assessment that can be used with one of the mini lessons.
· An explanation is given for the assessment to explain student expectations for learning.
· The assessment attachment is included. |
0 points
Not present |
Structure 30% |
Advanced |
Proficient |
Developing |
Not present |
Grammar, Spelling and Mechanics |
14 to 15 points
The sentence structure is complete with correct spelling, punctuation, capitalization, varied word choices. |
13 points
The sentence structure has minor errors (fragments, run-ons, subject-verb not parallel) with correct spelling, punctuation, and capitalization. There is some variation in word choices. |
1 to 12 points
The sentence structure has several errors in sentence fluency with multiple fragments/run-ons and poor spelling, and punctuation. There is limited variation in word choice. |
0 points
Not present |
Project Document Set Up |
28 to 30 points
The Language Arts Strand Project is organized and neat in the template. The template order or format is unchanged and is submitted as one Microsoft Word document. |
25 to 27 points
The Language Arts Strand Project is organized and neat in the template, but one of the following is missing:
The template order or format is not unchanged or the project is submitted as one Microsoft Word document. |
1 to 24 points
The Language Arts Strand Project is not submitted as one document in the template or multiple changes are made to the template interfering with the flow of the content. |
0 points
Not present |
APA Format Compliance |
14 to 15 points
The introduction has corrected APA formatting including a title page, abstract, and reference page. The reference(s) are formatted correctly within the text and on the reference page. |
13 points
The introduction has some APA formatting errors and is missing one of the following: a title page, abstract, and reference page. The reference(s) have some errors in the formatting within the text or on the reference page. |
1 to 12 points
The introduction has many APA formatting errors and is missing two of the following: a title page, abstract, and reference page. The reference(s) have errors in the formatting within the text or on the reference page. |
0 points
Not present |
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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