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Instructional Practices for Beginning Literacy Learners Master of Science in Education, Walden University EDUC 6706: Literacy Development, Pre K-3 Dian Prestwich August 10, 2021 Walden University Richard W. Riley College of Education and Leadership Page 1
Teacher: Kelsey Kobee Date : 8/10/21 Age/Grade Range; Developmental Level(s): 8/Second Grade, Beginning Literacy Learner Anticipated Lesson Duration: 20-25 minutes MSED Literacy Activity Learning Objectives: (“I can” statements) “I can read text orally with accuracy, appropriate rate, and expression on successive readings.” Curricular Focus, Theme, or Subject Area: Theme: Pigs Common Core State Standards or other State/District Standards: CCSS.ELA-LITERACY.RF.2.4.B Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. Preassessments (List the 3 assessments used in week 2/week 3; cite them; provide a brief summary of the results on each): Story Grammar Map Assessment (Reutzel & Cooter, 2019): Based on this pre-assessment, Sarah was able to correctly identify the setting, the problem, two events, and the resolution on the story grammar map. However, Sarah seemed to struggle with adding more than two events that supported the problem and the resolution (Reutzel & Cooter, 2019). Elementary Reading Attitude Survey (McKenna & Kear, 1990): Given ten questions about reading recreationally and asked to choose the Garfield that best represents her thoughts, Sarah scored a raw score of 31 out of 40. Given ten questions about reading academically, and asked to choose the Garfield that best represents her thoughts, Sarah scored a raw score of 28 out of 40. Together, Sarah’s full score was a 59 (McKenna & Kear, 1990). Components of Fluency Assessment (Reutzel & Cooter, 2019): Sarah scored on level for automaticity with 95% word identification accuracy. She read above the ninetieth percentile on reading rate with reading 148 words in one minute (Reutzel & Cooter, 2019). Sarah was able to use good prosody but sometimes would use incorrect intonation after sentences, and she was able to appropriately pause and chunk phrases.

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