Solved by verified expert:Details:Now that you have researched instructional strategies to use when
introducing literacy concepts, you will now put those strategies into
practice as you decide strategies for instruction and assessment.For this benchmark, use the case scenario provided to develop a
comprehensive, research-based early reading plan.
Part 1Student: MarkAge: 6Grade: 1Mark is in the first grade and has transferred to a new school in
the middle of the school year. Mark’s parents set up a meeting
with his new first grade teacher to discuss their concerns with
Mark’s reading skills. His previous teacher had wanted to
discuss concerns about his reading skills with them, but they moved
before they were able to meet and address these concerns.Mark’s new first grade teacher evaluated his reading skills
with various assessments and noted some skill deficits in reading. At
this age, most of Mark’s classmates are able to recognize
various sight words, such as, “and”, “said”,
“has”, “have”, “is”,
“to”, “the”, “a”, and “was.”Mark is struggling each time he comes across these words and his
oral reading skills are slow and strenuous. He requires a lot of
prompting and sometimes says the wrong letter and sometimes just
guesses at words. When listening to a passage read aloud, Mark has
difficulty answering simple comprehension questions about the main
idea or characters.Mark’s new first grade teacher has set up a follow-up meeting with
Mark’s parents to discuss the results of his assessments and to
inform them of the instructional goals he has put in place for Mark to
help with his reading skills. The following are his instructional goals: After listening to a passage or story, Mark will be able to
recall two or three of the sequenced events. Mark will be
given a brief reading passage on his instructional level, be able to
read it aloud, and recall the main ideas. Mark will say the
corresponding sound when provided with a letter or letter
combination. When prompted with a word, Mark will be able to
say a word slowly (sounding it out) and then faster (reading it as a
whole), when given a CVC (consonant-vowel-consonant). When
shown sight words, Mark will automatically state the word.
Part 2Sequence each of Mark’s instructional goals described in the
case scenario in the order you would address them with her if you were
Mark’s teacher. In 100-250 words, explain your rationale for the sequence.
Part 3Research and select an early reading strategy for one of Mark’s
goals. In 500-750 words, describe the strategy in detail with a
rationale that explains how it is designed to help Mark achieve that
goal. Provide the learning theories and connections across curriculum
to support the developed strategy. Provide the long- and short-term
plans for Mark and resources (reading specialist, resource teacher,
etc.) you would utilize to implement this plan.Support your rationale with two scholarly resources.
Part 4Develop an activity that aligns to the chosen strategy you
identified in Step 3 that Mark could do at home. In 250-500 words,
describe the activity, as well as how you would establish and maintain
a collaborative relationship with Mark’s parents and encourage them to
help implement it. Submit your sequenced list of goals, their associated reading
strategies and rationales, and the at-home activity to your instructor
as one deliverablePrepare this assignment according to the guidelines found in the APA
Style Guide, located in the Student Success Center. An abstract is not required.This assignment uses a rubric. Review the rubric prior to beginning
the assignment to become familiar with the expectations for successful completion.You are required to submit this assignment to Turnitin.
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