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Part 1 Review books on the Storyline Online website. This site streams videos th
Part 1 Review books on the Storyline Online website. This site streams videos that features actors who read award-winning children’s books aloud. Each book contains supplemental curriculum materials. Spend time reviewing at least 3–5 books on the site from different genres and select one book to share in class with a student, small group of students, or the whole class. Consider the linguistic and cultural backgrounds of the students in your field experience classroom when selecting a book. The book selection should interest the students, and the reader should have a positive influence on the students and support cognitive, cultural, and linguistic backgrounds. Arrange to work with a student, small group of students, or the whole class to share and “read aloud” one book from the Storyline Online website. Review the library list with your cooperating teacher to assist with your selection. Access the activity guide provided for the book to assist with planning a learning activity (e.g., vocabulary, comprehension, fluency, etc.) for the book before, during, or after sharing the book. Thus, plan a short activity to complete with the students while using the online book with students. This activity should be differentiated with explicit vocabulary instruction and include several comprehension strategies throughout. After the activity is completed, write a 2- to 3-page reflection paper using APA formatting that describes the outcomes of the literacy technology activity. Use the Hutchinson & Woodward article to frame your reflection in terms of the instructional planning cycle that they present. Some guiding questions for your reflection: What went well? What would you do different the next time? Why did (or why did not) technology enhance the students’ learning experience? How did this experience develop the students’ personal growth and support lifelong learning? What adjustments would you need to make (if any) to implement your activity in a remote learning environment? Part 2 Work with your host teacher to determine an appropriate reading level for your focus child. Implement an IRI with the focus child. Determine the child’s independent, instructional, and frustration levels of reading. After determining the child’s instructional level, complete a running record. BY DAY 7 Submit the following: The running record scoring sheet, after you find the instructional reading level for the student A 2- to 3-page reflection, incorporating the resources, that includes explanations of the following: How you selected the reading level for the running-record assessment Identification of the focus child’s level, (independent level, instructional level, frustration level, or the listening level) Description of the experience of completing a running record and reflection on what you did well and what you will do differently next time What insights you gained related to the comprehension level of the student Inclusion of any vocabulary words that impeded the meaning of the text and at least one strategy to support the student in vocabulary for future lessons and assessment Discussion of at least one comprehension strategy for supporting this student before reading, during reading, and after reading; include how this strategy could be adjusted for both narrative and expository texts Identification of texts in the content area and rationale for interests of the child, as well as consideration of their cultural and linguistic backgrounds
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