EDUC 632 Language and Arts Strand Project Assignment

December 17, 2022

Order Number	636738393092
Type of Project	ESSAY
Writer Level	PHD VERIFIED
Format	APA
Academic Sources	10
Page Count	3-12 PAGES

Instructions/Descriptions

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

EDUC 632 Language and Arts Strand Project Assignment

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

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EDUC 632 Language and Arts Strand Project Assignment

RUBRIC

Excellent Quality

95-100%

Introduction

45-41 points

The context and relevance of the issue, as well as a clear description of the study aim, are presented. The history of searches is discussed.

Literature Support

91-84 points

The context and relevance of the issue, as well as a clear description of the study aim, are presented. The history of searches is discussed.

Methodology

58-53 points

With titles for each slide as well as bulleted sections to group relevant information as required, the content is well-organized. Excellent use of typeface, color, images, effects, and so on to improve readability and presenting content. The minimum length criterion of 10 slides/pages is reached.

Average Score

50-85%

40-38 points

More depth/information is required for the context and importance, otherwise the study detail will be unclear. There is no search history information supplied.

83-76 points

There is a review of important theoretical literature, however there is limited integration of research into problem-related ideas. The review is just partly focused and arranged. There is research that both supports and opposes. A summary of the material given is provided. The conclusion may or may not include a biblical integration.

52-49 points

The content is somewhat ordered, but there is no discernible organization. The use of typeface, color, graphics, effects, and so on may sometimes distract from the presenting substance. It is possible that the length criteria will not be reached.

Poor Quality

0-45%

37-1 points

The context and/or importance are lacking. There is no search history information supplied.

75-1 points

There has been an examination of relevant theoretical literature, but still no research concerning problem-related concepts has been synthesized. The review is just somewhat focused and organized. The provided overview of content does not include any supporting or opposing research. The conclusion has no scriptural references.

48-1 points

There is no logical or apparent organizational structure. There is no discernible logical sequence. The use of typeface, color, graphics, effects, and so on often detracts from the presenting substance. It is possible that the length criteria will not be reached.