TERM 1
RDG 415 Week 1 DQ 1 Updated
DEFINITION 1
RDG 415 Week 1 DQ 1How might environmental,
cultural, and socioeconomic factors affect a student's
reading success? Provide specific examples from our
readings or other resources.
TERM 2
RDG 415 Week 2 Assignment Informal
Reading Assessments Questions Updated
DEFINITION 2
RDG 415 Week 2 Assignment Informal Reading Assessments Questions
NEWWhat are the compon ents of an Informal Reading Inventory ( IRI)?
What reading skill does an oral retellin g check?Look at the Concepts
About Print Checklist. Explain the impo rtance of students having some
of these skills before they enter kinderg arten. How might lower
socioeconomic students be at a disadva ntage in knowing
theseskills.What aremetacomprehens ionstrategies?What is a mi scue
analysis?What is the difference betwee n a summative evaluation and a
formative evaluation?What are the ma jor limitations of standardized
tests?What are some characteristics of adept kid watchers with respect
to the observation of reading skills?Des cribe the levels of reading
abilities. These are the levels you will ide ntify as you work through
Millers IRI with your client.Write at lea st two questions that this weeks
readings generate
TERM 3
RDG 415 Week 3 Assignment Scenario
Powerpoint Updated
DEFINITION 3
RDG 415 Week 3 Assignment Scenario Powerpoint NEWRead the
Scenario for your team.Share and Disc uss ideas with your teammates
about what area of difficulty your stud ent is experiencing and about
how you would remediate this studen ts reading difficulties.Each team
member chooses an appropriate instru ctional activity that would
remediate your struggling students p roblem. Describe the activity (1
paragraph), give a rationale (1 paragr aph). This will tell me you know
how to find an appropriate activity for your student and why your
activity is appropriate. Include your res ource.Share your ideas. Two
must come from Millers book, the rest c an come from other sources
internet, observation, another teacher , orother book resource.Create a
visual representation,Power Point is fine, illustrating the results.Page 1
Title Page, with LT namesPage 2 Review scenario and
identifiedweakareaPage 3 - One page per LT mem ber. Dress it up or
insert pictures as needed. Put UOP stu dent name and your reference for
the activity on your page.Last Page A reference page.Post the final
visual through the Assignment link
TERM 4
RDG 415 Week 3 Assignment The Reading
Assessment Research Graphic Organizer
Updated
DEFINITION 4
RDG 415 Week 3 Assignment The Read ing Assessment Research Graphic
Organizer NEWResearch reading assessments as recommended by the
National Reading Panel, Reading First, No Child Left Behind, or the
Reading Excellence Act.Select, as individ uals, one assessment to
research. Consider, but you are not lim ited to the following examples:
Dynamic Indicators of Basic Early Liter acy Skills (DIBELS) Texas Primary
Reading Inventory Early Reading Diag nostic Assessment Woodcock Mini
Battery of Achievement Gates MacGinit ie Reading Tests Developmental
Reading AssessmentShare your finding s with your teammates.Create a
graphic organizer to display your colle ctive findings.Note: Students may
want to consider posting this assignm ent or resources to their personal
Presentation Portfolio or Resource Folio in TaskStream. This is not
required
TERM 5
RDG 415 Week 4 Assignment The
Instructional Activity Paper Updated
DEFINITION 5
RDG 415 Week 4 Assignment The Instructional Activity
Paper NEWChoose four instructional activities from The
Reading Teachers Survival Kit that would be appropriate
for your client.Write a 100- to 150-word rationale for each
of the chosen activities.Implem ent one of the activities
with your client.Write a 350-w ord reflection describing the
implementation of the activity and the results.Note. You
may want to consider posting this assignment or resources
to your personal Presentation Portfolio or Resource Folio
in TaskStream. This is not re quired.
