RDG/416 METHODS OF TEACHING IN EARLY CHILDHOOD: MATHEMATICS The Latest Version RDG 416 Entire Course Link

RDG/416 METHODS OF TEACHING IN EARLY CHILDHOOD: MATHEMATICS RDG 416 Entire Course Link RDG 416 Week 1 Early Childhood Language/Literacy Unit Proposal RDG 416 Week 2 Team: Text Structure Comparison Poster RDG 416 Week 2 Multilevel Questioning RDG 416 Week 2 Annotated Bibliography RDG 416 Week 3 Team: Writing Sample Scoring Activity and Reflection Paper RDG 416 Week 3 Comprehension Lesson Plan RDG 416 Week Trait? Writing Model Lesson Plan RDG 416 Week 5 Team: Case Studies of Struggling Readers RDG 416 Week 5 Running Record and Summary RDG 416 Week 5 Signature Assignment—Early Childhood Language/Literacy Unit

RDG 416 Week 1 Early Childhood Language/Literacy Unit Proposal ********************************************** RDG 416 Entire Course Link ********************************************** Complete the Early Childhood Language/Literacy Unit Proposal. Note: This proposal is part of the Signature Assignment—Early Childhood Language/Literacy Unit* due in Week 5. Submit your assignment. Early Childhood Language/Literacy Unit Proposal Unit Focus Select a topic, novel, or author and explain why you chose this focus for your unit. Unit Title Create a title for your unit. Unit Goals Create a list of goals for the unit and identify the objectives you will be targeting. Explain why you identified these goals for your unit. Be specific. Cross-Curricular Web or Chart Explain how you will work content areas, other than reading, into the unit. Length of Unit Indicate the focus for each week of the unit on a chart or as a list. RDG 416 Week 1 Early Childhood Language/Literacy Unit Proposal

RDG 416 Week 2 Team: Text Structure Comparison Poster ********************************************** RDG 416 Entire Course Link ********************************************** Individually, select 1 example of a narrative and 1 example of an expository text. Share your selection with your team and discuss the structure of each team member's selections. Select 1 example from each genre. Create a graphic (Venn diagram, virtual poster, etc.) that compares the text structure of two of the selections. Note: You may visit the Technology Resource Library on the College of Education Resources website for possible web tools you can use for your graphic. See Presentation Tools on the Web Tools menu. Submit your assignment. RDG 416 Week 2 Team: Text Structure Comparison Poster

RDG 416 Week 2 Multilevel Questioning ********************************************** RDG 416 Entire Course Link ********************************************** Reflect on the differences between the divergent and convergent questioning strategies. Consider how multilevel questioning can facilitate deeper comprehension. Select a children's book appropriate for a preschool, kindergarten, or first-, second-, or third- grade group of students. Develop a set of at least 2 questions for each level of Bloom's Taxonomy to support comprehension of the text. Create a 1-page handout that includes the book name, the author, a short summary of the text, and the questions you developed. Submit your assignment. RDG 416 Week 2 Multilevel Questioning

RDG 416 Week 2 Annotated Bibliography ********************************************** RDG 416 Entire Course Link ********************************************** Create an annotated bibliography of at least 5 resources to support your literacy unit due in Week 5. The books and resources should include 2 targeted for teacher use and 3 targeted for child and parent use. At least 3 of your resources should be multimedia materials, including web-based resources. Include annotations for each selection that outline the text and briefly explain how it can be used to teach comprehension. Note: This annotated bibliography can be used for your Signature Assignment--Early Childhood Language/Literacy Unit* due in Week 5. Submit your assignment. RDG 416 Week 2 Annotated Bibliography

RDG 416 Week 3 Team: Writing Sample Scoring Activity and Reflection Paper ********************************************** RDG 416 Entire Course Link ********************************************** Explore the Education Northwest website for information on the 6+1 Trait® Writing Model of Instruction & Assessment. Individually, collect 2 writing samples from a kindergarten, first-, second-, or third-grade student. Each sample should be an example of writing for a different purpose (persuade, inform, entertain, etc.). Share your samples with your team and discuss each team member's samples. Select one team member's writing samples for scoring. Score the writing samples independently using a rubric. Note: Examples of rubrics can be found on the Education Northwest website. Write a 350- to 700-word reflection that compares and contrasts each team member's scoring results. Submit your assignment. RDG 416 Week 3 Team: Writing Sample Scoring Activity and Reflection Paper

RDG 416 Week 3 Comprehension Lesson Plan ********************************************** RDG 416 Entire Course Link ********************************************** Select a narrative or expository children's book for a preschool, kindergarten, or first-, second-, or third-grade group of students that you will use in your Signature Assignment—Early Childhood Language/Literacy Unit*. Create a developmentally appropriate lesson plan and authentic assessment using the Lesson Plan Template that facilitates children's understanding of the structure of the selected text. Note: This lesson plan is part of the Signature Assignment—Early Childhood Language/Literacy Unit* due in Week 5. Submit your assignment. RDG 416 Week 3 Comprehension Lesson Plan RDG 416 Week 3 Comprehension Lesson Plan

RDG 416 Week Trait® Writing Model Lesson Plan ********************************************** RDG 416 Entire Course Link ********************************************** Review the Education Northwest website for information on the 6+1 Trait® Writing Model of Instruction & Assessment. Select a piece of children's literature to be used as a model for one of the six writing traits. Create a lesson plan that demonstrates the selected writing trait and develops children's understanding of the trait using your children's literature selection as a model of that trait. Indicate your selected writing trait in the lesson plan. Provide a rubric for assessing student understanding of the lesson content. Note: This lesson plan and rubric are part of the Signature Assignment—Early Childhood Language/Literacy Unit* due in Week 5. Submit your assignment. RDG 416 Week Trait® Writing Model Lesson Plan

RDG 416 Week 5 Team: Case Studies of Struggling Readers ********************************************** RDG 416 Entire Course Link ********************************************** Read the Case Studies of Struggling Readers. Select 2 case studies on which to focus. Complete the Intervention Worksheet for both of your selected case study students. Submit your assignment. Intervention Worksheet Student Name Insert name of student here. Specific Problem(s) Insert specific problem(s) being addressed here. Intervention Strategies Insert at least two interventions, including descriptions, here. Assessment Tools Insert at least two assessment tools used to measure the student’s progress during the intervention period here. Next Steps Insert at least two possible next steps to take if the student does not make adequate progress with interventions. Communication Plan Insert at least two ideas for keeping parents/families informed of student progress during the intervention period. RDG 416 Week 5 Team: Case Studies of Struggling Readers

RDG 416 Week 5 Running Record and Summary ********************************************** RDG 416 Entire Course Link ********************************************** Observe a first-, second-, and third-grade student engaged in reading a self-selected text. Select one of the students you observed and complete a running record with him/her using a 100- to 200-word, leveled passage from Reading Inventory for the Classroom (5th ed.). Prepare a 350- to 700-word paper comparing your informal observation experience with your running record experience. Include answers to the following questions in your paper: Did your observation of the student engaged in reading a self-selected text align with the running record results? Why or why not? Explain. Format your paper according to APA guidelines. Submit your assignment. RDG 416 Week 5 Running Record and Summary

RDG 416 Week 5 Signature Assignment—Early Childhood Language/Literacy Unit ********************************************** RDG 416 Entire Course Link ********************************************** Complete the Signature Assignment—Early Childhood Language/Literacy Unit*. Submit your assignment. Signature Assignment: Early Childhood Language/Literacy Unit* Select one age group from the following: Infant/toddler (birth through age 2) Preschool (ages 3 to 4 years) Kindergarten through third grade (ages 5 to 8 years) Develop an early childhood unit that focuses on integrating language/literacy concepts and skills into developmentally appropriate activities across the curriculum. Include the following components in your unit: Target age/grade level population: Identify and describe the age group for whom this early childhood unit is designed. Provide contextual information related to the major physical, cognitive, social, emotional, language, and aesthetic characteristics of this age group. Unit Introduction RDG 416 Week 5 Signature Assignment—Early Childhood Language/Literacy Unit