Description
Due Date: Nov 14, 2018 23:59:59 Max Points: 70
Details:
It is important to design and develop multiple forms of instructional and differentiation strategies in order to implement instruction aligned to standards-based concepts related to reading and writing.
Part 1: Reading and Writing Chart
Using the “Literacy Toolkit 2: Reading and Writing” template, choose a grade level 1-8 and identify three standards related to reading and writing.
For each standard chosen:
- Identify an aligned instructional strategy.
- Describe how you would differentiate the strategy to accommodate student needs.
- Research and identify materials, including digital tools and resources, needed to customize and personalize learning activities to meet the various learning styles of students during implementation of the strategy.
Part 2: Reading and Writing Reflection
Using the “Literacy Toolkit 2: Reading and Writing” template, summarize and reflect, in 250-500 words, on the strategies and aligned differentiation you would use to inform your instruction of reading and writing standards-based concepts. How can you make effective use of existing and emerging tools and resources to support the learning of all students? Include how your instructional strategies apply to the writing process including the processes and steps when developing a composition. Explain how you will use your findings in your future professional practice.
Submit your “Literacy Toolkit 2: Reading and Writing” template and your reflection as one deliverable.
This completed assignment will be the second part of your Literacy Toolkit and will inform your assignment in Topic 6.
Prepare 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 LopesWrite.
1
LITERACY
Literacy Toolkit 2: Reading and Writing
Erin McLinsky
Grand Canyon University: ELM 540
July 4, 2018
2
LITERACY
Literacy Toolkit 2: Reading and Writing
Part 1: Reading and Writing Chart
Standards-based
concept related to
reading and
writing
Explain your strategy to
introduce the reading and
writing concept.
How can this strategy be
differentiated to accommodate
student needs?
KS RL.1.1 Ask and
answer questions
about key details in a
text.
To introduce the book, I
would tell the students that
we are going to read a book
about a class that
misbehaves. I would then ask
students what they think the
students do in the classroom
in the book to be considered
the worst class ever. I would
introduce vocabulary for the
story to our word wall. The
words would be misbehaving,
squirmed, detective, refused,
discouraged, and unpleasant.
During independent work, I could
grab students into small groups that
I know have a hard time
understanding key details. In this
small group, we would be able to
work on the key details worksheet
together and explain our answers
aloud to each other. I would then
switch my small group, when the
class switches the worksheets. This
would allow for me to keep my small
groups small when working on key
details.
KS RL.1.3 Describe
characters, settings,
and major events in a
story, using key
details.
Materials/Resources Needed for
Implementation of Strategy
Miss Nelson is Missing! By Harry
Allard
Venn Diagram Compare and Contrast
kids in Room 207 to our class from
website:
https://betterlesson.com/lesson/
resource/2394033/venndiagram_
missnelson-pdf?from=resource_title
Venn Diagram compare and contrast
Miss Nelson to Miss Swamp from
website:
https://betterlesson.com/lesson/
resource/2394034/venndiagram_
3
LITERACY
I would then read Miss
Nelson is Missing aloud to the
class. Every two to three
pages, I would stop and ask
questions to the students to
help them understand the
key details. Questions might
be: “Who are the characters
that I am reading about?”
“What do they do and how
do they act?” “What is the
setting of the story?” “How
do I know this information?”
Also, every time we run
across a vocabulary word, I
would ask the students to tell
me what the word means
based on the story. Once the
story has been read in full I
will ask my students
questions to further grow
their in-depth text
knowledge. Questions may
include: “Why do you think
the students miss Miss
Nelson?” “Would you miss
Miss Nelson if you were in
the class?” “Why were the
events that were suggested
to have happened to Miss
Nelson unlikely?” Finally, I
missnelsonswamppdf?from=resource_title
Key details chart from website:
https://betterlesson.com/lesson/
resource/2402372/key-details-chart
-pdf?from=resource_title
Post-It Notes
4
LITERACY
would ask the students what
they think the secret is at the
end of the story that the
students won’t tell Miss
Nelson. After this, I would
separate the class into two
groups. The first group would
be working on Venn Diagrams
and the second group would
be working on the key details
worksheet. With the Venn
Diagram worksheets,
students can choose whether
they work on the compare
and contrast diagram of the
students in Room 207 to their
classroom or they can choose
to compare and contrast Miss
Nelson to Miss Swamp. For
the group that is doing the
key details worksheet,
students would
independently fill out the
worksheet answering the
questions. After 20 minutes,
the groups would then switch
off on the worksheets that
they are working on. As an
exit ticket, students would
write their favorite part of
the story on a post-it note
5
LITERACY
and we would hang it on our
“Twitter” board. The
“Twitter” board is a board
made up of post-it notes that
students have expressed
their thoughts or feelings on.
It is updated when we do
new post-its.
KS W.1.1 Write
opinion pieces in
which they introduce
the topic or name the
book they are writing
about, state an
opinion, supply a
reason for the
opinion, and provide
some sense of
closure.
SL.1.1. Participate in
collaborative
conversations with
diverse partners
about Grade 1 topics
and texts with peers
and adults in small
and large groups. a.
Follow agreed-upon
rules for discussions
(e.g., listening to
To introduce the lesson, I
would have an image of my
children’s pets on the
overhead. I would tell
students that while I love
animals, I do not really like
having pets live in my house.
However, because my
children love pets, I allow for
them to have pets live in my
house. My children convinced
me to have pets in the house.
I then tell students that they
will be writing a letter to their
parents to try to convince
them that they need a new
pet. This can be any pet that
they want. On the overhead
project, the class will work
together to help me write a
letter. I would ask the
students what do we start a
letter off with? I would ask
For students who struggle with
writing, I would have them work
with me in small groups. Students
would be able to ask questions and
get guidance on writing. I would be
able to look at the student’s writing
while they completed it. Also, I
would be able to individually ask
them questions to make sure that
they understand what needed to go
into a letter.
Overhead Projector
Pictures of My Children’s Animals
Writing Paper
Marker
Checklist with the following on it:
Date
Greeting
Topic Sentence (underlined)
Three Supporting Reasons
(underlined)
Closing Sentence (underlined)
Closure
Signature
Post-Its
6
LITERACY
others and taking
turns speaking about
the topics and texts
under discussion). b.
Build on others’ talk
in conversations by
responding to the
comments of others
through multiple
exchanges. c. Ask
questions to clear up
any confusion about
the topics and texts
under discussion.
students why I capitalize
certain words, add the date
to the letter, and use
commas. Students tell me the
answers. We would then
work together to create the
letter sentence by sentence.
We would come up with
three reasons as to why we
needed the pet in the letter. I
would then ask for
suggestions on how to close
the letter. For the next
twenty minutes, students
then independently write
their own letters to their
parents. During independent
work, I would walk around
and ask students why they
think they need a pet. I could
also ask students what they
could say to improve the
chances of getting an animal.
After 20 minutes of
independent work time,
students would partner up
and listen to each other read
their letters. Students would
then give feedback to each
other if they have the date on
the letter, a greeting, a topic
7
LITERACY
sentence, three reasons, a
closing sentence, a closure,
and a signature. I would
make sure that students paid
attention to making sure that
the letter had the topic
sentence, three reasons, and
a closing sentence. On the
worksheet, these three things
would be underlined. While
providing feedback, students
would be able to check off if
they had each item. For an
exit ticket, students would
write to me one thing they
learned on a post-it for our
“Twitter” board.
KS RI.1.3 Describe the
connection between
two individuals,
events, ideas, or
pieces of information
in a text.
I let students know that we
are going to learn about real
bears. I ask if any student has
seen a real bear in their life.
After discussion for a few
minutes, I then tell my
students for 5 minutes we are
going to walk around the
class like bears. I would then
separate the class into small
groups. Each student would
get a Finding the Facts
Activity Sheet. One group
would start by reading
I would have a beginner’s reader
group. This group would be
independent from the others and
would work with me. During the
small group time, I would have each
student read a part of the texts out
loud while the other students
followed along. We would work
together to fill out the worksheets.
Every 15 minutes, I would check in
with the class to see where they are
on their readings and adjust time for
each reading as need be. Each story
should take 15 minutes or less, so
Fishing Bears by Ruth Berman
Bear Play by Miela Ford
Scholastic News: Look Both Ways,
Bears!, March 2014
Finding the Facts Activity Sheet from
website: https://betterlesson.com/
lesson/resource/2808451/
finding-the-facts-activity-sheet
?from=resource_title
Bear Stickers
8
LITERACY
Fishing Bears. The next group
would be reading Bear Play
and the last group would be
reading Scholastic News.
While reading the stories,
students would be filling in
Filing the Facts Activity
worksheet for each story.
Students would be able to
work together to find the
answers. After each group
had gone through all the
stations, I would have
students return to their desks
for independent work. I
would then tell students we
learned lots of facts about
bears. I would have students
take out a piece of paper and
explain that they are to write
5 sentences about what they
learned from the readings
today. Students would have
between 10-15 minutes to
write these sentences. For
the exit ticket, students
would tell me a fact about
bears and I would then give
them a bear sticker.
this is usually the time that students
in the other groups would switch
workstations.
9
LITERACY
Part 2: Reading and Writing Reflection
Through this activity, I have come to understand that students need to be engaged and interested in the topic to be able to learn
it. This makes sense to me because if the student is not interested in the topic or feels that it does not apply to them, they will be less
likely to pay attention or want to learn the lessons that are being presented. A lot of the activities I chose to do in these lessons had a
small group portion. By having small groups, the teacher can group students together to enhance the learning environment. This
allows for the teacher to reteach the lesson or work with students who may need extra help within a small group format. By grouping
students together in small groups that need extra help, struggling students can gain assistance from each other and from the teacher to
further understand the concepts and lessons.
A very important aspect of lesson planning is the choosing of materials to use for each lesson. Lesson materials must be of
interest to the student, enhance the lesson, and be easily moved around if need be. For one lesson, I needed the use of an overhead
projector. This projector allowed for me to show pictures of my children’s animals and have the students work with me to write a
letter to a parent about needing an animal as a class. Post-it notes were useful as well in the lessons. In the classroom, I will use a
“Twitter” board. This incorporates technological terms without using technology. Students can “Tweet” information about a lesson
and put it on the board for others to read. The materials that I chose for my lessons can be easily used by all students regardless if they
have special needs or disabilities.
I plan to implement the “Twitter” board within my future classroom. This will allow for my students to feel that are doing what
older kids are doing and “Tweeting” information about what they learned. I plan to also incorporate small groups into my classroom.
10
LITERACY
This will allow for me to catch students that are having problems understanding concepts. Also, it will allow for me to work with
students in a small group setting that are having a harder time understanding the lessons or are beginning readers. I feel that all
students will benefit from small groups because they are able to learn from each other, use social skills, and can incorporate movement
within lessons and in the classroom.
Save Link
Assignment Literacy Toolkit 2: Reading and Writing
View Rubric
Due Date: Nov 14, 2018 23:59:59
Max Points: 70
Details:
It is important to design and develop multiple forms of instructional and differentiation strategies in order to
implement instruction aligned to standards-based concepts related to reading and writing.
Part 1: Reading and Writing Chart
Using the “Literacy Toolkit 2: Reading and Writing” template, choose a grade level 1-8 and identify three standards
related to reading and writing.
For each standard chosen:
•
•
•
Identify an aligned instructional strategy.
Describe how you would differentiate the strategy to accommodate student needs.
Research and identify materials, including digital tools and resources, needed to customize and personalize
learning activities to meet the various learning styles of students during implementation of the strategy.
Part 2: Reading and Writing Reflection
Using the “Literacy Toolkit 2: Reading and Writing” template, summarize and reflect, in 250-500 words, on the
strategies and aligned differentiation you would use to inform your instruction of reading and writing standards-based
concepts. How can you make effective use of existing and emerging tools and resources to support the learning of all
students? Include how your instructional strategies apply to the writing process including the processes and steps when
developing a composition. Explain how you will use your findings in your future professional practice.
Submit your “Literacy Toolkit 2: Reading and Writing” template and your reflection as one deliverable.
This completed assignment will be the second part of your Literacy Toolkit and will inform your assignment in Topic 6.
Prepare 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 LopesWrite.
No Submission
0.00%
100.0 %Criteria
20.0 %Reading and Writing
Instructional Strategy
10.0 %Reading and Writing
Differentiation
10.0 %Reading and Writing
Resources and Materials
20.0 %Reading and Writing
Reflection
10.0 %Future, Professional
Implications
Literacy toolkit includes insightful instructional strategies that are expertly aligned
to the reading and writing state standards specific for Grades K-8.
Literacy toolkit includes an insightful description of how to differentiate for each
instructional strategy and provides skillful accommodation to meet students’ needs.
Literacy toolkit includes well-researched and relevant examples of materials,
digital tools, and resources, specific to reading and writing, which create
substantial learning experiences and insightfully promote student learning.
Reflection clearly describes carefully planned, plausible summary of instructional
strategies, differentiation, materials, and resources that are directly aligned to
reading and writing. A proficient explanation of how materials and resources
provide equitable access for all is included.
Conclusions and applications to future practice are insightful and clearly reflect
growth and development as a professional.
15.0 %Research Citations
15.0 %Mechanics of Writing
(includes spelling,
punctuation, grammar,
language use)
All sources are credible, appropriate, and strongly support the submission. All
required aspects of APA format are correct within the submission.
Submission is virtually free of mechanical errors. Word choice reflects welldeveloped use of practice and content-related language. Sentence structures are
varied and engaging.
Literacy Toolkit 2: Reading and Writing
Part 1: Reading and Writing Chart
Standards-based
concept related to
reading and
writing
Explain your strategy to
introduce the reading and
writing concept.
How can this strategy be
differentiated to accommodate
student needs?
Materials/Resources Needed for
Implementation of Strategy
© 2017 Grand Canyon University. All Rights Reserved.
Part 2: Reading and Writing Reflection
© 2017 Grand Canyon University. All Rights Reserved.
Purchase answer to see full
attachment
LITERACY
Literacy Toolkit 2: Reading and Writing
Erin McLinsky
Grand Canyon University: ELM 540
July 4, 2018
2
LITERACY
Literacy Toolkit 2: Reading and Writing
Part 1: Reading and Writing Chart
Standards-based
concept related to
reading and
writing
Explain your strategy to
introduce the reading and
writing concept.
How can this strategy be
differentiated to accommodate
student needs?
KS RL.1.1 Ask and
answer questions
about key details in a
text.
To introduce the book, I
would tell the students that
we are going to read a book
about a class that
misbehaves. I would then ask
students what they think the
students do in the classroom
in the book to be considered
the worst class ever. I would
introduce vocabulary for the
story to our word wall. The
words would be misbehaving,
squirmed, detective, refused,
discouraged, and unpleasant.
During independent work, I could
grab students into small groups that
I know have a hard time
understanding key details. In this
small group, we would be able to
work on the key details worksheet
together and explain our answers
aloud to each other. I would then
switch my small group, when the
class switches the worksheets. This
would allow for me to keep my small
groups small when working on key
details.
KS RL.1.3 Describe
characters, settings,
and major events in a
story, using key
details.
Materials/Resources Needed for
Implementation of Strategy
Miss Nelson is Missing! By Harry
Allard
Venn Diagram Compare and Contrast
kids in Room 207 to our class from
website:
https://betterlesson.com/lesson/
resource/2394033/venndiagram_
missnelson-pdf?from=resource_title
Venn Diagram compare and contrast
Miss Nelson to Miss Swamp from
website:
https://betterlesson.com/lesson/
resource/2394034/venndiagram_
3
LITERACY
I would then read Miss
Nelson is Missing aloud to the
class. Every two to three
pages, I would stop and ask
questions to the students to
help them understand the
key details. Questions might
be: “Who are the characters
that I am reading about?”
“What do they do and how
do they act?” “What is the
setting of the story?” “How
do I know this information?”
Also, every time we run
across a vocabulary word, I
would ask the students to tell
me what the word means
based on the story. Once the
story has been read in full I
will ask my students
questions to further grow
their in-depth text
knowledge. Questions may
include: “Why do you think
the students miss Miss
Nelson?” “Would you miss
Miss Nelson if you were in
the class?” “Why were the
events that were suggested
to have happened to Miss
Nelson unlikely?” Finally, I
missnelsonswamppdf?from=resource_title
Key details chart from website:
https://betterlesson.com/lesson/
resource/2402372/key-details-chart
-pdf?from=resource_title
Post-It Notes
4
LITERACY
would ask the students what
they think the secret is at the
end of the story that the
students won’t tell Miss
Nelson. After this, I would
separate the class into two
groups. The first group would
be working on Venn Diagrams
and the second group would
be working on the key details
worksheet. With the Venn
Diagram worksheets,
students can choose whether
they work on the compare
and contrast diagram of the
students in Room 207 to their
classroom or they can choose
to compare and contrast Miss
Nelson to Miss Swamp. For
the group that is doing the
key details worksheet,
students would
independently fill out the
worksheet answering the
questions. After 20 minutes,
the groups would then switch
off on the worksheets that
they are working on. As an
exit ticket, students would
write their favorite part of
the story on a post-it note
5
LITERACY
and we would hang it on our
“Twitter” board. The
“Twitter” board is a board
made up of post-it notes that
students have expressed
their thoughts or feelings on.
It is updated when we do
new post-its.
KS W.1.1 Write
opinion pieces in
which they introduce
the topic or name the
book they are writing
about, state an
opinion, supply a
reason for the
opinion, and provide
some sense of
closure.
SL.1.1. Participate in
collaborative
conversations with
diverse partners
about Grade 1 topics
and texts with peers
and adults in small
and large groups. a.
Follow agreed-upon
rules for discussions
(e.g., listening to
To introduce the lesson, I
would have an image of my
children’s pets on the
overhead. I would tell
students that while I love
animals, I do not really like
having pets live in my house.
However, because my
children love pets, I allow for
them to have pets live in my
house. My children convinced
me to have pets in the house.
I then tell students that they
will be writing a letter to their
parents to try to convince
them that they need a new
pet. This can be any pet that
they want. On the overhead
project, the class will work
together to help me write a
letter. I would ask the
students what do we start a
letter off with? I would ask
For students who struggle with
writing, I would have them work
with me in small groups. Students
would be able to ask questions and
get guidance on writing. I would be
able to look at the student’s writing
while they completed it. Also, I
would be able to individually ask
them questions to make sure that
they understand what needed to go
into a letter.
Overhead Projector
Pictures of My Children’s Animals
Writing Paper
Marker
Checklist with the following on it:
Date
Greeting
Topic Sentence (underlined)
Three Supporting Reasons
(underlined)
Closing Sentence (underlined)
Closure
Signature
Post-Its
6
LITERACY
others and taking
turns speaking about
the topics and texts
under discussion). b.
Build on others’ talk
in conversations by
responding to the
comments of others
through multiple
exchanges. c. Ask
questions to clear up
any confusion about
the topics and texts
under discussion.
students why I capitalize
certain words, add the date
to the letter, and use
commas. Students tell me the
answers. We would then
work together to create the
letter sentence by sentence.
We would come up with
three reasons as to why we
needed the pet in the letter. I
would then ask for
suggestions on how to close
the letter. For the next
twenty minutes, students
then independently write
their own letters to their
parents. During independent
work, I would walk around
and ask students why they
think they need a pet. I could
also ask students what they
could say to improve the
chances of getting an animal.
After 20 minutes of
independent work time,
students would partner up
and listen to each other read
their letters. Students would
then give feedback to each
other if they have the date on
the letter, a greeting, a topic
7
LITERACY
sentence, three reasons, a
closing sentence, a closure,
and a signature. I would
make sure that students paid
attention to making sure that
the letter had the topic
sentence, three reasons, and
a closing sentence. On the
worksheet, these three things
would be underlined. While
providing feedback, students
would be able to check off if
they had each item. For an
exit ticket, students would
write to me one thing they
learned on a post-it for our
“Twitter” board.
KS RI.1.3 Describe the
connection between
two individuals,
events, ideas, or
pieces of information
in a text.
I let students know that we
are going to learn about real
bears. I ask if any student has
seen a real bear in their life.
After discussion for a few
minutes, I then tell my
students for 5 minutes we are
going to walk around the
class like bears. I would then
separate the class into small
groups. Each student would
get a Finding the Facts
Activity Sheet. One group
would start by reading
I would have a beginner’s reader
group. This group would be
independent from the others and
would work with me. During the
small group time, I would have each
student read a part of the texts out
loud while the other students
followed along. We would work
together to fill out the worksheets.
Every 15 minutes, I would check in
with the class to see where they are
on their readings and adjust time for
each reading as need be. Each story
should take 15 minutes or less, so
Fishing Bears by Ruth Berman
Bear Play by Miela Ford
Scholastic News: Look Both Ways,
Bears!, March 2014
Finding the Facts Activity Sheet from
website: https://betterlesson.com/
lesson/resource/2808451/
finding-the-facts-activity-sheet
?from=resource_title
Bear Stickers
8
LITERACY
Fishing Bears. The next group
would be reading Bear Play
and the last group would be
reading Scholastic News.
While reading the stories,
students would be filling in
Filing the Facts Activity
worksheet for each story.
Students would be able to
work together to find the
answers. After each group
had gone through all the
stations, I would have
students return to their desks
for independent work. I
would then tell students we
learned lots of facts about
bears. I would have students
take out a piece of paper and
explain that they are to write
5 sentences about what they
learned from the readings
today. Students would have
between 10-15 minutes to
write these sentences. For
the exit ticket, students
would tell me a fact about
bears and I would then give
them a bear sticker.
this is usually the time that students
in the other groups would switch
workstations.
9
LITERACY
Part 2: Reading and Writing Reflection
Through this activity, I have come to understand that students need to be engaged and interested in the topic to be able to learn
it. This makes sense to me because if the student is not interested in the topic or feels that it does not apply to them, they will be less
likely to pay attention or want to learn the lessons that are being presented. A lot of the activities I chose to do in these lessons had a
small group portion. By having small groups, the teacher can group students together to enhance the learning environment. This
allows for the teacher to reteach the lesson or work with students who may need extra help within a small group format. By grouping
students together in small groups that need extra help, struggling students can gain assistance from each other and from the teacher to
further understand the concepts and lessons.
A very important aspect of lesson planning is the choosing of materials to use for each lesson. Lesson materials must be of
interest to the student, enhance the lesson, and be easily moved around if need be. For one lesson, I needed the use of an overhead
projector. This projector allowed for me to show pictures of my children’s animals and have the students work with me to write a
letter to a parent about needing an animal as a class. Post-it notes were useful as well in the lessons. In the classroom, I will use a
“Twitter” board. This incorporates technological terms without using technology. Students can “Tweet” information about a lesson
and put it on the board for others to read. The materials that I chose for my lessons can be easily used by all students regardless if they
have special needs or disabilities.
I plan to implement the “Twitter” board within my future classroom. This will allow for my students to feel that are doing what
older kids are doing and “Tweeting” information about what they learned. I plan to also incorporate small groups into my classroom.
10
LITERACY
This will allow for me to catch students that are having problems understanding concepts. Also, it will allow for me to work with
students in a small group setting that are having a harder time understanding the lessons or are beginning readers. I feel that all
students will benefit from small groups because they are able to learn from each other, use social skills, and can incorporate movement
within lessons and in the classroom.
Save Link
Assignment Literacy Toolkit 2: Reading and Writing
View Rubric
Due Date: Nov 14, 2018 23:59:59
Max Points: 70
Details:
It is important to design and develop multiple forms of instructional and differentiation strategies in order to
implement instruction aligned to standards-based concepts related to reading and writing.
Part 1: Reading and Writing Chart
Using the “Literacy Toolkit 2: Reading and Writing” template, choose a grade level 1-8 and identify three standards
related to reading and writing.
For each standard chosen:
•
•
•
Identify an aligned instructional strategy.
Describe how you would differentiate the strategy to accommodate student needs.
Research and identify materials, including digital tools and resources, needed to customize and personalize
learning activities to meet the various learning styles of students during implementation of the strategy.
Part 2: Reading and Writing Reflection
Using the “Literacy Toolkit 2: Reading and Writing” template, summarize and reflect, in 250-500 words, on the
strategies and aligned differentiation you would use to inform your instruction of reading and writing standards-based
concepts. How can you make effective use of existing and emerging tools and resources to support the learning of all
students? Include how your instructional strategies apply to the writing process including the processes and steps when
developing a composition. Explain how you will use your findings in your future professional practice.
Submit your “Literacy Toolkit 2: Reading and Writing” template and your reflection as one deliverable.
This completed assignment will be the second part of your Literacy Toolkit and will inform your assignment in Topic 6.
Prepare 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 LopesWrite.
No Submission
0.00%
100.0 %Criteria
20.0 %Reading and Writing
Instructional Strategy
10.0 %Reading and Writing
Differentiation
10.0 %Reading and Writing
Resources and Materials
20.0 %Reading and Writing
Reflection
10.0 %Future, Professional
Implications
Literacy toolkit includes insightful instructional strategies that are expertly aligned
to the reading and writing state standards specific for Grades K-8.
Literacy toolkit includes an insightful description of how to differentiate for each
instructional strategy and provides skillful accommodation to meet students’ needs.
Literacy toolkit includes well-researched and relevant examples of materials,
digital tools, and resources, specific to reading and writing, which create
substantial learning experiences and insightfully promote student learning.
Reflection clearly describes carefully planned, plausible summary of instructional
strategies, differentiation, materials, and resources that are directly aligned to
reading and writing. A proficient explanation of how materials and resources
provide equitable access for all is included.
Conclusions and applications to future practice are insightful and clearly reflect
growth and development as a professional.
15.0 %Research Citations
15.0 %Mechanics of Writing
(includes spelling,
punctuation, grammar,
language use)
All sources are credible, appropriate, and strongly support the submission. All
required aspects of APA format are correct within the submission.
Submission is virtually free of mechanical errors. Word choice reflects welldeveloped use of practice and content-related language. Sentence structures are
varied and engaging.
Literacy Toolkit 2: Reading and Writing
Part 1: Reading and Writing Chart
Standards-based
concept related to
reading and
writing
Explain your strategy to
introduce the reading and
writing concept.
How can this strategy be
differentiated to accommodate
student needs?
Materials/Resources Needed for
Implementation of Strategy
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Part 2: Reading and Writing Reflection
© 2017 Grand Canyon University. All Rights Reserved.
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