Session 4: Online Journal 4.1: Reflect and Respond

Due No Due Date
Points 9
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What are the characteristics of effective instruction for children who find word solving difficult? As you identify characteristics ideas, be sure to consider and comment on the ideas of both Lipson and Wixson and also those of Enrique and her colleagues.
Comment on the position taken by Enrique and her colleagues that the use of the label, “struggling readers” has the potential to disrupt and diminish children’s reading development. Will you make any adjustments or changes to your teaching (and talk of students who have difficulty) based on this point of view? Explain why or why not.

Rubric

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Session 4: Online Journal 4.1 Rubric

Criteria

Ratings

Pts

This criterion is linked to a Learning Outcome Content Knowledge and Critical Analysis

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EXPERT: Provides a clear, accurate description of the characteristics of effective instruction for students who have word-solving difficulty, drawing from both articles. Connects each characteristic to evidence from lecture or readings.

3.0 pts

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DEVELOPING: Provides a clear, accurate description of the characteristics of effective instruction for students who have word-solving difficulty, drawing from both articles. Connects some but not all characteristics to evidence from lecture or readings.

2.0 pts

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EMERGING: Identifies some (but not all) characteristics of effective intervention without a strong rationale.

1.0 pts

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INADEQUATE: Did not post or post did not address this criterion.

0.0 pts

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pts

3.0 pts

This criterion is linked to a Learning Outcome Connections to Content from Prior Sessions

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threshold: pts

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EXPERT: Connects effective instruction for students who have word-solving difficulties to pertinent information from all three previous session, commenting on evidence-based instruction of language development, phonemic awareness, and phonics.

3.0 pts

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DEVELOPING: Connects effective instruction for students who have word-solving difficulties to pertinent information from all three previous session, commenting on evidence-based instruction of at least two of the domains previously addressed: language development, phonemic awareness, and phonics.

2.0 pts

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EMERGING: Connects effective instruction for students who have word-solving difficulties to pertinent information from all three previous session, commenting on evidence-based instruction of one of the domains previously addressed: language development, phonemic awareness, and phonics.

1.0 pts

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INADEQUATE: Did not post or post did not address this criterion.

0.0 pts

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pts

3.0 pts

This criterion is linked to a Learning Outcome Connections to the Classroom

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threshold: pts

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EXPERT: Describes at least 2 teaching routines for effective intervention to implement in own classroom with strong rationale.

3.0 pts

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DEVELOPING: Describes at least 1 teaching routine for effective intervention to implement in own classroom. May or may not include a strong rationale.

2.0 pts

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EMERGING: Describes a general idea for intervention in own classroom without details or strong rationale.

1.0 pts

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INADEQUATE: Did not post or post did not address this criterion.

0.0 pts

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pts

3.0 pts

Total Points: 9.0 out of 9.0

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