Comprehensive Early Reading Plan

Grand Canyon University – College of Education

Masters of Education in Elementary Education

ELM-540 Comprehensive Early Reading Plan

Benchmark Assessment and Rubric

Assessment Instructions:

Using the case scenario provided, develop a comprehensive, research-based early reading plan.

Step 1: Review the following case scenario:

Student: Amanda
Age: 6.5
Grade: 1

Amanda has just transferred to a new school. It is the middle of the school year and her new teacher is concerned about Amanda’s reading skills. Her school records have not arrived from her old school, but her parents reported that her previous teacher had asked to meet with them. They moved before the meeting could occur and are not sure what was going to be addressed at the meeting.

Amanda completed some assessments for her new teacher, who noted some skill deficits. Most of Amanda’s peers recognize sight words like “and,” “has,” “is,” “a,” “the,” “was,” “to,” “have,” and “said.” Amanda has difficulty when she encounters these words.

Amanda’s oral reading is slow and labored. She often says the wrong letter sound or guesses at words. Amanda is unable to answer simple comprehension questions (e.g., main idea, main characters) after she has listened to a passage read aloud. Her teacher has scheduled a meeting with Amanda’s parents to discuss the assessments. The teacher has set the following instructional goals for Amanda:

Given a letter or letter combination, Amanda will say the corresponding sound.
Given a brief reading passage on her instructional level, Amanda will read the passage and be able to recall the main ideas.
Given a CVC (consonant-vowel-consonant) word prompt, Amanda will be able to say the word slowly (sounding it out) and then say it fast (reading as a whole word).
After listening to a story, Amanda will recall three or four sequenced events.
Shown sight words, Amanda will state the word automatically.

Step 2: Sequence each of Amanda’s instructional goals described in the case scenario in the order you would address them with her if you were Amanda’s teacher. In 100-250 words, explain your rationale for the sequence.

Step 3: Research and select an early reading strategy for each of Amanda's goals. In 500-750 words, describe each strategy in detail with a rationale that explains how it is designed to help Amanda achieve that goal. Use two to four research sources to support your rationales.

Step 4: Develop an activity that aligns to one of the strategies you identified in Step 3 that Amanda could do at home. In 250-500 words, describe the activity, as well as how you would establish and maintain a collaborative relationship with Amanda's parents and encourage them to help implement it.

Submit your sequenced list of goals, their associated reading strategies and rationales, and the at-home activity to your instructor.

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please 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 Turnitin. Refer to the directions in the Student Success Center.

Case Scenario Resource: Sayeski, K ., Paulsen, K ., & the IRIS Center. (2003) . Early reading. Retrieved on March 10, 2014, from http://iris .peabody .vanderbilt .edu/instructors/ guides/case_studies/ICS-002 .pdf.

Standards/Competencies Assessed:

Standards and program competencies assessed in the benchmark assessment:

InTASC: 1(b), 1(c), 1(e), 2(a), 2(b), 3(a), 10(d)

ACEI: 1, 2.1, 5.2

COE Program Competencies: No program competencies are being benchmarked in this assignment.

Scoring Rubric

CATEGORY	NO EVIDENCE	NOMINAL EVIDENCE	UNACCEPTABLE EVIDENCE	ACCEPTABLE EVIDENCE	TARGET EVIDENCE
CRITERIA		≤69	74	87	100
Instructional Goals InTASC 1(e), 2(b); ACEI 1 25%	No submission.	Goal sequencing and rationale are unintelligible or wholly inappropriate for the case student.	Three or more of the goals are sequenced in an order that does not support the student's development. Rationale is unclear and/or underdeveloped.	Goals sequence is acceptable based on the basic developmental needs of the student and the explanation described in the rationale. One or two items may have been better sequenced and/or the rationale could more clearly support the sequence.	Goals are well sequenced and reflective of the individual characteristics and developmental needs of the student. Rationale for sequence is clear, comprehensive and student-centered.
Early Reading Strategies InTASC 1(b), 2(a); ACEI 2.1 35%	No submission.	Early reading strategies are unintelligible, or wholly inappropriate for the case student.	Early reading strategies are not adequately designed to meet the needs of the student, research is not supportive of the strategies, and/or rationales do not provide an adequate explanation as to what its respective strategy is designed to achieve.	Early reading strategies are appropriate and generally designed to develop the literacy skills of the student. Research is generally supportive of the strategies. Rationales provide a basic explanation as to what its respective strategy is designed to achieve.	Early reading strategies are comprehensively designed toward developing the literacy skills of the student. They are engaging and clearly supported by the cited research. Rationales comprehensively and clearly explain what each respective strategy is designed to achieve.
Collaborative and Communicative Relationship with Family InTASC 1(c), 3(a), 10(d); ACEI 5.2 30%	No submission.	Steps for establishing communication with the family and/or the activity for home use are unintelligible or inappropriate.	Plan describes inadequate or underdeveloped steps for establishing communication with the family. Reading activity for home use is overly simplistic and/or not adequately aligned to the student's reading goals.	Plan describes general steps for establishing regular communication with the family. Includes a simple, basic early reading activity for home use that is generally aligned to the student's reading goals.	Plan comprehensively describes steps for establishing and maintaining a positive, collaborative relationship with the family. Includes a well-crafted early reading activity for home use that is clearly aligned to the student's reading goals.
Research and Mechanics 10%	No submission.	The plan is not supported by research and/or is incoherent.	The plan is very loosely supported by cited research and/or the plan contains mechanical and conventional errors that affect the meaning and/or clarity of the plan.	The plan is generally supported by research that is cited according to APA guidelines. Includes basic, accurate use of practice-related language. Minor mechanical and conventional errors do not significantly affect the meaning or clarity of the plan.	The plan is strongly supported by research that is cited according to APA guidelines. Word choice reflects well-developed use of practice and content-related language. It is free of mechanical and conventional errors.