Part1
Review the Week 4 Learning Resources and collaborate with your host teacher to brainstorm ideas for promoting reading in the social studies content area in the home and to engage linguistically and/or culturally diverse families.
TO COMPLETE:
Plan an adventure pack as seen in the Reading Rockets website or create another home activity that would support reading in a content area. This home activity should promote reading proficiency and comprehension through reading, writing, and speaking.
By Day 3 of Week 4, post a response to the following:
· Identify an expository text that is based on a grade-appropriate social studies topic for your current field experience classroom.
· Describe at least one activity to support students in the area of academic language with the use of reading, writing, and oral language.
· Select and explain at least one digital tool or resource that can be used to support your activity.
· Identify difficult academic language or vocabulary that students might struggle with, and explain how you will support students with this vocabulary prior, during, and after reading the text.
· Explain how this activity will strengthen the connection between home and school and support the students’ ability when reading academic language, especially for ELL students
3rd grade Georgia is the state of
· Parker, W. C., & Beck, T. A. (2022). Social studies in elementary education (16th ed.). Pearson.
o Chapter 7, “History” (pp. 175–196)
o Chapter 11, “The Literacy–Social Studies Connection” (pp. 296–321)
· Learning A-Z. (n.d.). Vocabulary graphic organizersLinks to an external site.. Retrieved January 22, 2018, from https://www.readinga-z.com/vocabulary/vocabulary-graphic-organizers/Links to an external site.Links to an external site.
· Reading Rockets. (n.d.). Reading adventure packs: A school-to-home project.Links to an external site. Retrieved from http://www.readingro
Cox, J. (2020). What is a graphic organizer and how to use it effectivelyLinks to an external site.. Retrieved from https://www.teachhub.com/classroom-management/2020/09/what-is-a-graphic-organizer-and-how-to-
Part 2
For your Week 4 Assignment 1, you will create a graphic organizer to help the students learn and understand the academic language found in the text that you chose for the Week 4 Discussion activity.
For your Week 4 Assignment 2, you will have the opportunity to practice being a reflective teacher. For your Assignment, you will have specific questions to guide you in your reflection.
For this Assignment, use the grade-appropriate expository text you have selected for the Home Connection activity in the Week 4 Discussion. As you review this text, identify difficult vocabulary or academic language in which students may need support.
TO COMPLETE:
Locate a graphic organizer or create your own that you feel would best support students with the academic language in this content area. Completely fill out this graphic organizer as your students would and complete a 1-page reflection with the following:
· Title, grade level, and content area of your text
· Explain why you selected this graphic organizer for this specific content area and discuss how the graphic organizer will support students with the vocabulary related to the content and the text.
· How can you use this graphic organizer in other content areas?
· Cite where you located your graphic organizer and use appropriate APA formatting for the weekly learning resource.
Submit your graphic organizer and the 1-page reflection
3rd grade Georgia is a state
· Parker, W. C., & Beck, T. A. (2022). Social studies in elementary education (16th ed.). Pearson.
o Chapter 7, “History” (pp. 175–196)
o Chapter 11, “The Literacy–Social Studies Connection” (pp. 296–321)
Websites
· Learning A-Z. (n.d.). Vocabulary graphic organizersLinks to an external site.. Retrieved January 22, 2018, from https://www.readinga-z.com/vocabulary/vocabulary-graphic-organizers/Links to an external site.Links to an external site.
· Reading Rockets. (n.d.). Reading adventure packs: A school-to-home
Part3
Unit Implementation Reflection
Respond to the following prompts related to the unit implementation. Cite Learning Resources to validate your responses. Address the following topics and provide examples for each prompt:
· Describe the content of each lesson and how the concepts/skills build from one lesson to another. How did you achieve a deep understanding of integrated content within the unit that could not be achieved in only single lesson? How was this sequence able to connect prior knowledge and individual needs? When planning and implementing this integrated unit, how did collaboration and using resources, including appropriate technological resources benefit your diverse students and their learning?
· Describe how you integrated mathematical concepts into this unit in developmentally appropriate ways? How was problem solving, communication, and connections critical to this integration of mathematical concepts? How did you deepen student learning by eliciting responses to promote thinking and develop understanding of mathematical concepts?
· Describe examples of whole class discussions implemented to collaborate and investigate specific content, strategies, or skills. How did you engage every child in the discussion equitably?
Submit your 2- to 3-page reflection
· Parker, W. C., & Beck, T. A. (2022). Social studies in elementary education (16th ed.). Pearson.
o Chapter 7, “History” (pp. 175–196)
o Chapter 11, “The Literacy–Social Studies Connection” (pp. 296–321)
Websites
· Learning A-Z. (n.d.). Vocabulary graphic organizersLinks to an external site.. Retrieved January 22, 2018, from https://www.readinga-z.com/vocabulary/vocabulary-graphic-organizers/Links to an external site.Links to an external site.
· Reading Rockets. (n.d.). Reading adventure packs: A school-to-home
Cox, J. (2020). What is a graphic organizer and how to use it effectivelyLinks to an external site.. Retrieved from https://www.teachhub.com/classroom-management/2020/09/w
