This can be used to compare fiction to fiction, non-fiction to fiction, or non-fiction to non-fiction

One way to help students make connections and to deepen comprehension is to pair texts. This can be used to compare fiction to fiction, non-fiction to fiction, or non-fiction to non-fiction. Do you feel this supports literacy development in all content areas? Why or why not? In addition, the Common Core Standards introduce a three-part model for measuring text complexity that involves qualitative measures, quantitative measures, and reader and task factors. Teachers need to use their professional judgment as they draw on information from all three sources when determining the complexity of a text. Please take a look at the attached qualitative rubric for measuring text complexity and appropriateness. GCU believes that we must carry out our work with compassion, justice, and concern for the common good. Reflecting on this belief, how can you support English language learners (ELL) in your content area with literacy development without drawing attention to different levels of text in the classroom? reflect on how you can support English learners (ELs) in your content area with literacy development. how to promote literacy development for culturally and linguistically diverse (CLD) students. Please share a concept or two you learned and how you could utilize the suggestions in your own classroom or school Share two strategies a teacher can use to allow student choice when selecting text to read to support diversity and student investment in the classroom. When would it be appropriate to implement such a strategy? Would this work for all content areas? Why or why not? How to handle colleagues who have prejudices and biases that negatively influence their educational practice and teaching, especially their teaching of culturally and linguistically diverse students or students of color? Why would it be important for a content area teacher to know the reading and writing proficiencies and deficiencies of a student? What are good practices for this type of assessment and instructional planning? As this program concludes, discuss your excitement and apprehension as you prepare for student teaching. What do you feel you have left to learn? Is there anything you need to refine or revisit before starting your student teaching experience? How will you do this, or what additional support do you feel you need at this time to be successful? briefly reflect on what you’re taking away from the course

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