The Many Processes of Reading

The Many Processes of Reading
Due Date: 11:59 pm EST Sunday of Unit 2
Points: 100
Overview:
In this assignment you will create an opportunity for children to go through the
processes of reading by using the pre-reading strategies and consideration of the six
language arts.
Instructions:
• Select a non-fiction picture book that you will read to a peer or a member of your family.
• You will design a lesson plan that will introduce the book using pre-reading strategies.
• For the rest of the book, your activities will focus on three of the six languages arts:
reading, writing, speaking, listening, viewing, and visually representing.
Requirements:
Create a lesson plan where the introduction or initiation is the prereading activity and
three follow up activities will be something children will read, write, speak (this can be
teaching them a song or poem about the topic of the book), listen to, view, or visually
represent. Be creative with your activities.
Be sure to read the criteria by which your work will be evaluated before you write
and again after you write.

CHS320 Emergent Literacy

CHS490 – Capstone Field Experience

 

 

Name: (Your Name)	Title of Learning Experience Plan (LEP):
Domain:	Size of Group:
Ages/Grade:	Length of Lesson:

 

1. Identify Two or Three Early Learning Standards. Properly cite the source of your early learning standards.
   • Students in Connecticut should utilize the CT ELDS. Reference the source in APA format as follows: Connecticut Office of Early Childhood (2014, April). CT ELDS Connecticut early learning and development standards: What children, birth to 5, should know and be able to do. Retrieved from: http://www.ct.gov/oec/lib/oec/earlycare/elds/ctelds.pdf
   • Students in other states, may use their states’ early learning standards or the CT ELDS. For each specify:

Early Learning Standard #1

Domain:

Strand:

Learning Progression:

Indicator:

Source:

 

Early Learning Standard #2

Domain:

Strand:

Learning Progression:

Indicator:

Source:

 

Early Learning Standard #3

Domain:

Strand: 

Learning Progression:

Indicator: 

Source:

 

2. Identify Two or Three Key Objectives

Each objective must be measurable.

 

Objective #1:

 

Objective #2:

 

Objective #3:

 

3. Identify All Materials Needed:

(including all materials for your related extension activities)

 

4. Identify Vocabulary Words:

Plan at least 5 – 7 words connected to the planned topic and key objective.

 

1.

2.

3.

4.

5.

6.

7.

5. Plan Six Higher Order Thinking Questions

Incorporate all six levels of Bloom’s Taxonomy: Understanding, Remembering, Applying, Analyzing, Evaluating, Creating

 

• Before reading the story: two questions

Question #1:

Question #2:

 

• During the story reading: two questions

Question #1:

Question #2

 

• After reading the story: two questions

Question #1:

Question #2:

 

6. Identify Instructional Procedures:

 

1. Introduction

 

1. Learning Experience

 

1. Closing

 

7. Family Literacy Home-School Connection

8. Community-School Connection 

9. Modifications 

Define the child’s exceptional learning need.

Explain the modification. State specifically how will you instruct the child.

 

10. Technology 

 

11. Related Center-Based Activities 

Activity 1.

Activity 2.

Activity 3.

Activity 4.

Activity 5.

 

12. Assessment 

Specifically state the type of assessment you will use and include an example.