Answer question using well-constructed, well-synthesized seven-paragraph essays for each question(5 total)

Everything needed is in attachment including rubric. Must use 5 scholarly sources; journals onlyI have examples of previous student who received a 100, well send after bidReally know min page number but every question will have seven thoruoguh paragraphs My responses are well-constructed, well-synthesized seven-paragraph essays (introduction, body (5 strategies/1 per paragraph), conclusion), free of errors.I have included 5 research-based, evidence-based, CLASSROOM TEACHER-BASED strategies for each scenario.I have included the citations for 5 scholarly sources (journals and texts … no http://www). The sources immediately follow the response, like the example provided.
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Self Assess:
? My responses are well-constructed, well-synthesized seven-paragraph essays
(introduction, body (5 strategies/1 per paragraph), conclusion), free of errors.
? I have included 5 research-based, evidence-based, CLASSROOM TEACHER-BASED
strategies for each scenario.
? I have included the citations for 5 scholarly sources (journals and texts … no
http://www).
? The sources immediately follow the response, like the example provided.
?
Introduction
?
Strategy
1
?
Strategy
2
?
Strategy
3
?
Strategy
4
?
Strategy
5
?
Conclusion
Question One:
Miss Jones, a third grade teacher, just received a new student! Miss Jones’s new student is
from Vietnam and just arrived in the United States. No other member of the new student’s
family speaks English. Miss Jones has been assisting the student by having the student listen to
recorded versions of stories, which is an effective instructional strategy to help EnglishLanguage learners (ELLs) become successful readers, as listening to language and stories helps
ELL students listening for sounds, and helps them imitate successful reading.
In a well-constructed, seven-paragraph essay (introduction, body, conclusion), free of errors,
describe additional research-based, evidence-based strategies Miss Jones can utilize with her
new student in order to assist her new student with becoming a successful reader. All
strategies must be CLASSROOM TEACHER-BASED strategies. Stating what the ESL teacher or
paraprofessional teacher will do for this student will not be accepted. You may use your
textbook, the archives, and any articles presented this semester to assist you with answering
this question.
(5 – 4 – 3 – 2 – 1 – 0) REFER TO RUBRIC (INCLUDED)
QUALITY SAMPLE RESPONSE:
Question One
Moving to a new country is a challenge in and of itself. On top of adapting to a new culture,
many students who relocate to the United States have to learn a new language. Although some
students may have previously studied English, for many students it is an entirely new experience.
These students are our English Language Learners, or ELLs. There are a number of research-
based strategies that classroom teachers can utilize to help ELLs become successful readers.
Miss Jones is already asking her new ELL to listen to recorded versions of stories, an effective
evidence-based strategy. Some additional strategies that Miss Jones can utilize with her new
student include explicit instruction of word learning strategies, ample use of visuals, and the
incorporation of wordless pictures books.
ELLs most often have smaller vocabularies than students who are native English speakers
(Tompkins, 2013). Consequently, one of the biggest struggles that ELLs experience when
reading is vocabulary comprehension (Gunning, 2013). In order to assist ELLs with vocabulary
development, classroom teachers must lead ELLs in direct instruction (Sibold, 2011). Sibold
(2011) argues that direct instruction should take place before, during, and after reading. There
are several word-learning strategies that Miss Jones can demonstrate to her student during this
direct instruction. According to Tompkins (2013), one strategy is leading the student in
instruction related to context clues. ELLs can use context clues to make an informed guess about
the meaning of new words. Miss Jones can also incorporate direct instruction in multiple
meanings and cognates (Tompkins, 2013). It is crucial to lead ELLs in explicit instruction related
to multiple meanings as there are words with the same spelling that have different meanings in
English. Additionally, there are many English words that are similar in spelling or pronunciation
to words in other languages, particularly Spanish. As a result, it is important to point out
cognates to help students make connections. Miss Jones may find these strategies to be beneficial
for her student as engaging ELLs in direct instruction in context clues, multiple meanings, and
cognates related strategies aids in the development of ELLs’ vocabularies, a critical component
of decoding and comprehending text.
When leading ELLs in reading and vocabulary instruction, it is important to remember that their
background knowledge may differ from your own. As prior knowledge plays a larger role in text
comprehension than decoding or use of strategies, it is imperative for the classroom teacher to
build ELLs’ background knowledge (Gunning, 2013). Furthermore, in order to help ELLs master
and retain new vocabulary, it is crucial to connect new vocabulary with students’ prior
knowledge (Sibold, 2011). One way that Miss Jones can activate and build her ELL’s
background knowledge is by utilizing visual aids (Tompkins, 2013). As stated in Tompkins
(20130, classroom teachers can incorporate realia, photographs, charts, maps, diagrams, and
more to help clarify meaning for ELLs. Realia help make the meaning of abstract words more
concrete, especially for young learners (Sibold, 2011). Miss Jones can also bring in technology
to help her ELL build understanding. PowerPoint presentations and videos are an effective
avenue for conveying meaning as the use of technology not only succeeds in capturing and
holding students’ attention, but it also scaffolds students’ knowledge (Hansen, 2006). By
utilizing visuals and technology, Miss Jones can help activate and scaffold her student’s
background knowledge, thereby increasing her comprehension.
Finally, Miss Jones should consider using wordless picture books with her new ELL. Louie and
Sierschynski (2015) argue that, “oral language is the foundation of literacy (p. 104).” Through
the utilization of wordless picture books, Louie and Sierschynski assert that ELLs can not only
learn about text structure, which includes plot, setting, and character development, but will also
be able to generate a retelling of the story in language that is comprehensible to them (Louie &
Sierschynski, 2015). Miss Jones might consider using this strategy with her ELL to help her both
build knowledge of text structures and to provide the student with a self-made text that can serve
as the student’s reading material.
In order to help ELLs become successful readers, classroom teachers must scaffold and
differentiate instruction. Classroom teachers should incorporate direct instruction of word
learning strategies and active and increase their ELLs’ background knowledge through visual
aids and technology. Teachers can also utilized wordless picture books to build ELLs’
understanding of text structure in a manageable way. Miss Jones can utilize these strategies to
assist her new ELL in becoming a stronger reader.
References
Gunning, T.G. (2013). Creating literacy instruction for all students (8th ed.). Boston: Pearson.
Hansen, L. (2006). Strategies for ELL Success. Science & Children, 43(4), 22-25.
Louie, B. & Sierschynski, J. (2015). Language development using wordless picture books. The
Reading Teacher, 69(1), 103-111. doi: 10.1002/trtr.1376
Sibold, C. (2011). Building English Language Learners’ Academic Vocabulary Strategies &
Tips. Multicultural Education, 18(2), 24-28.
Tompkins, G.E. (2013). Language arts: Patterns of practice (8th ed.). Boston: Pearson.
Question Two:
Mr. Jones, a first grade teacher, just completed his Qualitative Reading Inventories (QRI). One
of his students is capable of identifying words at the second grade level; however, the student
is only capable of comprehending at a first grade level (both narrative and expository passages).
The student is able to answer explicit questions with accuracy, but struggles with answering
implicit questions.
In a well-constructed, seven-paragraph essay (introduction, body, conclusion), free of errors,
describe research-based, evidence-based strategies Mr. Jones can utilize with his student in
order to assist her with improving her ability to comprehend and accurately respond to implicit
questions during the “Literature Circles” and “Reading Workshop” components of the “Four
Patterns of Practice.” All strategies must be CLASSROOM TEACHER-BASED strategies. Stating
what the teacher assistant or reading specialist will do for this student will not be accepted.
You may use your textbook, the archives, and any article presented during this semester to
assist you with answering this question.
(5 – 4 – 3 – 2 – 1 – 0) REFER TO RUBRIC (INCLUDED)
Question Three:
Miss Jordan, a fifth grade teacher, just completed her Qualitative Reading Inventories (QRI).
One of her students is struggling with her oral reading fluency skills, as she was unsuccessful
with the timed-reading portion of the QRI. Further, Miss Jordan has noticed that this student
avoids reading in front of her classmates. Additionally, this student does not participate in class
discussions.
In a well-constructed, seven-paragraph essay (introduction, body, conclusion), free of errors,
describe research-based, evidence-based strategies Miss Jordan can utilize with her student in
order to assist her with improving her oral reading fluency skills during the “Literature Circles”
and “Reading Workshop” components of the “Four Patterns of Practice.” All strategies must be
CLASSROOM TEACHER-BASED strategies. Stating what the teacher assistant or reading
specialist will do for this student will not be accepted. You may use your textbook, the archives,
and any article presented during this semester to assist you with answering this question.
(5 – 4 – 3 – 2 – 1 – 0) REFER TO RUBRIC (INCLUDED)
Question Four:
Mr. Jordan, a sixth grade teacher, is beginning a new writing process with his class. One of his
students did not pass his fifth grade SOL writing test. Mr. Jordan has also observed that this
student, in many regards, is still making connections between letters and the sounds they
represent, and this student’s inability to utilize correct spelling conventions within his written
language is inhibiting his capacity to communicate with readers.
In a well-constructed, seven-paragraph essay (introduction, body, conclusion), free of errors,
describe research-based, evidence-based strategies Mr. Jordan can utilize with his student in
order to assist him with improving his ability to communicate through writing during the
“Writer’s Workshop” component of the “Four Patterns of Practice,” throughout each stage of
the writing process (Brainstorming/Prewriting, Drafting, Revising, Editing, and Publishing). All
strategies must be CLASSROOM TEACHER-BASED strategies. Stating what the teacher assistant
or reading specialist will do for this student will not be accepted. You may use your textbook,
the archives, and any article presented during this semester to assist you with answering this
question.
(5 – 4 – 3 – 2 – 1 – 0) REFER TO RUBRIC (INCLUDED)
Question Five:
? Two Old Dominion University graduates apply for the same teaching position, teaching
elementary language arts. Both are asked the same question: “How will you insure
your students’ success on the state assessment?”
? (Virginia: 400 = Passing / 500 = Advanced/Proficient / 600 = Perfect Score)
Applicant A responds as follows: “In order to insure my students’ success on the state assessment, I
will incorporate the six language arts – listening, talking, reading, writing, viewing, and visually
representing – daily, through the four patterns of practice. During the literature focus unit component, I
will incorporate mini-lessons, through award-winning/quality literature; during the literature circles
component, I will incorporate guided reading, differentiating by ability in order to meet students at their
respective instructional levels in order to help them achieve their full potential; during the writing
workshop component, I will incorporate mini-lessons, which will enhance my students’ abilities with
writing all genres proficiently (i.e. business letters, friendly letters, articles, etc.); and during the
thematic units component, I will incorporate additional differentiation through the Roger Taylor Product
Grid, RAFTs, or Choice Boards, insuring that students are able to demonstrate their learning utilizing
their multiple intelligences. Through effectively incorporating all of these research-based/evidencebased methods, I will insure that my students are successful on the state assessment.”
In a well-constructed, seven-paragraph essay (introduction, body, conclusion), free of errors,
describe research-based, evidence-based strategies Applicant A could include in his/her
response to the interview question. You may use your textbook, the archives, and any article
presented during this semester to assist you with answering this question. How will your
response be even better than Applicant A’s response?
(5 – 4 – 3 – 2 – 1 – 0) REFER TO RUBRIC (INCLUDED)
RUBRIC
5
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4
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•
•
3
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•
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2
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1
•
•
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0
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/25
Response is a well-constructed, seven-paragraph essay (introduction, body (5
strategies/1 per paragraph), conclusion), free of errors.
Response includes 5 research-based, evidence-based, CLASSROOM TEACHERBASED strategies.
Sources Cited (1 per strategy) (journals and texts … no http://www).
The sources immediately follow the response, like the example provided.
Response is a well-constructed, seven-paragraph essay (introduction, body (5
strategies/1 per paragraph), conclusion), free of errors.
Response includes 4 research-based, evidence-based, CLASSROOM TEACHERBASED strategies.
Sources Cited (1 per strategy) (journals and texts … no http://www).
The sources immediately follow the response, like the example provided.
Response is a well-constructed, seven-paragraph essay (introduction, body (5
strategies/1 per paragraph), conclusion), free of errors.
Response includes 3 research-based, evidence-based, CLASSROOM TEACHERBASED strategies.
Sources Cited (1 per strategy) (journals and texts … no http://www).
The sources immediately follow the response, like the example provided.
Response is a well-constructed, seven-paragraph essay (introduction, body (5
strategies/1 per paragraph), conclusion), free of errors.
Response includes 2 research-based, evidence-based, CLASSROOM TEACHERBASED strategies.
Sources Cited (1 per strategy) (journals and texts … no http://www).
The sources immediately follow the response, like the example provided.
Response is a well-constructed, seven-paragraph essay (introduction, body (5
strategies/1 per paragraph), conclusion), free of errors.
Response includes 1 research-based, evidence-based, CLASSROOM TEACHERBASED strategies.
Sources Cited (1 per strategy) (journals and texts … no http://www).
The sources immediately follow the response, like the example provided.
Response is NOT a well-constructed, seven-paragraph essay (introduction, body
(5 strategies/1 per paragraph), conclusion), free of errors.
Sources Cited (1 per strategy) (journals and texts … no http://www).
The sources immediately follow the response, like the example provided.
TOTAL POSSIBLE POINTS

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