USF Classroom Library Childre

Hello. Could you help me with this?? I only did a few dollars because I was not sure if you could and if so, how much? I am new to 6th Grade Reading with very low struggling readers, therefore I want my library to be able to be relateable and interesting. I work with very low poverty. I know I would like to read the Bluford series with them. Well check out below and let me know. Thank you

Preservice teacher will develop a 25 book classroom library that includes the following organizational method, titles, authors, genres, selection criteria, summaries, ideas for use with teaching reading and meta-cognition strategies to all students, including ELLs. The assignment must include literary terminology (e.g. simile, metaphor, hyperbole, personification, etc.), a variety of effective reading strategies, and multi-cultural connections, with research to support ELLs in reading. The assignment must include connections between reading and writing. The variety of genres should include fictional genres (poetry, fantasy, historical fiction, traditional literature, realistic fiction) and non-fiction genres (poetry, biography, autobiography, informational texts, memoirs, etc.) as well as print and digital texts. There should be evidence of how to support instruction in the following areas: oral language development, phonological processing, phonemic awareness, phonics instruction, fluency, comprehension, vocabulary, morphology, and written expression. Address how books may support ELLs, and those with learning difference, dyslexia, learning disabilities, social/emotional learning needs. 

The 25 books will include: 

  • A minimum of 2 novels
  • One text set of 5 books related to a social studies or science concept for content area integration. 
  • At least 2 books with specific literacy terminology development such as similes, metaphors, personification, etc. Examples from the texts must be included. 
  • At least 2 books with detailed suggestions for inclusion of effective, meta-cognitive reading strategies such as prediction, visualizing, summarizing, determining importance, as well as comprehension skills such as compare/contrast, main idea/detail, characterization, and sequencing. 
  • A minimum of  2 multicultural books, including how they may be used to increase students’ second language acquisition, and cultural connections. 

Rubric

Classroom Library and Effective Reading Strategies

Classroom Library and Effective Reading Strategies

CriteriaRatingsPts

This criterion is linked to a Learning OutcomeSelection/GroupingTeacher Candidates will use resources
and research-based
practices that create
information intensive environments (e.g.,
diverse classroom libraries, inquiry
reading). 2.G.3

3 pts

Proficient

Assignment includes: Comprehensive criteria, appropriate to students’ age, interests and reading proficiency ,explaining how and why books were selected. Thorough differentiation among characteristics and elements of a variety of literary genres (e.g., realistic fiction, fantasy, poetry, information texts). Thorough use of resources and researchbased practices that create information intensive environments (e.g., diverse classroom libraries, inquiry reading).

2 pts

Developing

Assignment includes: Sufficient criteria, appropriate to students’ age, interests and reading proficiency ,explaining how and why books were selected. Differentiation among characteristics and elements of a variety of literary genres (e.g., realistic fiction, fantasy, poetry, information texts). Use of resources and researchbased practices that create information intensive environments (e.g., diverse classroom libraries, inquiry reading).

1 pts

Emerging

Assignment includes: Basic criteria, appropriate to students’ age, interests and reading proficiency ,explaining how and why books were selected. Minimal differentiation among characteristics and elements of a variety of literary genres (e.g., realistic fiction, fantasy, poetry, information texts). Basic use of resources and researchbased practices that create information intensive environments (e.g., diverse classroom libraries, inquiry reading).

0 pts

Unsatisfactory

Assignment did not include one or more of the following: Criteria, appropriate to students’ age, interests and reading proficiency ,explaining how and why books were selected. Differentiation among characteristics and elements of a variety of literary genres (e.g., realistic fiction, fantasy, poetry, information texts). Use of resources and researchbased practices that create information intensive environments (e.g., diverse classroom libraries, inquiry reading).

3 pts

This criterion is linked to a Learning OutcomeEffective Reading StrategiesTeacher Candidates will provide an
explanation of the research-based
guidelines used to select literature
and domain specific print and digital
text appropriate to students’ age,
interests, and reading proficiency
(e.g., young adult literature,
informational texts). 2.G.4

3 pts

Proficient

Assignment includes: Comprehensive identification and analysis of terminology and intentional use of literary devices (e.g., simile, metaphor, personification, onomatopoeia, hyperbole). Comprehensive instructional methods for teaching Oral Language Development, Phonological Processing, Phonemic Awareness, Phonics Instruction, Spelling, Fluency, Comprehension, Vocabulary, Morphology, and writer’s craft across genres that integrate the reading components (e.g., precise language, figurative language, linking words, temporal words, dialogue, sentence variety). Comprehensively identified instructional practices to develop students’ metacognitive skills in reading (e.g., text coding, two column notes). Ample strategies for developing critical thinking skills such as analysis, synthesis, and evaluation (e.g., making connections and predictions, questioning, summarizing, question generating).

2 pts

Developing

Assignment includes: Sufficient identification and analysis of terminology and intentional use of literary devices (e.g., simile, metaphor, personification, onomatopoeia, hyperbole). Adequate instructional methods for teaching Oral Language Development, Phonological Processing, Phonemic Awareness, Phonics Instruction, Spelling, Fluency, Comprehension, Vocabulary, Morphology, and writer’s craft across genres that integrate the reading components (e.g., precise language, figurative language, linking words, temporal words, dialogue, sentence variety). Sufficiently identified instructional practices to develop students’ metacognitive skills in reading (e.g., text coding, two column notes). strategies for developing critical thinking skills such as analysis, synthesis, and evaluation (e.g., making connections and predictions, questioning, summarizing, question generating).

1 pts

Emerging

Assignment includes: Basic identification and analysis of terminology and intentional use of literary devices (e.g., simile, metaphor, personification, onomatopoeia, hyperbole). Minimal instructional methods for teaching Oral Language Development, Phonological Processing, Phonemic Awareness, Phonics Instruction, Spelling, Fluency, Comprehension, Vocabulary, Morphology, writer’s craft across genres that integrate the reading components (e.g., precise language, figurative language, linking words, temporal words, dialogue, sentence variety). Basic identification of instructional practices to develop students’ metacognitive skills in reading (e.g., text coding, two column notes). Minimal strategies for developing critical thinking skills such as analysis, synthesis, and evaluation (e.g., making connections and predictions, questioning, summarizing, question generating).

0 pts

Unsatisfactory

Assignment did not include one or more of the following: Identification and analysis of terminology and intentional use of literary devices (e.g., simile, metaphor, personification, onomatopoeia, hyperbole). Instructional methods for teaching writer’s craft across genres that integrate the reading components (e.g., precise language, figurative language, linking words, temporal words, dialogue, sentence variety). Identified instructional practices to develop students’ metacognitive skills in reading (e.g., text coding, two column notes). strategies for developing critical thinking skills such as analysis, synthesis, and evaluation (e.g., making connections and predictions, questioning, summarizing, question generating).

3 pts

This criterion is linked to a Learning OutcomeResearch and Practices on Cultural Differences

3 pts

Proficient

Assignment includes: Comprehensive selection of appropriate multicultural texts based on purpose, relevance, cultural sensitivity, and developmental appropriateness. Comprehensive analysis of elements of culture and their impact on the instruction of ELLs. Comprehensive identification of ways that student participation, learning, and behavior can be affected by cultural differences (e.g., religious, economic, social, family). Comprehensive identification of phases and distinguish among characteristics of cultural adaptation (e.g., assimilation, acculturation) in order to better understand ELLs. Comprehensive selection and use of developmentally appropriate materials that address sociocultural and linguistic differences. Comprehensive use of teaching strategies to meet the needs of diverse student populations including ELL, learning differences, dyslexia, learning disabilities, social/emotional learning needs Character-based classroom management strategies

2 pts

Developing

Assignment includes: Sufficient selection of appropriate multicultural texts based on purpose, relevance, cultural sensitivity, and developmental appropriateness. Adequate analysis of elements of culture and their impact on the instruction of ELLs. Identification of ways that student participation, learning, and behavior can be affected by cultural differences (e.g., religious, economic, social, family). Sufficient identification of phases and distinguish among characteristics of cultural adaptation (e.g., assimilation, acculturation) in order to better understand ELLs. Sufficient selection and use of developmentally appropriate materials that address sociocultural and linguistic differences. Adequate use of teaching strategies to meet the needs of diverse student populations including ELL, learning differences, dyslexia, learning disabilities, social/emotional learning needs Character-based classroom management strategies

1 pts

Emerging

Assignment includes: Basic selection of appropriate multicultural texts based on purpose, relevance, cultural sensitivity, and developmental appropriateness. Basic analysis of elements of culture and their impact on the instruction of ELLs. Basic identification of ways that student participation, learning, and behavior can be affected by cultural differences (e.g., religious, economic, social, family). Basic identification of phases and distinguish among characteristics of cultural adaptation (e.g., assimilation, acculturation) in order to better understand ELLs. Basic use of teaching strategies to meet the needs of diverse student populations including ELL, learning differences, dyslexia, learning disabilities, social/emotional learning needs Basic use of teaching strategies to meet the needs of diverse student populations Character-based classroom management strategies

0 pts

Unsatisfactory

Assignment did not include one or more of the following: Basic selection of appropriate multicultural texts based on purpose, relevance, cultural sensitivity, and developmental appropriateness. Basic analysis of elements of culture and their impact on the instruction of ELLs. Basic identification of ways that student participation, learning, and behavior can be affected by cultural differences (e.g., religious, economic, social, family). Basic identification of phases and distinguish among characteristics of cultural adaptation (e.g., assimilation, acculturation) in order to better understand ELLs. Basic selection and use of developmentally appropriate materials that address sociocultural and linguistic differences. Basic use of teaching strategies to meet the needs of diverse student populations Character-based classroom management strategies

Yes, hello again and thank you. Here are some links that were provided! My students are low poverty-inner city African Americans with few Spanish. I do know I would like to read some of the Bluford series, starting with novel The Bully by Paul Langan. I must keep their interest. Many are on 4-5th grade reading levels, but we must do novels.

https://files.eric.ed.gov/fulltext/EJ1068161.pdf


https://ncte.org/statement/classroom-libraries/

https://www.readingrockets.org/article/creating-cl…

 

Place this order or similar order and get an amazing discount. USE Discount code “GET20” for 20% discount

Posted in Uncategorized