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1Running head: READING AND LITERACY STRATEGIES BENCHMARK ASSESSMENT

Reading and Literacy Strategies Benchmark Assessment

Student Sample

July 10, 2013

Grand Canyon University SED 553


In this segment of the benchmark assessment multiple facets of utilizing reading and

literacy strategies will demonstrated for the content area classroom. The designated content for

this benchmark is Biology. Additionally, for this assessment the following will be available for

the reader’s perusal: three content area EEI lesson plans, three journal entries from a series of

practicum observations and lastly, a comparative analysis which will highlight effective

approaches for teaching literacy.

VITAL INFORMATIONAuthor N----

*Subject(s) Biology

Topic or Unit of Study

Parent Plants

*Grade/Level Middle School

*Summary To help the students understand the dynamics of plant structure and functioning. The students will use strategic literacy skills to gain a perspective for the content.

STAN DARDS AND DIFFERENTIATED INSTRUCTION:

*Standards

Concept 4: Diversity Adaptation and Behavior

Identify Structural and Behavioral Adaptations

PO 5. Analyze the behavioral cycles of organisms

Hibernation Migration

Differentiated

Instruction

In this lesson, the students will gain understanding for how plants reproduce using instrumental literacy strategies. For this activity, a connection will be made between the standard and performance objectives to help the students truly capture the essence of plant reproduction, while using literacy strategies as an aid. The literacy strategies that will be used are the following: Cornell note taking, Frayer model maps, and questioning. The teacher will also utilize prior knowledge to help the students gain a broader perspective for the content.


EEI (ESSENTIAL ELEMENTS OF INSTRUCTION) - LESSON PLAN ELEMENTS REQUIRED:

Objective1. The students will understand the role of pollination in plants.2. The students will analyze the intricate processes of reproduction.3. The students will be able to identify reproductive organs in flowering plants.

Anticipatory Set How would the students apply prior knowledge towards understanding plant reproduction? What other questions do the students have about parent plants?

Teach Lesson / Model

The teacher will evaluate the students’ prior knowledge of plants in terms of reproduction through a graphic organizer. The graphic organizer will be created on the white board. The teacher will create two sections for asexual and sexual reproduction. The students will have the opportunity to come to the board and jot down key ideas and thoughts under the two categories. Immediately following the graphic organizer the teacher will introduce the lesson about the reproduction and will provide examples for the student perusal. A discussion of male and female reproductive organs will be formulated and students will be encouraged to take Cornell style notes for their own usage. The teacher will model a demonstration using a live demonstration of a flowering plant like that of a lily. The teacher will pick away the petals to expose the ovule, stamen, pistil and the anthers. All of these things are reproductive structures.

Guided Practice

The teacher will show 2 short video clips on sexual and asexual reproduction processes that the cell undergoes in the plant. The students will be responsible for answering questions; they are permitted to work in pairs.1. What is the difference between asexual and sexual reproduction?2. What are the advantages of asexual reproduction as opposed to sexual? Explain.3. Explain the reproduction process that takes place in sexual plants?

Once everyone has finished the questions, the teacher will prompt a choral response where the students can randomly answer the selected questions. The teacher may elaborate more and explain concepts.

Independent Practice

Students will be permitted to work in pairs. The students will draw both male and female reproductive organs for flowering plants and will label each structure. The students will also create a Frayer Model Map where they will list the definitions, characteristics, as well as, examples and non examples for their designated reproduction process, i.e. sexual or asexual.

Closure After the students have created their maps and drawn their pictures they will give a

2-minute oral reflection on what they have learned.

Evaluation

*Assessment/Rubrics

The Frayer Model Maps and labeled diagrams will be assessed for accuracy and overall comprehension of the lesson.


MATERIALS AND RESOURCESInstructional

Materials (handouts, etc.)

The materials that will be used in this lesson are the following: copy paper, Frayer Handout, Promethean board, flowers

Resources Worksheets and Videos

VITAL INFORMATIONAuthor N----

*Subject(s) Biology


Cells

*Grade/Level High School

*SummaryCells are the simple structures for all living things. Cells can be classified as eukaryotic and prokaryotic. In this lesson, the students will use reading strategies for comprehension, as well as use higher order thinking.


*Standards

Concept 1: The Cell

Understand the role of the cell and cellular processes

PO 2. Compare the form and function of prokaryotic and eukaryotic cells and their cellular components.

Differentiated

Instruction

In this lesson, literacy skills will be used to learn the structure and function of the cell. The students will be able to speak, listen and use their hands, as well as, write about cellular activity. The teacher will incorporate questioning, cued retell and reflections as an aid for developing a perspective and insight.


Objective

1. Understand that prokaryotic and eukaryotic cells are composed of different structures.

2. Explain the interaction that organelles have within the cell.3. Understand that cells are interconnected units that have various functions for

life.


Anticipatory Set What other questions do the students have about the cell? What did the students find the most interesting?


In this lesson, the teacher will activate prior knowledge in a class discussion. The teacher will present the class with a handout of vocabulary terms. The vocabulary terms will be a list of organelles found in the cell. Before the lesson ever starts, the students will be given 5-minutes to check mark organelles that “they know,” or “might know.” After the check list, students will be encouraged to take notes and listen to the teacher lecture about the cell. Additionally, a 3-D interactive video of prokaryotic and eukaryotic cells will be shown for a further elaboration on the lesson, which will address the mechanisms both outside and within the cell.

Guided Practice After the class discussion and videos the students will turn their attention to the vocabulary awareness handout. The students will fill out the areas that they left blank from earlier. The teacher will call on students to retell the structure of the cell in their own words.

Independent Practice

The students will work independently by writing a figurative story. They may choose prokaryotes or eukaryotes; however, they must use all of the organelles for their story as an explanation of how the cell functions. The story must be detailed. Also cued retell is another important factor for the storyline. Cued retell assesses overall comprehension and organizes thought processes.

Closure Ultimately, the purpose of this lesson is to help students understand the mechanisms

of prokaryotic and eukaryotic cells through strategic literacy skills.

Evaluation

*Assessment/Rubrics

The students will be assessed on their participation in the class discussion, as well as, the cued retell fictional story. Students will be evaluated on their overall comprehension and their ability to organize information for the relationship between organelles. An analytical rubric will be used to measure student retention and participation.



Vocabulary handout, computer, promethean board, pencils and paper

Resources Printable Handouts and Videos

VITAL INFORMATIONAuthor N-----

*Subject(s) Biology


Reproduction Cells


*Grade/Level Middle School

*SummaryCell reproduction can occur in two stages: Mitosis and Meiosis. In this lesson, students will understand the mechanisms and functions to reproduce offspring. The students will use key literacy strategies as an aid for understanding and retaining key elements of cellular reproduction.


*StandardsConcept 1: The Cell

Understand the role of the cell and cellular processes.

Differentiated

Instruction

For this lesson, students will use literacy skills like that of TPR (total physical response and the Frayer Model Map to assist with the learning process. Each student will have an opportunity to actively participate in the activities with the assistance of literacy skills. This lesson can easily be modified to meet the needs of all learning styles for students.


Objective1. Understand that the cell has two variations of reproduction cycles.2. Explain the reproductive processes of Mitosis and Meiosis.3. Evaluate the role of chromosomes between Meiosis.

Anticipatory Set What other questions do the students have about reproduction? What other examples of organisms can students identify or label as Meiotic and

Mitotic reproduction?


In this lesson the teacher will handout markers to the students. A Frayer Model Map will be drawn on the board for both Mitosis and Meiosis. This activity will be used to activate prior knowledge. The students will take turns by coming to the boards and selecting areas that they know and write their thoughts. They may also draw a picture and explain it later. Once the map has been completed the teacher will call on a few students to see if the map appears to be correct or incorrect. This should really get them thinking, because they will have to offer an explanation for their choice. Shortly after a short lecture will be presented on Meiosis and Mitosis. A list of vocabulary terms will be given to students, as well as, a stack of index cards. Additionally, the life cycle of the cell in Meiosis and Mitosis from a microscopic standpoint will be shown to the class in video format.

Guided Practice

In this activity, the students will be prompted to “follow the leader,” which in this case is the teacher. The students will all sit in a circle around the room and the teacher will also join. The teacher will use TPR (total physical response) for the vocabulary terms in the form of an action. This action will occur through a series of hand motions. For example, the first phase of Meiosis is Prophase. The teacher will say the word Prophase and the students will repeat. The teacher will take both hands and cross her fingers to emulate coiled chromosomes. There should be a total of four chromosomes; two for each hand and they should look like the letter ‘X’. The class will go through all of the phases of each cycle to help students remember.


Independent Practice After learning the phases using TPR, students will work independently on their stack

of cards that were at the beginning of class. Each card will represent a phase; therefore, students will be responsible for drawing and labeling each structure.

Closure The purpose of this lesson is to help students gain a greater prospective and outlook on the reproductive processes that takes place in all living things. Students are able to participate in a hands-on activity that will stay with them forever.

Evaluation

*Assessment/Rubrics

The students will be evaluated using an Analytical rubric, which will measure their accuracy for the labeled diagrams, and their participation, as well as the index cards.



Computer, Promethean board, white board, markers, index cards, pencils

Resources Index cards, video


Practicum Journal # 1

For a week I took on the position as the observer in a learning facility. In this learning

facility, I was privileged to observe a series of students getting additional academic assistance for

the summer. The students for this observation were 7th graders. Under the instruction of Ms.

Barbara there were a total of four students. For this learning experience each student has their

own binder of designated assignments for their appointed interval. On the desk that the teacher

and students share are a stack of English/Language Arts and Mathematics textbooks. This journal

will span over the course of a week for the four students in intervals of two-three hours per day.

The first student focused on prefixes and sentence structure. At the beginning of the lesson, the

teacher asked the student a series of questions to determine if they were aware of the meaning of

prefixes. She also asked the student to identify examples of prefixes in words. For this exercise,

she wrote a series of words on a paper for the student and asked him to identify the prefix.

Additionally, a guided practice was implemented through vocabulary cards. The student was

prompted to read the word on the front of the card and identify the prefix as well as state the

meaning. For example, if the word was pre-heat the student had to state the word and determine

the prefix, which would be pre, as well as, offer a definition which means before. Next the

student worked on sentence structure. In this exercise, the student worked on formulating a

sentence correctly using subject verb agreement. To help the student the teacher reinforces

learning by diverting the student’s attention to an area of interest. The teacher uses pictures and

words to help the student form sentences. Grabbing the student’s attention is important; therefore

the teacher distracted the student from worrying about the activity. The conversation focuses for

the word process. T: What is a chore that you have at home? S: Take out the trash at night. T:

List the steps that you take to take the trash out. S: Turn on the light, open the gate and put the


trash in front of the gate. T: So the correct sentence would be: My chore at home is to turn on the

light and take the trash out at night. S: Oh wow that was simple! Can we do another one?

Ultimately at the end of this lesson, the student was able to create his own sentences through

vocabulary reinforcement and questioning.

The second student works on affixes, which determines the prefixes, suffixes and roots of

words. Phonological awareness and processes of decoding is apparent in this observation. The

student is given a series of words written by the teacher for which syllables, prefixes and suffixes

will be identified. For example, the word is unlawful. The student will state the word and

identify the number of syllables. The student will then break the word into three sections: root,

suffix and prefix. In this case, the word unlawful has three syllables. The prefix is –un and the

suffix is –ful. The teacher works hands-on with the student working through a vocabulary

workbook to break apart words. Once the student grabs the hang of things an independent

practice activity is given where the teacher will write a series of words and the student breaks

apart the words. The student was evaluated for accuracy at the end.

The third student works on reading comprehension skills through a guided practice

question set. In this observation, the student was assigned an independent reading assignment

about dreams. When the student completed his reading the teacher used a series of question.

Marzano et al. states “Higher level questions produce deeper learning by requiring students to

analyze information” (2001, p. 113). For this exercise the teacher presented a series of questions

in a conversation format for the student. T: What does study mean? S: To read or investigate a

book. T: What is an adult? S: Someone who is grown. T: What does recently mean? S:

Something that just happened.


The teacher uses vocabulary reinforcement and phonological awareness via decoding and

context clues to help the student comprehend the storyline. To further help the student the

teacher participates in a guided practice where she points to the bold face words and allows the

student to state and offer a definition. If the student is wrong the teacher offers assistance

through re-reading strategies where context clues are used.

The last student worked on building vocabulary through literacy strategies of synonyms,

antonyms and matching word activities. In this lesson, the student focuses diverts his attention to

learning vocabulary words and matching them with multiple meanings. The teacher gave the

student a handout of various bold words along with other similar words. The student was

instructed to circle all of the words that were similar to the bold word. For example, bold words:

dynamic and greed the underlined colorful words match the bold term.

Healthy SelfishFeeble KindDynamic GreedDelicate DesireStrong GenerousPowerless Hunger



This practicum experience took place with two separate teachers at different times over

the course of a week. During this observation 12th graders were analyzed in a mathematics

setting. In the first half of the week I observed under the guidance of Ms. Candace. Before the

observation ever started Ms. Candace gave me a briefing that the student would be studying all

forms of Algebra. The Georgia High School Graduation test is a major test that all students are

required to both take and pass to receive a completion of high school status. The designated

students would be using a number of multiple texts to aid with comprehending key concepts and

formulas.

The lessons covered the use of word problems in algebraic concepts. The teacher used

explicit instruction, and discovery learning as a method of teaching and breaking down concepts.

Through explicit instruction, literacy strategies like that of practice, homework and vocabulary

building were made available for the students. Marzano et al. states, “Practice provide students

with opportunities to deepen their understanding and skills” (2001, p. 60). Throughout the lesson

the student worked directly with word problems. For areas that seemed confusing the student

often showed withdrawal. As a “pick me up” the instructor would help the student dissect the

words within the problem to determine exactly what was needed to determine the answer. For

example, the word ‘per’ was found in the problem. After reading the problem the student showed

confusion; therefore, the teacher used a step-by-step process to analyze the problem. First the

teacher asked, “What does per mean?” Since the student showed uncertainty, she was asked to

take a guess for which she responded with “to add”. While the prediction was a good guess; it

was a wrong. Per in mathematical terms means ‘to divide’. Now that the student has a firm grasp

on what the question is asking she can analyze how to best solve the problem. To further


elaborate on vocabulary the instructor focused on context clues and continued providing word

problems that had simple words that either meant to add, subtract, multiply or divide. Another

helpful strategy that the instructor used was homework. Marzano et al. suggests, “Homework

extends learning opportunities beyond the confines of the school day. The authors further states

that the common purpose of homework are practice and preparation or elaboration” (2001, p. 61,

63). To further elaborate on the day’s lesson the student was given homework for reinforcing

knowledge.

In the second half of the week I was able to observe the same students under the guidance

of Ms. Nancy. Just as Ms. Candace used literacy strategies of practice, homework so did Ms.

Nancy. The designated topic for today covered word problems in the form of percentages and

probabilities. The instructor notified me that the student would see statistics on the graduation

test and needed extensive attention in the listed categories above. At the beginning of the lesson,

the teacher encouraged the student to take notes for her personal use. She also encouraged for the

students to write down all of the key steps for solving a problem as a point of reference for future

purposes. While the student wrote notes, the teacher spoke about percentages. At the opening she

asked the students what percentages were and how were they used for daily activities. After

briefing students about percentages she showed them a number of examples from a variety of

workbooks how to solve percentages. The same practice was done for probabilities. After the

student completed the guided practice the student was assigned pages from the workbook to

complete on her own. The teacher was readily available to assist if the student needed additional

help. Before the lesson wrapped up, the student was given a series of pages from the workbook

to complete for homework. Marzano et al. says, “Homework prepares the students for new

content or have them elaborate on content that has been introduced” (2001, p. 63). Homework


was given at the end of each lesson to further elaborate on given information and build upon

concepts. Furthermore, homework was a method of preparation for the student, for which a

summative assessment would be given over the topics of probability, word problems and

percentages. At the end of the lesson, a summative assessment was given to the student to

examine her overall retention. She was graded on an analytical rubric which measures whether or

not the student followed all of the necessary steps to reach the appropriate answer. Additionally,

the student was measured on showing work.


Over a course of a week a series of students were examined under the guidance of Mr.

Chris at the learning facility. In the first half of the week the students were 7th graders and the

second half of the week was 10th grade. The students at the beginning of the week focused on

Analogies and the usage of Context Clues. To start the lesson the teacher and the students

focused on Analogies. A list of analogies was shown to the student to analyze. This process is

called teacher student directed analogies. The teacher and student worked together in a

cooperative learning setting where they collaborated collectively to understand analogies. It is

reported that “Analogies help us see how seemingly dissimilar things are similar, increasing our

understanding of new information” (Marzano, Pickering & Pollock, 2001, p. 26). Furthermore,

analogies pinpoint similarities and differences. Independent practices were given to the students

in the form of workbook pages which had a series of graphic organizers, which are useful

methods for understanding analogies.

The next lesson that the students learned aided in learning to read and comprehend text.

The teacher uses explicit instruction through a short discussion where he talks about the


importance of context clues. Context clues work by activating prior knowledge by identifying

words within a sentence to understand the overall meaning. The authors state, “Prior knowledge

can cover a wide range of skills, ideas and attitudes” (Alvermann, Phelps & Ridgeway, 2010, p.

169). After going over the directions, the teacher allows the students to work on their

paragraphs. The students were given a series of handouts where they were prompted to read a

paragraph. For each sentence they were instructed to write down the meanings. If the student got

to a sentence that was confusing he/she was advised to use context clues as an aid. Context clues

are bits of information that help the students determine the meaning of challenging words. The

last lesson for the middle school students cover reversal word analogies. In this segment the

student displays extreme confusion and delayed reaction in understanding reverse words. To

offer assistance the teacher uses a variety of workbooks. Due to the nature of confusion that the

student shows the instructor resorts to a live display for connecting the dots. One of the examples

in the workbook refers to the word Mahogany and Light wood. Conversation: T: What is the

opposite of light? S: Dark. T. Good. So, if the table that we are sitting at is light then what is the

table in the conference room? Do you remember? If not, go look? S: The table is dark. It’s the

opposite of our work desk. So Mahogany is dark, right? T: Yes, Mahogany means dark wood.

In the second half of the week, high school students are observed. The students for this

segment of the week are analyzing facts and opinions from an ELA perspective. At the beginning

of the lesson, the teacher first asks the students ‘what is a fact and what is an opinion?’ Many of

the students go silent. This prompts the teacher to offer a personal touch by diverting the

student’s attention into an area of interest. T: State a fact for me, something that can be proved.

S: I am sitting at Sylvan today learning new things. T: Great. You’re statement is a fact and can

be proven. Now, state an opinion for me. S: Justin Timberlake is not really a great singer. T:


Excellent. An opinion is someone’s personal viewpoint. I personally, don’t care for Justin

Timberlake either. That’s my opinion though. At the end of the dialogue, the teacher gave the

students a handout. The handout displayed a list of facts and opinions all scrambled. The

students were responsible for identifying whether or not the statement was a fact or an opinion.

At the end of the lesson, the students were given a formative assessment which analyzed their

ability to recognize facts and opinions and offer definitions in complete sentences.

At the end of my practicum observation experience, I have learned a great deal of

knowledge in the form of literacy and reading strategies, as well as, overall subject content areas

that I will implement into my own classroom. Additionally, a wealth of information was given

for analyzing student engagement and how to modify lessons to better reach students.


Comparative Analysis

Reading and literacy strategies are wonderful assets for the classroom setting. In the

content area classroom, frequently literacy and reading are overlooked and dismissed.

Commonly, content area teachers feel that literacy simply is unnecessary and belong in the

structure of an English/Language Arts class. However, this is furthest from the truth. According

to Alvermann, Phelps & Ridgeway “every teacher is a teacher of reading” (2010, p.14).

The most effective approaches to teaching literacy are through reading. Reading can be

demonstrated through preparing to read, vocabulary building, reflections and reading to learn. In

this analysis the most effective literacy approaches will touch on themes of reading to learn and

reinforcing vocabulary. Reading to learn focuses on comprehension, text structure and the usage

of questioning. Additionally reinforcing vocabulary emphasizes context through repetition and

proves to be efficient with improving retention among students. Note taking, graphic organizers,

activating prior knowledge and questioning are some of Marzano’s literacy strategies that work

to help students understand text in the content classroom. Reinforcing vocabulary and reading to

learn methods prove to be beneficial for helping students understand information. In the

makeshift classroom where the mini lessons were presented many of the students reciprocated

well with the reinforcing vocabulary methods. Students welcomed activating prior knowledge

through hands-on activities like that of the white board models and the TPR hand game. The

students also developed a sense of understanding for the material taught more so through the

hands-on learning activities.


As I observed Mr. Chris, Ms. Candace and Ms. Barbara I noticed a repetition of

vocabulary reinforcement, as well as, comprehension strategies. Each time I observed the

teachers there was a repeat for focusing on concepts from a questioning stance. Often times, the

students took to answering the questions, because their answers prompted them to figure out how

to assess the task at hand. According to the authors, “Good questions can guide students’ search

for information, lead them to consider difficult ideas, and prompt new insights” (Alvermann,

Phelps & Ridgeway, 2010, p.203). While the students did respond to the questioning, sometimes

they would fade out and get aggravated. In the mini lesson presentation, as well as, in the

observation students would shut down through activating prior knowledge in the form of a

question. Often, the students would get antsy or would need a break. Getting the students to see

the big picture using questioning for their handouts proved to be difficult in facilitating. At first,

student withdrawal did put a damper on the lesson; however, there are other avenues to help the

student understand. Interpreting the level of engagement during the literacy strategy was

observed through body language and their overall exertion into the lesson. Other interpretations

stemmed from how well they participated in the activity. I would suggest that the mini lessons be

modified using more hands-on activities and limiting the use of handouts. Alvermann, Phelps &

Ridgeway states, “As students become more proficient with the reading strategies, the teacher

gradually fades out of the dialogue and allows students to assume leadership” (2010, p. 167).

This passage is especially true from the looks of both the presentation of mini-lessons and the

observation teachers. In the beginning, the teacher was the focal point for helping the students

understand the material; however, as the lessons progressed the teacher eventually allowed the

students to assess the activities independently.


The students showed interest in the game-like activities and proved to remember more. I

would defend my rejection by using a broader spectrum of literacy strategies for the students to

use. It is important to know your students in terms of their learning styles; therefore, catering the

lesson to meet their needs would prove to be more successful and beneficial for the student as a

whole.


Practicum Observation Logs

(Insert observation logs here…these have removed from the sample in order to protect student

privacy…)


References

Alvermann, D., Phelps, S., & Ridgeway, V. (2010). Content area reading and literacy. (6 ed., p.

14, 110, 169, 191, 203). Boston: Allyn & Bacon.

Marzano, R., Pickering, D., & Pollock, J. (2001). Classroom instruction that works. (p. 26, 60,

61, 63, 113). Alexandria: Association for Supervision and Curriculum Development.

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