Flores, Cynthia

NAME ______________________________________________________________________
EDU 417: Applications of Literacy and Language Arts

The objective for this assessment is to measure your evidence-based knowledge, skills, and strategies related to teaching English
Language Arts in the elementary classroom. You may use your course materials and the Internet but you may not use a search
engine to ask the questions and please do not use any form of AI for this assessment. You need to complete at least 14 of the items
(you must complete #10) and ARE encouraged to present complete ideas and may use bullets.
1. Identify a grade level Pitch: Imagine what it would be like to travel over the intriguing and exciting terrain of Mars!
between 3rd-6th grade and The Lion of Mars is not only a novel; rather, it is an adventurous journey that transports you to
one book that you read for another universe. There are a lot of interesting secrets, friendships that will last with you
your Literature Library that forever, and a trip that will have you on the edge of your seat that are all included in this
you would recommend to a novel. If you are interested in embarking on an astonishing space journey and uncovering the
student. Pitch the book in a mysteries of a faraway planet, then "The Lion of Mars" is the ideal book for you to read.
few sentences to encourage
a student to read it. Avoid
providing a summary of the
book.
2. Students in your 4th grade 1.) The Meaning of Survival?
classroom are organized How does your book's protagonist survive? Does survival have physical, emotional, or
into reading groups each social forms? Give examples."
reading a different book but 2.) Challenges and Answers:
all the books have themes "What are your book's protagonists' main survival challenges? How are these obstacles
of survival and identify. overcome? Do their identities aid or hinder problem-solving?"
Generate at least 5 3.) Identifying and Deciding:
questions that all students "How do characters' backgrounds, beliefs, and personalities affect their tale choices?
may be able to answer that Can you recall an instance when their identity affected their actions?"
are not book specific and 4.) Change and Growth:
would likely generate " Do your book's characters change to survive?? Through the story, how does their
discussion to help the identity change? Consider how their experiences altered them."
students define different 5.) Learn from Characters:
types of survival and how What can your book's characters teach us about surviving in diverse situations? How
identify impacts survival. can knowing them help us comprehend their decisions and challenges?"
3. A CCSS 5th grade writing
standard is CCSS.ELA-
LITERACY.W.5.2 Write
informative/explanatory
 texts to examine a topic
and convey ideas and
information clearly and
one of the sub-standards is
CCSS.ELA-LITERACY.W.5.2.A
Introduce a topic clearly,
provide a general
observation and focus, and
group related information
logically; include
formatting (e.g.,
headings), illustrations,
and multimedia when
useful to aiding
comprehension.

Describe how you would

identify, plan and teach
students to address this
skill. You may connect this
to one of the
nonfiction/information
books you read for your
Literature Library.

4. At least 3 students in 3rd
grade are struggling to
summarize texts that they
have read as part of ELA
instruction. Provide an
explicit list of steps that
you might use to teach
them how to summarize
The three steps to teach the three students to summarize written materials are:
1.) Explain that a summary is a quick remark that summarizes a narrative or text without
providing specifics.
2.) The goal of summarizing is to comprehend and retain the major concepts of what they
read.
3.) Read a Short Text Together:
Read a short, age-appropriate book together. Possibly a narrative, article, or book chapter.
Ask Students to listen intently while you read.
 written material.
6. For this Craft and Structure
CCSS ELA Standard, write
3 objectives that would
support the standard.
CCSS.ELA-LITERACY.RL.4.5
Explain major differences
between poems, drama, and
prose, and refer to the structural
elements of poems (e.g., verse,
rhythm, meter) and drama (e.g.,
casts of characters, settings,
descriptions, dialogue, stage
directions) when writing or
speaking about a text.
7. Pick a grade level (3rd, 4th,
5th, or 6th) and recommend a
read aloud that is a
window, mirror, and/or
sliding glass door (Sims-
Bishop, 1990). Justify your
response and estimate
about how many days the
read aloud will last until the
book is finished.
9. In 5th grade the focus is on
US History and you want
4.) Identify Key Elements:
Discuss the texts Who (characters), What (major events), When (time), Where (setting), Why
(reasons), and how after reading.
5.) Label these pieces in a visual organizer or chart.
6.) Go over it with the students
1. Students will explain the structural distinctions between poetry, theater, and prose.
They will show their comprehension by constructing a chart or visual layout that
categorizes each genre's verse, rhythm, and meter for poetry and drama's cast,
locations, descriptions, dialogue, and stage directions.
2. Students will analyze a poem and play's structure and write a comparison. This
examination will contrast the poem's stanza, rhythm, and meter with the play's
dialogue and stage instructions.
3. Students will discuss parts of a text to demonstrate their comprehension of poetry,
plays, and prose in a classroom discussion or presentation. They will use poetry
meter and drama cast to illustrate their claims.
The book I will recommend is Too Bright to See by Kyle Lukoff, is a medium-length middle-
grade book. Given its breadth and the significance of conversation and reflection, a 20–30-
minute read-aloud session every day is perfect. The book might take 10–15 days to finish,
depending on speed and class discussion time.
Reading "Too Bright to See" aloud in sixth grade would enrich the reading experience and
spark discussions on identity, development, and acceptance. Middle schoolers relate to the
narrative and learn about varied life situations. It is also about Acceptance, identity, LGBTQ+
and transgender.
I would have the students read fiction books like Historical fictions and graphic novels that are
historical fiction for the students to compare the non-fictional to the fictional and for the
 to use ELA instruction to
support students’ learning
about history. How might
you use a multidisciplinary
approach to integrate ELA
and social studies? Think
about content, skills, and
strategies.
11. You are teaching in a 6th
grade classroom and you
believe that some students
lack the fluency they need
to be able to focus on
comprehension of fictional
texts. What might you do
to determine what the
students need in order to be
able to be fluent?
13. Design an assessment to
measure students’ ability to
write a short (3-5
paragraph) response to
identifying theme(s) in a
text that they read and
discussed. You may choose
a specific text and/or a
more general text.
15. Rewrite the following
objectives so that they are
relevant and measurable
and likely to guide
instruction.
a. Students will complete
students to research and compare their facts on the units around major US History themes and
developing critical reading and analysis skills. I would include discussion and debate, writing
assignments, creative projects, guest speakers, field trips, and integrating technology for
interactive learning experiences. These approaches can enhance students' understanding and
engagement in the subject matter.
A multifaceted strategy is needed to address fluency issues affecting fictional text
comprehension in 6th grade. The best way is to start with fluency benchmarks or running
records to examine each student's reading speed, accuracy, and expressiveness. Look for
pauses and mispronunciations throughout silent and vocal reading. Post-reading
comprehension tests might identify fluency difficulties. Talk to students and former instructors
about their reading experiences. Involving parents may provide light on pupils' home reading
habits. Consider learning disability screening if challenges continue. Finally, peer fluency
comparisons reveal if these issues are individual or general. This comprehensive technique
aids reading fluency and comprehension with personalized help.
a.) Students will successfully complete their reading, demonstrating comprehension, and
interest.
b.) Students will write clear, succinct instructions to demonstrate procedural knowledge.
c.) Students will effectively communicate key concepts and ideas in their subject matter to
interpret them effectively.
d.) Students will first watch a TED Talk about storytelling and then read a chosen story to
 the reading. better interpret story parts and how to tell stories.
b. Students will write e.) Students will work in pairs to complete a graphic organizer appropriately, showing their
directions. ability to analyze and organize information effectively.
c. Students will show g.) Students will formulate diverse writing topics to implement in their topics.
their understanding.
d. Students will watch a
TED Talk on
storytelling and then
read a story.
e. Students will work in
pairs to complete the
graphic organizer.
f. Students will complete
the outline.
g. Students will
brainstorm ideas for
writing topics.
h. Students will revise a
piece of writing for an
audience.
17. A parent writes you stating Dear parent,
that their child should not Why read graphic novels? Graphic novels are unusual because they blend text and art well.
be reading graphic novels Non-readers and visual learners may remain interested. These books teach inferential thinking
because they are not “real by interpreting words and images. Graphic Novels help students become better readers in their
literature.” Write a comprehension: Graphic books simplify complicated topics for kids.
response to the parent to It provides more imagination: The visuals and text let kids perceive the story differently.
defend graphic novels. It provides inclusivity as children may relate to these works' varied characters and situations. It
teaches kids various words and patterns.
The graphic books that I chose are age-appropriate, fun, educational, and in line with our
teaching goals. We read action, history, sci-fi, and true stories. Talk to your child about their
comics. Discussing the story, characters, and visuals may benefit your child.
Please comment on this new curricular element. Contact me or your child's teacher to
discuss. We adore this new project and think visual books can help youngsters learn.
 Thank you,
Ms. Flores

19. You are teaching __3rd_ Silent reading may help kids learn to read and relax, but I've found certain difficulties we
grade and your colleagues should address. First, silent reading doesn't always fit our students' learning styles. Auditory
tell you that you need to and kinesthetic learners may struggle with silent reading. Measurement of understanding and
have students read silently involvement is difficult with silent reading. It's impossible to discern whether students are
for 20 minutes a day. What learning or merely 'going through the motions' without speaking. Silent reading may disregard
are your thoughts? public speaking and oral fluency. Children may not improve their communication abilities
without reading aloud or discussing what they've read.
14. As an elementary teacher AI can enhance ELA instruction by customizing class plans, using interactive educational
ELA teacher, how might tools, automatic grading, and providing feedback. It can improve reading skills, writing, and
you use AI to support your provide data-driven insight. Language development games using AI may teach kids
teaching? vocabulary and grammar. AI can customize and curate content. AI chatbots answer student
inquiries, freeing up time for in-depth training. Dyslexic and ADHD kids may benefit from AI
systems. AI should be cautiously incorporated to improve education without replacing
humans.
16. In thinking about student
teaching, describe at least
one activity that you
learned this semester that
you might use to help
students demonstrate
comprehension.
18. Readers and Writers
Workshops models of
instruction DO NOT have
the evidence to prove that
it is effective. Describe
your experience with these
models and/or a more
evidence-based set of
approaches to supporting
 literacy development.
20. You have received $250 The best way that I will budget the $250 from the PTA would be buy the classroom things to
from the PTA for your create a classroom that encourages reading and interactive learning. Buying graphic books is
classroom and you have my first priority because they engage students, even hesitant readers, with rich plots and
chosen to spend it on items
compelling imagery. Buy educational literacy games to reinforce vocabulary and
to support literacy in your
understanding. A large amount of the funding will go into making the reading places more
classroom. How will you appealing. Cozy sofas and attractive bookshelves may create an inviting environment that
budget the money? What encourages students to read. Dry erase boards will also let groups converse and learn
will you purchase? interactively, making literacy more engaging. A literacy-rich environment that accommodates
varied learning styles and needs is the goal of this careful funding.
Hip, Hip, Hooray, YOU are on your way to being an elementary teacher. 