Directions:

1. Identify two books or texts that your students will read. Make sure the books/texts are grade-level appropriate and align with your content area. See the rubric for specific requirements. You must provide your grade level and content area of licensure in the assignment. The instructor needs to be able to check that your chosen books/texts connect to your content area and that they are grade-level appropriate.
2. Combine the course readings from modules 1 and 2 with independent research on literacy instructional strategies in order to create plans to assess students’ literacy focusing on each dimension of literacy – oral language, phonological awareness, phonics, fluency, vocabulary, and comprehension.
3. Make sure that your plans connect to the books that your students will read by including specific vocabulary from the book in word-based activities and include specific comprehension strategies when assessing comprehension. Make sure to plan for assessing phonological awareness, phonics, and fluency even if you plan to teach at the secondary level. You should apply different strategies to each book/text and not the same strategies.
4. Cite the credible sources from outside this course that you found through your research on literacy instruction to create your plans. Include a synthesis of your research. What did you learn about teaching and assessing literacy from reading modules 1 and 2, along with your independent research? This should be a detailed reflection of learning and how you envision teaching, promoting, and assessing literacy no matter what grade level or content area you teach. If you teach a content area other than literacy, discuss how you can integrate literacy activities in your content area.