Details:

Now that you have researched instructional strategies to use whenintroducing literacy concepts, you will now put those strategies intopractice as you decide strategies for instruction and assessment.

For this benchmark, use the case scenario provided to develop acomprehensive, research-based early reading plan.

Part 1

Student: Mark

Age: 6

Grade: 1

Mark is in the first grade and has transferred to a new school inthe middle of the school year. Mark’s parents set up a meetingwith his new first grade teacher to discuss their concerns withMark’s reading skills. His previous teacher had wanted todiscuss concerns about his reading skills with them, but they movedbefore they were able to meet and address these concerns.

Mark’s new first grade teacher evaluated his reading skillswith various assessments and noted some skill deficits in reading. Atthis age, most of Mark’s classmates are able to recognizevarious sight words, such as, “and”, “said”,“has”, “have”, “is”,“to”, “the”, “a”, and “was.”

Mark is struggling each time he comes across these words and hisoral reading skills are slow and strenuous. He requires a lot ofprompting and sometimes says the wrong letter and sometimes justguesses at words. When listening to a passage read aloud, Mark hasdifficulty answering simple comprehension questions about the mainidea or characters.

Mark's new first grade teacher has set up a follow-up meeting withMark’s parents to discuss the results of his assessments and toinform them of the instructional goals he has put in place for Mark tohelp with his reading skills.

The following are his instructional goals:

1. After listening to a passage or story, Mark will be able torecall two or three of the sequenced events.
2. Mark will begiven a brief reading passage on his instructional level, be able toread it aloud, and recall the main ideas.
3. Mark will say thecorresponding sound when provided with a letter or lettercombination.
4. When prompted with a word, Mark will be able tosay a word slowly (sounding it out) and then faster (reading it as awhole), when given a CVC (consonant-vowel-consonant).
5. Whenshown sight words, Mark will automatically state the word.

Part 2

Sequence each of Mark’s instructional goals described in thecase scenario in the order you would address them with her if you wereMark’s teacher. In 100-250 words, explain your rationale for the sequence.

Part 3

Research and select an early reading strategy for one of Mark'sgoals. In 500-750 words, describe the strategy in detail with arationale that explains how it is designed to help Mark achieve thatgoal. Provide the learning theories and connections across curriculumto support the developed strategy. Provide the long- and short-termplans for Mark and resources (reading specialist, resource teacher,etc.) you would utilize to implement this plan.

Support your rationale with two scholarly resources.

Part 4

Develop an activity that aligns to the chosen strategy youidentified in Step 3 that Mark could do at home. In 250-500 words,describe the activity, as well as how you would establish and maintaina collaborative relationship with Mark's parents and encourage them tohelp implement it.

Submit your sequenced list of goals, their associated readingstrategies and rationales, and the at-home activity to your instructoras one deliverable

Prepare this assignment according to the guidelines found in the APAStyle Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginningthe assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin.