srinfo.sulross.edu · 2020. 6. 30. · 3. identify the importance of vocabulary development and develop lesson plans focusing on reading, listening, ... 6. understand principles of

EDUC 4314 Reading Skills for Content Subjects

Sul Ross State University Rio Grande College - Summer II, 2020

_________________________________________________________________________________________

Instructor: Maria Gear, Ed.D. EDUC 4314

Department of Education Term: Summer II, 2020 (7/1 – 8/7)

3107 Bob Rogers Dr. Web Course

[email protected] . (830) 758 - 5030

__________________________________________________________________________________________

Syllabus Disclaimer

This Syllabus is provided for informational purposes regarding the anticipated course content and schedule of

this course. It is based upon the most recent information available on the date of its issuance and is as accurate

and complete as possible. I reserve the right to make any changes I deem necessary and/or appropriate. I will

make my best efforts to communicate any changes in the syllabus in a timely manner. Students are responsible

for being aware of these changes.

Required Textbooks

Gillis, V. R., Boggs, G. L., & Alvermann, D. E. (2017). Content area reading and literacy: Succeeding in

today’s diverse classrooms (8th ed.). Pearson. ISBN-13 978- 0133846546 Loose Leaf Version

Course Description

A course designed to familiarize students with teaching methodology and materials needed for locating,

interpreting, and organizing reading materials used in content subjects in early childhood through twelfth grade.

Student Learning Outcomes (SLO)

SLO 1 Students will observe and identify the range of individual developmental differences that characterize

students in early childhood through grade 8 (EDUC 3304).

SLO 2 Students will identify instructional strategies to analyze children's strengths and needs for planning

instruction.

SLO 3 Students will identify and select pertinent materials and resources including technological resources to

enhance student learning and engagement in the planning process.

Marketable Skills

1. Students have the ability to understand human growth and development.

2. Students have the ability to recognize the influence of diverse social-cultural factors.

3. Student have the skills to utilize multiple methods and strategies to achieve a goal.

4. Students have the skills to effectively use technology.

Course Outcomes (CO)

As a result of course readings and assignments students will be able to: 1. identify the importance of fluency to reading comprehension.

2. identify reading components for comprehension.

3. identify the importance of vocabulary development and develop lesson plans focusing on reading, listening,

speaking and writing in various content areas.

4. understand the diverse nature of students and design instruction that is appropriate for all.

5. understand reading skills and strategies for various types of nonliterary texts.

6. understand principles of oral communication and principles of media literacy and develop lesson plans promoting

students’ listening and speaking skills.

Class Expectations: Throughout the course students will be required to read the textbook, do peer-reviewed

research, and complete written assignments. Students will be expected to complete assignments in a timely

manner. Final grades will be assigned according to the A-F (90-100 = A, 80-89 = B, 70 – 79 = C, 60 – 69 = D,

Below 60 = F) format and evaluated using the following criteria:

Assessment Methods

There are a total of 100 possible points for this course and they are as follows: Points

1. Discussion Board Participation 10

2. Digital Literacy Article Summary 25

3. Reflections Chs. 1-6 & Chs. 7-12 (15 pts. each) 30

4. Teaching Lesson 20

5. Dyslexia Certificate 5

6. Digital Literacy Assessment Initial and Final Certificate (5 pts. each) 10

Distance Education (Web-course) Non-Participation Statement. Policies in effect for on- campus, traditional

classroom instruction courses also apply to students enrolled in distance education courses, including Web-based

and ITV courses. Non-participation and inactivity may include not logging on to the course, not submitting

assignments or participating in other assigned activities as scheduled, not communicating with the instructor by

phone or e-mail, and/or not following the instructor's participation guidelines stated in the syllabus.

Written Assignments: To comply with course standards and requirements, all written assignments should reflect

all aspects of the project, be free of grammatical errors, well organized, and typed double-spaced using a 12 point

Times New Roman font. All written assignments should follow the guidelines indicated by the Publication

Manual of the American Psychological Association (6th edition), including APA title and reference page.

*The following statement of authorship must be completed and added to the bottom of the APA title page

of each paper submitted for grading.

I certify that I am the author of this paper titled _________________and that any assistance I received in its

preparation is fully acknowledged and disclosed in this paper. I have also cited any sources from which I used

data, ideas, or words, either quoted directly or paraphrased. I also certify that this paper was prepared by me

specifically for this course and has not been submitted before in any class by me or anyone else. I understand that

falsification will affect my status as a SRSU-RGC student.

_____________________________ ___________________

Signature Date

Access Information on the following required trainings on Blackboard.

*Dyslexia Training: Students will complete Dyslexia training on Blackboard and submit a certificate of

completion as part of a course requirement.

*Digital Literacy Assessment: Students will complete a series of digital literacy assessments to

demonstrate proficiency in basic computer skills, essential software skills, and using technology in daily life.

LATE ASSIGNMENTS: All assignments must be posted on Blackboard (BB) by the date and time indicated

on the schedule. Late assignments will not be accepted.

ASSIGNMENTS/STUDENT LEARNING OUTCOMES (SLO)

I. Discussion Board Participation (SLO 1&2; CO 4&5): should be active and relevant to the topic of

discussion. Students should be prepared for discussions by reading the assigned chapters prior to the

discussion board session. To prepare for discussions be ready to share ideas and knowledge gained as they relate

to the following questions:

1. What are the most important ideas/concepts discussed in the assigned readings? What are the

implications of these ideas/concepts in a classroom setting?

2. Discuss your own personal experience in regards to the ideas/concepts discussed in the readings.

3. Discuss any ideas/concepts that you have found to be interesting, new, surprising or perplexing. Explain

your answer.

II. Digital Literacy Article Summary (SLO 1-3; CO 1&2)

You will utilize an assigned article on instruction in digital literacy and write a two-part article summary. Each

section will be written as specified below and following APA writing guidelines. Remember to paraphrase

and/or use direct in-text quotations when necessary. Follow APA in-text citations. Your article summary should

be double spaced and written in Times New Roman, 12 pt. font, have 1” margins, and include a title and reference

page.

Part 1: Include a discussion of general information on the article. Identify and describe information related to

instruction in digital literacy. Be specific and write about what instruction in digital literacy is, how a teacher

makes use of specific digital literacy tools/strategies, identify how these tools/strategies are used in a classroom

setting, describe student and teacher roles, and describe safety measures teachers need to be cognizant of any time

instruction utilizing digital literacy tools is followed. (Minimum 2 pages; Refer to the sample format at the end

of this syllabus.)

Part 2: Identify a textbook (EC-6) or subject area (middle school/high school) you would rely on to teach a lesson

using the digital literacy tool/strategy you identified in part 1 above. List specific questions you would use to

promote critical thinking skills and describe how you and your students would use the digital literacy tool/strategy

during the lesson. Include a diagram showing the digital literacy tool/strategy. (Minimum 2 pages; one page for

the required information for part 2 and another page for the diagram showing the digital literacy tool/strategy).

Grading Rubric - Article Summary

Part 1 to include: defining digital literacy, how a teacher makes use of specific digital

tools/strategies, identification of how these tools/strategies may be used in a classroom setting,

a description of student and teacher roles, and a description of safety measures teachers need to

be cognizant of when utilizing digital tools for instructional purposes. (Min. 2 pages)

10 points

Part 2 to include: name of textbook and/or identification of subject area, a list of questions the

teacher would use to promote critical thinking skills, and a description of both student and

teacher use of the digital tool/strategy, and diagram. (Min. 2 pages)

10 points

Free of grammatical errors, adherence to document length 2 point

In-text citations crediting the author (Following APA writing guidelines); APA title & reference

page

3 point

Total point 25 points

III. Guidelines for Two Reading Reflections (SLO 1– 3; CO 1- 6)

A total of two reading reflections are required from each student. Your first reflection will cover chapters 1-6 and

your second reflection will cover chapters 7-12.

(1) Briefly identify and explain themes from the 6 chapter readings that are particularly important to you and why.

Remember that you are reflecting upon the material you read in the 6 chapters. You are reflecting upon the new

knowledge and indicating how this new knowledge will affect your teaching in a diverse classroom specifically

focusing on reading instruction. DO NOT SIMPLY COPY WRITTEN MATERIAL FROM THE CHAPTERS.

(2) Discuss what implications they may have for you as a classroom teacher and how you will make use of this

new information to assist your students to become active and motivated readers. Be sure to discuss reading

strategies you plan to utilize to assist your students to become skilled readers in specific content areas such as

English, math, science, history, etc.

(3) Be sure to refer to and properly cite, using in-text citations according to APA guidelines, the specific parts of

the reading in the course of your discussion. You may also consider whether there are problems in the author’s

account or other ways of looking at the issues that have not been given enough attention. In this assignment, think

of yourself as in conversation with the author responding to and developing what you believe to be the essential

points of the text. The length of each reflection should be no less than 4 pages long excluding title and reference

page. Reading responses should be double spaced and written in Times New Roman, 12 pt. font, have 1” margins,

and include a title and reference page.

Grading Rubric – Reading Reflection (15 points each)

Free of grammatical errors and adherence to length 3 points

Citations crediting the author, APA title and reference page, and

following APA writing guidelines as listed above

3 points

Implications for future educators discussed 3 points

Clarity and organization of response 3 points

Demonstrates a personal understanding/perspective of the content 3 points

Total (per reading reflection) 15 points

IV. Teaching lesson focusing on reading strategies/digital literacy tools (SLO 1 – 3; CO 1 - 6)

Students will design a teaching lesson for their specific grade level or subject area. The lesson will be designed

to illustrate the use of (a) reading strategies as outlined in your textbook readings and (b) digital literacy

tools. An example of the lesson format is found at the end of this syllabus. The total number of points for each

lesson is 15 points. Teaching lesson should include an APA title page and reference page highlighting the source

for the digital literacy tool. Refer to the sample format at the end of this syllabus.

Grading Rubric

Instructional Delivery: Whole-Class Discussion (WD); Lecture (L); Group Work (GW); Independent Practice (IP); Reading Assignments (RA);

Presentation (P)

APA title and reference page; free of grammatical errors 2 points

Lesson design according to course objectives to include (a) reading

strategies as outlined in textbook readings and (b) digital literacy tools

18 points

TOTAL 20 points

Tentative Course Schedule – Summer II, 2020

Week Topic Assignment

1

7/1

Technology TEKS

19 TAC Chapter 126. Texas Essential Knowledge and Skills for Technology

Applications

ISTE STANDARDS FOR Students

https://www.iste.org/standards/for-students

7/1 - Read and familiarize yourself with the

Technology TEKS for your grade

level/subject area.

ZOOM Meeting – 9 a.m.

Discussion Board Due by

1 p.m.-afternoon on 7/3

Homework: Read assigned article on

BB

2

7/6

Subject area TEKS

Article Summary

19 TAC Chapter 112. Texas Essential Knowledge and Skills

7/6 – Read and familiarize yourself with the

TEKS in your grade level/subject area.

ZOOM Meeting – 9 a.m.

Discuss article summary

Discussion Board Due by 1 p.m.-

afternoon on 7/6

Article Summary Due by 1 p.m. on

7/10

Homework: Read Chs. 1-6

3

7/13

Content Literacy and the Reading Process

Creating Effective Learning Environments

Planning for Content Literacy

Assessment of Students and Textbooks

Preparing to Read

Reading to Learn

Standards: IV, VI, VII, VIII, XIII

7/13 – Finish reading Chs. 1-6 and commence

reflection.

ZOOM Meeting – 9 a.m.

Discussion Board Due by

1 p.m.-afternoon on 7/13

Reflection Chs. 1-6 Due by 1 p.m. on

7/17

Homework: Read Chs. 7-12

4

7/20

Increasing Vocabulary and Conceptual Growth

Reflecting on Reading and Learning

Teaching Writing

Writing to Learn

Writing to Inquire

Developing Lifetime Readers: Literature in Content

Area Classes

Standards: V, VI, VII, VIII, IX, X, XI

7/20 - Finish reading Chs. 7-12 and commence

reflection.

ZOOM Meeting – 9 a.m.

Discussion Board Due by

1 p.m.-afternoon on 7/20

Reflection Chs. 7-12 Due by 1 p.m.

on 7/24

Homework: Familiarize yourself with

Lesson Plan format

5

7/27

Subject area TEKS

Technology TEKS

Lesson Plan

19 TAC Chapter 126. Texas Essential Knowledge and Skills for Technology

Applications

ISTE STANDARDS FOR Students

https://www.iste.org/standards/for-students

7/27 – Review Lesson Plan

ZOOM Meeting – 9 a.m.

Work on Lesson Plan

Dyslexia & Digital Literacy

Assessment Certificates Due by 1

p.m. on 7/27

Final Digital Literacy Assessment

Certificate (Badge) Due by 1 p.m. on

8/1

6

8/3

Lesson Plan Design a lesson plan focusing on reading

strategies and digital literacy tools

8/3 – Finish Lesson Plan

Lesson Plan Due on BB by 1 p.m. on

8/5

Standards:

English Language Arts and Reading and the Science of Teaching Reading

Standard IV. Literacy Development: Teachers of young students understand that literacy develops over time and

progresses from emergent to proficient stages. Teachers use a variety of contexts to support the development of young

students’ literacy.

Standard V. Word Analysis and Identification Skills: The teacher understands the importance of word identification skills

(including decoding, blending, structural analysis, sight word vocabulary and contextual analysis) and provides many

opportunities for students to practice and improve word identification skills.

Standard VI. Reading Fluency: Teachers understand the importance of fluency to reading comprehension and provide

many opportunities for students to improve reading fluency.

Standard VII. Reading Comprehension and Application: Teachers understand the importance of reading for

understanding, know the components of comprehension, and teach young students strategies for improving

comprehension.

Standard VIII. Vocabulary Development: The teacher knows the importance of vocabulary development and applies that

knowledge to teach reading, listening, speaking and writing.

Standard IX. Reading, Inquiry and Research: The teacher understands the importance of research and inquiry skills to

students’ academic success and provides students with instruction that promotes their acquisition and effective use of

those study skills in the content areas.

Standard X. Writing Conventions: The teacher understands the conventions of writing in English and provides instruction

that helps students develop proficiency in applying writing conventions.

Standard XI. Written Communication: The teacher understands that writing to communicate is a developmental process

and provides instruction that promotes students’ competence in written communication.

Standard XII. Viewing and Representing: The teacher understands skills for interpreting, analyzing, evaluating and

producing visual images and messages in various types of media, including electronic media, and provides students with

opportunities to develop skills in this area.

Standard XIII. Assessment of Developing Literacy: The teacher understands the basic principles of literacy assessment

and uses a variety of assessments to guide literacy instruction.

English Language Arts and Reading 7-12

Domain I: Integrated Language Arts, Diverse Learners and the Study of English

Competency 001: The teacher understands and applies knowledge of relationships among the language arts and between

the language arts and other aspects of students’ lives and learning.

Competency 002: The teacher is aware of the diversity of the student population and provides instruction that is

appropriate for all students.

Competency 003: The teacher understands the structure and development of the English language and provides students

with opportunities to develop related knowledge and skills in meaningful contexts.

Domain II: Literature, Reading Processes, and skills for reading literary and non-literary texts

Competency 004: The teacher understands reading processes and teaches students to apply these processes.

Competency 005: The teacher understands reading skills and strategies for various types of nonliterary texts and teaches

students to apply these skills and strategies to enhance their lifelong learning.

Competency 007: The teacher understands strategies for reading literary texts and provides students with opportunities to

formulate, express and support responses to literature.

Domain III: Written Communication

Competency 008: The teacher understands and promotes writing as a recursive, developmental, integrative and ongoing

process and provides students with opportunities to develop competence as writers.

Competency 009: The teacher understands effective writing and teaches students to write effectively in a variety of forms

and for various audiences, purposes and contexts.

Domain IV: Oral Communication and Media Literacy

Competency 010: The teacher understands principles of oral communication and promotes students’ development of

listening and speaking skills.

Competency 011: The teacher understands and teaches basic principles of media literacy and provides students with

opportunities to apply these principles in interactions with media.

Professional Standards – International Literacy Association Standards 2010: Pre-K and Elementary Classroom Teacher

Pre-K and Elementary Classroom Teachers are professionals responsible for teaching reading and writing to students in

either a self-contained or departmentalized setting at the pre-K or elementary levels. These professionals may also be

responsible for teaching content such as social studies or science. Regardless of their role, these individuals must be able

to provide effective instruction for all students in the classroom, from those who struggle with learning to read to those

who need enrichment experiences. These teachers collaborate with reading specialists and other professionals to improve

instruction and to modify the physical and social environments as needed.

https://www.literacyworldwide.org/get-resources/standards/standards-for-reading-professionals/standards-2010-role-2

Standards 2010: Middle and High School Content Classroom Teacher A Middle and High School Content Classroom Teacher is a professional responsible for teaching one of the content or

academic areas (e.g., science, mathematics, social studies, or English) at either the middle or high school level. These

teachers must teach the content of the discipline and have responsibility for helping students engage in and learn not only

the content but also the reading and writing demands of the discipline. Middle and High School Content Classroom

Teachers collaborate with reading specialists and other professionals to improve instruction and to modify the physical

and social environments as needed.

https://www.literacyworldwide.org/get-resources/standards/standards-for-reading-professionals/standards-2010-role-3

19 TAC Chapter 126. Texas Essential Knowledge and Skills for Technology Applications

Subchapter A. Elementary

§126.5. Implementation of Texas Essential Knowledge and Skills for Technology Applications, Elementary, Beginning

with School Year 2012-2013.

§126.6. Technology Applications, Kindergarten-Grade 2, Beginning with School Year 2012-2013.

§126.7. Technology Applications, Grades 3-5, Beginning with School Year 2012-2013.

Subchapter B. Middle School

§126.13. Implementation of Texas Essential Knowledge and Skills for Technology Applications, Middle School,

Beginning with School Year 2012-2013.

§126.14. Technology Applications, Grade 6, Beginning with School Year 2012-2013.

§126.15. Technology Applications, Grade 7, Beginning with School Year 2012-2013.

§126.16. Technology Applications, Grade 8, Beginning with School Year 2012-2013.

Subchapter C. High School

§126.31. Implementation of Texas Essential Knowledge and Skills for Technology Applications, High School,

Beginning with School Year 2012-2013.

§126.32. Fundamentals of Computer Science (One-Half to One Credit), Beginning with School Year 2012-2013.

§126.33. Computer Science I (One-Half to One Credit), Beginning with School Year 2012-2013.

§126.34. Computer Science II (One Credit), Beginning with School Year 2012-2013.

§126.35. Computer Science III (One Credit), Beginning with School Year 2012-2013.

§126.36. Digital Forensics (One Credit), Beginning with School Year 2019-2020.

§126.37. Discrete Mathematics for Computer Science (One-Half to One Credit), Beginning with School Year 2012-

2013.

§126.38. Game Programming and Design (One-Half to One Credit), Beginning with School Year 2012-2013.

§126.39. Mobile Application Development (One-Half to One Credit), Beginning with School Year 2012-2013.

§126.40. Robotics Programming and Design (One-Half to One Credit), Beginning with School Year 2012-2013.

§126.41. Digital Design and Media Production (One Credit), Beginning with School Year 2012-2013.

§126.42. Digital Art and Animation (One Credit), Beginning with School Year 2012-2013.

§126.43. 3-D Modeling and Animation (One Credit), Beginning with School Year 2012-2013.

§126.44. Digital Communications in the 21st Century (One Credit), Beginning with School Year 2012-2013.

§126.45. Digital Video and Audio Design (One Credit), Beginning with School Year 2012-2013.

§126.46. Web Communications (One-Half Credit), Beginning with School Year 2012-2013.

§126.47. Web Design (One Credit), Beginning with School Year 2012-2013.

§126.48. Web Game Development (One Credit), Beginning with School Year 2012-2013.

§126.49. Independent Study in Technology Applications (One-Half to One Credit), Beginning with School Year 2012-

2013.

§126.50. Independent Study in Evolving/Emerging Technologies (One-Half to One Credit), Beginning with School Year

2012-2013.

§126.51. Foundations of Cybersecurity (One Credit).

§126.52. Cybersecurity Capstone (One Credit).

Subchapter D. Other Technology Applications Courses

§126.61. Implementation of Texas Essential Knowledge and Skills for Technology Applications, Other Technology

Applications Courses, Beginning with School Year 2012-2013.

§126.62. Advanced Placement (AP) Computer Science A (Two Credits), Beginning with School Year 2012-2013.

§126.63. International Baccalaureate (IB) Computer Science Standard Level (Two Credits), Beginning with School Year

2012-2013.

§126.64. International Baccalaureate (IB) Computer Science Higher Level (Two Credits), Beginning with School Year

2012-2013.

§126.65. Advanced Placement (AP) Computer Science Principles (One Credit), Adopted 2016.

§126.66. International Baccalaureate (IB) Information Technology in a Global Society Standard Level (Two Credits).

§126.67. International Baccalaureate (IB) Information Technology in a Global Society Higher Level (Two Credits).

ISTE STANDARDS FOR Students

https://www.iste.org/standards/for-students

STUDENT PARTICIPATION AGREEMENT

Please read this carefully. To be an engaged member of this learning experience, you must meet the expectations

listed below. After you have read this agreement, sign, date and email it to me. Contact information is optional.

1. Due to the nature of this course it is imperative that you complete all assignments as indicated and submit to

Blackboard by due date. The quality of your participation (e.g., resources you provide and/or experiences that

you share) will determine the quality of this class experience.

2. Assignments require that you deliver your work to class on time and post your work. You must post your

assignments by the due date and time. Late postings are not accepted.

3. To remain updated on course events, you should check the course web-page regularly for assignment reminders,

news, and other important and timely announcements. As an adult learner, you must take responsibility for your

learning. Communicating regularly with the instructor is a large part of this learning experience. Timeliness is

essential, so if you have a question or are responding to a probe you must do it within a timely manner.

4. For whatever reason, if at any point you decide to drop this course, it is your responsibility to officially drop

or withdraw. Failure to do so will result in a failing grade (F).

Print Name: ____________________________________ Course enrolled: __________________

Student Signature: _______________________________ Date: __________________________

Student contact Information (optional):

E-mail:______________________________________

Telephone #__________________________________

Digital Literacy Article Summary Format– Part 1

Part 1 needs to include the headlines listed below and in boldface; part 1 must be a minimum of 2 pages.

Remember no run-on or incomplete sentences. Write your paper following APA guidelines citing when

necessary. Review APA in-text citations for paraphrased material as well as direct quotes. Double space

throughout the paper and include APA title and reference page.

General Information

Indent and start discussing general information…………………………………………………………….

………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………

Instruction in Digital Literacy

Indent and start discussing instruction in digital literacy………………………………………………….

………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………

What it is. Start writing about what instruction in digital literacy is………………………………………

………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………

Teacher’s use of digital literacy tools/strategies. Start writing about teacher’s use of digital literacy

tools/strategies………………………………………………………………………………………………………

………………………………………………………………………………………………………………………

Using digital literacy tools/strategies in the classroom. Start writing about using digital literacy

tools/strategies in the classroom…………………………………………………………………………………….

………………………………………………………………………………………………………………………

Student roles. Start writing about student roles……………………………………………………………

………………………………………………………………………………………………………………………

Teacher roles. Start writing about teacher roles……………………………………………………………

………………………………………………………………………………………………………………………

Safety measures. Start writing about safety measures…………………………………………………….

………………………………………………………………………………………………………………………

Digital Literacy Article Summary Format– Part 2

EC-6 students will include the title of a textbook used to read a story to your students. Middle and high school

students should select the subject area they will be teaching. Part 2 needs to include the headlines listed below

and in boldface; part 2 must be a minimum of 2 pages.

Title of textbook or subject area:

List questions you will use in your lesson plan and that promote critical thinking skills.

Diagram

Example of Teaching Lesson Format

Learning Objective: You are to write a learning objective that will illustrate the use of reading strategies to

improve student literacy skills as it relates to a specific content area such as English, math, reading, science,

social studies, etc. Include verbs found in the revised Bloom’s Taxonomy. Teaching lesson should include an

APA title page and reference page highlighting the source for the digital literacy tool/strategy.

Subject area TEKS: Write this out.

Technology TEKS: Write this out.

Instructional Materials:

Instructional Delivery: Should include both teacher and student-centered activities. Describe these.

Guided Practice: Describe activities you use to teach content and how you plan to make use of digital literacy

tools/strategies; make sure you describe both teacher and student roles.

Independent Practice: Describe activities you use to teach content and how students will make use of digital

literacy tools/strategies; make sure you describe both teacher and student roles.

Evaluation: Describe both formal and informal assessments for the lesson. In addition, describe how you will

check for student understanding throughout the lesson.

Re-teach: Describe how you will re-teach if necessary.

Enrichment: Describe activities you can use to provide enrichment after having taught the specific reading

topic.

Challenge: Describe an activity you can use to challenge your students after having taught the specific reading

topic.