Writing Homework Help

In this application assignment, you will build on the outline for an inquiry-based thematic unit by connecting learning objectives, tasks, and strategies to create a range of activities to meet the diverse needs of learners. You also will create assessment options for the range of strategies selected.

• Download the Application: Part 1 and 2 Charts, to your desktop for use in this assignment.
• Create a Word document for your response.
• Use APA for the title page, references page, and in-text citations.
• Follow the directions to submit your final Word document.

Part I. Identifying Strategies

A strategy is an instructional approach used to develop a skill, deliver content, or support thinking processes with an intended purpose or defined learning objective. These are often clustered together to create an activity. For the purpose of this assignment, an activity is one or more strategies required to meet the designated goal by using multiple steps for completion.

Step 1. Select 10-12 sequenced tasks from Step 4 of Module 2. Identify a Common Core State Standard (CCSS) and the task. Using resources from the presentations, articles, the Internet, and personal sources, select a strategy appropriate for each of the identified tasks. Add a brief description. (Add rows as needed).

For example:

Objective: CCSS.ELA-Literacy.W.4.4 (Links to an external site.) Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

Skills: The nature of descriptive writing.

BIG IDEA: Table 1. Identifying Strategies
Discipline LA/SS	CCSS	Learning Objective	Task	Strategy
For example: Writing	CCSS.ELA – Literacy.W.4.4	Write for different purposes	1. Identifies and sorts words which describe	Using a word bank developed from “How to Eat Fried Worms”, sort words into selected categories. [Classification].
Writing	CCSS.ELA-Literacy.W.4.2d (Links to an external site.) Use precise language and domain-specific vocabulary to inform about or explain the topic.	Write for different purposes	2. Uses words which create a visual image	Select passages from “How to Eat Fried Worms” which describe a scene or action. Write he descriptive phrases. Using the word sort bank, exchange words to create new meaning. [Reinterpret].

Part II. Creating Activities

An activity is a collection of strategies designed to achieve the designated goal. Not everyone can accomplish the same goal in the same manner. Strategies should vary depending upon the needs of learners.

Step 2. Add additional approaches/strategies to meet the same learning objectives, addressing the needs of English language learners (ELL), struggling learners who need support, and those who need enrichment.

BIG IDEA: Table 2. Meeting Diverse Needs
Task	Strategy	ELL	Support	Enrichment
1. Identifies and sorts words which describe	Using a word bank developed from “How to Eat Fried Worms”, sort words into selected categories. [Classification].	Using a picture word bank, ask learners to work together to sort words into selected categories. Label the picture. [Cooperative learning; Visual Support; Classification].	Using picture cards with word labels on the back, partners sort words into selected categories. [Share-pairs; Visual Support; Classification].	Using a selected chapter from the text, learners work in pairs to identify adjectives and adverbs, creating a word list as a resource. [Share-pairs; Treasure Hunt; Classification; Resource Building].

Part III. Assessment

Assessment is part of the instructional cycle, ensuring the intended strategies accomplish genuine learning or mastery of the objective. Assessment approaches can be formal as with a written test or informal as an additional strategy used for evaluation purposes.

Step 3. Cluster the identified tasks and their strategies together to reach a common objective.

For example: Tasks 1 & 2 develop descriptive writing skills through word recognition.

• Words sort [Classification]
• Exchange words [Reinterpret]

Step 4. Using the clustered tasks identified in Step 3, create an actual assessment tool to measure accomplishment.

For example: Identify descriptive words in a reading selection.

Assessment Option: Create a handout with a bank of words listed in boxes to be cut a part and glued into a table for classification.

Part IV. Reflecting

Developing instructional options requires planning and careful consideration of all the required components, which may alter given the discipline, content, or topic under investigation. The cycle of identifying tasks, selecting diverse strategies as part of an overall activity, followed by assessment supports a range of learners needs while also addressing required standards and expectations.

Step 5. Assemble the components in Steps 1-4. Write an introductory paragraph followed by Tables 1 and 2, and the assessment tool.

Step 6. Using the following questions to reflect upon the process of developing a range of strategies to support the needs of learners. Address the questions in 1-2 paragraphs summarizing your experience.

• How would you explain the development process to another teacher?
• What new awareness has been discovered by applying this sequence of tasks?
• How could you relate your own educational experience with this approach?