SHORTWOOD TEACHERS’ COLLEGE BACHELOR OF EDUCATION LITERACY ACROSS THE CURRICULUM (LAC) ASSIGNMENT SHEET Assignment #1 (25%) Group Task: – Research TWO comprehension strategies as outlined below: Choose EITHER the Question & Answer Relationship (QAR) OR the Three Levels of Questioning Describe the strategy (8 marks) Locate and copy/type a passage related to a specific grade in your content area. Using the passage selected, write THREE questions at each level of comprehension (as described in the selected strategy). (14 marks) Choose ONE of the following comprehension strategies: Reciprocal Questioning (ReQUEST), SQ3R, Questioning the Author (QtA), Anticipation Guide Describe the strategy (8 marks) Present the strategy in class (10 marks) Language Use (5 marks) Formatting & Referencing (5 marks) Assignment #2 (25%) Individual Task: – Prepare an assessment portfolio based on the following: Cloze Procedure Briefly describe the Cloze Procedure assessment technique (1 mark) Using a textbook from grade 7, 8 OR 9 related to your content area, design a Cloze Assessment Passage. On a separate page, create an answer key. (3 marks) State four reasons why a teacher would administer the cloze passage to students in his/her content area (2 marks) Explain two strategies/techniques/activities that you could employ to accommodate all three levels of students in your content area after establishing the reading/text levels. (10 marks) Content Area Reading Inventory (CARI) Give a brief description of the CARI and its usefulness. (2 marks) State four objectives for administering the CARI to students at the secondary level (2 marks) Design a CARI from a text book currently being used at the secondary level (Grades 7, 8, OR 9). Include four questions to and use of the Table of assess students’ knowledge Content (Include a copy of the Table of content) (4 marks) Explain the steps in using a Summary Writing strategy that a content area teacher could utilize to develop summary writing skills. (4 marks) students’ Select a passage from your content area and include it in the portfolio: Use the passage to create four questions to assess vocabulary students’ knowledge Describe two vocabulary strategies that you would use to help them improve in this area. Select vocabulary from the chosen passage to demonstrate use of the strategies. (10 marks) Language Use (3 marks) Formatting & Referencing (5 marks)
SHORTWOOD TEACHERS’ COLLEGE BACHELOR OF EDUCATION LITERACY ACROSS THE CURRICULUM (LAC) ASSIGNMENT SHEET Assignment #1 (25%) – Group Task: Research TWO comprehension strategies as outlined below: Choose EITHER the Question & Answer Relationship (QAR) OR the Three Levels of Questioning Describe the strategy (8 marks) Locate and copy/type a passage related to a specific grade in your content area. Using the passage selected, write THREE questions at each level of comprehension (as described in the selected strategy). (14 marks) Choose ONE of the following comprehension strategies: Reciprocal Questioning (ReQUEST), SQ3R, Questioning the Author (QtA), Anticipation Guide Describe the strategy (8 marks) Present the strategy in class (10 marks) Language Use (5 marks) Formatting & Referencing (5 marks) Assignment #2 (25%) – Individual Task: Prepare an assessment portfolio based on the following: Cloze Procedure Briefly describe the Cloze Procedure assessment technique (1 mark) Using a textbook from grade 7, 8 OR 9 related to your content area, design a Cloze Assessment Passage. On a separate page, create an answer key. (3 marks) State four reasons why a teacher would administer the cloze passage to students in his/her content area (2 marks) Explain two strategies/techniques/activities that you could employ to accommodate all three levels of students in your content area after establishing the reading/text levels. (10 marks) Content Area Reading Inventory (CARI) Give a brief description of the CARI and its usefulness. (2 marks) State four objectives for administering the CARI to students at the secondary level (2 marks) Design a CARI from a text book currently being used at the secondary level (Grades 7, 8, OR 9). Include four questions to assess students’ knowledge and use of the Table of Content (Include a copy of the Table of content) (4 marks) Explain the steps in using a Summary Writing strategy that a content area teacher could utilize to develop students’ summary writing skills. (4 marks) Select a passage from your content area and include it in the portfolio: Use the passage to create four questions to assess students’ vocabulary knowledge Describe two vocabulary strategies that you would use to help them improve in this area. Select vocabulary from the chosen passage to demonstrate use of the strategies. (10 marks) Language Use (3 marks) Formatting & Referencing (5 marks)