Instructions For Guided Reading Assignments

Nstructionsguided Reading Assignments Are Designed To Help You Read An

Instructions guided reading assignments are designed to help you read and reflect upon the materials in this course. Each question is worth 4 points. Answer each question thoroughly, being sure to demonstrate your comprehension of the assigned material. Refer to the syllabus for Course Writing Expectations. Submit the assignment on Canvas.

Late or partially completed assignments will not be accepted. Read the assigned web article:

Paper For Above instruction

In this assignment, students are tasked with thoroughly engaging with the course material through thoughtful reading and reflection. The primary goal is to ensure a deep understanding of each assigned web article, which necessitates careful reading and critical analysis. Each question associated with the assignment holds a value of four points, emphasizing the importance of comprehensive and well-articulated responses.

To effectively demonstrate comprehension, students should not only provide accurate summaries of the content but also critically analyze key concepts, arguments, and implications presented in the material. This demonstrates not only familiarity but also the ability to engage with the content at an analytical level, which is vital in higher education settings.

Adherence to the Course Writing Expectations outlined in the syllabus is essential. These expectations typically include proper citation, clarity, coherence, and academic integrity, which contribute to the overall quality and credibility of the response. Students are advised to consult the syllabus to ensure their responses meet these standards and conform to the academic writing criteria.

Submissions must be completed via Canvas, the designated learning management system, by the specified deadline. Late or incomplete submissions will not be accepted, highlighting the importance of timely and thorough completion.

Overall, this guided reading assignment is a fundamental component of the course designed to foster active engagement with the reading materials, sharpen analytical skills, and develop the ability to articulate well-supported reflections and critiques. Successful completion of this task will demonstrate a student’s ability to synthesize information and contribute meaningfully to class discussions and academic pursuits.

References

  • García, O., & Wei, L. (2014). Translanguaging: Language, Bilingualism and Education. Palgrave Macmillan.
  • Lapp, D., & Fisher, C. (2013). Content area reading: Literacy and learning across the curriculum. Pearson.
  • Paris, A., & Jacobs, J. (2016). Teaching for understanding in the digital age. Educational Leadership, 73(6), 78-83.
  • Paul, R., & Elder, L. (2014). Critical Thinking: Tools for Taking Charge of Your Learning and Your Life. Pearson.
  • Shanahan, T. (2014). What is disciplinary literacy? In Disciplinary literacy (pp. 3-16). Routledge.
  • Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
  • Willingham, D. (2009). Why Don't Students Like School? A Cognitive Scientist Answers Questions About How the Mind Works and How to Make It Work Better. Jossey-Bass.
  • Wilson, V., & Clarke, M. (2017). Reflective Practice in Education: Cost-effective Professional Development. Routledge.
  • Zimmerman, B. J. (2002). Becoming a Self-Regulated Learner: An Overview. Theory into Practice, 41(2), 64-70.
  • Zeichner, K. (2003). Toward a Critical Pedagogy of Teacher Education. Review of Educational Research, 73(2), 211-246.

Related Assignments