WGU D631 Task 1: Applies Curriculum Models
|Latest Update with complete solution
Lizzette Maldonado
D631: Designing Curriculum and Instruction II
Task 1: Applies Curriculum Models
February 11, 2025
Educational. . Setting
I..am..an..Intensive..Reading..teacher..for..middle..school..grades..6-
8...I..typically..have..a..lot..of..“bubble..kids”..who..are..very..close..to..scoring..pass
ing..levels..on..their..state..testing...Many..of..their..issues..are..poor..test-
taking..skills..and..slightly..lower..Lexile..scores...This..results..in..them..being..u
nable..to..read..a..passage..at..their..grade..level...They..can..understand..some..of..
the..passages..they..read,..but..when..it..is..time..to..sit..and..take..a..test,..they..can'
t..fully..comprehend,..resulting..in..low..test..scores..and..gaps..in..their..reading...
This..often..results..in..them..having..to..take..Intensive..Reading..the..following..
year.
One. . of. . the. . best. . ways. . I. . can. . help. . them. . is. . by. . incorporating. . test-
taking..strategies. . into. . their. . reading. . curriculum.. . I. . have. . them. . read. . small
, er. . passages..and..answer..multiple-
choice..questions...This..gives..them..extra..practice..for. . when. . it. . is. . time. . to. . ta
ke. . their. . state. . test.. . Additionally,. . by. . showing. . them..different. . strategies,. . th
ey. . don’t. . get. . overwhelmed. . with. . long. . passages. . so. . long..that. . they. . forget. .
what. . they. . read. . by. . the. . time. . they. . get. . to. . the. . questions.
Most..of..my..students..lack..the..fundamentals..of..reading..comprehensio
n...They..are..reading..below..grade..level,..so..it..is..essential..to..bring..them..back.
.up..to..their..grade..level...For..this,..I..differentiate..some..of..their..reading..passa
ges.. . I..start..at..their..Lexile..level..to..fill..those..fundamental..pieces...Their..diff
erentiated..work..is..minimal,..with..most..having..extended..time..on..tests..and..as
signments..and..reading..shorter..passages..with..breaks..to..check..for..understa
nding..in..between...Since..I..have..grades..6th,..7th,..and..8th,..I..have..seen..some..of..
these..students..over..2..or..3..years...As..they..move..from..one..grade..level..to..the..
next,..I..increase..the..strategies..I..share..with..them..and..give..them..tips
on..deciphering..their..reading..passages..into..smaller..chunks..that..are..easier..to..u
nderstand...We..practice..vocabulary..and..comprehension..to..ensure..they..fully..u
nderstand..the..texts..they..read.
Curricular. . Goal
My..curricular..goal..with..my..students..is..to..have..them..do..well..enough.
.on..their..state..reading..test..so..they..do..not..have..to..take..Intensive..Reading..t
he..following..year...I..want..them..to..understand..what..they..read..and..compre
hend..all..the..aspects..of..reading..stories..and..short..passages...I..also..want..the
m..to..foster..a..love..for..reading..and..not..consider..it..a..daunting..task..but..a..ho
|Latest Update with complete solution
Lizzette Maldonado
D631: Designing Curriculum and Instruction II
Task 1: Applies Curriculum Models
February 11, 2025
Educational. . Setting
I..am..an..Intensive..Reading..teacher..for..middle..school..grades..6-
8...I..typically..have..a..lot..of..“bubble..kids”..who..are..very..close..to..scoring..pass
ing..levels..on..their..state..testing...Many..of..their..issues..are..poor..test-
taking..skills..and..slightly..lower..Lexile..scores...This..results..in..them..being..u
nable..to..read..a..passage..at..their..grade..level...They..can..understand..some..of..
the..passages..they..read,..but..when..it..is..time..to..sit..and..take..a..test,..they..can'
t..fully..comprehend,..resulting..in..low..test..scores..and..gaps..in..their..reading...
This..often..results..in..them..having..to..take..Intensive..Reading..the..following..
year.
One. . of. . the. . best. . ways. . I. . can. . help. . them. . is. . by. . incorporating. . test-
taking..strategies. . into. . their. . reading. . curriculum.. . I. . have. . them. . read. . small
, er. . passages..and..answer..multiple-
choice..questions...This..gives..them..extra..practice..for. . when. . it. . is. . time. . to. . ta
ke. . their. . state. . test.. . Additionally,. . by. . showing. . them..different. . strategies,. . th
ey. . don’t. . get. . overwhelmed. . with. . long. . passages. . so. . long..that. . they. . forget. .
what. . they. . read. . by. . the. . time. . they. . get. . to. . the. . questions.
Most..of..my..students..lack..the..fundamentals..of..reading..comprehensio
n...They..are..reading..below..grade..level,..so..it..is..essential..to..bring..them..back.
.up..to..their..grade..level...For..this,..I..differentiate..some..of..their..reading..passa
ges.. . I..start..at..their..Lexile..level..to..fill..those..fundamental..pieces...Their..diff
erentiated..work..is..minimal,..with..most..having..extended..time..on..tests..and..as
signments..and..reading..shorter..passages..with..breaks..to..check..for..understa
nding..in..between...Since..I..have..grades..6th,..7th,..and..8th,..I..have..seen..some..of..
these..students..over..2..or..3..years...As..they..move..from..one..grade..level..to..the..
next,..I..increase..the..strategies..I..share..with..them..and..give..them..tips
on..deciphering..their..reading..passages..into..smaller..chunks..that..are..easier..to..u
nderstand...We..practice..vocabulary..and..comprehension..to..ensure..they..fully..u
nderstand..the..texts..they..read.
Curricular. . Goal
My..curricular..goal..with..my..students..is..to..have..them..do..well..enough.
.on..their..state..reading..test..so..they..do..not..have..to..take..Intensive..Reading..t
he..following..year...I..want..them..to..understand..what..they..read..and..compre
hend..all..the..aspects..of..reading..stories..and..short..passages...I..also..want..the
m..to..foster..a..love..for..reading..and..not..consider..it..a..daunting..task..but..a..ho
