Identify them and discuss them as they inform the students’ overall learning.

General Practicum InformationDocument the locations and hours you spend in the field on your Clinical Field Experience Verification Form.Submit the Clinical Field Experience Verification Form with the last assignment by the assignment due date. Directions for submitting can be found on the College of Education site in the Student Success Center.Submit the form to the course instructor along with your Benchmark Assessment.Spend 30 hours in a middle school or high school classroom, grades 8‐12. It can be a classroom outside your content area; in fact; new environments are encouraged. Let the classroom teacher know you are there to observe adolescent students and their literacy traits.Practicum Observation JournalsRead Classroom Instruction that Works in preparation for the practicum observation, and search the Internet for academic articles about research‐based literacy strategies.Throughout your practicum, observe the students in your class as they demonstrate different literacy traits. Identify them and discuss them as they inform the students’ overall learning.Write a journal entry on each practicum observation identifying and evaluating the effectiveness of literacy strategies used by the instructors to support reading in the classroom.Reference strategies from Classroom Instruction that Works and from your search for other research‐based strategies.APA format is not required, but solid academic writing skill is expected.A title page is required.Complete practicum observation journal entries as required in Topics 4‐6 and submit all the entries as part of the Benchmark Assignment.Ensure that the classroom teacher has completed a Classroom TeacherEvaluation Feedback Form, found in the practicum manual, for each observation.Class and Student Literacy ProfileInitially, observe the class as a whole. Focus on the literacy behaviors you see and interpret their general effect on the learning taking place in the classroom. Consider how fluency, vocabulary skills, and comprehension strategiesare emphasized in the learning process, how the differences in interacting with expository and narrative text influences understanding, whether literature is used to motivate, and whether you see evidence ofcritical literacy (higher‐order thinking skills) at play in the classroom.Select one student to observe more closely. Look at the student’s written work, listen to the student specifically in discussions, talk to the student about how reading and literacy are incorporated into the student’s life, etc.Create a class/student profile of 1,250‐1,500‐words that describes both the class and your selected student in terms of literacy traits.Address the considerations listed above and interpret what you saw as it relates to the overall literacy and learning process.Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.You are required to submit this assignment to LopesWrite.Submit the Class and Student Literacy Profile as part of the Benchmark Assignment.Venn DiagramConstruct a Venn diagram that illustrates the literacy skills the student demonstrated at the onset of the lessons (into), those that intersected (through), and those that remain to be mastered (beyond). The time you spend with the student should facilitate this process through an investigation of the student’s prior knowledge and literacy experiences (into), a best practice activity to stimulate literacy growth (through), and an assessment of whatfuture literacy goals should be set. As you work with your student, consider, on an individual level, how fluency, vocabulary skills, and comprehension skills influence learning, how the differences in interacting with expository and narrative text affects this student’s understanding, whether literature motivates this student, and whether you see evidence of critical literacy in your student’s approach to text.APA format is not required, but solid writing skill in APA style is expected.This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.You are required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center.Submit the Venn diagram as part of the Benchmark Assignment.Submission of the Benchmark AssignmentCombine the three Practicum Observation Journals, the Class and Student Literacy Profile, and the Venn Diagram under one title page as the Benchmark Assessment in one submission.Complete and include the applicable practicum placement and observation log forms, located in the practicum manual, with the submission of the Benchmark Assessment.College of Education (COE) program competencies and national standards assessed in the benchmark assignment:COE 1.4: Create, implement, and evaluate lessons that effectively, systematically, and directly target outcome measures and link learning with students’ prior knowledge, experiences, and backgrounds. [InTASC 4(b), 4(c), 4(f), 4(m), 7(c), 7(d), 8(c)]COE 2.3: Select, modify, and evaluate instructional practices and materials in response to ongoing assessment data. [InTASC 6(g), 7(d), 8(b))COE 3.5: Cultivate the individual differences among learners by treating students equitably and promoting appropriate classroom participation. (InTASC 3(c), 3(f)]COE 5.4: Mentor peers and serve as an advocate on behalf of students and the profession. [InTASC 10(f), 10(j), 10(k)]COE 5.5: Maintain and report accurate records. [InTASC 9(0), 10(a), 10(c)]