LIBERTY Prioritizing Candidate Health Technologies For Reassessment Using Data No book reference is needed. But the references from the three books of choi

LIBERTY Prioritizing Candidate Health Technologies For Reassessment Using Data No book reference is needed. But the references from the three books of choice are. ARTICLE REVIEW INSTRUCTIONS
One of the most important skills that we need to develop as educators and teacher leaders is the
ability to read and discern current research that is being carried out in our field. Peer-reviewed
journals represent the highest quality of research that is being conducted to help inform educators
at all levels of the best practices in their content or field. When writing a journal article review
the candidate will be asked to create a critical evaluation of literature that is relevant to his/her
given field of study. These reviews should include summaries of the given information, but
should move beyond this to also include an analysis and comparison of the given information,
and even the methods that were used to collect the information.
For each of your THREE (3) article reviews, you will be asked to select a peer-reviewed,
scholarly work from an academic database related to reading in your content area. Your
selection must reflect current research in the field and should be based on research conducted.
Blogs, websites, “Idea Bank,” etc. are not acceptable choices for this review.
Each review should be no more than 3 pages, double spaced, and include an APA formatted title
page. Your selected article must be current (no more than FIVE years old) and must relate
specifically to content reading strategies in a field outside of English/Language Arts (i.e. science,
math, social studies, health). Your journal critique should be organized to include the following
key points:
A. Summary of the Article
Write a concise overview of the article. Include the purpose for the article, any
research that may have been conducted and the methods used to do so, and any results
from the study or other important information that the researcher may have collected
or commented on relevant to our purposes. (3 paragraph maximum)
B. Conclusions and Implications
Discuss the implications for the classroom the results of the study may have. Is the
information that has been collected useful or practical? How does the information
included specifically relate to the classroom? Highlight the benefits to the classroom,
or changes that you might make personally because of the information found in the
study. Be sure to link the findings with practical classroom application. (~ 2
paragraphs)
C. Overall Assessment
Give a short overall assessment of the article. Discuss any particular strengths or
weaknesses within the study or in the writing. Did you agree with the major points of
the article or were there any areas of particular concern? Was the article well written
and easy to read, or was the information presented in a manner that made it difficult
to understand or apply to an actual classroom?
All references must be cited in a correctly formatted APA References section. Your paper will
also be evaluated for mechanics.
This assignment is due at 11:59 p.m. (ET) on the Sunday of the Module/Week that is assigned.
(Add title page information here).
Title and Author:
Levels of Meaning/Purpose:
Genre & Structure:
Language Conventionality and Clarity:
Content and/or Theme Concerns:
Knowledge Demands:
Readability Formula Level:
• The Fry Readability:
• The SMOG Formula:
• The Flesch-Kincaid Grade Level Formula:
Cognitive Capabilities:
Reading Skills:
Motivation and Engagement with Task and Text:
Prior Knowledge and Experience:
Complexity of Associated Tasks:
Title and Author:
Levels of Meaning/Purpose:
Genre & Structure:
Language Conventionality and Clarity:
Content and/or Theme Concerns:
Knowledge Demands:
Readability Formula Level:
• The Fry Readability:
• The SMOG Formula:
• The Flesch-Kincaid Grade Level Formula:
Cognitive Capabilities:
Reading Skills:
Motivation and Engagement with Task and Text:
Prior Knowledge and Experience:
Complexity of Associated Tasks:
Title and Author:
Levels of Meaning/Purpose:
Genre & Structure:
Language Conventionality and Clarity:
Content and/or Theme Concerns:
Knowledge Demands:
Readability Formula Level:
• The Fry Readability:
• The SMOG Formula:
• The Flesch-Kincaid Grade Level Formula:
Cognitive Capabilities:
Reading Skills:
Motivation and Engagement with Task and Text:
Prior Knowledge and Experience:
Complexity of Associated Tasks:
EDUC 656
MULTITEXTS EVALUATION
Teachers are actively involved in selecting materials to be used in instruction. Research supports
the use of literary and informational texts in the content classroom to enhance learning and
provide student engagement in the subject. For this assignment, you will learn how to evaluate
multitexts for classroom adoption in grade levels 4–12.
Imagine that you have a new class this year or have just been hired as a new teacher. You need to
evaluate reading materials for the class. Choose three books that you think would be appropriate
to teach in your area of content licensure for grades 4 – 12. The texts must be connected to each
other and to your overall content area. Books must be chapter books (no textbooks), no picture
books are permitted (minimal illustrations may be present), and literary and/or informational
texts. (See the information in Chapter 6 of the course textbook).
**EXCEPTION: If your licensure area is in Middle School/Secondary Reading/ELA you
MUST choose another content area as an interdisciplinary study unit for this assignment. Be
sure to pull in standards from a similar unit of study, or link a text/book study that you would
normally complete to an area outside of ELA.
Complete the template/chart evaluating the genre, quantitative and qualitative measures of text
complexity, and how you will match the reader with the text. This will demonstrate your
understanding of the impact of text upon reading comprehension (e.g., genre, readability,
coherence, text structure, and text complexity). This will also help identify cognitive targets
(e.g., locate/recall; integrate/interpret; critique/evaluate) and the role of cognitive development in
the construction of meaning of literary and informational texts.
There are four considerations that must be made in your evaluation of each text: qualitative
measures, quantitative measures, reader-task considerations, and teacher recommendations. You
will complete the four required sections of the provided template for each of the three selected
texts to create a SINGLE word document for submission in Blackboard.
Section 1. Qualitative Measures
After reading the three texts you have selected, you will evaluate the qualitative measures
of the selected texts using the text complexity template. In this section you will evaluate
the three books (literary and/or informational) on the qualitative measures of the text
including the language of the book, structure, purpose of the text, and knowledge
demands.
Section 2. Quantitative Measures
Using the three different formulas below, determine the readability level (quantitative
considerations) for each of the texts that you have selected. Specific instructions for how
to complete these calculations can be found in the index of your text as well as using the
online links found in the course.
?
?
?
The Fry Readability Graph.
The SMOG Formula.
The Flesch-Kincaid Grade Level Formula.
Page 1 of 2
EDUC 656
Once you have completed the calculations, you will add the information in a narrative
form on the rubric, including the levels you discovered, based on the three formulas.
Section 3. Reader-Task Considerations
In addition to the overall qualitative nature of the book, consider qualitative options a
teacher may need to think about in relation to the specific readers being asked to
complete this task. There are several considerations that may need to be made
considering the depth of prior knowledge, content/theme concerns based on age level, or
reading skills that a student may have. Be specific for each of the qualitative
considerations listed in the template, giving details and suggestions.
Section 4. Recommended Placement
Write a short paragraph giving your overall recommendation of the appropriate/use
placement of this text. This is your overall evaluation of the text and should include
specifics that a teacher may need to know when making a decision for use in the
classroom. This may include suggestions that combine all of the factors given above.
Be sure that you have included your references in current APA format for each of the books at
the end of your completed template.
This assignment is due by 11:59 p.m. (ET) on Sunday of Module/Week 2.
Page 2 of 2
An Analysis of Civil War Texts
Liberty University
Title and Author: Soldier’s Heart by Gary Paulsen
Levels of Meaning/Purpose: The purpose of this novel is to tell the story of a man who signs up for the
volunteer regime of the military during the Civil War. He is on the Union side. The story also explores the
thoughts and feelings of the main character, Charley Goddard, as he witnesses death and destruction from the
battlefield. The reader
Genre & Structure: The genre of the novel is historical fiction because the events represent different battles
of the Civil War. The text is structured so the reader can follow the timeline of events that Charley Goddard
takes. Although there are sentences that involve others communicating with the main character, most of the
book details the account of Charley going through the process of serving in the military. The structure is easy
to follow.
Language Conventionality and Clarity: The language is concise and understandable. However, there are
some inappropriate words used a few times throughout the book. Furthermore, there are unique words, taken
from the past, that are incorporated into the book to connect the reader to the Civil War era.
Content and/or Theme Concerns: Students that do not like to read about dead bodies may have a hard time
reading the material. Secondly, there are a few words that should not be repeated in a classroom, and they
could result in students pronouncing them aloud for attention.
Knowledge Demands: There is war terminology used in the book. Therefore, a basic knowledge of war and
weapons helps to understand the setting of the book. Since the book details death and the ways that certain
soldier are killed, it is necessary to reflect and remember those that lost their lives.

Readability Formula Level:
• The Fry Readability: For the Fry readability graph, the average number of syllables is 135.7, and the
average number of sentences is 7.2. The intersection of these two numbers puts The Fry places the book
at a 6th grade reading level.
• The SMOG Formula. Since there are 25 words that contain three or more syllables, the SMOG formula
sets the book at an 8.3. An 8.3 is an 8th grade reading level.
• The Flesch-Kincaid Grade Level Formula. The Flesch-Kincaid formula is 6.4 because the average
number of words per sentence is 14.1, and the average number of syllables per word is 1.4. After
computing this formula, the book would be at a 6th grade reading level.
Cognitive Capabilities: Students should be able to analyze text and make predictions about events in a story.
They should be able to follow a general timeline of events.
Reading Skills: To read the text, students should be at least on 6th grade reading level. This means that
students should be fluent readers. Moreover, students should have acquired skills in decoding words,
summarizing, and evaluating a literary work.
Motivation and Engagement with Task and Text: Since the book is not very long, students should be more
motivated to read the entire book. Engaging students would involve activities that relate to the book and serve
as learning tools. For example, a map of the battles that the main character encounters is a way to connect the
reader to the text.
Prior Knowledge and Experience: Prior knowledge about battles is important because this book documents
a few of them. Being able to recall different types of weapons and vocabulary terms creates an opportunity to
connect with the text. At the very least, students need to acquire knowledge about the Civil War, especially
the Gettysburg battle because this battle was the key battle mentioned in the book.
Complexity of Associated Tasks: Teachers can use this book as a reference to teach additional topics related
to the Civil War. In addition, the teachers could use this book as an opportunity to educate readers about life
after a war has ended. Although not discussed in the book, the Gettysburg Address could be incorporated into
a lesson as an additional resource.
Overall, Soldier’s Heart is a short read that gives students a brief account of what it was like to serve in the
military, the moral dilemma and regret for volunteering, and the depression that encompasses a person when
they know death is unavoidable. Although the SMOG formula states that the book is an 8th grade level book
for reading on one’s own, the book should be able to be read and understood by a 6th grade student with
assistance from the teacher. The chapters are short and readable. Prior to using this book in the classroom, a
teacher needs to be aware that a few inappropriate words are in the text. This book would be useful as an
additional tool to aid in a unit about the Civil War. Unlike a textbook, the story provides the emotional
perspective of what a typical soldier faced during wartime.
Title and Author: The River Between Us by Richard Peck
Levels of Meaning/Purpose: The River Between Us is a story about a teenager, named Tilly Pruitt, who has a
brother in the Union army during the Civil War. In addition, two women arrive in Tilly’s hometown of
Illinois and take residence in her home. Through these experiences, Tilly learns about the impact of slavery,
war, and the importance of family.
Genre & Structure: This is a historical fiction book. The book starts out in present day, flashbacks to the
Civil War era, and ends up in present day. Since the story reflects on the past, it is important to pay attention
to the dates in the headings of the chapters. Otherwise, the text could be complicated and difficult to follow.
Language Conventionality and Clarity: There is regional dialect in the book because two of the main
characters are from New Orleans, and they have migrated to Illinois. The language can be difficult to
understand with the unfamiliar words and phrases used in the conversations. However, most of the book is
decodable with academic level words.
Knowledge Demands: It is important to understand of words and jargon used in the past to fully comprehend
the text. Additionally, knowledge about the Civil War, women’s roles, and the impact of societal change and
pressures during the war is beneficial.
Readability Formula Level:
• The Fry Readability: The average number of syllables is 127.7, and the average number of sentences is
6.5. Based on the Fry readability graph, the book is at a 6th grade reading level.
• The SMOG Formula: The SMOG formula puts the level at 7.3 because there are 15 words with three or
more syllables. At 7.3, the book represents a 7th grade readability level.
• The Flesch-Kincaid Grade Level Formula. The average number of words per sentence is 16.3, and the
average number of syllables per word is 1.3. Therefore, the Flesch-Kincaid formula results in a 6.1 score.
This score equates to a 6th grade readability level.
Cognitive Capabilities: Students need to have strong critical thinking skills to predict, analyze, summarize,
and explore the book. Students who struggle in comprehension may be unable to appreciate this text.
Reading Skills: Students need to be fluent readers and able to decode words. Furthermore, students need to
be able to read between the lines and be able to connect to the text. Students, who are at a lower reading level,
will have a hard time being able to analyze and evaluate the text and the progression of the story.
Motivation and Engagement with Task and Text: Teachers should plan activities and teach mini-lessons
on the main concepts in this book. This would motivate students. Identifying new and difficult words would
be beneficial because students are provided with a way to connect to the text.
Prior Knowledge and Experience: Prior knowledge about the Civil War and slavery would allow students
and teachers to establish a connection between what is known and what needs to be learned. If students do not
have a prior knowledge about war or slavery, important concepts may be missed.
Content and/or Theme Concerns: As stated previously, the element of flashbacks and flashforwards may
cause issues with students who are not used to reading material in this format. The focus of women at home
may not be as enjoyable as specific battles. There could be confusion with the connections between the main
characters and their relationships in the present. The story focuses on the people at home during war.
Complexity of Associated Tasks: Students need to be taught about the North and the South, the reasons for
the war, and the difficulties of adapting to new surroundings. The limitations of African Americans in the
past should also be discussed ahead of time or while the book is read in class.
The River Between Us contains a variety of inflection and regional dialect in the style of writing. To read this
effectively, students need to have strong comprehension skills. Based on the formulas, the book should be
placed at least at a 6th grade readability level. If a student wants to read this individually, a 7th grade
readability level would be more appropriate. In the end, teachers need to make sure that students understand
the concept of going back in time to tell a story. Otherwise, students will be at a loss and will struggle with
the text.
Title and Author: Red Moon at Sharpsburg by Rosemary Wells
Levels of Meaning/Purpose: This novel has many elements and events that surround the main character. Red
Moon at Sharpsburg is written to tell the story of India Moody, a young girl who has father that goes to fight
for the Confederate army. This book explores the meaning of living in the South, the impact that war has on
the family and living conditions, and the sicknesses that results during the Civil War. Lastly, the story
demonstrates the bravery of a young girl to navigate unchartered surroundings to find her ailing father.
Genre & Structure: Red Moon at Sharpsburg is a historical fiction novel. Furthermore, parts of the story are
from events that occurred throughout the Civil War. The text is structured in chronological order as events
and time advances as the main character ages. Also, the sentences, paragraphs, and chapters are organized in
an easy to read format. Nevertheless, the book is fairly long.
Language Conventionality and Clarity: For the most part, the language is clear and can be read fluently.
However, there are certain parts of the text when characters are speaking in regional dialect. Consequently,
word meanings may become challenging to read.
Content and/or Theme Concerns: Although the story is readable, the inner meaning of the characters’
thoughts and emotions may be hard to comprehend. Since the book is about the Civil War, the subject of
slavery and death surfaces. The theme of nonconforming to society is another message in the book. This is an
emotional topic to explore. Since there are several key events take place in the story, students may struggle
to remember them all.
Knowledge Demands: General knowledge about war is useful because the focus of the story is on the Civil
War. In addition, it is necessary to be aware of gender roles of the time and the ramifications of slavery.
Being able to read a long book is also important.
Readability Formula Level:
• The Fry Readability: The SMOG Formula. The Fry readability is 5th grade because the average number of
syllables is 127.8, and the average number of sentences is 6.8. Additionally, there are 10 words with three
or more syllables. This places …
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