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Phonics and Word Recognition: I Do, We Do, You Do Part 1: Phonics and Word Recognition: I Do, We Do, You Do Chart Phonics/Word Recognition Concept Describe your chosen phonics/word recognition concept and aligning standards. I DO Describe the direct instruction that you will use to teach your phonics and word recognition concept. WE DO Describe how you will work together to help your students to reach the learning task. YOU DO Describe the independent work the students will do based on the concept you taught. Differentiation Describe differentiation strategies to utilize with the students chosen by your mentor teacher. Assessment Describe an informal assessment that will help to monitor effectiveness of the activity. Part 2: Lesson Reflection © 2017 Grand Canyon University. All Rights Reserved Literacy Toolkit 1: Phonics and Word Recognition Part 1: Phonics and Word Recognition Chart Standards-based concept related to phonics and word recognition Explain your strategy to introduce the phonics and word recognition concept. How can this strategy be differentiated to accommodate student needs? Materials/Resources Needed for Implementation of Strategy Part 2: Phonics and Word Recognition Reflection © 2017 Grand Canyon University. All Rights Reserved .

Education

Part 2: Lesson Reflection
© 2017 Grand Canyon University. All Rights Reserved
Literacy Toolkit 1: Phonics and Word Recognition
Part 1: Phonics and Word Recognition Chart
Standards-based concept related to phonics and word
recognition
Explain your strategy to introduce the phonics and word
recognition concept.
How can this strategy be differentiated to accommodate student
needs?
Materials/Resources Needed for Implementation of Strategy
Part 2: Phonics and Word Recognition Reflection
© 2017 Grand Canyon University. All Rights Reserved

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Plan of Work Gloria is employed at Jones University, through Higher Learning Systems in Connecticut as a data entry specialist. She originally worked for Higher Learning Systems in Canada; but, she transferred with her husband to the United States through his military career. Gloria has been employed with Higher Learning Systems for 6 years. She worked 5 years in Canada and has been in Connecticut for one year. She was on medical leave for 6 months due to her pregnancy with her first child. She had complications and was absent from work for 3 months before the birth of her child. There are 12 data entry specialists at Jones University in Connecticut. When Gloria took leave unexpectedly, the other 11 specialists had to split up her work duties. After the birth of Gloria’s child, her co-workers were upset that she decided to take off 12 weeks after the birth, despite the fact she was out 12 weeks before the delivery. When Gloria returned to work, she took frequent breaks, more than the policy allowed, to pump and securely store breast milk for her infant. Since these breaks interfered with her workload, the 11 employees were required to carry a percent of Gloria’s workload until she decided to stop pumping and storing breast milk at work. Employees were extremely frustrated at Gloria and felt as though the university was giving her special treatment. Gloria felt the frustration immediately when returning to work, despite the fact that the university had indicated that it supported mothers on parental leave and mothers who needed extra time to pump breast milk after maternity leave. She felt disrespected by her co-workers due to her cultural beliefs about the importance of breast feeding. The discomfort she felt affected her work, and she began to fall further behind in her daily responsibilities. Soon, she dreaded going to work, cried often, and felt unappreciated by her supervisor. She also felt her supervisor did not approve of her decision to take 12 weeks off after her infant was born and she didn’t approve of her frequent breaks. Gloria often overheard other employees making jokes about her. Gloria has worked for the company for 6 years and does not want to quit. She decides to visit Human Resources for assistance. Human Resources works with Gloria and her supervisor to create a plan of work to assist with the areas of concern. For this assignment, there are three main parts: first summarize the scenario, second outline Human Resources response to Gloria, and third prepare a plan of work for Gloria and her supervisor. The plan of work is prepared by Human Resources, so it should include goals for Gloria, the supervisor, and/or the department. Include a timeline with the goals. Ensure the goals are measurable and attainable. Length: 6 pages, not including title and reference pages " 1 title, 6 body, 1 reference " References: Include a minimum of five scholarly resources. Your paper should demonstrate thoughtf.

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Planning, Implementation, and Evaluation" Evaluate the importance of each major step in policy analysis as it relates to political choice. Next, debate if one would consider any of these steps more important than another. Provide a rationale to support your answer. From the e-Activity, Next, suggest one (1) method that a policy analyst could use in order to implement the strategic plan overall. Provide a rationale to support yo .

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Planet of the Apes (1974): (Race relations and slavery—turnabout is fair play?) Romeo and Juliet, Shakespeare 1996 (film) Les Miserables, Victor Hugo 1998 (film) The Crucible, Arthur Miller 1996 (film) Death of a Salesman, Arthur Miller 2001 (film) The Great Gatsby T.S. Elliot 2000 (film) The Count of Monte Cristo, Alexander Dumas 2002 (film) Saving Private Ryan: (Saving the last family to survive WWII combat) Avatar: (The displacement of native populations) Jurassic Park (1993): (Science and Ethics) A Few Good Men: (Following illegal orders in the military service) Pick 5, each should have a separate paper. Write a short written report on the ethical issues expressed in 5 of these films. Limit the length to one and a half pages, double spaced. Try to pick out the most important ethical issues and explain how they are handled in the film. (Do not give simple plot conditions and character types—get to the heart of the ethical issues and how they are treated, that is, talk about the morality play that is being presented.) .

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Planning effective English language arts lessons many times includes focusing on multiple literacy skills, aligned to state or national standards, while incorporating interesting, student-centered materials. When focusing on reading, it is essential to model metacognitive strategies, before, during, and after reading, including relevant vocabulary. A book walk is a powerful pre-reading strategy that can be used at all elementary grade levels. This strategy exposes students to a new piece of literary or informative text, while predicting text content and exploring vocabulary. Throughout this course you will be creating a literature unit based on one piece of grade-appropriate literature (fiction or non-fiction) that includes all areas of reading development. Select a piece of literature suitable for the students in the “Class Profile.” For this assignment, use the “COE Lesson Plan Template” to create a lesson plan that incorporates a book walk, Incorporate the following into your lesson plan: Objectives aligned to state or national grade-appropriate vocabulary and reading standards Content-specific vocabulary development Technology or multimedia that supports developmentally appropriate, engaging instruction Pre-reading strategies and activities During reading strategies and activities Post-reading activities and strategies Assessment aligned to learning objectives, that is engaging for student and provides meaningful feedback Differentiation to meet particular learning differences or needs In addition, rationalize your instructional choices in a 250-500 word reflection, including how you will apply your findings to personal professional practices related to instruction and differentiation in the English language arts classroom .

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