Create a lesson plan that integrates language objectives, content ob
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This document provides instructions for teachers to create a lesson plan for English language learners (ELLs) using the SIOP model. Teachers are asked to select a grade level and content area, then design a lesson using the SIOP template that integrates language and content objectives and includes activities for presentation, practice, and assessment. The lesson should be tailored for a class of 10 ELL students with varying English proficiency levels.
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Create a SIOP lesson plan that integrates students reading levels,
Create a SIOP lesson plan that integrates students' reading levels, cultural background, language objectives, content objectives, and best instructional practices for ELLs, as well as authentic assessment for a grade level and content area of your choice.
Use the SIOP lesson plan template, From the Class Profile specify a grade-level of your students. Choose a performance objective from the ELA Common Core State Standards to create the content objective for your lesson.
Select the English language proficiency standards based on the needs of your students. Consider applicable language acquisition stages of development in designing your lesson plan.
Utilize strategies and classroom assessment techniques that are appropriate for all ELLs including ELLs with special needs and gifted ELLs.
Integrate the following:
Lesson Preparation
Building Background
Comprehensible Input
Strategies
Interaction
Practice & Application
Lesson Delivery
Review & Assessment
...
Review the ESL virtual classroom by clicking on the resource link in.docx
Review the ESL virtual classroom by clicking on the resource link in the topic materials. Explore the learning environment and observe the lesson.
For the group of students in the virtual classroom, create a new SIOP lesson plan that integrates language objectives, content objectives, and best instructional practices for ELLs, as well as authentic assessment. Use the SIOP Lesson Plan template located in the Student Success Center.
Choose a performance objective from the ELA Common Core standards to create the content objective for your lesson.
Select the English Language Proficiency Standards based on the needs of your students. Consider applicable language acquisition stages of development in the development of your plan.
Integrate the following:
Comprehensible input
ESL strategies
On-going, specific, and immediate feedback
Grouping structures and techniques
Building background and vocabulary development
Current materials in ELD instruction (lesson and text modifications)
Student prior knowledge
Student engagement
.
Classroom Practices for English Learners (ELs) Instruction
Let's take a look at classroom practices for ELs Instruction
Using SEI Strategies in a SIOP Lesson Plan Assignment and Rubr.docx
Using SEI Strategies in a SIOP Lesson Plan Assignment and Rubric
Assignment Instructions:
Create a SIOP lesson plan that integrates students' reading levels, cultural background, language objectives, content objectives, and best instructional practices for ELLs, as well as authentic assessment for a grade level and content area of your choice.
Use the SIOP lesson plan template, located on the College of Education site in the Student Success Center, and the "Class Profile” to complete this assignment.
From the “Class Profile,” specify a grade-level of your students. Choose a performance objective from the ELA Common Core State Standards to create the content objective for your lesson.
Select the English language proficiency standards based on the needs of your students. Consider applicable language acquisition stages of development in designing your lesson plan.
Integrate the following:
1. Lesson Preparation
2. Building Background
3. Comprehensible Input
4. Strategies
5. Interaction
6. Practice & Application
7. Lesson Delivery
8. Review & Assessment
APA format
This assignment uses a rubric. Please 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 Turnitin.
Submit this assignment to your instructor in LoudCloud at the end of this topic.
Standards/Competencies Assessed:
Standards and program competencies assessed in the benchmark assignment:
· InTASC: 3(f), 4(m)
· TESOL: 2.a
· COE Program Competencies:
· D 7, C 7.1: Candidate will integrate ELLs cultural values and beliefs in the context of teaching and learning. (TESOL 2.a; InTASC 3f, 4m)
Scoring Guide:
CRITERIA
%
Value
1: Unsatisfactory
2: Less Than Satisfactory
3: Satisfactory
4: Good
5: Excellent
CATEGORY
0%
65%
75%
85%
100%
Standards
10%
No standards are mentioned in the lesson. Lesson is not aligned to standards.
Some standards selected are not adequate for class profile or are not referenced.
All standards selected are adequate for class profile and are referenced. Lesson is vaguely aligned to standards.
All standards selected are adequate for class profile and are referenced. Lesson is aligned to standards.
All standards selected are appropriate for class profile and are referenced. Lesson is clearly and accurately aligned to standards.
Content and Language Objectives
10%
Content and language objectives are missing. Content vocabulary is not addressed.
Missing either content or language objectives. Content and language objectives do not provide a clear sense of what students will know and be able to do as a result of the lesson. Objectives are unclear, or
are unrelated to standards. Incomplete reference to vocabulary instruction.
Both language and content objectives are present, and most are aligned to standards. Stated language objectives provide a minimal sense of what students will be able to do as a result of the lesson. Adequate attention is provided to c ...
Recommended
Create a SIOP lesson plan that integrates students reading levels,
Create a SIOP lesson plan that integrates students' reading levels, cultural background, language objectives, content objectives, and best instructional practices for ELLs, as well as authentic assessment for a grade level and content area of your choice.
Use the SIOP lesson plan template, From the Class Profile specify a grade-level of your students. Choose a performance objective from the ELA Common Core State Standards to create the content objective for your lesson.
Select the English language proficiency standards based on the needs of your students. Consider applicable language acquisition stages of development in designing your lesson plan.
Utilize strategies and classroom assessment techniques that are appropriate for all ELLs including ELLs with special needs and gifted ELLs.
Integrate the following:
Lesson Preparation
Building Background
Comprehensible Input
Strategies
Interaction
Practice & Application
Lesson Delivery
Review & Assessment
...
Review the ESL virtual classroom by clicking on the resource link in.docx
Review the ESL virtual classroom by clicking on the resource link in the topic materials. Explore the learning environment and observe the lesson.
For the group of students in the virtual classroom, create a new SIOP lesson plan that integrates language objectives, content objectives, and best instructional practices for ELLs, as well as authentic assessment. Use the SIOP Lesson Plan template located in the Student Success Center.
Choose a performance objective from the ELA Common Core standards to create the content objective for your lesson.
Select the English Language Proficiency Standards based on the needs of your students. Consider applicable language acquisition stages of development in the development of your plan.
Integrate the following:
Comprehensible input
ESL strategies
On-going, specific, and immediate feedback
Grouping structures and techniques
Building background and vocabulary development
Current materials in ELD instruction (lesson and text modifications)
Student prior knowledge
Student engagement
.
Classroom Practices for English Learners (ELs) Instruction
Let's take a look at classroom practices for ELs Instruction
Using SEI Strategies in a SIOP Lesson Plan Assignment and Rubr.docx
Using SEI Strategies in a SIOP Lesson Plan Assignment and Rubric
Assignment Instructions:
Create a SIOP lesson plan that integrates students' reading levels, cultural background, language objectives, content objectives, and best instructional practices for ELLs, as well as authentic assessment for a grade level and content area of your choice.
Use the SIOP lesson plan template, located on the College of Education site in the Student Success Center, and the "Class Profile” to complete this assignment.
From the “Class Profile,” specify a grade-level of your students. Choose a performance objective from the ELA Common Core State Standards to create the content objective for your lesson.
Select the English language proficiency standards based on the needs of your students. Consider applicable language acquisition stages of development in designing your lesson plan.
Integrate the following:
1. Lesson Preparation
2. Building Background
3. Comprehensible Input
4. Strategies
5. Interaction
6. Practice & Application
7. Lesson Delivery
8. Review & Assessment
APA format
This assignment uses a rubric. Please 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 Turnitin.
Submit this assignment to your instructor in LoudCloud at the end of this topic.
Standards/Competencies Assessed:
Standards and program competencies assessed in the benchmark assignment:
· InTASC: 3(f), 4(m)
· TESOL: 2.a
· COE Program Competencies:
· D 7, C 7.1: Candidate will integrate ELLs cultural values and beliefs in the context of teaching and learning. (TESOL 2.a; InTASC 3f, 4m)
Scoring Guide:
CRITERIA
%
Value
1: Unsatisfactory
2: Less Than Satisfactory
3: Satisfactory
4: Good
5: Excellent
CATEGORY
0%
65%
75%
85%
100%
Standards
10%
No standards are mentioned in the lesson. Lesson is not aligned to standards.
Some standards selected are not adequate for class profile or are not referenced.
All standards selected are adequate for class profile and are referenced. Lesson is vaguely aligned to standards.
All standards selected are adequate for class profile and are referenced. Lesson is aligned to standards.
All standards selected are appropriate for class profile and are referenced. Lesson is clearly and accurately aligned to standards.
Content and Language Objectives
10%
Content and language objectives are missing. Content vocabulary is not addressed.
Missing either content or language objectives. Content and language objectives do not provide a clear sense of what students will know and be able to do as a result of the lesson. Objectives are unclear, or
are unrelated to standards. Incomplete reference to vocabulary instruction.
Both language and content objectives are present, and most are aligned to standards. Stated language objectives provide a minimal sense of what students will be able to do as a result of the lesson. Adequate attention is provided to c ...
Clinical Field Experience C Integrating Instruction, K-3All.docx
Clinical Field Experience C: Integrating Instruction, K-3
Allocate at least 5 hours in the field to support this field experience.
Educators use a multitude of strategies to incorporate content across the curriculum. They do this to ensure content mastery through various disciplines. Planning for instruction is an integral part of being effective at integrating instruction.
Teach one or more ELA, social studies, and/or art lessons provided by your mentor teacher. Carefully review the results of any formal or informal assessments you administered as part of that teaching, to evaluate the effect of your teaching on student outcomes.
Discuss with your mentor teacher his or her teaching philosophy and methods for social studies and art instruction, and on integrating content areas. Include questions for discussion relating to his or her methods for differentiating for students at different levels. Connect these differentiation methods to a specific need (due to disability, developmental delay, bilingual language development, or another specific issue). Also, in preparation of Clinical Field Experience E in Topic 6, discuss a lesson, provided by your mentor, you can teach in ELA, social studies, or the arts. Review Clinical Field Experience E in Topic 6 to become familiar with the requirements.
Using any remaining field experience hours, assist the teacher in providing instruction and support to the class.
Following your instruction and collaborative meeting, write a 250-500 word summary on your experiences and the collaborative discussion with your mentor. Discuss opportunities for improvement and successes from your teaching, including feedback provided by the mentor teacher. Compare your philosophy and experience of teaching to that of your mentor. Additionally, discuss the lesson plan, provided by your mentor that you will teach in Clinical Field Experience E.
APA format is not required, but solid academic writing 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. Refer to the
LopesWrite Technical Support articles
for assistance.
Document the location and hours you spend in the field on your Clinical Field Experience Verification Form.
Social Studies and ELA Integrated Five-Day Unit
Unit plans are developed with a different lens than that of a lesson plan. A unit plan is an overview of what, why, how, and when content is to be covered, while ensuring students with exceptionalities and students learning English as a second language are considered.
Using the “Social Studies and ELA Integrated Five-Day Unit Plan,” design a five-day unit based on your field experience class that integrates ELA and social studies standards, and incorporates students interacting with technology. Integrate at least two social studies standards, one reading standard, one writing .
Clinical Field Experience C Integrating Instruction, K-3All.docx
Clinical Field Experience C: Integrating Instruction, K-3
Allocate at least 5 hours in the field to support this field experience.
Educators use a multitude of strategies to incorporate content across the curriculum. They do this to ensure content mastery through various disciplines. Planning for instruction is an integral part of being effective at integrating instruction.
Teach one or more ELA, social studies, and/or art lessons provided by your mentor teacher. Carefully review the results of any formal or informal assessments you administered as part of that teaching, to evaluate the effect of your teaching on student outcomes.
Discuss with your mentor teacher his or her teaching philosophy and methods for social studies and art instruction, and on integrating content areas. Include questions for discussion relating to his or her methods for differentiating for students at different levels. Connect these differentiation methods to a specific need (due to disability, developmental delay, bilingual language development, or another specific issue). Also, in preparation of Clinical Field Experience E in Topic 6, discuss a lesson, provided by your mentor, you can teach in ELA, social studies, or the arts. Review Clinical Field Experience E in Topic 6 to become familiar with the requirements.
Using any remaining field experience hours, assist the teacher in providing instruction and support to the class.
Following your instruction and collaborative meeting, write a 250-500 word summary on your experiences and the collaborative discussion with your mentor. Discuss opportunities for improvement and successes from your teaching, including feedback provided by the mentor teacher. Compare your philosophy and experience of teaching to that of your mentor. Additionally, discuss the lesson plan, provided by your mentor that you will teach in Clinical Field Experience E.
APA format is not required, but solid academic writing 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. Refer to the
LopesWrite Technical Support articles
for assistance.
Document the location and hours you spend in the field on your Clinical Field Experience Verification Form.
Social Studies and ELA Integrated Five-Day Unit
Unit plans are developed with a different lens than that of a lesson plan. A unit plan is an overview of what, why, how, and when content is to be covered, while ensuring students with exceptionalities and students learning English as a second language are considered.
Using the “Social Studies and ELA Integrated Five-Day Unit Plan,” design a five-day unit based on your field experience class that integrates ELA and social studies standards, and incorporates students interacting with technology. Integrate at least two social studies standards, one reading standard, one writing ...
DetailsTeachers consider many factors when developing unit
Details:
Teachers consider many factors when developing unit plans to meet the needs of a variety of students. It is important to consider the strengths and needed accommodations of students in the classroom when developing lessons and units. If there are students with specific language impairments, the teacher must also consider ways to facilitate communication and engagement during classroom instruction. There may need to be a plan to pre-teach vocabulary, or plan certain questions that can be answered by students who may use a device or other mode of communication.
Read the following case scenario to inform the assignment that follows.
April is a fourth grader. Her performance on norm-referenced measures is 1.5 standard deviations below the mean for her chronological age. April has good decoding skills, but has difficulty with reading comprehension, semantics, and morphological processing. One accommodation that is prescribed in the IEP is the use of visual cues to support comprehension of new skills. She lacks organizational skills for writing and struggles with word choice. April receives services from a speech and language pathologist who is working on understanding word parts, vocabulary, and multiple meanings of words. You instruct April in a resource classroom with five other fourth graders who also struggle with reading and written expression.
Using details from the scenario, create a week-long English language arts unit plan based on the Common Core ELA fourth grade literacy standards specific to vocabulary acquisition and use.
Use the COE Lesson Plan Template to complete five formal lesson plans that include the following:
A measureable IEP goal for April that includes assistive technology. Include this goal within the “Learning Target” section of the COE Lesson Plan Template.
Learning targets aligned to the ELA Common Core fourth grade literacy standards.
Strategies to enhance language development and communication skills.
Strategies and technologies that encourage development of critical thinking and problem solving.
The use of augmentative and alternative communication systems and a variety of assistive technologies to support communication and learning.
A unit pre- and post-assessment that incorporates technologies to measure April’s measureable IEP goal progress.
Each lesson plan must be completed and submitted as a
separate completed lesson plan
.
In addition, provide a 250-500 word rationale that supports your instructional choices in responding to the needs of April, as evidenced by research on best practices for semantics disorders and the use of assistive technology. Support your rationale with a minimum of two scholarly resources.
Submit all lesson plans and rationale as one deliverable.
...
Teachers who use the SIOP Model effectively plan, write, and tea
Teachers who use the SIOP Model effectively plan, write, and teach their lessons while connecting them to the standards and accommodating for different ELP levels.
After reading the “SIOP Teaching Case Study,” record each of the SIOP components and at least two features from each component on the “SIOP Teaching Model” worksheet.
The features for each component include:
Lesson Preparation: Content and language objectives, content concepts appropriate for age, supplementary materials used, adaptation of content for all student proficiency levels, meaningful activities that integrate lesson concepts with language practice.
Building Background: Concepts linked to students’ background experiences, links explicitly made between past learning and new concepts, key vocabulary emphasized.
Comprehensible Input: Speech appropriate for students’ proficiency levels, clear explanation of academic tasks, and variety of techniques to make content concepts clear
Strategies: Ample opportunities for students to use learning strategies, scaffolding techniques consistently used, a variety of questions or tasks the promote higher‐order thinking.
Interaction: Frequent opportunities for interaction and discussion, grouping configurations support language and content objectives, sufficient wait time for student responses, ample opportunity for students to clarify key concepts.
...
Teachers who use the SIOP Model effectively plan, write, and teach t.docx
Teachers who use the SIOP Model effectively plan, write, and teach their lessons while connecting them to the standards and accommodating for different ELP levels.
After reading the “SIOP Teaching Case Study,” record each of the SIOP components and at least two features from each component on the “SIOP Teaching Model” worksheet.
The features for each component include:
Lesson Preparation: Content and language objectives, content concepts appropriate for age, supplementary materials used, adaptation of content for all student proficiency levels, meaningful activities that integrate lesson concepts with language practice.
Building Background: Concepts linked to students’ background experiences, links explicitly made between past learning and new concepts, key vocabulary emphasized.
Comprehensible Input: Speech appropriate for students’ proficiency levels, clear explanation of academic tasks, and variety of techniques to make content concepts clear
Strategies: Ample opportunities for students to use learning strategies, scaffolding techniques consistently used, a variety of questions or tasks the promote higher‐order thinking.
Interaction: Frequent opportunities for interaction and discussion, grouping configurations support language and content objectives, sufficient wait time for student responses, ample opportunity for students to clarify key concepts.
.
Sei 301 sei301 sei 301 education for service uopstudy.com
Sei 301 sei301 sei 301 education for service uopstudy.com
Details Elementary teachers frequently develop and implement unit
Details: Elementary teachers frequently develop and implement unit plans designed to enhance students’ learning in the English language arts. Well-conceived unit plans take into account a broad range of needs, including literacy skills, standards, text selections, students’ unique learning abilities and backgrounds, and sound instructional strategies and assessments. The purpose of this assignment is to practice developing and delivering literacy instruction that is appropriate for the elementary English language arts classroom and designed for students in your field experience classroom. Utilizing the needs assessment data you collected for the student from your field experience classroom in Topic 6, as well as other data you have learned about all of the students in your field experience classroom, create a week-long unit, composed of three individual lesson plans on literacy, utilizing the Common Core or your state’s literacy strands for that grade level. These strands should include reading, writing, speaking, listening, and language. Use the “COE Lesson Plan Template” for each of the lessons. You may adapt any previous assignments in the creation of this mini-unit plan, as long as the lessons form a planned, cohesive unit. The unit should include the following: •Lesson activities that include reading, writing, speaking, listening, and language/vocabulary and are aligned to state or national standards. •A grade-level appropriate text selection. •Use of at least one digitalresource that promotes effective communication and creates opportunities for active inquiry, collaboration, and supportive interaction in the classroom. •Connection, through instruction or assessment, to students’ prior learning knowledge and students’ personal culture/background. •Formative and summative assessment strategies to promote learning. •At least one homework or an extension activity that encourages students to apply what they learned in the unit to literacy in a different curricular content area like science, social studies, or mathematics. •Differentiation of strategies, assessments, and extension activities for all of the following: Students with special needs, gifted students, and English language learners. Along with the unit, write a 250-500 word rationale describing your reasoning for your instructional choices, your integration of reading, writing, speaking, listening, and language, and your differentiation for various learning needs. Be sure to cite any resources used.
...
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ELL Proficiency Standards assignment
Using the English Language Proficiency Standards (ELP) from Texas, select a stage (10th grade level) for a group of students you define. Create a content objective and a language objective using the TX College & Career Ready Standards and the ELA Standards for your group of ELLs at the Basic Proficiency Level for each of the following domains:
Listening and Speaking
Reading
Writing
Include a 500-750-word summary below the chart (within the same document) that contains rationales for each of the three domains that describes how the objectives you wrote address the characteristics of a basic ELL level and accounts for the theoretical language acquisition principles mentioned in your required reading.
In this summary, explain how content area teachers can write lesson plans in which all of the standards (ELP and content) support one another and actually provide scaffolding opportunities for students.
ELL Proficiency Standards Assignment Template
Language
Domain
ELP Standard
(Basic Level)
Content Standard
Performance Objectives
Listening
and Speaking
Content
:
Language
:
Reading
Content
:
Language
:
Writing
Content
:
Language
:
2
nd
Assignment
Ms. Jensen's 7
th
Grade Class AZELLA Scores
Student Name
Reading Label
Writing Label
Listening Label
Speaking Label
Aryanna
Proficient
Intermediate
Intermediate
Proficient
Carlos
Intermediate
Basic
Basic
Intermediate
Corynn
Basic
Basic
Emergent
Basic
Desiree
Basic
Intermediate
Basic
Intermediate
Gabriel
Proficient
Intermediate
Intermediate
Proficient
Hailey
Basic
Emergent
Emergent
Basic
Jade
Basic
Basic
Intermediate
Intermediate
Jakob
Intermediate
Basic
Intermediate
Intermediate
Jerry
Intermediate
Intermediate
Intermediate
Intermediate
Michael
Intermediate
Proficient
Intermediate
Proficient
Noah
Basic
Intermediate
Intermediate
Intermediate
Petie
Proficient
Intermediate
Intermediate
Intermediate
Ramon
Emergent
Emergent
Pre-Emergent
Emergent
Rebecca
Basic
Emergent
Basic
Basic
Suzanne
Proficient
intermediate
Intermediate
Proficient
Analyze the proficiency levels of the students in Ms. Jensen’s class to place them into appropriate groups.
In a 250-word essay describe how you would group these students for in-class English language arts activities. The essay should include a rationale of placement, citing at least one source from your research to support the placement.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center. A title page is not required.
3
rd
Assignment
From your required reading and other sources, write a 500-750-word persuasive essay to your fel.
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File > Open: open the selected file, fill the linked lists and display them in the text areas.
File > Quit: exit the program.
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Create an elevator speech (a 30-second speech) that illustrates why it is or is not important for governments to focus on TOC groups. Support your argument.
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Review the White House document, “Strategy to Combat Transnational Organized Crime”, locatedat
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Create an Access database with the data given in Problem Exercise 7-2 on page 412 of the textbook.
The Excel file containing the data is linked herein, and is also in the Modules section at the top of that section.
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create avatar with adobe illustratorUsing the Basic Shapes and t.docx
create avatar with adobe illustrator
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Create an argument about the supernatural facets of the natural worl.docx
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1)
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3) What are the effects of magical beliefs about the natural world?
Do cultures who possess such beliefs encounter more benefits, or disadvantages?
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Create a SIOP lesson plan that integrates students reading levels.docx
Create a SIOP lesson plan that integrates students' reading levels, cultural background, language objectives, content objectives, and best instructional practices for ELLs, as well as authentic assessment for a grade level and content area of your choice.
Integrate the following:
Lesson Preparation
Building Background
Comprehensible Input
Strategies
Interaction Practice & Application
Lesson Delivery
Review & Assessment
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Clinical Field Experience C Integrating Instruction, K-3All.docx
Clinical Field Experience C: Integrating Instruction, K-3
Allocate at least 5 hours in the field to support this field experience.
Educators use a multitude of strategies to incorporate content across the curriculum. They do this to ensure content mastery through various disciplines. Planning for instruction is an integral part of being effective at integrating instruction.
Teach one or more ELA, social studies, and/or art lessons provided by your mentor teacher. Carefully review the results of any formal or informal assessments you administered as part of that teaching, to evaluate the effect of your teaching on student outcomes.
Discuss with your mentor teacher his or her teaching philosophy and methods for social studies and art instruction, and on integrating content areas. Include questions for discussion relating to his or her methods for differentiating for students at different levels. Connect these differentiation methods to a specific need (due to disability, developmental delay, bilingual language development, or another specific issue). Also, in preparation of Clinical Field Experience E in Topic 6, discuss a lesson, provided by your mentor, you can teach in ELA, social studies, or the arts. Review Clinical Field Experience E in Topic 6 to become familiar with the requirements.
Using any remaining field experience hours, assist the teacher in providing instruction and support to the class.
Following your instruction and collaborative meeting, write a 250-500 word summary on your experiences and the collaborative discussion with your mentor. Discuss opportunities for improvement and successes from your teaching, including feedback provided by the mentor teacher. Compare your philosophy and experience of teaching to that of your mentor. Additionally, discuss the lesson plan, provided by your mentor that you will teach in Clinical Field Experience E.
APA format is not required, but solid academic writing 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. Refer to the
LopesWrite Technical Support articles
for assistance.
Document the location and hours you spend in the field on your Clinical Field Experience Verification Form.
Social Studies and ELA Integrated Five-Day Unit
Unit plans are developed with a different lens than that of a lesson plan. A unit plan is an overview of what, why, how, and when content is to be covered, while ensuring students with exceptionalities and students learning English as a second language are considered.
Using the “Social Studies and ELA Integrated Five-Day Unit Plan,” design a five-day unit based on your field experience class that integrates ELA and social studies standards, and incorporates students interacting with technology. Integrate at least two social studies standards, one reading standard, one writing .
Clinical Field Experience C Integrating Instruction, K-3All.docx
Clinical Field Experience C: Integrating Instruction, K-3
Allocate at least 5 hours in the field to support this field experience.
Educators use a multitude of strategies to incorporate content across the curriculum. They do this to ensure content mastery through various disciplines. Planning for instruction is an integral part of being effective at integrating instruction.
Teach one or more ELA, social studies, and/or art lessons provided by your mentor teacher. Carefully review the results of any formal or informal assessments you administered as part of that teaching, to evaluate the effect of your teaching on student outcomes.
Discuss with your mentor teacher his or her teaching philosophy and methods for social studies and art instruction, and on integrating content areas. Include questions for discussion relating to his or her methods for differentiating for students at different levels. Connect these differentiation methods to a specific need (due to disability, developmental delay, bilingual language development, or another specific issue). Also, in preparation of Clinical Field Experience E in Topic 6, discuss a lesson, provided by your mentor, you can teach in ELA, social studies, or the arts. Review Clinical Field Experience E in Topic 6 to become familiar with the requirements.
Using any remaining field experience hours, assist the teacher in providing instruction and support to the class.
Following your instruction and collaborative meeting, write a 250-500 word summary on your experiences and the collaborative discussion with your mentor. Discuss opportunities for improvement and successes from your teaching, including feedback provided by the mentor teacher. Compare your philosophy and experience of teaching to that of your mentor. Additionally, discuss the lesson plan, provided by your mentor that you will teach in Clinical Field Experience E.
APA format is not required, but solid academic writing 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. Refer to the
LopesWrite Technical Support articles
for assistance.
Document the location and hours you spend in the field on your Clinical Field Experience Verification Form.
Social Studies and ELA Integrated Five-Day Unit
Unit plans are developed with a different lens than that of a lesson plan. A unit plan is an overview of what, why, how, and when content is to be covered, while ensuring students with exceptionalities and students learning English as a second language are considered.
Using the “Social Studies and ELA Integrated Five-Day Unit Plan,” design a five-day unit based on your field experience class that integrates ELA and social studies standards, and incorporates students interacting with technology. Integrate at least two social studies standards, one reading standard, one writing ...
DetailsTeachers consider many factors when developing unit
Details:
Teachers consider many factors when developing unit plans to meet the needs of a variety of students. It is important to consider the strengths and needed accommodations of students in the classroom when developing lessons and units. If there are students with specific language impairments, the teacher must also consider ways to facilitate communication and engagement during classroom instruction. There may need to be a plan to pre-teach vocabulary, or plan certain questions that can be answered by students who may use a device or other mode of communication.
Read the following case scenario to inform the assignment that follows.
April is a fourth grader. Her performance on norm-referenced measures is 1.5 standard deviations below the mean for her chronological age. April has good decoding skills, but has difficulty with reading comprehension, semantics, and morphological processing. One accommodation that is prescribed in the IEP is the use of visual cues to support comprehension of new skills. She lacks organizational skills for writing and struggles with word choice. April receives services from a speech and language pathologist who is working on understanding word parts, vocabulary, and multiple meanings of words. You instruct April in a resource classroom with five other fourth graders who also struggle with reading and written expression.
Using details from the scenario, create a week-long English language arts unit plan based on the Common Core ELA fourth grade literacy standards specific to vocabulary acquisition and use.
Use the COE Lesson Plan Template to complete five formal lesson plans that include the following:
A measureable IEP goal for April that includes assistive technology. Include this goal within the “Learning Target” section of the COE Lesson Plan Template.
Learning targets aligned to the ELA Common Core fourth grade literacy standards.
Strategies to enhance language development and communication skills.
Strategies and technologies that encourage development of critical thinking and problem solving.
The use of augmentative and alternative communication systems and a variety of assistive technologies to support communication and learning.
A unit pre- and post-assessment that incorporates technologies to measure April’s measureable IEP goal progress.
Each lesson plan must be completed and submitted as a
separate completed lesson plan
.
In addition, provide a 250-500 word rationale that supports your instructional choices in responding to the needs of April, as evidenced by research on best practices for semantics disorders and the use of assistive technology. Support your rationale with a minimum of two scholarly resources.
Submit all lesson plans and rationale as one deliverable.
...
Teachers who use the SIOP Model effectively plan, write, and tea
Teachers who use the SIOP Model effectively plan, write, and teach their lessons while connecting them to the standards and accommodating for different ELP levels.
After reading the “SIOP Teaching Case Study,” record each of the SIOP components and at least two features from each component on the “SIOP Teaching Model” worksheet.
The features for each component include:
Lesson Preparation: Content and language objectives, content concepts appropriate for age, supplementary materials used, adaptation of content for all student proficiency levels, meaningful activities that integrate lesson concepts with language practice.
Building Background: Concepts linked to students’ background experiences, links explicitly made between past learning and new concepts, key vocabulary emphasized.
Comprehensible Input: Speech appropriate for students’ proficiency levels, clear explanation of academic tasks, and variety of techniques to make content concepts clear
Strategies: Ample opportunities for students to use learning strategies, scaffolding techniques consistently used, a variety of questions or tasks the promote higher‐order thinking.
Interaction: Frequent opportunities for interaction and discussion, grouping configurations support language and content objectives, sufficient wait time for student responses, ample opportunity for students to clarify key concepts.
...
Teachers who use the SIOP Model effectively plan, write, and teach t.docx
Teachers who use the SIOP Model effectively plan, write, and teach their lessons while connecting them to the standards and accommodating for different ELP levels.
After reading the “SIOP Teaching Case Study,” record each of the SIOP components and at least two features from each component on the “SIOP Teaching Model” worksheet.
The features for each component include:
Lesson Preparation: Content and language objectives, content concepts appropriate for age, supplementary materials used, adaptation of content for all student proficiency levels, meaningful activities that integrate lesson concepts with language practice.
Building Background: Concepts linked to students’ background experiences, links explicitly made between past learning and new concepts, key vocabulary emphasized.
Comprehensible Input: Speech appropriate for students’ proficiency levels, clear explanation of academic tasks, and variety of techniques to make content concepts clear
Strategies: Ample opportunities for students to use learning strategies, scaffolding techniques consistently used, a variety of questions or tasks the promote higher‐order thinking.
Interaction: Frequent opportunities for interaction and discussion, grouping configurations support language and content objectives, sufficient wait time for student responses, ample opportunity for students to clarify key concepts.
.
Sei 301 sei301 sei 301 education for service uopstudy.com
Sei 301 sei301 sei 301 education for service uopstudy.com
Details Elementary teachers frequently develop and implement unit
Details: Elementary teachers frequently develop and implement unit plans designed to enhance students’ learning in the English language arts. Well-conceived unit plans take into account a broad range of needs, including literacy skills, standards, text selections, students’ unique learning abilities and backgrounds, and sound instructional strategies and assessments. The purpose of this assignment is to practice developing and delivering literacy instruction that is appropriate for the elementary English language arts classroom and designed for students in your field experience classroom. Utilizing the needs assessment data you collected for the student from your field experience classroom in Topic 6, as well as other data you have learned about all of the students in your field experience classroom, create a week-long unit, composed of three individual lesson plans on literacy, utilizing the Common Core or your state’s literacy strands for that grade level. These strands should include reading, writing, speaking, listening, and language. Use the “COE Lesson Plan Template” for each of the lessons. You may adapt any previous assignments in the creation of this mini-unit plan, as long as the lessons form a planned, cohesive unit. The unit should include the following: •Lesson activities that include reading, writing, speaking, listening, and language/vocabulary and are aligned to state or national standards. •A grade-level appropriate text selection. •Use of at least one digitalresource that promotes effective communication and creates opportunities for active inquiry, collaboration, and supportive interaction in the classroom. •Connection, through instruction or assessment, to students’ prior learning knowledge and students’ personal culture/background. •Formative and summative assessment strategies to promote learning. •At least one homework or an extension activity that encourages students to apply what they learned in the unit to literacy in a different curricular content area like science, social studies, or mathematics. •Differentiation of strategies, assessments, and extension activities for all of the following: Students with special needs, gifted students, and English language learners. Along with the unit, write a 250-500 word rationale describing your reasoning for your instructional choices, your integration of reading, writing, speaking, listening, and language, and your differentiation for various learning needs. Be sure to cite any resources used.
...
Hi here are the assignments that I need to get done. They are not wo.docx
Hi here are the assignments that I need to get done. They are not worth much, but I have not turned them in. I am willing to pay 50 dollars for all of them.
ELL Proficiency Standards assignment
Using the English Language Proficiency Standards (ELP) from Texas, select a stage (10th grade level) for a group of students you define. Create a content objective and a language objective using the TX College & Career Ready Standards and the ELA Standards for your group of ELLs at the Basic Proficiency Level for each of the following domains:
Listening and Speaking
Reading
Writing
Include a 500-750-word summary below the chart (within the same document) that contains rationales for each of the three domains that describes how the objectives you wrote address the characteristics of a basic ELL level and accounts for the theoretical language acquisition principles mentioned in your required reading.
In this summary, explain how content area teachers can write lesson plans in which all of the standards (ELP and content) support one another and actually provide scaffolding opportunities for students.
ELL Proficiency Standards Assignment Template
Language
Domain
ELP Standard
(Basic Level)
Content Standard
Performance Objectives
Listening
and Speaking
Content
:
Language
:
Reading
Content
:
Language
:
Writing
Content
:
Language
:
2
nd
Assignment
Ms. Jensen's 7
th
Grade Class AZELLA Scores
Student Name
Reading Label
Writing Label
Listening Label
Speaking Label
Aryanna
Proficient
Intermediate
Intermediate
Proficient
Carlos
Intermediate
Basic
Basic
Intermediate
Corynn
Basic
Basic
Emergent
Basic
Desiree
Basic
Intermediate
Basic
Intermediate
Gabriel
Proficient
Intermediate
Intermediate
Proficient
Hailey
Basic
Emergent
Emergent
Basic
Jade
Basic
Basic
Intermediate
Intermediate
Jakob
Intermediate
Basic
Intermediate
Intermediate
Jerry
Intermediate
Intermediate
Intermediate
Intermediate
Michael
Intermediate
Proficient
Intermediate
Proficient
Noah
Basic
Intermediate
Intermediate
Intermediate
Petie
Proficient
Intermediate
Intermediate
Intermediate
Ramon
Emergent
Emergent
Pre-Emergent
Emergent
Rebecca
Basic
Emergent
Basic
Basic
Suzanne
Proficient
intermediate
Intermediate
Proficient
Analyze the proficiency levels of the students in Ms. Jensen’s class to place them into appropriate groups.
In a 250-word essay describe how you would group these students for in-class English language arts activities. The essay should include a rationale of placement, citing at least one source from your research to support the placement.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center. A title page is not required.
3
rd
Assignment
From your required reading and other sources, write a 500-750-word persuasive essay to your fel.
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Strategies to Scaffold Rigor and Create Relevance for ELLs-TESOL 2014
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Mule 4.6 & Java 17 Upgrade | MuleSoft Mysore Meetup #46
Event Link:-
https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-exploring-gemini-ai-and-integration-with-mulesoft/
Agenda
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YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
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Priya Shaw - https://www.linkedin.com/in/priya-shaw
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
Shyam Raj Prasad-
https://www.linkedin.com/in/shyam-raj-prasad/
Polish students' mobility in the Czech Republic
Polish students mobility to the Czech Republic within eTwinning project "Medieval adventures with Marco Polo"
The French Revolution Class 9 Study Material pdf free download
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Model Attribute Check Company Auto Property
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Unit 8 - Information and Communication Technology (Paper I).pdf
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Synthetic Fiber Construction in lab .pptx
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Francesca Gottschalk - How can education support child empowerment.pptx
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
How libraries can support authors with open access requirements for UKRI fund...
How libraries can support authors with open access requirements for UKRI funded books
Wednesday 22 May 2024, 14:00-15:00.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A Strategic Approach: GenAI in Education
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Make a Field invisible in Odoo 17
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Chapter 3 - Islamic Banking Products and Services.pptx
Chapter 3 - Islamic Banking Products and Services.pptxMohd Adib Abd Muin, Senior Lecturer at Universiti Utara Malaysia
This slide is prepared for master's students (MIFB & MIBS) UUM. May it be useful to all.Embracing GenAI - A Strategic Imperative
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The Roman Empire A Historical Colossus.pdf
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Overview on Edible Vaccine: Pros & Cons with Mechanism
This ppt include the description of the edible vaccine i.e. a new concept over the traditional vaccine administered by injection.
Unit 2- Research Aptitude (UGC NET Paper I).pdf
This slide describes the research aptitude of unit 2 in the UGC NET paper I.
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The French Revolution Class 9 Study Material pdf free download
The French Revolution Class 9 Study Material pdf free download
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Unit 8 - Information and Communication Technology (Paper I).pdf
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Francesca Gottschalk - How can education support child empowerment.pptx
How libraries can support authors with open access requirements for UKRI fund...
How libraries can support authors with open access requirements for UKRI fund...
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
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Chapter 3 - Islamic Banking Products and Services.pptx
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Overview on Edible Vaccine: Pros & Cons with Mechanism
Create a lesson plan that integrates language objectives, content ob
- 1. Create a lesson plan that integrates language objectives, content objectives, and best instructional practices for ELLs, as well as a method for authentic assessment. In this assignment you will complete a SIOP Lesson Plan based on the Background Information below and your own grade level selection and content area of choice. Background Information You are the teacher of a class of 10 ELL students in the same grade, but with differing English proficiency levels. Select your potential grade level and core content area of interest before you begin. Using the SIOP Lesson Plan template in the Student Success Center, design a lesson for those students by completing the following sections of the SIOP lesson plan: Standards Theme Lesson Topic Objectives (Content and Language) Learning Strategies Key Vocabulary Materials Motivation (Building Background) Presentation (Language and content objectives, comprehensible input, strategies, interaction, feedback)
- 2. Practice and Application (Meaningful activities, interactions, strategies, feedback) Assessment and Extension (Review objectives, and vocabulary, assess learning)