Criterion 1 A - 4 - Mastery Presentation provides comprehensive discussion of data warehouse and benefits to tourism board. Criterion 2 A - 4 - Mastery Presentation provides comprehensive explanation of a dashboard and usefulness to tourism board.Criterion 3 A - 4 - Mastery Presentation provides comprehensive examples of how BI dashboards can supplement current strategies and benefits for executive reporting dashboards Criterion 4 A - 4 - Mastery Proper presentation format, APA citations, professional tone, fewer than 2 grammar/spelling errors. Current and Future Special Educator Grand Canyon University SPD 580: Methods of Teaching Language Arts to Students with Mild/Moderate Disabilities Professor Eugenia Scales Date Introduction. This paragraph does not have a title. The title page serves as the title. Scholarly writing includes three to seven sentences in a paragraph. However, three to five short distinct sentences will be sufficient. Paragraphs should not be one page or longer in length. Here is a model to help you. Use the acronym MEAL when writing paragraphs with APA 7th edition citations. MEAL: Main idea. Introduce the focus of the paragraph. Evidence. Support the main idea with source information. Analysis. Explain and analyze the source information. Lead out. Conclude the topic, like a conclusion paragraph. Remember that perfection is not the goal. There will be always room for improvement. Being detail oriented does not equal perfection; however, it enables you to move toward scholarship. Use LopesWrite to stress clear, concise, and research writing. Avoid Plagiarism and Direct Quotes. 1st paragraph is titled Comprehension Strategies (Level 1 heading) This is a Level 1 heading, and it is centered and bolded, and the initial word and each word of four or more letters is capitalized. The heading is a short descriptor of a section. 2nd paragraph is titled Graphic Organizers (cite a source) 3rd paragraph is titled Independent Practice (cite a source) 4th paragraph is titled Model-Lead Test (cite a source) 5th paragraph is titled Peer Tutoring (cite a source) 6th paragraph is titled Repeated Reading (cite a source) 7th paragraph is titled Instructional Goals 8th paragraph is titled Parent Involvement 9th paragraph is titled Student Concerns 10th paragraph is titled Conclusion Beginning the conclusion with phrases like "in closing," "in summary" or "in conclusion" is redundant and unnecessary. Scholarly writing includes three to seven sentences in a paragraph. However, three to five short and distinct sentences will be sufficient. Your conclusion does not contain any new information. References The word “References”, is centered, in bold, at the top of the page. The reference list should appear at the end of the paper, on a separate page. Review h ...

1. Criterion 1
A - 4 - Mastery
Presentation provides comprehensive discussion of data
warehouse and benefits to tourism board.
Criterion 2
A - 4 - Mastery
Presentation provides comprehensive explanation of a
dashboard and usefulness to tourism board.Criterion 3
A - 4 - Mastery
Presentation provides comprehensive examples of how BI
dashboards can supplement current strategies and benefits for
executive reporting dashboards
Criterion 4
A - 4 - Mastery
Proper presentation format, APA citations, professional tone,
fewer than 2 grammar/spelling errors.
Current and Future Special Educator
Grand Canyon University
SPD 580: Methods of Teaching Language Arts to Students with
Mild/Moderate Disabilities
Professor Eugenia Scales
Date

2. Introduction. This paragraph does not have a title. The title
page serves as the title. Scholarly writing includes three to
seven sentences in a paragraph. However, three to five short
distinct sentences will be sufficient. Paragraphs should not be
one page or longer in length. Here is a model to help you. Use
the acronym MEAL when writing paragraphs with APA 7th
edition citations.
MEAL:
Main idea. Introduce the focus of the paragraph.
Evidence. Support the main idea with source information.
Analysis. Explain and analyze the source information.
Lead out. Conclude the topic, like a conclusion paragraph.
Remember that perfection is not the goal. There will be always
room for improvement. Being detail oriented does not equal
perfection; however, it enables you to move toward scholarship.
Use LopesWrite to stress clear, concise, and research writing.
Avoid Plagiarism and Direct Quotes.
1st paragraph is titled Comprehension Strategies (Level 1
heading)
This is a Level 1 heading, and it is centered and bolded, and the
initial word and each word of four or more letters is capitalized.
The heading is a short descriptor of a section.
2nd paragraph is titled Graphic Organizers (cite a source)

3. 3rd paragraph is titled Independent Practice (cite a source)
4th paragraph is titled Model-Lead Test (cite a source)
5th paragraph is titled Peer Tutoring (cite a source)
6th paragraph is titled Repeated Reading (cite a source)
7th paragraph is titled Instructional
Goals
8th paragraph is titled Parent
Involvement
9th paragraph is titled Student Concerns
10th paragraph is titled Conclusion
Beginning the conclusion with phrases like "in closing," "in
summary" or "in conclusion" is redundant and unnecessary.
Scholarly writing includes three to seven sentences in a
paragraph. However, three to five short and distinct sentences
will be sufficient. Your conclusion does not contain any new
information.
References
The word “References”, is centered, in bold, at the top of the
page. The reference list should appear at the end of the paper,

4. on a separate page. Review how to properly format your
references. You can review the APA Template.
5
Typing Template for APA Papers: A Sample of Proper
Formatting for APA Style
Student A. Sample
College Name, Grand Canyon University
Course Number: Course Title
Instructor’s Name
Running head: ASSIGNMENT TITLE HERE
1
Assignment Due Date
Typing Template for APA Papers: A Sample of Proper
Formatting for APA Style
This is an electronic template for papers written according to
the style of the American Psychological Association (APA,
2020) as outlined in the seventh edition of the Publication
Manual of the American Psychological Association. The
purpose of the template is to help students set the margins and
spacing. Margins are set at 1 inch for top, bottom, left, and
right. The text is left-justified only; that means the left margin
is straight, but the right margin is ragged. Each paragraph is
indented 0.5 inch. It is best to use the tab key to indent, or set a
first-line indent in the paragraph settings. The line spacing is
double throughout the paper, even on the reference page. One
space is used after punctuation at the end of sentences. The font

5. style used in this template is Times New Roman and the font
size is 12 point. This font and size is required for GCU papers.
The Section Heading
The heading above would be used if you want to have your
paper divided into sections based on content. This is a Level 1
heading, and it is centered and bolded, and the initial word and
each word of four or more letters is capitalized. The heading
should be a short descriptor of the section. Note that not all
papers will have headings or subheadings in them. Papers for
beginning undergraduate courses (100 or 200 level) will
generally not need headings beyond Level 1. The paper title
serves as the heading for the first paragraph of the paper, s o
“Introduction” is not used as a heading.
Subsection Heading
The subheading above would be used if there are several
sections within the topic labeled in a first level heading. This is
a Level 2 heading, and it is flush left and bolded, and the initial
word and each word of four or more letters is capitalized.
Subsection Heading
APA dictates that you should avoid having only one subsection
heading and subsection within a section. In other words, use at
least two subheadings under a main heading, or do not use any
at all. Headings are used in order, so a paper must use Level 1
before using Level 2. Do not adjust spacing to change where on
the page a heading falls, even if it would be the last line on a
page.
The Title Page
When you are ready to write, and after having read these
instructions completely, you can delete these directions and
start typing. The formatting should stay the same. You will also
need to change the items on the title page. Fill in your own title,
name, course, college, instructor, and date. List the college to
which the course belongs, such as College of Theology, College
of Business, or College of Humanities and Social Sciences.
GCU uses three letters and numbers with a hyphen for course
numbers, such as CWV-101 or UNV-104. The date should be

6. written as Month Day, Year. Spell out the month name.
Formatting References and Citations
APA Style includes rules for citing resources. The Publication
Manual (APA, 2020) also discusses the desired tone of writing,
grammar, punctuation, formatting for numbers, and a variety of
other important topics. Although APA Style rules are used in
this template, the purpose of the template is only to demonstrate
spacing and the general parts of the paper. GCU has prepared an
APA Style Guide available in the Student Success Center and on
the GCU Library’s Citing Sources in APA guide
(https://libguides.gcu.edu/APA) for help in correctly formatting
according to APA Style.
The reference list should appear at the end of a paper. It
provides the information necessary for a reader to locate and
retrieve any source you cite in the body of the paper. Each
source you cite in the paper must appear in your reference list;
likewise, each entry in the reference list must be cited in your
text. A sample reference page is included below. This page
includes examples of how to format different reference types.
The first reference is to a webpage without a clear date, which
is common with organizational websites (American Nurses
Association, n.d.). Next is the Publication Manual referred to
throughout this template (APA, 2020). Notice that the manual
reference includes the DOI number, even though this is a print
book, as the DOI was listed on book, and does not include a
publisher name since the publisher is also the author. A journal
article reference will also often include a DOI, and as this
article has four authors, only the first would appear in the in-
text citation (Copeland et al., 2013). Government publications
like the Treatment Improvement Protocol series documents from
the Center for Substance Abuse Treatment (2014) are another
common source found online. A book without a DOI is the last
example (Holland & Forrest, 2017).
References
American Nurses Association. (n.d.). Scope of practice.
https://www.nursingworld.org/practice-policy/scope-of-practice/

7. American Psychological Association. (2020). Publication
manual of the American Psychological Association (7th ed.).
https://doi.org/10.1037/0000165-000
Center for Substance Abuse Treatment. (2014). Improving
cultural competence (HHS Publication No. 14-4849). U.S.
Department of Health and Human Services, Substance Abuse
and Mental Health Services Administration.
https://www.ncbi.nlm.nih.gov/books/NBK248428/
Copeland, T., Henderson, B., Mayer, B., & Nicholson, S.
(2013). Three different paths for tabletop gaming in school
libraries. Library Trends, 61(4), 825–835.
https://doi.org/10.1353/lib.2013.0018
Holland, R. A., & Forrest, B. K. (2017). Good arguments:
Making your case in writing and public speaking. Baker
Academic.
I think this week has been particularly interesting,
metacognition, cognition strategies, etc. I like your phrase
“creating habits for learning.” That is such an important aspect
of teaching kids to be self-regulators. Time use is directly
related to learning performance, and many other attributes of a
successful student (Tian et al., 2019). Teaching our students not
only to regulate, and organize their time but to have a drive and
purpose while using their time for school-related items.
Teaching students metacogni tive strategies like “how will I
utilize this time efficiently” is something we should strive for.
Although, not an easy task. If teaching metacognition strategies
was a focus of more teachers, in more schools would be creating
lifelong learners, not just getting kids to graduation day
Creating an effective early reading plan takes practice. Young
readers are learning to process language, increase vocabulary,
recognize letter sounds, and blend sounds, in a very complex
process. When young learners are at risk or are not progressing
as expected, it is crucial to understand where the learner needs
assistance and support. Only through clear evaluation and

8. analysis can a comprehensive early reading plan become an
effective intervention.
Develop a comprehensive early reading plan based on the
following case scenario and the tasks that follow the scenario:
Student: Kale Age: 6.7 Grade: 1
Kale has just transferred to a new school from another state. It
is the middle of the school year and Kale’s new teacher is
concerned about his reading skills, particularly his decoding and
sight words. His school records have not arrived from his old
school, but his parents said that his previous teacher had asked
to meet with them, but they were unsure if it was about reading.
They thought it may have been about behavior. His primary
spoken language is French. English is Kale’s second language.
His parents struggle with speaking English and need an
interpreter during meetings. It is unclear what prompted the
move, but it appears it was sudden and not planned. Kale is an
only child and there does not appear to be any family or friends
in the area. Kale’s parents are currently unemployed.
Kale completed some assessments for his new teacher, who
noted some skill deficits. Most of Kale’s peers recognize sight
words like “and,” “has,” “is,” “a,” “the,” “was,” “to,” “have,”
and “said.” Kale has difficulty when he encounters these words.
Kale’s oral reading is slow and labored. He often says the
wrong letter sound or guesses at words or waits until a peer says
the word for him. Kale is unable to answer simple
comprehension questions (e.g., main idea, main characters) after
he has listened to a passage read aloud, as well. His teacher has
scheduled a meeting with Kale’s parents to discuss the
assessments.
The teacher developed the following instructional goals for
Kale:

9. Given a letter or letter combination, Kale will say the
corresponding sound, accurately, three out of four trials.
Given a brief reading passage on his instructional level, Kale
will read the passage and be able to retell the main ideas, three
out of four trials.
Given a CVC (consonant-vowel-consonant) word prompt, Kale
will be able to say the word “slowly” (sounding it out) and then
say it “fast” (reading as a whole word), accurately and
automatically.
After listening to a story, Kale will recall three or four
sequenced events.
Shown sight words, Kale will state the word automatically.
Part 1: Reading Strategies
Summarize the following reading strategies in 100-200 words
each. Describe the benefits of the strategy and specific tips for
implementation.
Comprehension strategies
Graphic organizers
Independent practice
Model-lead-test
Peer tutoring
Repeated reading
Part 2: Instructional Goals
In 250-500 words, complete the following:
Sequence each of Kale’s instructional goals described in the
case scenario in the order you would address them with him.
For each instructional goal, select an early reading strategy to
use from Part 1 and explain why or how it will assist Kal e in
achieving the instructional goal.
Explain how you would involve Kale’s parents. Develop an
activity from one of the early reading strategies that Kale’s

10. parents can use at home.
Consider the effects of having moved to a new place, learning
English as a second language from parents not proficient in
English, and any cognitive processing problems that should be
formally assessed. Explain how these issues should be
considered to further assist Kale.
Support your summaries with 2-3 scholarly resources.
Prepare this assignment according to the guidelines found in the
APA Style Guide, located in the Student Success Center. An
abstract is not required.