For more course tutorials visit
www.tutorialrank.com
Select a grade level. You are preparing a workshop for parents that focuses on literacy and the Common Core standards for your selected grade level.
Create a PowerPoint presentation of no less than 10-15 slides that explains what literacy will look like in your classroom, keeping in mind the instructional shifts.
Within the presentation, describe how parents can support your literacy efforts for their child at home. These
For more classes visit
www.snaptutorial.com
Details:
Select a grade level. You are preparing a workshop for parents that focuses on literacy and the Common Core standards for your selected grade level.
Create a PowerPoint presentation of no less than 10-15 slides that explains what literacy will look like in your classroom, keeping in mind the instructional shifts.
For more classes visit
www.snaptutorial.com
Details:
Select a grade level. You are preparing a workshop for parents that focuses on literacy and the Common Core standards for your selected grade level.
Create a PowerPoint presentation of no less than 10-15 slides that explains what literacy will look like in your classroom, keeping in mind the instructional shifts.
For more classes visit
www.snaptutorial.com
Details:
Select a grade level. You are preparing a workshop for parents that focuses on literacy and the Common Core standards for your selected grade level.
This document provides instructions for a benchmark assignment in an education course. Students are asked to observe reading classrooms, design and teach a week-long literacy unit plan focusing on areas like vocabulary, phonics, fluency and comprehension. They must write a reflection on how the observations influenced their unit plan and what they learned from teaching it. Feedback from a mentor teacher is also required.
===============================================
This document provides instructions for a series of assignments for an education course. It includes details for creating presentations on literacy and Common Core standards, researching vocabulary and comprehension strategies, and designing a benchmark language arts unit plan involving classroom observations and teaching. Students are directed to follow APA formatting guidelines and submit assignments to Turnitin.
Eed 475 Effective Communication / snaptutorial.comHarrisGeorg16
Details:
Select a grade level. You are preparing a workshop for parents that focuses on literacy and the Common Core standards for your selected grade level.
Create a PowerPoint presentation of no less than 10-15 slides that explains what literacy will look like in your classroom, keeping in mind the instructional
Check this A+ tutorial guideline at
https://www.uopassignments.com/eed-475-grand-canyon-university
For more classes visit
http://www.uopassignments.com/
For more classes visit
www.snaptutorial.com
EED 470 Topic 1 Discussion Question 1
Which event in the history of teaching reading has had the most significant impact on reading in the United States? Explain your answe
For more classes visit
www.snaptutorial.com
Details:
Select a grade level. You are preparing a workshop for parents that focuses on literacy and the Common Core standards for your selected grade level.
Create a PowerPoint presentation of no less than 10-15 slides that explains what literacy will look like in your classroom, keeping in mind the instructional shifts.
For more classes visit
www.snaptutorial.com
Details:
Select a grade level. You are preparing a workshop for parents that focuses on literacy and the Common Core standards for your selected grade level.
Create a PowerPoint presentation of no less than 10-15 slides that explains what literacy will look like in your classroom, keeping in mind the instructional shifts.
For more classes visit
www.snaptutorial.com
Details:
Select a grade level. You are preparing a workshop for parents that focuses on literacy and the Common Core standards for your selected grade level.
This document provides instructions for a benchmark assignment in an education course. Students are asked to observe reading classrooms, design and teach a week-long literacy unit plan focusing on areas like vocabulary, phonics, fluency and comprehension. They must write a reflection on how the observations influenced their unit plan and what they learned from teaching it. Feedback from a mentor teacher is also required.
===============================================
This document provides instructions for a series of assignments for an education course. It includes details for creating presentations on literacy and Common Core standards, researching vocabulary and comprehension strategies, and designing a benchmark language arts unit plan involving classroom observations and teaching. Students are directed to follow APA formatting guidelines and submit assignments to Turnitin.
Eed 475 Effective Communication / snaptutorial.comHarrisGeorg16
Details:
Select a grade level. You are preparing a workshop for parents that focuses on literacy and the Common Core standards for your selected grade level.
Create a PowerPoint presentation of no less than 10-15 slides that explains what literacy will look like in your classroom, keeping in mind the instructional
Check this A+ tutorial guideline at
https://www.uopassignments.com/eed-475-grand-canyon-university
For more classes visit
http://www.uopassignments.com/
For more classes visit
www.snaptutorial.com
EED 470 Topic 1 Discussion Question 1
Which event in the history of teaching reading has had the most significant impact on reading in the United States? Explain your answe
This web quest teaches 9th grade students about Haiku poetry through a multi-step process. Students research the history and origins of Haiku to create a timeline. They then use their new knowledge to write three original Haikus of their own. The lesson incorporates standards on reading, writing, and research skills while exposing students to early Japanese culture. It is designed to be completed in one class period with composition as homework.
The lesson plan aims to improve students' reading comprehension, vocabulary, and writing and speaking skills through activities involving a story about Goldilocks and the three bears. Students will read the story silently and aloud, answer comprehension questions, and create their own role-plays in small groups presenting original stories applying the moral values from the original. The peer assessment rates the lesson plan as clear, complete, and easy for a teacher to implement as written.
This document provides guidance for the Week 5 assignment in an educational technology leadership course. Students are asked to reflect on what they have learned throughout the course and consider how it will influence their role as an educational technology leader. They must assume a school leadership role and respond to reflection questions in 150 words each, equivalent to a 750 word paper. Questions address course outcomes, relevance to their work, unachieved outcomes, success completing assignments, lessons learned, and the educational value and concerns of blogging.
This document provides information about an entire online course (ESE 633) from Ashford University, including assignments, discussion questions, and guidelines. It covers various topics related to special education, such as assessing conflict styles, developing curriculum, non-verbal communication, concerns of general educators in co-teaching environments, and the collaborative consultation model. For each item, a brief description is given along with a link to more detailed guidelines and requirements. The course appears to focus on collaboration between special educators and other professionals to meet the needs of students with disabilities.
Adding the ESP to Multidisciplinary EAP Courses HandoutEthel C. Swartley
This document provides an overview of strategies used in an intensive English program course to incorporate English for Specific Purposes (ESP) principles into multidisciplinary academic English courses. The course utilized student-led needs analyses, field-specific text analysis, document formatting aligned with individual fields, and ESP-adapted presentation assignments. Examples of assignments include having students interview professors in their fields, analyze language features in field-specific articles, learn citation styles of their disciplines, and give presentations defining vocabulary terms or discussing issues from their areas of study. The document demonstrates how ESP principles can make such multidisciplinary courses more relevant to students' academic needs.
This document provides an overview of connecting special education with the Common Core State Standards. The objectives covered include connecting special education to Common Core, factors to consider when developing a multi-year strategic plan, and sharing tools and resources. It discusses how Common Core will change classroom practices in mathematics and English-language arts. It also covers writing standards-based IEP goals using Common Core, providing access to the general education curriculum through various supports and services, and ensuring student participation in state assessments.
The American TESOL for Children online course provides certification in teaching English as a second language to children ages 2-17. Over the course of 22 modules, participants learn about TESOL methods and approaches, create lesson plans, and have the option to complete a virtual teaching internship. The course focuses on best practices for age-appropriate vocabulary, activities, and classroom management techniques. Participants improve their understanding of child development stages, language acquisition, and student assessment through readings, videos, discussions, and applying their knowledge to create 5 lesson plans for teaching ESL to young learners.
The document provides templates and guidelines for students to create a slideshow presentation. It includes forms to plan the presentation objectives, title, content, and enhancements. The templates will help students storyboard the presentation slides. Additional sections provide questions for students to analyze the good features of slide presentations, which features they included, and difficulties encountered. Finally, a learning rubric is given to assess students' work.
This document provides a module on making connections between texts to particular social issues, concerns, and dispositions in real life. It begins with introducing social issues and concerns, as well as making connections as a reading strategy. It then discusses text structures like description, cause and effect, comparison and contrast, order/sequence, and problem-solution that can be used to make deeper connections between texts and social issues. Several activities are provided to have learners analyze photos and texts, identify causes and effects of issues, and create maps and diagrams showing relationships between issues. The document aims to help learners better understand how to relate textual information to real-world social problems.
Grand canyon university eed 475 week 3 assignment comprehension scenario newtrentparkerrr
José is a fifth grade student who has attended three different schools this year. While he does well in some subjects, José struggles with reading comprehension. Specifically, he has difficulty answering inferential and evaluative questions about what he reads and recalling the main elements of stories. His teacher, Ms. Lundy, wants José to improve in these areas. The document provides a scenario about José and instructs the reader to research comprehension strategies that could help him meet his reading goals. It directs the reader to write a 500-750 word essay explaining which goal they would address first and describing a strategy to help José, while citing three sources.
Needs Analysis, A Writing Learning DeficitMae Guerra
The document summarizes a needs analysis presentation for Place Middle School to address low writing proficiency. It found that 7th grade students scored below state standards in writing and 26% were proficient on standardized tests. Multiple factors contributed to low scores, including inconsistent teaching, student mobility, and lack of grammar skills. The presentation recommends teaching the six traits of writing model through interactive lessons and daily practice to improve achievement and test scores.
The document discusses using technology in the classroom. It includes a class observation guide for students to evaluate a lesson and identify the objectives, concepts, and skills being taught. Students are then asked to search online for electronic resources that could be used to teach the same lesson. They must evaluate the resources using a provided form that addresses criteria like accuracy, appropriateness, clarity, and motivation. Finally, students reflect on their technology skills and ability to integrate electronic resources, and include relevant materials in their learning portfolio.
Language in the Math Classroom; A Workshop for Mathematics and Special Educators focuses on ways in which middle- grades math and special education teachers can support students with the language demands of the middle grades math classroom. This presentation is part of a broader workshop for educators. More information at http://middlegradesmath.org
Teachers should ensure tests have content validity by aligning test items to learning outcomes. A Table of Specifications (TOS) helps achieve this by specifying how learning outcomes will be assessed. The document discusses using a TOS to formulate test items that accurately measure intended learning outcomes based on time spent on each outcome. It provides examples of TOS and analyzes whether test items match what a TOS specifies.
Esl 433 n advanced methodologies of structured english immersionYolanda Stacey
This document provides an overview of the course ESL 433N Advanced Methodologies of Structured English Immersion. It includes descriptions of weekly discussion questions, assignments, and readings that focus on strategies for teaching English to language learners. Some of the key topics covered include the differences between social and academic language, barriers to meeting educational goals for English language learners, methods for developing language skills in four domains, and strategies for assessment and differentiation to meet varied language proficiency levels. The document aims to help teachers strengthen their skills in structured English immersion through research-based practices.
Esl 433 n advanced methodologies of structured english immersionThelmaSneed
This document provides an overview of the course ESL 433N Advanced Methodologies of Structured English Immersion. It includes a link to download the course tutorial, contact information, and descriptions of the weekly discussions, assignments, and readings that make up the course. The course covers topics like language acquisition principles, factors that affect English language learners, cultivating home-school partnerships, differentiated instruction, and strategies for teaching specific English proficiency levels. The assignments involve analyzing standards, creating lesson plans and presentations, observing English language classes, and identifying instructional strategies appropriate for each proficiency level.
This document discusses an upcoming capstone course and exam for an early childhood education degree program. It lists 11 exam topic areas that will assess students' mastery of topics covered throughout their degree programs. Students are asked to select 5 of the 11 topics and describe how they will demonstrate cultural competence in those areas through commitment statements for their future roles. An example commitment statement is provided for the topic of "Learner Development". Students are then prompted to write a 250-300 word journal entry selecting 5 topics and explaining how they would apply principles of cultural competence in those areas.
Eed 465 all weeks discussion and assignments – entire coursejohn willamson
This document provides details for the assignments and discussions for the entire EED 465 course. It includes instructions for weekly discussion questions and assignments related to social studies instruction, standards, textbooks, cultural diversity, and lesson planning. Students are asked to interview a teacher, analyze standards and textbooks, compare approaches to social studies learning, research different cultures, and design a social studies lesson to teach in a classroom. The assignments require drawing upon educational research and address topics like multiple intelligences, literature integration, and depth of knowledge.
This web quest teaches 9th grade students about Haiku poetry through a multi-step process. Students research the history and origins of Haiku to create a timeline. They then use their new knowledge to write three original Haikus of their own. The lesson incorporates standards on reading, writing, and research skills while exposing students to early Japanese culture. It is designed to be completed in one class period with composition as homework.
The lesson plan aims to improve students' reading comprehension, vocabulary, and writing and speaking skills through activities involving a story about Goldilocks and the three bears. Students will read the story silently and aloud, answer comprehension questions, and create their own role-plays in small groups presenting original stories applying the moral values from the original. The peer assessment rates the lesson plan as clear, complete, and easy for a teacher to implement as written.
This document provides guidance for the Week 5 assignment in an educational technology leadership course. Students are asked to reflect on what they have learned throughout the course and consider how it will influence their role as an educational technology leader. They must assume a school leadership role and respond to reflection questions in 150 words each, equivalent to a 750 word paper. Questions address course outcomes, relevance to their work, unachieved outcomes, success completing assignments, lessons learned, and the educational value and concerns of blogging.
This document provides information about an entire online course (ESE 633) from Ashford University, including assignments, discussion questions, and guidelines. It covers various topics related to special education, such as assessing conflict styles, developing curriculum, non-verbal communication, concerns of general educators in co-teaching environments, and the collaborative consultation model. For each item, a brief description is given along with a link to more detailed guidelines and requirements. The course appears to focus on collaboration between special educators and other professionals to meet the needs of students with disabilities.
Adding the ESP to Multidisciplinary EAP Courses HandoutEthel C. Swartley
This document provides an overview of strategies used in an intensive English program course to incorporate English for Specific Purposes (ESP) principles into multidisciplinary academic English courses. The course utilized student-led needs analyses, field-specific text analysis, document formatting aligned with individual fields, and ESP-adapted presentation assignments. Examples of assignments include having students interview professors in their fields, analyze language features in field-specific articles, learn citation styles of their disciplines, and give presentations defining vocabulary terms or discussing issues from their areas of study. The document demonstrates how ESP principles can make such multidisciplinary courses more relevant to students' academic needs.
This document provides an overview of connecting special education with the Common Core State Standards. The objectives covered include connecting special education to Common Core, factors to consider when developing a multi-year strategic plan, and sharing tools and resources. It discusses how Common Core will change classroom practices in mathematics and English-language arts. It also covers writing standards-based IEP goals using Common Core, providing access to the general education curriculum through various supports and services, and ensuring student participation in state assessments.
The American TESOL for Children online course provides certification in teaching English as a second language to children ages 2-17. Over the course of 22 modules, participants learn about TESOL methods and approaches, create lesson plans, and have the option to complete a virtual teaching internship. The course focuses on best practices for age-appropriate vocabulary, activities, and classroom management techniques. Participants improve their understanding of child development stages, language acquisition, and student assessment through readings, videos, discussions, and applying their knowledge to create 5 lesson plans for teaching ESL to young learners.
The document provides templates and guidelines for students to create a slideshow presentation. It includes forms to plan the presentation objectives, title, content, and enhancements. The templates will help students storyboard the presentation slides. Additional sections provide questions for students to analyze the good features of slide presentations, which features they included, and difficulties encountered. Finally, a learning rubric is given to assess students' work.
This document provides a module on making connections between texts to particular social issues, concerns, and dispositions in real life. It begins with introducing social issues and concerns, as well as making connections as a reading strategy. It then discusses text structures like description, cause and effect, comparison and contrast, order/sequence, and problem-solution that can be used to make deeper connections between texts and social issues. Several activities are provided to have learners analyze photos and texts, identify causes and effects of issues, and create maps and diagrams showing relationships between issues. The document aims to help learners better understand how to relate textual information to real-world social problems.
Grand canyon university eed 475 week 3 assignment comprehension scenario newtrentparkerrr
José is a fifth grade student who has attended three different schools this year. While he does well in some subjects, José struggles with reading comprehension. Specifically, he has difficulty answering inferential and evaluative questions about what he reads and recalling the main elements of stories. His teacher, Ms. Lundy, wants José to improve in these areas. The document provides a scenario about José and instructs the reader to research comprehension strategies that could help him meet his reading goals. It directs the reader to write a 500-750 word essay explaining which goal they would address first and describing a strategy to help José, while citing three sources.
Needs Analysis, A Writing Learning DeficitMae Guerra
The document summarizes a needs analysis presentation for Place Middle School to address low writing proficiency. It found that 7th grade students scored below state standards in writing and 26% were proficient on standardized tests. Multiple factors contributed to low scores, including inconsistent teaching, student mobility, and lack of grammar skills. The presentation recommends teaching the six traits of writing model through interactive lessons and daily practice to improve achievement and test scores.
The document discusses using technology in the classroom. It includes a class observation guide for students to evaluate a lesson and identify the objectives, concepts, and skills being taught. Students are then asked to search online for electronic resources that could be used to teach the same lesson. They must evaluate the resources using a provided form that addresses criteria like accuracy, appropriateness, clarity, and motivation. Finally, students reflect on their technology skills and ability to integrate electronic resources, and include relevant materials in their learning portfolio.
Language in the Math Classroom; A Workshop for Mathematics and Special Educators focuses on ways in which middle- grades math and special education teachers can support students with the language demands of the middle grades math classroom. This presentation is part of a broader workshop for educators. More information at http://middlegradesmath.org
Teachers should ensure tests have content validity by aligning test items to learning outcomes. A Table of Specifications (TOS) helps achieve this by specifying how learning outcomes will be assessed. The document discusses using a TOS to formulate test items that accurately measure intended learning outcomes based on time spent on each outcome. It provides examples of TOS and analyzes whether test items match what a TOS specifies.
Esl 433 n advanced methodologies of structured english immersionYolanda Stacey
This document provides an overview of the course ESL 433N Advanced Methodologies of Structured English Immersion. It includes descriptions of weekly discussion questions, assignments, and readings that focus on strategies for teaching English to language learners. Some of the key topics covered include the differences between social and academic language, barriers to meeting educational goals for English language learners, methods for developing language skills in four domains, and strategies for assessment and differentiation to meet varied language proficiency levels. The document aims to help teachers strengthen their skills in structured English immersion through research-based practices.
Esl 433 n advanced methodologies of structured english immersionThelmaSneed
This document provides an overview of the course ESL 433N Advanced Methodologies of Structured English Immersion. It includes a link to download the course tutorial, contact information, and descriptions of the weekly discussions, assignments, and readings that make up the course. The course covers topics like language acquisition principles, factors that affect English language learners, cultivating home-school partnerships, differentiated instruction, and strategies for teaching specific English proficiency levels. The assignments involve analyzing standards, creating lesson plans and presentations, observing English language classes, and identifying instructional strategies appropriate for each proficiency level.
This document discusses an upcoming capstone course and exam for an early childhood education degree program. It lists 11 exam topic areas that will assess students' mastery of topics covered throughout their degree programs. Students are asked to select 5 of the 11 topics and describe how they will demonstrate cultural competence in those areas through commitment statements for their future roles. An example commitment statement is provided for the topic of "Learner Development". Students are then prompted to write a 250-300 word journal entry selecting 5 topics and explaining how they would apply principles of cultural competence in those areas.
Eed 465 all weeks discussion and assignments – entire coursejohn willamson
This document provides details for the assignments and discussions for the entire EED 465 course. It includes instructions for weekly discussion questions and assignments related to social studies instruction, standards, textbooks, cultural diversity, and lesson planning. Students are asked to interview a teacher, analyze standards and textbooks, compare approaches to social studies learning, research different cultures, and design a social studies lesson to teach in a classroom. The assignments require drawing upon educational research and address topics like multiple intelligences, literature integration, and depth of knowledge.
This document provides an overview and instructions for various inclusion strategies for science classrooms including:
1) Unpacking standards to identify the essential content and cognitive level for lessons.
2) Using a 5E co-teaching lesson plan format and different co-teaching models.
3) The LINCS vocabulary strategy which uses reminding words, stories and pictures to help students learn definitions.
4) Concept comparison routines like FRAME and comparison tables to compare topics.
5) Using interactive science notebooks to engage students and document their learning.
ESL 433 N Education Specialist / snaptutorial.comMcdonaldRyan144
This document provides details and instructions for various assignments in an ESL 433N course. It includes assignments related to developing language objectives, observing ELL classrooms using SIOP, building vocabulary for ELL students, creating graphic organizers of language strategies, interviewing an ELL instructor about assessment, and creating a SIOP lesson plan integrating language and content objectives. Students are instructed to write summaries, essays, and reflections applying concepts from their readings and to consider ELL language proficiency levels and needs in their work.
Clinical field experience Education homework help.docxwrite31
This document provides guidance for a series of clinical field experiences for students. It outlines requirements for different experiences, including allocating time in the field, teaching lessons, collaborating with mentor teachers, and reflecting on lessons. The document discusses integrating subjects like English language arts, social studies, and art. It also addresses differentiating instruction for different students, including those with disabilities or who are English language learners. Students are instructed to complete lesson plans, unit plans, and written reflections on their experiences in the field and feedback from mentor teachers.
This document contains questions and prompts for journal entries and assignments on the topics of differentiated instruction, growth mindsets, curriculum design, and assessment for a course on education. It includes questions about how students learn from feedback and relate new information to their own experiences. It also provides prompts for analyzing principles of differentiation, discussing how brain research supports differentiation, designing lesson plans, and creating a welcoming activity on the first day of school that incorporates differentiation and a growth mindset.
Clinical Field Experience C Integrating Instruction, K-3All.docxbartholomeocoombs
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.docxbrownliecarmella
The document provides instructions for several clinical field experiences for an education program. It outlines requirements to spend time observing and assisting in a K-3 classroom, teach lessons, collaborate with the mentor teacher, and reflect on experiences. Students are instructed to integrate subjects like English language arts, social studies, and arts into multi-day lesson plans and revise plans based on feedback. Differentiation for English learners and students with disabilities is emphasized.
Resource Loom Video for supporting the COE Lesson Plan Template.docxaudeleypearl
Resource: Loom Video for supporting the COE Lesson Plan Template
Greetings, College of Education Faculty-
The College of Education (COE) recently began utilizing a new lesson plan template that follows the standards of the universal design within its courses. Over time, faculty, students, and staff provided feedback on the usability of the template. In response, COE has developed a Loom video to better orient faculty and students to the components of the lesson plan template in support of using the template in the classroom.
This video was created by Dr. Meredith Critchfield and Dr. Brandon Juarez, full time faculty for the College of Education, and can be viewed via the link below. In viewing the video, you’ll hear more about the background and value of universal design for learning as well as the importance of each lesson plan template section. Please view this as a resource to better understand the COE lesson plan template as well as a resource in how to support students using this template with assignments. Please feel free to share this resource with your students. A transcript of the video will soon be available and will be added to the Student Success Center as a resource. The goal is to have this available during the spring semester.
You may view the video here: https://youtu.be/yOq6Kf1o8q8
Video components include and can be located at the following times:
0:17 - Lesson Plan 5 Components
2:24 - Lesson Plan Specifics
2:39 – UDL Terms
6:00 – Lesson Plan Template Breakdown
6:04 – Instructional Plan Title
7:12 – Lesson Summary and Focus
7:45 - Classroom and Student Factors/Grouping
8:34 – National/State Learning Standards
9:24 – Specific Learning Target(s)/Objectives
11:35 – Academic Language
13:05 – Resources, Materials, Equipment and Technology
14:34 – Anticipatory Set
16:00 – Multiple Means of Representation
19:28 – Multiple Means of Engagement
21:45 – Multiple Means of Expression
24:25 – Extension Activity and/or Homework
Please do not hesitate to contact the COE Programs Team at [email protected] if you have any questions about the lesson plan template or how to support student learning. Thank you for your time and effort in making our learning environment as successful as possible.
Faculty Training & Development
On behalf of
Stacy Vaught on behalf of the College of Education
Grand Canyon University
Instructions for Assignment 4
Week 4 Assignment: Planning Instruction for Diverse Students
Please watch my video to help you with this week’s assignment:
https://www.loom.com/share/b74956fc33d242df977c415457aaf3cd
Howard Gardner developed the theory of multiple intelligences to categorize types of students. Some students exhibit several of the intelligences, while others may reflect only one. The intent of understanding Gardener’s theory is to engage and motivate all students by developing instruction through varying activities.
For this assignment, complete the "Planning Instruction for Divers ...
Resource Loom Video for supporting the COE Lesson Plan Template.docxsjennifer395
Resource: Loom Video for supporting the COE Lesson Plan Template
Greetings, College of Education Faculty-
The College of Education (COE) recently began utilizing a new lesson plan template that follows the standards of the universal design within its courses. Over time, faculty, students, and staff provided feedback on the usability of the template. In response, COE has developed a Loom video to better orient faculty and students to the components of the lesson plan template in support of using the template in the classroom.
This video was created by Dr. Meredith Critchfield and Dr. Brandon Juarez, full time faculty for the College of Education, and can be viewed via the link below. In viewing the video, you’ll hear more about the background and value of universal design for learning as well as the importance of each lesson plan template section. Please view this as a resource to better understand the COE lesson plan template as well as a resource in how to support students using this template with assignments. Please feel free to share this resource with your students. A transcript of the video will soon be available and will be added to the Student Success Center as a resource. The goal is to have this available during the spring semester.
You may view the video here: https://youtu.be/yOq6Kf1o8q8
Video components include and can be located at the following times:
0:17 - Lesson Plan 5 Components
2:24 - Lesson Plan Specifics
2:39 – UDL Terms
6:00 – Lesson Plan Template Breakdown
6:04 – Instructional Plan Title
7:12 – Lesson Summary and Focus
7:45 - Classroom and Student Factors/Grouping
8:34 – National/State Learning Standards
9:24 – Specific Learning Target(s)/Objectives
11:35 – Academic Language
13:05 – Resources, Materials, Equipment and Technology
14:34 – Anticipatory Set
16:00 – Multiple Means of Representation
19:28 – Multiple Means of Engagement
21:45 – Multiple Means of Expression
24:25 – Extension Activity and/or Homework
Please do not hesitate to contact the COE Programs Team at [email protected] if you have any questions about the lesson plan template or how to support student learning. Thank you for your time and effort in making our learning environment as successful as possible.
Faculty Training & Development
On behalf of
Stacy Vaught on behalf of the College of Education
Grand Canyon University
Instructions for Assignment 4
Week 4 Assignment: Planning Instruction for Diverse Students
Please watch my video to help you with this week’s assignment:
https://www.loom.com/share/b74956fc33d242df977c415457aaf3cd
Howard Gardner developed the theory of multiple intelligences to categorize types of students. Some students exhibit several of the intelligences, while others may reflect only one. The intent of understanding Gardener’s theory is to engage and motivate all students by developing instruction through varying activities.
For this assignment, complete the "Planning Instruction for Divers.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
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EED 475 Inspiring Innovation/tutorialrank.com
1. EED 475 Week 1 Assignment Common Core and Literacy
Workshop for Parents
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Select a grade level. You are preparing a workshop for parents that
focuses on literacy and the Common Core standards for your selected
grade level.
Create a PowerPoint presentation of no less than 10-15 slides that
explains what literacy will look like in your classroom, keeping in mind
the instructional shifts.
Within the presentation, describe how parents can support your literacy
efforts for their child at home. These activities can be games, strategies,
suggested books, etc.
Use detailed slide notes to support the information in each slide. Be sure
to include title and reference slides.
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.
2. 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 Turnitin.
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EED 475 Week 2 Assignment Vocabulary Scenario
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Details:
Use the following scenario from The IRIS Center to complete the tasks
below:
Jacob is an active boy in the 4th grade who enjoys coming to school and
participates in sports after school. Jacob does well in most classes but
3. has difficulty with new vocabulary words. This difficulty with new
vocabulary is not only seen during reading class but also during content
area classes such as science and social studies. Jacob’s mother indicated
that he has always had difficulty understanding new vocabulary but that
it has not affected his comprehension until this year. Jacob is willing to
adopt new strategies that will assist him in learning and remembering
new vocabulary words and to help him better understand the story as a
whole. Jacob and his teacher developed the following goal for him:
Given vocabulary words, Jacob will define and use each in a sentence.
Paulsen, K., & the IRIS Center.(2004).Comprehension & vocabulary:
Grades 3–5.
Research three strategies regarding vocabulary instruction that will assist
Jacob in reaching his goal.
In 500-750 words, identify and explain how each strategy could assist
Jacob in reaching his goal. In addition, discuss how you would involve
Jacob’s parents, and develop an activity from one of these three
strategies that Jacob’s parents can use at home.
Include three sources from your research in your essay to support your
position.
Prepare this assignment according to the APA guidelines found in the
APA Style Guide, located in the Student Success Center. An abstract is
not required.
You are required to submit this assignment to Turnitin.
4. ===============================================
EED 475 Week 3 Assignment Comprehension Scenario
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Use the following scenario from The IRIS Center to complete the tasks
below:
José is a new student in the fifth grade. It is April and this is the third
school José has been in this year. José adapts well to change, has a
positive attitude toward school, and appears to have made friends at his
new school. José does well in math and enjoys science and social
studies. In the area of reading, José is able to easily decode unfamiliar
words and reads with good expression. However, in the area of
comprehension, José has difficulty answering questions that require
reasoning and total understanding of the story. José also has difficulty
identifying the main components of a story. José’s teacher, Ms. Lundy,
states that although he enjoys reading and does not seem to be frustrated,
he will not ask for help when needed, thus his reading grade is beginning
to suffer. Ms. Lundy has the following instructional goals for José:
5. Given a reading passage on his instructional level, José will answer
inferential and evaluative comprehension questions;
Given a reading passage on his instructional level, José will recall the
main story elements.
Paulsen, K., & the IRIS Center. (2004).Comprehension & vocabulary:
Grades 3–5.
Research three strategies regarding comprehension instruction that will
assist José in reaching his goals.
In 500-750 words, decide which of José’s goals you would address first
and explain why. For each goal, identify a strategy and explain why or
how it will
assist José in reaching his goals.
Include three sources from your research in your essay to support your
position.
Prepare this assignment according to the APA guidelines found in the
APA Style Guide, located in the Student Success Center. An abstract is
not required.
6. Submit this assignment to your instructor in LoudCloud by the end of
this topic.
You are required to submit this assignment to Turnitin.
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EED 475 Week 4 Assignment Fluency Scenario
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Use the following scenario from The IRIS Center to complete the tasks
below:
Chloe is a quiet fifth grader who is naturally organized and thrives on
structure. Chloe’s mother reports that she tends to be focused on tasks,
even in play. Chloe’s teacher, Mrs. Clifton, has also noticed that she is
diligent with academic tasks.
When reading aloud in class, Chloe is able to read all sight words and
decode most multi-syllable words she encounters. However, Chloe’s
fluency is not at the level of most fifth graders. Mrs. Clifton reports she
7. is a word-by-word reader and does not read with proper tone or
expression, but she feels Chloe has the skills needed to become a fluent,
expressive reader. She has decided to implement strategies that will help
Chloe reach her goal, which is:
Given readings at the fifth-grade level, Chloe will read fluently.
Paulsen, K., & the IRIS Center.(2004).Comprehension & vocabulary:
Grades 3–5.
Research three strategies regarding fluency instruction that will assist
Chloe in reaching her goals.
In 500-750-words, identify and explain three strategies that will help
Chloe with her fluency.
In addition, select a fifth-grade passage from a basal series (or a fifth
grade passage from Appendix B of the Common Core standards) and
describe how you would have Chloe’s parents use it at home.
Include three sources from your research in your essay to support your
position.
Prepare this assignment according to the APA guidelines found in the
APA Style Guide, located in the Student Success Center. An abstract is
not required.
You are required to submit this assignment to Turnitin.
8. ===============================================
EED 475 Week 4 Topic 4 Discussion Question 2
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What are some techniques to encourage the acquisition of high-
frequency words in the classroom?
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EED 475 Week 5 Assignment Constructing Meaning
through Critical Literacy
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9. Details:
Select a grade level and research critical literacy instructional strategies
(looking at both reading and writing).
Chose a text from Appendix B of the Common Core standards. From
your selections and research, create a chart that includes 10 strategies
that you can use to help your student construct meaning through critical
literacy using the text to illustrate the strategy.
Describe an activity to be used with each strategy on your chart.
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 Turnitin.
===============================================
10. EED 475 Week 5 Topic 5 Discussion Question 1
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Reflect on the connection between reading and writing. What are some
potential barriers to facilitating extended discussions of text meaning
and interpretation? How will you overcome them?
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EED 475 Week 6 Assignment Supportive Literate
Environment
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11. Based on the assigned readings and research from three scholarly
sources, write a 500-750-word essay that details how you would create a
literate environment in your classroom to support the literacy needs of
the students described in your selected grade level. Clearly identify and
describe the resources available in your room.
Your essay should include a description on how you would physically
arrange your classroom.
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.
You are required to submit this assignment to Turnitin.
===============================================
EED 475 Week 6 Topic 6 Discussion Question 1
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Max Points: 5.0
What are some potential barriers motivating and engaging students in
reading? How will you overcome them?
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EED 475 Week 6 Topic 6 Discussion Question 2
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What are new insights you have gleaned regarding motivating readers?
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13. EED 475 Week 7 Topic 7 Discussion Question 1
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What role does the classroom teacher play in intervention and
assessment of struggling readers?
Consider both identification and intervention in your response.
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EED 475 Week 7 Topic 7 Discussion Question 2
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14. Discuss one new insight you gleaned regarding RTI.
How will it influence your practice as a teacher?
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EED 475 Week 8 Assignment Benchmark- Language Arts
Unit Plan
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In the first part of the practicum, spend 3 hours each in three reading
classrooms (9 hours total), grades 4-8. It is suggested that these initial
observations occur during Topics 2-4. Analyze how instructors use
strategies to ensure students’ understanding in the reading and writing
components of the reading lessons. Determine how these strategies will
influence the second part of the practicum.
15. Include both mainstream and language minority students.
Two observations must be in different grade levels and one observation
must be in a Title 1 school.
Choose a specific grade and concept from the Arizona language arts
academic standards.
In the second part of the practicum (between Topics 5 and 6), select one
of the classrooms you observed and spend an additional 6 hours
designing and teaching a week-long (5 day) unit. For this unit use a
single piece of text that is appropriate for the grade level and language
arts academic standards. A poem, short story, newspaper article, or
content area piece may serve as a single text selection.
Create a mini-lesson (15-30 minutes) to address each of the following
areas related to literacy development:
Monday: Oral language and vocabulary
Tuesday: Phonics, word patterns, and word analysis
Wednesday: Fluency
16. Thursday: Reading Comprehension
Friday: Writing
Each day’s mini-lesson should address an evaluation of learning that is
objective and measurable, and directly assesses the students’
achievement of the targeted academic standards. Every lesson should
have the following structure at a minimum:
Objective (linked to academic standards)
Materials (include copies of all materials to teach lesson)
Procedure (a step-by-step description of the lesson from beginning to
end)
Assessment (a concrete, measurable way to assess the objective)
Each mini-lesson should be a piece of the larger whole, not individual or
unconnected lessons. That is, lessons later in the week should build on
lessons from earlier in the week, and they should all reinforce and
integrate skills from the prior lessons in the weekly sequence.
17. The remaining 5 hours of the practicum should be used for conferring
with your mentor teacher regarding your teaching, management, and
engagement strategies, as well as conducting an analysis of student
learning. Use your assessment data to formulate a plan to adjust your
teaching to meet student needs. Utilize this data and mentor teacher
feedback to adjust your unit plan before submitting it to the instructor
and to LoudCloud.
Write a 1,500-1,750-word proacticum reflection that includes the
following:
A synopsis of your observations in the reading classrooms, and how they
influenced your Language Arts Unit Plan.
A reflection on the language arts unit plan after you taught it. What were
its strengths and weaknesses? What would you change and why? What
did you learn about teaching from your mentor teacher? Include this
reflection with your unit plan.
Ask the classroom teacher to complete the Classroom Teacher
Evaluation Form. Include it, your Language Arts Unit Plan, and the
Practicum Reflection as the benchmark assignment submission to the
instructor. Attach the Practicum Placement Form and Observation
Record.
APA format is not required, but solid academic writing is expected.
18. This assignment uses a rubric. Review the rubric prior to beginning the
assignment to become familiar with the expectations for completion.
You are required to submit it to Turnitin.
Submit the assignment to the instructor at the end of Topic 8.
Document the hours and locations that you spend in the field on your
Clinical Field Experience Verification Form.
Submit the Clinical Field Experience Verification Form with the last
assignment by the assignment due date. Directions for submitting can be
found on the College of Education site in the Student Success Center.
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