Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Unit/Subject:
Title of Unit and Brief Summary: Create a title for each lesson and 1-2 sentences summarizing the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
Day 1
Day 2
Day 3
National/State Learning Standards
List specific grade-level standards that are the focus of the lesson being presented.
Specific Learning Target(s)/Objectives Based on state standards, identify what is intended to be measured in learning.
Academic Language General academic vocabulary and content-specific vocabulary included in the unit.
Unit Resources, Materials, Equipment, and Technology
List all resources, materials, equipment, and technology to be used in the unit.
Depth of Knowledge Lesson Questions
What questions can be posed throughout the lesson to assess all levels of student understanding?
· Level 1: Recall
· Level 2: Skill/Concepts
· Level 3: Strategic Thinking
· Level 4: Extended Thinking
Section 2: Instructional Planning
Day 1
Day 2
Day 3
Anticipatory Set
How will students’ prior knowledge be activated as well as gain student interest in the upcoming content?
Presentation of Content
Multiple Means of Representation
Describe how content will be presented in various ways to meet the needs of different learners.
Multiple Means of Representation Differentiation
Explain how materials will be differentiated for each of the following groups:
· English Language Learners (ELL)
· Students with special needs
· Students with gifted abilities
· Early finishers (those who finish early and may need additional sources/support)
Application of Content
Multiple Means of Engagement
How will students explore, practice, and apply the content?
Multiple Means of Engagement Differentiation
Explain how materials will be differentiated for each of the following groups:
· English Language Learners (ELL)
· Students with special needs
· Students with gifted abilities
· Early finishers (those who finish early and may need additional sources/support)
Assessment of Content
Multiple Means of Expression
Formative and summative assessments used to monitor student progress and modify instruction.
Multiple Means of Expression Differentiation
Explain how materials will be differentiated for each of the following groups:
· English Language Learners (ELL)
· Students with special needs
· Students with gifted abilities
· Early finishers (those who finish early and may need additional resources/support)
Be.
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Unit/Subject:
Title of Unit and Brief Summary: Create a title for each lesson and 1-2 sentences summarizing the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
Day 1
Day 2
Day 3
National/State Learning Standards
List specific grade-level standards that are the focus of the lesson being presented.
Specific Learning Target(s)/Objectives Based on state standards, identify what is intended to be measured in learning.
Academic Language General academic vocabulary and content-specific vocabulary included in the unit.
Unit Resources, Materials, Equipment, and Technology
List all resources, materials, equipment, and technology to be used in the unit.
Depth of Knowledge Lesson Questions
What questions can be posed throughout the lesson to assess all levels of student understanding?
· Level 1: Recall
· Level 2: Skill/Concepts
· Level 3: Strategic Thinking
· Level 4: Extended Thinking
Section 2: Instructional Planning
Day 1
Day 2
Day 3
Anticipatory Set
How will students’ prior knowledge be activated as well as gain student interest in the upcoming content?
Presentation of Content
Multiple Means of Representation
Describe how content will be presented in various ways to meet the needs of different learners.
Multiple Means of Representation Differentiation
Explain how materials will be differentiated for each of the following groups:
· English Language Learners (ELL)
· Students with special needs
· Students with gifted abilities
· Early finishers (those who finish early and may need additional sources/support)
Application of Content
Multiple Means of Engagement
How will students explore, practice, and apply the content?
Multiple Means of Engagement Differentiation
Explain how materials will be differentiated for each of the following groups:
· English Language Learners (ELL)
· Students with special needs
· Students with gifted abilities
· Early finishers (those who finish early and may need additional sources/support)
Assessment of Content
Multiple Means of Expression
Formative and summative assessments used to monitor student progress and modify instruction.
Multiple Means of Expression Differentiation
Explain how materials will be differentiated for each of the following groups:
· English Language Learners (ELL)
· Students with special needs
· Students with gifted abilities
· Early finishers (those who finish early and may need additional resources/support)
Be.
EED-470 Practicum Teacher Work Sample Benchmark Assessment a.docxSALU18
EED-470 Practicum Teacher Work Sample
Benchmark Assessment and Rubric
Targeted Essential Learning
Effective literacy teaching focuses on research-based strategies and utilizes student assessment data in order to plan instruction that improves student achievement. (InTASC 4, 6, 7)
Assessment Tool Selected
Data-based lesson plans
Intervention activities
Specific Performance/Task(s)
· Generate a variety of formal and informal assessment tools that align with instruction in order to measure student learning.
· Select and utilize best practice implementation strategies appropriate to different developmental levels.
· Collect, maintain, and use records of student work and performance/achievement to monitor student progress.
· Analyze assessment outcomes to inform instructional methodologies.
· Collaborate in the design, implementation, and support of learning programs that develop students’ academic abilities.
Relevancy of Task to Teacher Candidate
By engaging in the instruction and assessment cycle, teachers are able to create more effective literacy instruction that is tailored to student reading development levels.
General Practicum Information
· Practicum experience requirements, including the diversity and number of required hours for this course are specified in the College of Education Teacher Preparation Programs Practicum/Field Experience Manual.
· Complete the Practicum/Field Experience Observation and Activity Log including the names of the schools and grade levels where the observations took place and document the hours spent in the classroom.
· Spend 20 hours in one classroom, grades 1-3. Let your mentor know that you are working on developing assessment skills. Throughout the practicum, observe and interview your mentor.
· Practicum Observations/Teaching Lessons
· In Topics 2-6, devote attention to each of the four areas of literacy development. For each of these categories, observe a classroom (grades 1-3) as the teacher and students focus on one of the four areas. Keep notes on activities used by the teacher. Suggested practicum schedule for observations and teaching the lesson plans:
· Topic 1: Observations only; look for differentiation techniques for ELL’s and special needs students.
· Topic 2: Phonemic Awareness and Phonics
· Topic 3: Word Study and Fluency
· Topic 4: Vocabulary Development
· Topic 5: Comprehension
· Lesson Plans and Teaching Lessons
· In each of the four areas and using literacy assessments available in the classroom, administer a pre-test to one student in your practicum classroom.
· After you have administered the pre-test, confer with the mentor teacher and prepare lesson plans to address the four areas of literacy development. These lessons should be based on the direct instruction model. The lessons should reflect the areas of need identified through the data analysis collected from the pre-test.
· Teach the lessons to the one student you assessed previously.
· Administer assessments as a post ...
Using SEI Strategies in a SIOP Lesson Plan Assignment and Rubr.docxdickonsondorris
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.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
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 ...
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Unit/Subject:
Title of Unit and Brief Summary: Create a title for each lesson and 1-2 sentences summarizing the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
Day 1
Day 2
Day 3
National/State Learning Standards
List specific grade-level standards that are the focus of the lesson being presented.
Specific Learning Target(s)/Objectives Based on state standards, identify what is intended to be measured in learning.
Academic Language General academic vocabulary and content-specific vocabulary included in the unit.
Unit Resources, Materials, Equipment, and Technology
List all resources, materials, equipment, and technology to be used in the unit.
Depth of Knowledge Lesson Questions
What questions can be posed throughout the lesson to assess all levels of student understanding?
· Level 1: Recall
· Level 2: Skill/Concepts
· Level 3: Strategic Thinking
· Level 4: Extended Thinking
Section 2: Instructional Planning
Day 1
Day 2
Day 3
Anticipatory Set
How will students’ prior knowledge be activated as well as gain student interest in the upcoming content?
Presentation of Content
Multiple Means of Representation
Describe how content will be presented in various ways to meet the needs of different learners.
Multiple Means of Representation Differentiation
Explain how materials will be differentiated for each of the following groups:
· English Language Learners (ELL)
· Students with special needs
· Students with gifted abilities
· Early finishers (those who finish early and may need additional sources/support)
Application of Content
Multiple Means of Engagement
How will students explore, practice, and apply the content?
Multiple Means of Engagement Differentiation
Explain how materials will be differentiated for each of the following groups:
· English Language Learners (ELL)
· Students with special needs
· Students with gifted abilities
· Early finishers (those who finish early and may need additional sources/support)
Assessment of Content
Multiple Means of Expression
Formative and summative assessments used to monitor student progress and modify instruction.
Multiple Means of Expression Differentiation
Explain how materials will be differentiated for each of the following groups:
· English Language Learners (ELL)
· Students with special needs
· Students with gifted abilities
· Early finishers (those who finish early and may need additional resources/support)
Be.
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Unit/Subject:
Title of Unit and Brief Summary: Create a title for each lesson and 1-2 sentences summarizing the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
Day 1
Day 2
Day 3
National/State Learning Standards
List specific grade-level standards that are the focus of the lesson being presented.
Specific Learning Target(s)/Objectives Based on state standards, identify what is intended to be measured in learning.
Academic Language General academic vocabulary and content-specific vocabulary included in the unit.
Unit Resources, Materials, Equipment, and Technology
List all resources, materials, equipment, and technology to be used in the unit.
Depth of Knowledge Lesson Questions
What questions can be posed throughout the lesson to assess all levels of student understanding?
· Level 1: Recall
· Level 2: Skill/Concepts
· Level 3: Strategic Thinking
· Level 4: Extended Thinking
Section 2: Instructional Planning
Day 1
Day 2
Day 3
Anticipatory Set
How will students’ prior knowledge be activated as well as gain student interest in the upcoming content?
Presentation of Content
Multiple Means of Representation
Describe how content will be presented in various ways to meet the needs of different learners.
Multiple Means of Representation Differentiation
Explain how materials will be differentiated for each of the following groups:
· English Language Learners (ELL)
· Students with special needs
· Students with gifted abilities
· Early finishers (those who finish early and may need additional sources/support)
Application of Content
Multiple Means of Engagement
How will students explore, practice, and apply the content?
Multiple Means of Engagement Differentiation
Explain how materials will be differentiated for each of the following groups:
· English Language Learners (ELL)
· Students with special needs
· Students with gifted abilities
· Early finishers (those who finish early and may need additional sources/support)
Assessment of Content
Multiple Means of Expression
Formative and summative assessments used to monitor student progress and modify instruction.
Multiple Means of Expression Differentiation
Explain how materials will be differentiated for each of the following groups:
· English Language Learners (ELL)
· Students with special needs
· Students with gifted abilities
· Early finishers (those who finish early and may need additional resources/support)
Be.
EED-470 Practicum Teacher Work Sample Benchmark Assessment a.docxSALU18
EED-470 Practicum Teacher Work Sample
Benchmark Assessment and Rubric
Targeted Essential Learning
Effective literacy teaching focuses on research-based strategies and utilizes student assessment data in order to plan instruction that improves student achievement. (InTASC 4, 6, 7)
Assessment Tool Selected
Data-based lesson plans
Intervention activities
Specific Performance/Task(s)
· Generate a variety of formal and informal assessment tools that align with instruction in order to measure student learning.
· Select and utilize best practice implementation strategies appropriate to different developmental levels.
· Collect, maintain, and use records of student work and performance/achievement to monitor student progress.
· Analyze assessment outcomes to inform instructional methodologies.
· Collaborate in the design, implementation, and support of learning programs that develop students’ academic abilities.
Relevancy of Task to Teacher Candidate
By engaging in the instruction and assessment cycle, teachers are able to create more effective literacy instruction that is tailored to student reading development levels.
General Practicum Information
· Practicum experience requirements, including the diversity and number of required hours for this course are specified in the College of Education Teacher Preparation Programs Practicum/Field Experience Manual.
· Complete the Practicum/Field Experience Observation and Activity Log including the names of the schools and grade levels where the observations took place and document the hours spent in the classroom.
· Spend 20 hours in one classroom, grades 1-3. Let your mentor know that you are working on developing assessment skills. Throughout the practicum, observe and interview your mentor.
· Practicum Observations/Teaching Lessons
· In Topics 2-6, devote attention to each of the four areas of literacy development. For each of these categories, observe a classroom (grades 1-3) as the teacher and students focus on one of the four areas. Keep notes on activities used by the teacher. Suggested practicum schedule for observations and teaching the lesson plans:
· Topic 1: Observations only; look for differentiation techniques for ELL’s and special needs students.
· Topic 2: Phonemic Awareness and Phonics
· Topic 3: Word Study and Fluency
· Topic 4: Vocabulary Development
· Topic 5: Comprehension
· Lesson Plans and Teaching Lessons
· In each of the four areas and using literacy assessments available in the classroom, administer a pre-test to one student in your practicum classroom.
· After you have administered the pre-test, confer with the mentor teacher and prepare lesson plans to address the four areas of literacy development. These lessons should be based on the direct instruction model. The lessons should reflect the areas of need identified through the data analysis collected from the pre-test.
· Teach the lessons to the one student you assessed previously.
· Administer assessments as a post ...
Using SEI Strategies in a SIOP Lesson Plan Assignment and Rubr.docxdickonsondorris
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.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
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 ...
Task based syllabus based on Krahnke's (1987) book: "Approaches to Syllabus Design for Foreign Language
Teaching. Language in Education: Theory and Practice"
Curriculum, Assessments and Methods Literacy and Language Arts 4-.docxfaithxdunce63732
Curriculum, Assessments and Methods: Literacy and Language Arts 4-8 EED 475
EED-475 Language Arts Unit Plan
Benchmark Assignment and Rubric
Targeted Essential Learning
Effective teachers will utilize research-based, best practices to design, plan, implement, and manage instruction that aligns to language arts academic standards. (InTASC 1, 2, 4, 5, 6, 7, 10)
Assessment Tool Selected
Language arts mini-lesson plan
Specific Performance/Task(s)
· Create a standards-based unit plan of mini-lessons for a 4-8 grade classroom.
· Identify and utilize a variety of materials and resources in the plan.
· Utilize varied best-practice learning experiences.
· Manage materials, equipment, and other resources to affect the learning environment.
· Model and/or explain skills, concepts, attributes, and critical thinking processes.
· Collaborate in the design, implementation, and support of learning programs that develop students’ academic abilities.
Relevancy of Task to Teacher Candidate
By using a single piece of text to build a week long set of mini-lessons, classroom teachers will gain expertise in developing students’ reading achievement that is based on current research findings about how 4-8 grade students develop literacy.
General Practicum Information
· Practicum experience requirements, including the diversity and number of required hours for this course are specified in the Teacher Preparation Programs Practicum/Field Experience Manual.
· Complete the Practicum/Field Experience Observation and Activity Log including the names of the schools and grade levels where the observations took place and document the hours spent in the classroom. Submit the log to Taskstream along with your benchmark assignment after you have accumulated all of the required practicum/field experience hours for this course.
· Spend 20 hours in at least two different 4-8 grade classrooms. Throughout the practicum, observe and interview your mentors. Two observations must be in different grade levels and at least one observation must take place in a Title 1 school.
Assessment: Student Prompts/Teacher Directions
Benchmark Assignment: Language Arts Unit Plan
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.
A. Include both mainstream and language minority students.
B. Two observations must be in different grade levels and one observation must be in a Title 1 school.
C. 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-lo.
This week you will be rounding out the 8 weeks by turning in the b.docxamit657720
T
his week you will be rounding out the 8 weeks by turning in the benchmark assignment. This week you should be teaching a 5 day mini lesson plan. Each day you are to teach a different piece of literacy. You will turn in your lesson plans, your practicum hour logs, and a reflection that is 1500-1750 words.
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.
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
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.
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 A ...
Assignment Instructional Practices for Emergent Literacy Learners.docxrock73
Assignment: Instructional Practices for Emergent Literacy Learners
Complete Part II: Write a reflection paper on your instructional lesson plan and address the following: Using APA style 2 pages. Copy of instructional lesson is paste below.
· Explain how you promoted literacy learners' strategic processing and metacognition in the reading and writing processes.
· Evaluate the effectiveness of the lesson based on specific data you collected during this lesson.
· Explain how you could have differentiated the lesson to meet the needs of literacy learners requiring additional support.
· Analyze the data to determine next steps for the student and reflect on what you might do differently next time.
Helpful Reference
Rog, L. J. (2007). Marvelous minilessons for teaching beginning writing, K–3. Newark, DE: International Reading Association.
· Chapter 1, “Developmental Stages of Writing” (pp. 1–18)
Use this chapter to guide your understanding of the developmental stages of writing instruction and how to support them in the classroom.
Ciampa, K. (2012). Reading in the digital age: Using electronic books as a teaching tool for beginning readers. Retrieved from http://files.eric.ed.gov/fulltext/EJ981797.pdf
Davidson, C. (2009). Young children’s engagement with digital texts and literacies in the home: Pressing matters for the teaching of English in early years of schooling. Retrieved from http://education.waikato.ac.nz/research/files/etpc/files/2009v8n3art3.pdf
This Copy of instructional lesson plan
Setting/Grade Level: Kindergarten
Subject(s): Reading School: California Elementary School
Date: Theme/Title:
1. PLANNING
Standards Addressed
List the standards by including the state, number of the standard(s), and a description of the standard(s).
In this study, the California Common Core State Standards which; describes the standards for all grades; are utilized. The grade level that is being addressed and referred to; is the kindergarten level, and the subject to be addressed is reading.
As explained, these standards are associated with the California state. The standards are as follows;
A). understanding print content. The students should be able to understand the organization of printed word and thus manage to follow sentences from right to left, page from top to bottom and pages from page one to the next. The students should also understand that spoken word could be; presented; through writing and that, words are separated by spaces when printed or even handwritten.
b). Phonological awareness. The students should attain an understanding of spoken word, sounds and syllables. They should thus understand aspects like rhyming of words and segmentation of syllables in words.
c). Phonics and recognition of words. Students should be able to apply grade level phonics and decode words both in isolation and in texts.
d). reading any form of reading texts with a lot of understanding the text and with a purpose (C ...
EDUC 521
Final IEP Instructions
Review Elli Smith’s Present Level of Academic Achievement and Functional Performance (PLAAFP) to complete your Final IEP assignment. To complete this assignment, fill in the Blank IEP provided (highlighted portions) as if this IEP meeting is occurring at the beginning of Elli’s 2nd grade year. Look for the instructions throughout the IEP and review the grading rubric for this assignment to make sure you complete all areas of the IEP.
You may use your course notes and textbook materials, but do not accept assistance from anyone in developing your Final IEP. Review the feedback from your IEP Goals in Module/Week 3 before completing this assignment. If these goals were approved, you can use this on this Final IEP assignment.
Read the report carefully. You must base your responses for the Final IEP on the information provided.
Submit the Final IEP via LiveText by 11:59 p.m. (ET) on Friday of Module/Week 8.
EDUC 521
Elementary Individualized Education Program
Complete the Cover Page:
Student’s Name: Elli Smith
Grade: 2
Disability:
Date of IEP meeting:
(Use date at beginning of school year)
The IEP annual review must occur before:
Most recent evaluation date:
(Use date at beginning of school year)
Next re-evaluation (every 3 years) must occur before:
IEP Teacher/Manager (Your Name):
School: Liberty Elementary School
The Individualized Education Plan (IEP) that accompanies this document is meant to support the positive process and team approach. The IEP is a working document that outlines the student’s vision for the future, strengths, and needs. The IEP is not written in isolation. The intent of an IEP is to bring together a team of people who understand and support the student in order to come to a consensus on a plan and appropriate and effective education for the student. No two teams are alike, and each team will arrive at different answers, ideas, supports, and services to address the student’s unique needs. The student and his/her family members are vital participants, as well as teachers, assistants, specialists, outside service providers, and the principal. When all team members are present, the valuable information shared supports the development of a rich student profile and education plan.
Participants Involved
The list below indicates that the individual participated in the development of this IEP and the placement decision; it does not authorize consent. Parent consent is indicated on the “Prior Notice” page.
Include all participants that are required by IDEA to attend an IEP meeting.
Note: You can make up the names of the participants but the position must reflect the required participant positions according to IDEA.
Name of Participant
Position
Elementary Individualized Education Program
Factors for IEP Team Consideration
During the IEP meeting, the following factors must be considered by the IEP team. Best practice suggests that the IEP team documents that the factors were ...
Executive Program Practical Connection Assignment Component .docxelbanglis
Executive Program Practical Connection Assignment
Component
Proficient (15 to 20 points)
Competent (8 to 14 points)
Novice (1 to 7 points)
Score
Assignment Requirements
Student completed all required portions of the assignment
Completed portions of the assignment
Did not complete the required assignment.
Writing Skills, Grammar, and APA Formatting
Assignment strongly demonstrates graduate-level proficiency in organization, grammar, and style.
Assignment is well written, and ideas are well developed and explained. Demonstrates strong writing skills. Student paid close attention to spelling and punctuation. Sentences and paragraphs are grammatically correct.
Proper use of APA formatting. Properly and explicitly cited outside resources. Reference list matches citations.
Assignment demonstrates graduate-level proficiency in organization, grammar, and style.
Assignment is effectively communicated, but some sections lacking clarity. Student paid some attention to spelling and punctuation, but there are errors within the writing. Needs attention to proper writing skills.
Use of APA formatting and citations of outside resources, but has a few instances in which proper citations are missing.
Assignment does not demonstrate graduate-level proficiency in organization, grammar, and style.
Assignment is poorly written and confusing. Ideas are not communicated effectively. Student paid no attention to spelling and punctuation. Demonstrates poor writing skills.
The assignment lacks the use of APA formatting and does not provide proper citations or includes no citations.
Maintains purpose/focus
Submission is well organized and has a tight and cohesive focus that is integrated throughout the document
Submissions has an organizational structure and the focus is clear throughout.
Submission lacks focus or contains major drifts in focus
Understanding of Course Content
Student demonstrates understand of course content and knowledge.
Student demonstrates some understanding of course content and knowledge.
Student does not demonstrate understanding of course content and knowledge.
Work Environment Application
Student strongly demonstrates the practical application, or ability to apply, of course objectives within a work environment.
Student demonstrates some practical application, or ability to apply, of course objectives within a work environment.
Student does not demonstrate the practical application, or ability to apply, of course objectives within a work environment.
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) an ...
Using C#, write a program to find the nearest common parent of any t.docxgidmanmary
Using C#, write a program to find the nearest common parent of any two nodes in a binary tree. Aside from stacks and queues, do not use any data structures that are built into the language. Package an executable to run that visually demonstrates the tree and the common parent. This could be ASCII art or web based.
.
Using autoethnography in a qualitative research,consider a resid.docxgidmanmary
Using autoethnography in a qualitative research,
consider a resident of Sedgwick County, Colorado community to be the researcher of this study? Over the past 16 years, only two building permits for new housing construction have been issued in Sedgwick County, Colorado. This is consistent with the depopulation (particularly of younger persons) and economic diminution that is attributed to a declining rainfall since the 1970s. These are quantitative details. It is unclear how much of the depopulation was due to perceived opportunities elsewhere, to copycat or fad behavior, and to perceived change in local economic opportunity.
This is the only situation where the researcher can offer his/her own perspective as data for the study. How does the researcher guard against the limitations of his/her existing bias? How does he/she make sure that the data collected will be informative to a larger audience? [250 words, 2 references, 2 Intext Citations, Original Writings only]
.
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Curriculum, Assessments and Methods Literacy and Language Arts 4-.docxfaithxdunce63732
Curriculum, Assessments and Methods: Literacy and Language Arts 4-8 EED 475
EED-475 Language Arts Unit Plan
Benchmark Assignment and Rubric
Targeted Essential Learning
Effective teachers will utilize research-based, best practices to design, plan, implement, and manage instruction that aligns to language arts academic standards. (InTASC 1, 2, 4, 5, 6, 7, 10)
Assessment Tool Selected
Language arts mini-lesson plan
Specific Performance/Task(s)
· Create a standards-based unit plan of mini-lessons for a 4-8 grade classroom.
· Identify and utilize a variety of materials and resources in the plan.
· Utilize varied best-practice learning experiences.
· Manage materials, equipment, and other resources to affect the learning environment.
· Model and/or explain skills, concepts, attributes, and critical thinking processes.
· Collaborate in the design, implementation, and support of learning programs that develop students’ academic abilities.
Relevancy of Task to Teacher Candidate
By using a single piece of text to build a week long set of mini-lessons, classroom teachers will gain expertise in developing students’ reading achievement that is based on current research findings about how 4-8 grade students develop literacy.
General Practicum Information
· Practicum experience requirements, including the diversity and number of required hours for this course are specified in the Teacher Preparation Programs Practicum/Field Experience Manual.
· Complete the Practicum/Field Experience Observation and Activity Log including the names of the schools and grade levels where the observations took place and document the hours spent in the classroom. Submit the log to Taskstream along with your benchmark assignment after you have accumulated all of the required practicum/field experience hours for this course.
· Spend 20 hours in at least two different 4-8 grade classrooms. Throughout the practicum, observe and interview your mentors. Two observations must be in different grade levels and at least one observation must take place in a Title 1 school.
Assessment: Student Prompts/Teacher Directions
Benchmark Assignment: Language Arts Unit Plan
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.
A. Include both mainstream and language minority students.
B. Two observations must be in different grade levels and one observation must be in a Title 1 school.
C. 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-lo.
This week you will be rounding out the 8 weeks by turning in the b.docxamit657720
T
his week you will be rounding out the 8 weeks by turning in the benchmark assignment. This week you should be teaching a 5 day mini lesson plan. Each day you are to teach a different piece of literacy. You will turn in your lesson plans, your practicum hour logs, and a reflection that is 1500-1750 words.
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.
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
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.
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 A ...
Assignment Instructional Practices for Emergent Literacy Learners.docxrock73
Assignment: Instructional Practices for Emergent Literacy Learners
Complete Part II: Write a reflection paper on your instructional lesson plan and address the following: Using APA style 2 pages. Copy of instructional lesson is paste below.
· Explain how you promoted literacy learners' strategic processing and metacognition in the reading and writing processes.
· Evaluate the effectiveness of the lesson based on specific data you collected during this lesson.
· Explain how you could have differentiated the lesson to meet the needs of literacy learners requiring additional support.
· Analyze the data to determine next steps for the student and reflect on what you might do differently next time.
Helpful Reference
Rog, L. J. (2007). Marvelous minilessons for teaching beginning writing, K–3. Newark, DE: International Reading Association.
· Chapter 1, “Developmental Stages of Writing” (pp. 1–18)
Use this chapter to guide your understanding of the developmental stages of writing instruction and how to support them in the classroom.
Ciampa, K. (2012). Reading in the digital age: Using electronic books as a teaching tool for beginning readers. Retrieved from http://files.eric.ed.gov/fulltext/EJ981797.pdf
Davidson, C. (2009). Young children’s engagement with digital texts and literacies in the home: Pressing matters for the teaching of English in early years of schooling. Retrieved from http://education.waikato.ac.nz/research/files/etpc/files/2009v8n3art3.pdf
This Copy of instructional lesson plan
Setting/Grade Level: Kindergarten
Subject(s): Reading School: California Elementary School
Date: Theme/Title:
1. PLANNING
Standards Addressed
List the standards by including the state, number of the standard(s), and a description of the standard(s).
In this study, the California Common Core State Standards which; describes the standards for all grades; are utilized. The grade level that is being addressed and referred to; is the kindergarten level, and the subject to be addressed is reading.
As explained, these standards are associated with the California state. The standards are as follows;
A). understanding print content. The students should be able to understand the organization of printed word and thus manage to follow sentences from right to left, page from top to bottom and pages from page one to the next. The students should also understand that spoken word could be; presented; through writing and that, words are separated by spaces when printed or even handwritten.
b). Phonological awareness. The students should attain an understanding of spoken word, sounds and syllables. They should thus understand aspects like rhyming of words and segmentation of syllables in words.
c). Phonics and recognition of words. Students should be able to apply grade level phonics and decode words both in isolation and in texts.
d). reading any form of reading texts with a lot of understanding the text and with a purpose (C ...
EDUC 521
Final IEP Instructions
Review Elli Smith’s Present Level of Academic Achievement and Functional Performance (PLAAFP) to complete your Final IEP assignment. To complete this assignment, fill in the Blank IEP provided (highlighted portions) as if this IEP meeting is occurring at the beginning of Elli’s 2nd grade year. Look for the instructions throughout the IEP and review the grading rubric for this assignment to make sure you complete all areas of the IEP.
You may use your course notes and textbook materials, but do not accept assistance from anyone in developing your Final IEP. Review the feedback from your IEP Goals in Module/Week 3 before completing this assignment. If these goals were approved, you can use this on this Final IEP assignment.
Read the report carefully. You must base your responses for the Final IEP on the information provided.
Submit the Final IEP via LiveText by 11:59 p.m. (ET) on Friday of Module/Week 8.
EDUC 521
Elementary Individualized Education Program
Complete the Cover Page:
Student’s Name: Elli Smith
Grade: 2
Disability:
Date of IEP meeting:
(Use date at beginning of school year)
The IEP annual review must occur before:
Most recent evaluation date:
(Use date at beginning of school year)
Next re-evaluation (every 3 years) must occur before:
IEP Teacher/Manager (Your Name):
School: Liberty Elementary School
The Individualized Education Plan (IEP) that accompanies this document is meant to support the positive process and team approach. The IEP is a working document that outlines the student’s vision for the future, strengths, and needs. The IEP is not written in isolation. The intent of an IEP is to bring together a team of people who understand and support the student in order to come to a consensus on a plan and appropriate and effective education for the student. No two teams are alike, and each team will arrive at different answers, ideas, supports, and services to address the student’s unique needs. The student and his/her family members are vital participants, as well as teachers, assistants, specialists, outside service providers, and the principal. When all team members are present, the valuable information shared supports the development of a rich student profile and education plan.
Participants Involved
The list below indicates that the individual participated in the development of this IEP and the placement decision; it does not authorize consent. Parent consent is indicated on the “Prior Notice” page.
Include all participants that are required by IDEA to attend an IEP meeting.
Note: You can make up the names of the participants but the position must reflect the required participant positions according to IDEA.
Name of Participant
Position
Elementary Individualized Education Program
Factors for IEP Team Consideration
During the IEP meeting, the following factors must be considered by the IEP team. Best practice suggests that the IEP team documents that the factors were ...
Executive Program Practical Connection Assignment Component .docxelbanglis
Executive Program Practical Connection Assignment
Component
Proficient (15 to 20 points)
Competent (8 to 14 points)
Novice (1 to 7 points)
Score
Assignment Requirements
Student completed all required portions of the assignment
Completed portions of the assignment
Did not complete the required assignment.
Writing Skills, Grammar, and APA Formatting
Assignment strongly demonstrates graduate-level proficiency in organization, grammar, and style.
Assignment is well written, and ideas are well developed and explained. Demonstrates strong writing skills. Student paid close attention to spelling and punctuation. Sentences and paragraphs are grammatically correct.
Proper use of APA formatting. Properly and explicitly cited outside resources. Reference list matches citations.
Assignment demonstrates graduate-level proficiency in organization, grammar, and style.
Assignment is effectively communicated, but some sections lacking clarity. Student paid some attention to spelling and punctuation, but there are errors within the writing. Needs attention to proper writing skills.
Use of APA formatting and citations of outside resources, but has a few instances in which proper citations are missing.
Assignment does not demonstrate graduate-level proficiency in organization, grammar, and style.
Assignment is poorly written and confusing. Ideas are not communicated effectively. Student paid no attention to spelling and punctuation. Demonstrates poor writing skills.
The assignment lacks the use of APA formatting and does not provide proper citations or includes no citations.
Maintains purpose/focus
Submission is well organized and has a tight and cohesive focus that is integrated throughout the document
Submissions has an organizational structure and the focus is clear throughout.
Submission lacks focus or contains major drifts in focus
Understanding of Course Content
Student demonstrates understand of course content and knowledge.
Student demonstrates some understanding of course content and knowledge.
Student does not demonstrate understanding of course content and knowledge.
Work Environment Application
Student strongly demonstrates the practical application, or ability to apply, of course objectives within a work environment.
Student demonstrates some practical application, or ability to apply, of course objectives within a work environment.
Student does not demonstrate the practical application, or ability to apply, of course objectives within a work environment.
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) an ...
Using C#, write a program to find the nearest common parent of any t.docxgidmanmary
Using C#, write a program to find the nearest common parent of any two nodes in a binary tree. Aside from stacks and queues, do not use any data structures that are built into the language. Package an executable to run that visually demonstrates the tree and the common parent. This could be ASCII art or web based.
.
Using autoethnography in a qualitative research,consider a resid.docxgidmanmary
Using autoethnography in a qualitative research,
consider a resident of Sedgwick County, Colorado community to be the researcher of this study? Over the past 16 years, only two building permits for new housing construction have been issued in Sedgwick County, Colorado. This is consistent with the depopulation (particularly of younger persons) and economic diminution that is attributed to a declining rainfall since the 1970s. These are quantitative details. It is unclear how much of the depopulation was due to perceived opportunities elsewhere, to copycat or fad behavior, and to perceived change in local economic opportunity.
This is the only situation where the researcher can offer his/her own perspective as data for the study. How does the researcher guard against the limitations of his/her existing bias? How does he/she make sure that the data collected will be informative to a larger audience? [250 words, 2 references, 2 Intext Citations, Original Writings only]
.
Using Earned Value to Determine StatusJennifer turned in her statu.docxgidmanmary
Using Earned Value to Determine Status
Jennifer turned in her status report for the newly approved mailing activities. She feels that her pieces are on track with nothing for you to worry about. She reports the following information for the critical path tasks:
You review her status report and determine that Jennifer does not have a solid grasp of her status. Ben was unable to provide you with anything more than, “Things are moving along just fine.”
Using earned value measurements along with the other information and metrics available, determine the true status of Jennifer’s portion of the project.
Prepare an updated status report (1 page) for Jennifer and share the measurements and your rationale in your determination of the status for the project.
Create a 2–3 slide presentation explaining the benefits of using EVM.
Be sure to document some instructions (1-page document) for Jennifer and Ben for determining the project status for their next project update to you.
Also, provide materials that would be used to train Jennifer and Ben on the benefits and application of earned value.
The materials should include some guidelines for Jennifer and Ben to help them create and then interpret the metrics.
Please refer to the following multimedia course material(s):
Unit 5: Cost and Schedule Measures
Unit 5: Controlling a Project
Unit 5: Earned Value and Risk Management
Unit 5: Earned Value Analysis
Please I need 3 slides w/ notes and a word doc.
.
Using at least your textbook and a minimum of three additional sourc.docxgidmanmary
Using at least your textbook and a minimum of three additional sources, answer the following questions. Your paper should be at least three pages in length, excluding title and reference pages. Follow APA style guidelines.
1. The bilateral agreement has enabled China and South Korea an increase in trade and an increase in trade deficit for the United States; what are the advantages and disadvantages for the United States to continue these relationships with the bi-lateral agreements?
2. With regards to the various agreements/treaties discussed, EU, WTO, NAFTA, CARICOM, APEC, MERCOSUR and ASEAN:
Discuss any pending applications, candidate countries, or associate members.
What are the advantages/implications for trade within the trading group and for the United States?
Determine the GDP and GNP of those pending countries.
Based upon your assessment, do you think these countries should become full members of the FTAs they have applied to? Why, or why not?
Daniels, J. D., Radebaugh, L. H., & Sullivan, D. P. (2015).
International business: Environments and operations
(15th ed.). Upper Saddle River, NJ: Pearson Education
.
Using APA style format, write a 4-5 page paper describing the provis.docxgidmanmary
Using APA style format, write a 4-5 page paper describing the provisions of the following major labor laws as well as their impact on organizations and the union-management relationship:
A. The Railway Labor Act
B. The Norris-La Guardia Act
C. The Wagner Act
D. The Taft-Hartley Act
E. The Landrum-Griffin Act
Submit your assignment.
Submitting your assignment in APA format means, at a minimum, you will need the following:
1.
TITLE PAGE.
Remember the Running head: AND TITLE IN ALL CAPITALS
2.
ABSTRACT.
A summary of your paper…not an introduction. Begin writing in third person voice.
3.
BODY.
The body of your paper begins on the page following the title page and abstract page and must be double-spaced (be careful not to triple- or quadruple-space between paragraphs). The type face should be 12-pt. Times Roman or 12-pt. Courier in regular black type. Do not use color, bold type, or italics except as required for APA level headings and references. The deliverable length of the body of your paper for this assignment is 4-5 pages. In-body academic citations to support your decisions and analysis are required. A variety of academic sources is encouraged.
4.
REFERENCE PAGE.
References that align with your in-body academic sources are listed on the final page of your paper. The references must be in APA format using appropriate spacing, hang indention, italics, and upper and lower case usage as appropriate for the type of resource used. Remember, the Reference Page is not a bibliography but a further listing of the abbreviated in-body citations used in the paper. Every referenced item must have a corresponding in-body citation.
For assistance with your assignment, please use your text, Web resources, and all course materials.
.
Use the organization you selected in Week One and the Security Ass.docxgidmanmary
Use
the organization you selected in Week One and the Security Assessment Worksheet for the basis of this assignment.
Write
a 1,400- to 1,750-word paper that discusses how security officials determine vulnerabilities to natural, human-made, and technological threats. Apply these strategies to your selected organization.
Include
the following in your paper:
Vulnerabilities associated with informational, technological, natural, and human-made threats
Vulnerabilities associated with personnel and work behaviors
Transportation vulnerabilities
Socio-economic and criminal activity factors associated with the environment surrounding the area
Vulnerabilities associated with neighboring businesses
Include
the completed Week Two section of the Security Assessment Worksheet.
Create
a representation of the organization’s basic floor plan that includes the current security countermeasures. Include this representation as an Appendix to your paper.
Format
your paper consistent with APA guidelines.
See attached
.
Using DuPont analysis is a quick and relatively easy way to assess t.docxgidmanmary
Using DuPont analysis is a quick and relatively easy way to assess the overall health of a firm.
Go to finance.yahoo.com and choose a company by entering the company name in the box to the left of “Get Quotes.” Please use SPRINT CORPORATION.
Once you have the company overview page open, to the left you will see a list of links for further information on that firm. Near the bottom of the link column are financial statements. Open the firm’s Income Statement and Balance Sheet and use the information there to calculate all parts of the DuPont Ratio for the past three years;
Report each ratio value as well as the numerator and denominator of each of the 4 ratios for the past 3 years (12 ratios in total). Discuss the trends revealed in each ratio. Please be sure to note your firm’s name in the title of your post and please do not duplicate firms.
.
Using APA style, prepare written research paper of 4 double spaced p.docxgidmanmary
Using APA style, prepare written research paper of 4 double spaced pages of content. A minimum of three outside sources is required. Do not use WikiPedia as a source. On an HR topic(
Importance of Privacy, confidential information for both the employee and client)
One source being an article I have from bloomberg businessweek. Sources must me cited.
.
Use the organization selected for your Managing Change Paper Part .docxgidmanmary
Use
the organization selected for your Managing Change Paper Part I.
Prepare
a 1,050- to 1,400-word paper defining and explaining the importance of understanding shared vision and organizational culture in the context of change for your selected organization.
Examine
modeling as a facilitator of change and explain the three models of change that were discussed for this week.
.
Use your knowledge to develop the circumstances and details involved.docxgidmanmary
Use your knowledge to develop the circumstances and details involved in a federal case against a fictitious criminal offender. In your assignment, provide a description of the criminal offender, including the type of crime committed and the charge handed down by law enforcement.
Then, explain the circumstances and details of the federal case tracing the chronological events from lowest possible level to the U.S. Supreme Court.
Be sure to cite all references in APA format.
9-15 paragraphs
Include references
.
Use the percentage method to compute the federal income taxes to w.docxgidmanmary
Use the percentage method to compute the federal income taxes to withhold from the wages or salaries of each employee.
4–2A.
Employee
No.
Employee Name
Marital
Status
No. of
Withholding
Allowances
Gross Wage
or Salary
Amount
to Be
Withheld
1
Amoroso, A.
M
4
$1,610
weekly
2
Finley, R.
S
0
825
biweekly
3
Gluck, E.
S
5
9,630
quarterly
4
Quinn, S.
M
8
925
semimonthly
5
Treave, Y.
M
3
2,875
monthly
Eaton Enterprises uses the wage-bracket method to determine federal income tax withholding on its employees.
Find the amount to withhold from the wages paid each employee.
4–4A.
Employee
Marital
Status
No. of
Withholding
Allowances
Payroll Period
W = Weekly
S = Semimonthly
M = Monthly
D = Daily
Wage
Amount to
Be Withheld
Hal Bower
M
1
W
$1,350
Ruth Cramden
S
1
W
590
Gil Jones
S
3
W
675
Teresa Kern
M
6
M
4,090
Ruby Long
M
2
M
2,730
Katie Luis
M
8
S
955
Susan Martin
S
1
D
96
*Jim Singer
S
4
S
2,610
Martin Torres
M
4
M
3,215
*Must use percentage method (Jim Singer ONLY)
Damerly Company wants to give a holiday bonus check of $250 to each employee.
Since it wants the check amount to be $250, it will need to gross up the amount of the bonus.
Calculate the withholding
taxes and gross amount of the bonus to be made to John Rolen if his cumulative earnings for the year are $46,910.
Besides, being subject to social security taxes and federal income tax (supplemental rate), a 7% California income tax must be withheld on supplemental payments.
4–6A.
(a)
$250
1 – 0.25 (supplemental federal rate) – 0.062 (OASDI) – 0.0145 (HI) – 0.07 (California tax) = ___________
(b)
$250/(1 – 0.3965) = __________
(c)
Gross bonus amount __________
Federal income tax withheld __________
OASDI tax withheld ____________
HI tax withheld ____________
California income tax withheld ___________
Take-home bonus check __________
George Clausen (age 48) is employed by Kline Company and is paid a salary of $42,640.
He has just decided to join the company’s Simple Retirement Account (IRA form) and has a few questions.
Answer the following:
4–11A.
(a)
Clausen’s maximum contribution _____________
(b)
Kline Company’s contribution (3%) _____________
(c)
Clausen’s take-home pay with the
retirement contribution deducted:
Weekly pay
.............................................................
$
820.00
FICA—OASDI
..............................................................
______
FICA—HI
.....................................................................
______
FIT ($820.00 – $230.77 = $589.23 taxable)
...............
_________*
State income tax ($820.00
×
0.023)
...........................
______
Retirement contribution ($12,000 ÷ 52)
............ ....
_______
Take-home pay
.......................................................
_______
*Married, 2 allowances.
(d)
Clausen’s take-home pay without the
retirement contributi.
Use the textbook andor online sources to locate and capture three w.docxgidmanmary
Use the textbook and/or online sources to locate and capture three works of art.
one from the Early Renaissance (fourteenth century, 1300–1399)
one from the Northern European Renaissance (fifteenth century, 1400–1499)
one from the Italian Renaissance (fifteenth century, 1400–1499)
Your works of art must either be all paintings or all sculptures.
Place these images in a Word document. Then do the following:
For each image identify:
The artist
Title of the work of art
The date(s) it was created
The medium or materials used to create the work of art, such as oil paint, marble, etc.
Where the work is located now.
In a
well-developed
paragraph (4–6 sentences) provide at least two important historical facts about each piece that makes the piece important to the history of art.
In another well-developed paragraph (4–6 sentences) based on your personal observations, describe how the artist had depicted the human figure.
In a 6–10-sentence concluding paragraph(s):
Compare and contrast how the depiction of the human figure has changed.
Be sure to note such things as general appearance of the figures; their body types; whether the figures have been stylized, elongated, or idealized; and whether their clothing, colors, and other visual details have changed.
Based on your reading and what you learned from the historic facts you have for each work of art discuss what may have been influencing factors behind these changes.
Offer a citation of your sources for each image and the information provided as appropriate.
.
Use the Web to conduct research on User Domain Security Policy and A.docxgidmanmary
Use the Web to conduct research on User Domain Security Policy and Access Management. Write a report which describes and differentiates the following:
(1) End-User Access Controls
(2) Administrator Access Controls
(3) Application Developer Access Controls
Your report should be at least 600 words total and APA formatted. Make sure to include your references.
.
Use this Article to create the powerpoint slidesBrown, S. L., No.docxgidmanmary
Use this Article to create the powerpoint slides
Brown, S. L., Nobiling, B. D., Teufel, J., & Birch, D. A. (2011). Are kids too busy? Early adolescents' perceptions of discretionary activities, overscheduling and stress.
Journal of School Health,
81(9), 574-580.
Resource:
Assigned journal article
Create
a 7- to 10-slide presentation with speaker notes examining the differences between descriptive and inferential statistics used in the journal article you were assigned.
Address
the following items as they apply to the article:
Describe the functions of statistics.
Define descriptive and inferential statistics.
Provide at least one example of the relationship between descriptive and inferential statistics.
*******ALL I NEED IS 2 SLIDES WITH NOTES FOR THE INTRODUCTION AND 2 SLIDES WITH NOTES FOR THE CONCLUSION*******
.
use the work sheet format made available but only to give brief, bu.docxgidmanmary
use the work sheet format made available but only to give brief, bullet point advantages and disadvantages for each business form. Then choose the two business forms which would be the most logical to use or are in use for a business that you work for, that you know of, or that you would like to start. Then, in a
maximum of 500 words
, explain to me how the advantages and disadvantages of the two business forms would affect the chosen business's operations. I am asking you to consider the practical effect of a business form selection.
Business Forms Worksheet
There are seven forms of business: sole proprietorship, partnership, limited liability partnership, limited liability company (including the single member LLC), S Corporation, Franchise, and Corporation.
1.
Research and provide
three
advantages and
three
disadvantages for each
business
form
.
2.
Provide a 100
- to
200
-
word summary
in which
you provide an example business that you would start for each form
. W
hat is legally necessary to file in order to form that business
? D
iscuss at least one of the advantages and one of the disadvantages of that form.
Sole Proprietorship
Advantages
1.
2.
3.
Disadvantages
1.
2.
3.
Summary
Partnership
Advantages
1.
2.
3.
Disadvantages
1.
2.
3.
Summary
Limited Liability Partnership
Advantages
1.
2.
3.
Disadvantages
1.
2.
3.
Summary
Limited Liability Company
, (including the single member LLC)
Advantages
1.
2.
3.
Disadvantages
1.
2.
3.
Summary
S Corporation
Advantages
1.
2.
3.
Disadvantages
1.
2.
3.
Summary
Franchise
Advantages
1.
2.
3.
Disadvantages
1.
2.
3.
Summary
Corporation
Advantages
1.
2.
3.
Disadvantages
1.
2.
3.
Summary
Business Forms Worksheet
There are seven forms of business: sole proprietorship, partnership, limited liability partnership, limited liability company (including the single member LLC), S Corporation, Franchise, and Corporation.
1.
Research and provide
three
advantages and
three
disadvantages for each
business
form
.
2.
Provide a 100
- to
200
-
word summary
in which
you provide an example business that you would start for each form
. W
hat is legally necessary to file in order to form that business
? D
iscuss at least one of the advantages and one of the disadvantages of that form.
Sole Proprietorship
Advantages
1.
2.
3.
Disadvantages
1.
2.
3.
Summary
Partnership
Advantages
1.
2.
3.
Disadvantages
1.
2.
3.
Summary
Limited Liabil.
Use these three sources to compose an annotated bibliography on Data.docxgidmanmary
Use these three sources to compose an annotated bibliography on Data Quality
Loshin, D. (2011).
The practitioner's guide to data quality improvement
. Burlington, MA: Morgan Kaufmann.
Khosrow-Pour, M. (2009).
Encyclopedia
of information science and technology
. Hershey, PA: Information Science Reference.
Olson, S. (2013).
Sharing clinical research data: Workshop summary
. Washington, D.C: The
National Academies Press
.
Use this outline to crete a four page essay. Guideline included and .docxgidmanmary
Use this outline to crete a four page essay. Guideline included and advertisment.
be focused on analyzing an advertisement, current or vintage, that’s appropriate for a college-level audience;
(Ad is included)
include a thesis statement at the end of the introduction that conveys the overall effectiveness of the chosen ad;
include details to establish the visual description and context of the ad;
identify the various ways rhetorical appeals are used;
be typed and submitted as a Microsoft Word 2010 document (.docx), with 12-point font and APA formatting for margins, title page, running heads, and page numbers
be three to four double-spaced pages, not including the title page; and
.
Use the SPSS software and the data set (2004)GSS.SAV (attached).docxgidmanmary
Use the SPSS software and the data set:
(2004)GSS.SAV (attached)
recode the variable for political party identification (PARTYID) into a NEW variable that uses the following old values to create the following new
categories:
Data set:
2004gssnew-6.sav
binge1-2.sav
1 thru 2 = 1= Democrat
3 thru 5 = 2 = Independent
6 thru 7 = 3 = Republican
8 = 4 = Other
(Answer the following questions; use the (new) recoded variable with a variable premarsx and compare them- crosstab)
Note:
Variable PREMARSX will be a dependent variable (place it in the row), variable NEW PARTID will be an independent variable (place it in the column).
Remember to request column percentages.
Show your work (attach all tables).
1. Of all the respondents who are
Republicans
, what
percentage
believes that premarital sex is always wrong?
________________________________________________
2. Of all the respondents who are
Democrats
, what
percentage
believes that premarital sex in
not
wrong at all?
_________________________________________________
3. Of all the people who are
Independents
, what
percentage
believes that premarital sex is always wrong or almost always wrong?
________________________________________________________
4.
Seven detention centers are surveyed. The current number of inmates in each detention center is 30, 11, 22, 15, 5, 42, and 99. What is the median number of inmates?
Answer: _________________________
5. When do we use a Chi square?
_______________________________________________
6. Participants in a research study have been classified as lower, middle, or upper class in terms of their socioeconomic status. We can say that the variable of social class has been measured at the ____________________ level of measurement.
7. A distribution has 14 scores. Each score is represented only once in the distribution, with two exceptions. The score of 72, appears three times, and the score of 48 appears four times.
What is the mode of the distribution?
8. Assume that the mean of a distribution of test scores is 40 and the standard deviation is 10. You have been told that your test score
is one standard deviation above the mean.
What is your test score?
9. Assume that the mean of a distribution of test scores is 60, with a standard deviation of 20. What would be the value of the score that
falls two standard deviations below the mean?
10. What menu across the top of the SPSS data editor window will let you access the FREQUENCIES command?
(a)
Analyze
(d)
Summarize
(b)
Data
(e)
Window
(c)
Transform
Answer: ___________________________
11. Briefly explain the difference between
percent
and
valid percent
in a frequency table.
12. In a survey instrument, a question asks “In a typical week, how often do you exercise enough to raise your heart rate?”
The response categories are never; 1 time per week; 2 times per w.
Use the Internet to research functional systems that would contain a.docxgidmanmary
Use the Internet to research functional systems that would contain a customer's name and information. Post a functional system that would include a customer's name and explain the purpose of the system and why it would be included.
(Optional)
Select and research a company that uses cross-functional systems. Note any obvious advantages and disadvantages you might find within the company selected. Post your reply to include:
• At least three advantages or disadvantages that you find might exist within the company selected.
• Justification for your selection with each post.
.
Embracing GenAI - A Strategic ImperativePeter Windle
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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
The Roman Empire A Historical Colossus.pdfkaushalkr1407
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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
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.
ELA Mini-Unit TemplatePart 1 Student GoalPart 2 Mini.docx
1. ELA Mini-Unit Template
Part 1: Student Goal
Part 2: Mini Unit
Day 1
Day 2
Day 3
A. Lesson Title, Objectives, and
Brief Summary
B. National/State Learning Standards
C. Vocabulary and Academic Language
D. Materials and Resources
3. respond appropriately during instruction, utilizing supportive
instructional strategies and technologies to meet student needs.
Using assistive technologies, such as alternative and
augmentative communication systems, to support instructional
assessment, planning, and delivery, is essential to the language
development and communication of students with disabilities.
Read the case study below to inform the assignment.
Case Study: Stephanie
Grade: 5th
Age: 10
Stephanie is a fifth grade student who is intellectually disabled
and also has a severe language disorder. She is 10‐years‐old and
spends a great portion of her day in self‐contained settings. She
receives speech therapy from a speech pathologist for a
minimum of 30 minutes, four days a week. The rest of the time
her language needs are supported by the special education
teacher. She does attend a general education fifth grade
classroom daily for 60 minutes for English language arts
instruction, per her parent’s request. An instructional assistant
accompanies her to class.
Stephanie’s oral expression skills are in the below average
range. She struggles with oral expression speech, expressive
language, and meanings of words. Her speech is limited and she
usually has poor decoding and reading comprehension skills.
Her reading level is at a low first grade level, reading simple
stories with a Lexile level of 275‐400. Her favorite book is If
You Give a Mouse a Cookie by Laura Numeroff. Stephanie
writes very little and relies on the Picture Exchange System as
her primary form of communication.
Stephanie attends the fifth grade English language arts class for
exposure to more appropriate grade level content and
socialization. She requires frequent breaks and one‐on‐one
support from an assistant when participating in the general
education setting. The special education teacher and assistant
work with the general education teacher and follow the
modified curriculum from the state department of education.
4. For standardized grade‐level testing, Stephanie participates in
the yearly Alternate Assessment. The assessment is
administered orally by the teacher and a proctor is present. The
assessment is multiple choice and the administrator can accept
eye gazing, finger pointing, and verbal responses to answer
questions. The assessment is not timed and the teacher can
apply the 10 response rule: If the student does not respond after
10 questions, the teacher can end the assessment.
Assignment:
Use the “ELA Mini‐Unit Template” to complete this
assignment.
Part 1: Student Goal
Write a measurable reading comprehension goal for Stephanie’s
IEP. Within the goal, incorporate an alternative and
augmentative communication system to support her
communication and learning.
Part 2: Mini‐Unit
Compose a mini‐unit of three ELA lesson plans for the general
education classroom that incorporates your ELA standards for
teaching reading comprehension to fifth graders.
For each lesson plan include differentiated activities and
assessments for Stephanie that use the AAC system identified in
Part 1 to allow her to access the curriculum and address her
measurable IEP goal.
Part 3: Rationale
Provide a 250‐500 word rationale that explains how your
mini‐unit instructional choices are developmentally appropriate
for teaching the content standards, and how the differentiated
activities and assessment will allow Stephanie to meet her goal
and fully access the curriculum. Address how your
accommodations and differentiation create a supportive learning
environment that encourages self‐advocacy, increases
independence, and emphasizes safe and ethical use of
information and technology for Stephanie.
Support your rationale with 2‐3 scholarly resources on best
practices regarding semantics/language disorders and the use of
5. assistive technology.
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.
Rubic_Print_FormatCourse CodeClass CodeAssignment
TitleTotal PointsBenchmark - Language Disabilities and
Assistive Technology Unit PlanCriteriaPercentageNo
Submission (0.00%)Insufficient (69.00%)Approaching
(74.00%)Acceptable (87.00%)Target (100.00%)CommentsPoints
EarnedCriteria100.0%Part 1: Student Goal [CEC 5.3;
ICSI.5.K2, ICSI.5.K3, ICSI.5.S15, ICSI.5.S19, ICSI.5.S20;
IGC.5.K1, IGC.5.S7, IGC.5.S21; InTASC 3(h), 8(g); MC1,
MC4; COE 5.3]10.0%Not addressed.IEP goal is not measurable
and/or does not use, or inappropriately uses, alternative and
augmentative communication systems and assistive technology
to facilitate communication with peers and aid in
comprehension of content.IEP goal is somewhat measurable.
Goal superficially involves alternative and augmentative
communication systems and assistive technology to facilitate
communication with peers and aid in comprehension of
content.IEP goal is clear, measurable, and appropriately
incorporates alternative and augmentative communication
systems and assistive technology to facilitate communication
with peers and aid in comprehension of content.IEP goal is
specific, measurable, ideal for measuring reading
comprehension, and skillfully incorporates the use of alternative
and augmentative communication systems to support her
communication and learning.Part 2: Mini-Unit Sections A, B, C,
6. and D10.0%Not addressed.Information in Sections, A, B, C, and
D are incomplete. Objectives are not measurable and do not
align to listed learning standards. Vocabulary/Academic
Language do not reflect the text and are not suited to the class
grade level. Materials and resources do not support each
lesson’s content and are not integrated into each lesson’s
activities.Information in Sections A, B, C, and D are somewhat
appropriate. Objectives are marginally measurable, but align to
listed learning standards. Vocabulary/Academic Language
weakly reflect the text and are not well suited to the class grade
level. Materials and resources are inappropriate for each
lesson’s content and are superficially integrated into each
lesson’s activities.Information in Sections A, B, C, and D are
clear and appropriate. Objectives are measurable and align to
listed learning standards. Vocabulary/Academic Language
reflect the text and are developmentally appropriate to the class
grade level. Materials and resources described are suitable for
each lesson’s content and are integrated appropriately into each
lesson’s activities.Information in Sections A, B, C, and D are
skillfully detailed. Objectives are measurable and align to listed
learning standards. Vocabulary/Academic Language reflect the
text and are well suited to the class grade level. Materials and
resources described are ideal for each lesson’s content and are
skillfully integrated into each lesson’s activities.Part 2: Mini-
Unit Sections E and F (Instructional Strategies and
Activities)15.0%Not addressed.Mini-unit strategies to enhance
language development and communication skills of the student
with disabilities are ineffective for the content and/or student
being taught.Mini-unit strategies to enhance the language
development and communication skills of the student with
disabilities are not ideal for the content and/or student being
taught.Mini-unit sufficiently uses strategies to enhance the
language development and communication skills of the student
with disabilities.Mini-unit adeptly teaches literacy content and
skills by using well-planned strategies and activities that are
ideal for the developmental level of the class. Unit thoughtfully
7. incorporates a mix of collaborative and individual
activities.Part 2: Mini-Unit Section G (Differentiation) COE:
5.4 [CEC 5.4 ICSI.5.K2, ICSI.5.S19, IGC.5.S13, IGC.5.S14,
IGC.5.S16, IGC.5.S17, IGC.5.S18, IGC.5.S19, IGC.5.S23,
IGC.5.S24; InTASC 2(e); MC1, MC4]20.0%Not
addressed.Mini-unit poorly identifies the content being taught
and is irrelevant to the needs of the student. Instructional
activities are not developmentally appropriate in meeting the
needs of the student, and inadequately address the identified
content. Instructional activities include differentiation that is
ineffective in meeting the needs of the student.Mini-unit
marginally identifies the content being taught and is ambiguous
to the needs of the student. Instructional activities are
unclearly developmentally appropriate to meet the needs of the
student, and vaguely teach the identified content. Instructional
activities include differentiation that only partially meets the
needs of the student.Mini-unit appropriately identifies the
content being taught and is relevant to the needs of the student.
Instructional activities are developmentally appropriate to meet
the needs of the student, and clearly teach the identified
content. Instructional activities include differentiation that is
suitable for meeting the needs of the student.Instructional
activities are developmentally appropriate to meet the needs of
the student, and skillfully teach the identified content, standards
and objectives. Differentiation is exceptionally responsive to
the needs of the student, allowing her to access the
curriculum.Part 2: Mini-Unit Section H (Assessment) COE: 5.2
[CEC 5.2, ICSI.5.K2, ICSI.5.K3, ICSI.5.S7, ICSI.5.S14,
IGC.5.K1, IGC.5.K3, IGC.5.S1, IGC.5.S7, IGC.5.S23-25,
IGC.5.S29; InTASC 6(g), 6(i), 6(r), 8(b); ISTE-T 2a, 2d, 2c;
MC1, MC4]10.0%Not addressed.Mini-unit pre- and post-
assessment items and accommodations for the student, fail to
evaluate the learning, and are not aligned to the predetermined
IEP goal.Mini-unit pre- and post-assessment items and
accommodations are inappropriate for the student, weakly
evaluate the learning, and are not fully aligned to the
8. predetermined IEP goal.Mini-unit pre- and post-assessment
items and accommodations are appropriate for the student,
evaluate the learning, and are aligned to the predetermined IEP
goal.Pre- and post-assessments are ideal for the class grade
level and objectives being learned. Planned low- or high-tech
accommodations are well suited for the student, and
comprehensively evaluate her progress toward achieving the
predetermined IEP goal.Rationale: Instructional Choices and
Accommodations COE: 3.3 [CEC 3.3, ICSI.1.K3, ICSI.3.K2,
ICSI.3.K3, ICSI.5.S15, ICSI.5.S21, IGC.5.S23, IGC.5.S24;
InTASC 3(a); MC1, MC2, MC4, MC5; COE 3.3]10.0%Not
addressed.Rationale does not explain how instructional choices
are developmentally appropriate for teaching the content
standards. Does not detail how the differentiated activities and
assessments allow the student to meet her goal and access the
curriculum.Rationale weakly explains how instructional choices
are developmentally appropriate for teaching the content
standards. Partially details how the differentiated activities and
assessments allow the student to meet her goal and access the
curriculum.Rationale appropriately explains how instructional
choices are developmentally appropriate for teaching the
content standards. Sufficiently details how the differentiated
activities and assessments allow the student to meet her goal
and access the curriculum.Rationale convincingly explains how
instructional choices are developmentally appropriate for
teaching the content standards. Insightfully details how the
differentiated activities and assessments allow the student to
meet her goal and fully access the curriculum.Rationale:
Supportive Learning Environment COE: 2.4 [CEC 2.1
ICSI.2.K1-K4, ICSI.2.S1, ICSI.2.S3, ICSI.2.S4, ICSI.2.S8,
ICSI.2.S9, IGC.2.K2, IGC.2.K3, IGC.2.S2; InTASC 9(f); ISTE-
T 4a, 4b, 4c; MC4, MC5]10.0%Not addressed.Information on
how the accommodations and differentiation will encourage
self-advocacy, increase independence, and emphasize the safe
and ethical use of information and technology is missing or is
insufficient.Although it is mentioned, detail is lacking on how
9. the accommodations and differentiation will encourage self-
advocacy, increase independence, and emphasize the safe and
ethical use of information and technologySufficiently describes
how the accommodations and differentiation will encourage
self-advocacy, increase independence, and emphasize the safe
and ethical use of information and technology.Rationale
convincingly explains how instructional choices are
developmentally appropriate for teaching the content standards.
Insightfully details how the differentiated activities and
assessments allow the student to meet her goal and fully access
the curriculum.Mechanics of Writing (includes spelling,
punctuation, grammar, language use)10.0%Not
addressed.Surface errors are pervasive enough that they impede
communication of meaning. Inappropriate word choice and/or
sentence construction are used.Submission contains frequent
mechanical and conventional errors or non-relevant language
that affects meaning and clarity.Submission is largely free of
mechanical errors, although a few are present. Word choice
reflects basic, consistent, appropriate use of practice and topic-
related language.Rationale skillfully describes how the
accommodations and differentiation create a supportive learning
environment that encourages self-advocacy, increases
independence, and emphasizes the safe and ethical use of
information and technology.Research and Citations (in-text
citations for paraphrasing and direct quotes, and reference page
listing and formatting, as appropriate to assignment and
style)5.0%Not addressed.Sources provided do not support the
claims of the presentation or are not credible. Citations may
include several formatting errors or not follow APA conventions
at all.Submission includes only 1-2 sources, sources do not fully
support claims, or sources are not all credible. Citations may
include several formatting errors.Research is timely and
relevant, and generally supports the information presented. All
the criteria stated in the assignment are addressed. Citations
may include minor errors in format.Submission is nearly/
completely free of mechanical errors and has a clear, logical
10. conceptual framework. Word choice reflects well-developed use
of practice and topic-related language.Total Weightage100%