Homework 1 (due tomorrow at 8am no later than 8am)What are some re.docx
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Homework 1 (due tomorrow at 8am no later than 8am) What are some reasons to teach reading comprehension strategies in content-area classes? Describe some factors that influence a student’s comprehension of texts with examples. Homework 2 due 9/23 at 8am no later than 9am Use the following scenario from The IRIS Center to complete the tasks below: José is a new student in the fifth grade. It is April and this is the third school José has been in this year. José adapts well to change, has a positive attitude toward school, and appears to have made friends at his new school. José does well in math and enjoys science and social studies. In the area of reading, José is able to easily decode unfamiliar words and reads with good expression. However, in the area of comprehension, José has difficulty answering questions that require reasoning and total understanding of the story. José also has difficulty identifying the main components of a story. José’s teacher, Ms. Lundy, states that although he enjoys reading and does not seem to be frustrated, he will not ask for help when needed, thus his reading grade is beginning to suffer. Ms. Lundy has the following instructional goals for José: Given a reading passage on his instructional level, José will answer inferential and evaluative comprehension questions; Given a reading passage on his instructional level, José will recall the main story elements. Paulsen, K., & the IRIS Center. (2004).Comprehension & vocabulary: Grades 3–5. Research three strategies regarding comprehension instruction that will assist José in reaching his goals. In 500-750-words, decide which of José’s goals you would address first and explain why. For each goal, identify a strategy and explain why or how it will assist José in reaching his goals. .
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Use the following scenario from The IRIS Center to complete the task.docx
Use the following scenario from The IRIS Center to complete the tasks below:
José is a new student in the fifth grade. It is April and this is the third school José has been in this year. José adapts well to change, has a positive attitude toward school, and appears to have made friends at his new school. José does well in math and enjoys science and social studies. In the area of reading, José is able to easily decode unfamiliar words and reads with good expression. However, in the area of comprehension, José has difficulty answering questions that require reasoning and total understanding of the story. José also has difficulty identifying the main components of a story. José’s teacher, Ms. Lundy, states that although he enjoys reading and does not seem to be frustrated, he will not ask for help when needed, thus his reading grade is beginning to suffer. Ms. Lundy has the following instructional goals for José:
Given a reading passage on his instructional level, José will answer inferential and evaluative comprehension questions;
Given a reading passage on his instructional level, José will recall the main story elements.
Paulsen, K., & the IRIS Center. (2004).Comprehension & vocabulary: Grades 3–5.
Research three strategies regarding comprehension instruction that will assist José in reaching his goals.
In 500-750 words, decide which of José’s goals you would address first and explain why. For each goal, identify a strategy and explain why or how it will assist José in reaching his goals.
Include three sources from your research in your essay to support your position.
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
Submit this assignment to your instructor in LoudCloud by the end of this topic.
...
DetailsUse the following scenario from The IRIS Center to c
Details:
Use the following scenario from The IRIS Center to complete the tasks below:
José is a new student in the fifth grade. It is April and this is the third school José has been in this year. José adapts well to change, has a positive attitude toward school, and appears to have made friends at his new school. José does well in math and enjoys science and social studies. In the area of reading, José is able to easily decode unfamiliar words and reads with good expression. However, in the area of comprehension, José has difficulty answering questions that require reasoning and total understanding of the story. José also has difficulty identifying the main components of a story. José’s teacher, Ms. Lundy, states that although he enjoys reading and does not seem to be frustrated, he will not ask for help when needed, thus his reading grade is beginning to suffer. Ms. Lundy has the following instructional goals for José:
Given a reading passage on his instructional level, José will answer inferential and evaluative comprehension questions;
Given a reading passage on his instructional level, José will recall the main story elements.
Paulsen, K., & the IRIS Center. (2004).Comprehension & vocabulary: Grades 3–5.
Research three strategies regarding comprehension instruction that will assist José in reaching his goals.
In 500-750 words, decide which of José’s goals you would address first and explain why. For each goal, identify a strategy and explain why or how it will assist José in reaching his goals.
Include three sources from your research in your essay to support your position.
...
Grand canyon university eed 475 week 3 assignment comprehension scenario new
José is a fifth grade student who has attended three different schools this year. While he does well in some subjects, José struggles with reading comprehension. Specifically, he has difficulty answering inferential and evaluative questions about what he reads and recalling the main elements of stories. His teacher, Ms. Lundy, wants José to improve in these areas. The document provides a scenario about José and instructs the reader to research comprehension strategies that could help him meet his reading goals. It directs the reader to write a 500-750 word essay explaining which goal they would address first and describing a strategy to help José, while citing three sources.
Due Date Dec 06, 2015 235959 Max Points 70Details.docx
Due Date:
Dec 06, 2015 23:59:59
Max Points:
70
Details:
Use the following scenario from The IRIS Center to complete the tasks below:
José is a new student in the fifth grade. It is April and this is the third school José has been in this year. José adapts well to change, has a positive attitude toward school, and appears to have made friends at his new school. José does well in math and enjoys science and social studies. In the area of reading, José is able to easily decode unfamiliar words and reads with good expression. However, in the area of comprehension, José has difficulty answering questions that require reasoning and total understanding of the story. José also has difficulty identifying the main components of a story. José’s teacher, Ms. Lundy, states that although he enjoys reading and does not seem to be frustrated, he will not ask for help when needed, thus his reading grade is beginning to suffer. Ms. Lundy has the following instructional goals for José:
Given a reading passage on his instructional level, José will answer inferential and evaluative comprehension questions;
Given a reading passage on his instructional level, José will recall the main story elements.
Paulsen, K., & the IRIS Center. (2004).Comprehension & vocabulary: Grades 3–5.
Research three strategies regarding comprehension instruction that will assist José in reaching his goals.
In 500-750-words, decide which of José’s goals you would address first and explain why.
For each goal, identify a strategy and explain why or how it will assist José in reaching his goals.
Include three sources from your research in your essay to support your position.
.
EED 475 Entire Course NEW
Check this A+ tutorial guideline at
https://www.uopassignments.com/eed-475-grand-canyon-university
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Case 1Student JoshuaAge 9Grade 4thScenarioJoshua att.docx
Case 1
:
Student: Joshua
Age: 9
Grade: 4th
Scenario
Joshua attends a K-8 urban school and is in the fourth grade. He is very interested in insects and likes to study them whenever they are in view. He lives at home with his mother and 14-year-old sister. He struggles particularly with reading and has a hard time recognizing sight words quickly and accurately. Joshua has mastered all of pre-primer, primer, and first-grade sight words, reading them quickly. When encountering sight-words at the second-grade level and beyond, he exhibits difficulty. He is able to decode unfamiliar words and is able to comprehend what he reads. The lack of recognition of sight words makes Joshua's reading choppy. Joshua's special education and general education teachers describe him as hard-working, but is one to get frustrated and give up. He is embarrassed by his struggle to read fluently, but continues to show great interest in conquering his sight-word recognition. In a phone call with Joshua's mother, she indicated a strong desire to help him, but she works two jobs during the week, making it more difficult. However, she said she is usually available on weekends, and his sister is home with him during the week.
Assignment
Using 2-3 academic resources, complete an Early Reading Plan for Joshua that is 500-750-words and includes the following:
Joshua's areas of strengths and areas needing intervention.
Three academic goals for Joshua that are detailed and measurable.
For each stated goal, describe a strategy to implement with a rationale that explains how the strategy is designed to help Joshua achieve that goal. Be sure goals and strategies describe collaboration and are appropriate for different learning experiences across different subject matters. Cite two to three research sources that support your decision-making.
For one of the stated goals, identify and describe one independent practice activity that Joshua’s family can useat home to support him and his goals.
How Joshua's progress on each goal will be assessed, including timeframes and tools.
Case 2
Student: Nicole
Age: 13
Grade: 8
th
Scenario
Nicole is an athletic eighth grader who attends a suburban middle school and lives at home with both parents and an older brother who is a senior in high school. She plays on the girls' basketball team, has several friends, and generally enjoys everything about school. She does particularly well in science and social studies, but always does best when materials are read aloud and hands-on activities are assigned. Nicole struggles mostly in language arts class. She currently reads at a rate of 55 words per minute. Her language arts teacher, Ms. Checkovich, has identified that Nicole has difficultly decoding unfamiliar words and her positive attitude is beginning to dwindle the harder the material gets. Ms. Checkovich has met with Nicole's father, who has said that he has noticed the decrease in her attitude, too, and he is willing to do whatever possible to supp.
Homework 1Due 915 at 9pm1)Describe how a teacher could cr.docx
Homework 1
Due 9/15 at 9pm
1)
Describe how a teacher could create a literate environment in the classroom to promote vocabulary development, with examples of what a visitor to the classroom might see
2)
Do you consider reading assessment to be controversial? If yes, how is it controversial? If no, why not? Support your response with research
Homework 2
Due 9/16 at 9pm
Use the following scenario from The IRIS Center to complete the tasks below:
Jacob is an active boy in the 4
th
grade who enjoys coming to school and participates in sports after school. Jacob does well in most classes but has difficulty with new vocabulary words. This difficulty with new vocabulary is not only seen during reading class but also during content area classes such as science and social studies. Jacob’s mother indicated that he has always had difficulty understanding new vocabulary but that it has not affected his comprehension until this year. Jacob is willing to adopt new strategies that will assist him in learning and remembering new vocabulary words and to help him better understand the story as a whole. Jacob and his teacher developed the following goal for him:
Given vocabulary words, Jacob will define and use each in a sentence.
Paulsen, K., & the IRIS Center.(2004).Comprehension & vocabulary: Grades 3–5.
Research three strategies regarding vocabulary instruction that will assist Jacob in reaching his goal.
In 500-750-words, identify and explain how each strategy could assist Jacob in reaching his goal. In addition, discuss how you would involve Jacob’s parents, and develop an activity from one of these three strategies that Jacob’s parents can use at home.
.
Reading rocket
1) Teaching comprehension requires more than just teaching words - it involves complex cognitive processes like building background knowledge, vocabulary, and using comprehension strategies.
2) Comprehension is an interactive process of constructing meaning from text through building an internal "text model" using strategies like making predictions, visualizing, clarifying understanding, and evaluating one's understanding.
3) Comprehension difficulties can arise from inconsistent background knowledge, vocabulary, language skills, or strategy use, but targeted instruction in these areas at any grade level can help students develop stronger comprehension abilities.
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Use the following scenario from The IRIS Center to complete the task.docx
Use the following scenario from The IRIS Center to complete the tasks below:
José is a new student in the fifth grade. It is April and this is the third school José has been in this year. José adapts well to change, has a positive attitude toward school, and appears to have made friends at his new school. José does well in math and enjoys science and social studies. In the area of reading, José is able to easily decode unfamiliar words and reads with good expression. However, in the area of comprehension, José has difficulty answering questions that require reasoning and total understanding of the story. José also has difficulty identifying the main components of a story. José’s teacher, Ms. Lundy, states that although he enjoys reading and does not seem to be frustrated, he will not ask for help when needed, thus his reading grade is beginning to suffer. Ms. Lundy has the following instructional goals for José:
Given a reading passage on his instructional level, José will answer inferential and evaluative comprehension questions;
Given a reading passage on his instructional level, José will recall the main story elements.
Paulsen, K., & the IRIS Center. (2004).Comprehension & vocabulary: Grades 3–5.
Research three strategies regarding comprehension instruction that will assist José in reaching his goals.
In 500-750 words, decide which of José’s goals you would address first and explain why. For each goal, identify a strategy and explain why or how it will assist José in reaching his goals.
Include three sources from your research in your essay to support your position.
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
Submit this assignment to your instructor in LoudCloud by the end of this topic.
...
DetailsUse the following scenario from The IRIS Center to c
Details:
Use the following scenario from The IRIS Center to complete the tasks below:
José is a new student in the fifth grade. It is April and this is the third school José has been in this year. José adapts well to change, has a positive attitude toward school, and appears to have made friends at his new school. José does well in math and enjoys science and social studies. In the area of reading, José is able to easily decode unfamiliar words and reads with good expression. However, in the area of comprehension, José has difficulty answering questions that require reasoning and total understanding of the story. José also has difficulty identifying the main components of a story. José’s teacher, Ms. Lundy, states that although he enjoys reading and does not seem to be frustrated, he will not ask for help when needed, thus his reading grade is beginning to suffer. Ms. Lundy has the following instructional goals for José:
Given a reading passage on his instructional level, José will answer inferential and evaluative comprehension questions;
Given a reading passage on his instructional level, José will recall the main story elements.
Paulsen, K., & the IRIS Center. (2004).Comprehension & vocabulary: Grades 3–5.
Research three strategies regarding comprehension instruction that will assist José in reaching his goals.
In 500-750 words, decide which of José’s goals you would address first and explain why. For each goal, identify a strategy and explain why or how it will assist José in reaching his goals.
Include three sources from your research in your essay to support your position.
...
Grand canyon university eed 475 week 3 assignment comprehension scenario new
José is a fifth grade student who has attended three different schools this year. While he does well in some subjects, José struggles with reading comprehension. Specifically, he has difficulty answering inferential and evaluative questions about what he reads and recalling the main elements of stories. His teacher, Ms. Lundy, wants José to improve in these areas. The document provides a scenario about José and instructs the reader to research comprehension strategies that could help him meet his reading goals. It directs the reader to write a 500-750 word essay explaining which goal they would address first and describing a strategy to help José, while citing three sources.
Due Date Dec 06, 2015 235959 Max Points 70Details.docx
Due Date:
Dec 06, 2015 23:59:59
Max Points:
70
Details:
Use the following scenario from The IRIS Center to complete the tasks below:
José is a new student in the fifth grade. It is April and this is the third school José has been in this year. José adapts well to change, has a positive attitude toward school, and appears to have made friends at his new school. José does well in math and enjoys science and social studies. In the area of reading, José is able to easily decode unfamiliar words and reads with good expression. However, in the area of comprehension, José has difficulty answering questions that require reasoning and total understanding of the story. José also has difficulty identifying the main components of a story. José’s teacher, Ms. Lundy, states that although he enjoys reading and does not seem to be frustrated, he will not ask for help when needed, thus his reading grade is beginning to suffer. Ms. Lundy has the following instructional goals for José:
Given a reading passage on his instructional level, José will answer inferential and evaluative comprehension questions;
Given a reading passage on his instructional level, José will recall the main story elements.
Paulsen, K., & the IRIS Center. (2004).Comprehension & vocabulary: Grades 3–5.
Research three strategies regarding comprehension instruction that will assist José in reaching his goals.
In 500-750-words, decide which of José’s goals you would address first and explain why.
For each goal, identify a strategy and explain why or how it will assist José in reaching his goals.
Include three sources from your research in your essay to support your position.
.
EED 475 Entire Course NEW
Check this A+ tutorial guideline at
https://www.uopassignments.com/eed-475-grand-canyon-university
For more classes visit
http://www.uopassignments.com/
Case 1Student JoshuaAge 9Grade 4thScenarioJoshua att.docx
Case 1
:
Student: Joshua
Age: 9
Grade: 4th
Scenario
Joshua attends a K-8 urban school and is in the fourth grade. He is very interested in insects and likes to study them whenever they are in view. He lives at home with his mother and 14-year-old sister. He struggles particularly with reading and has a hard time recognizing sight words quickly and accurately. Joshua has mastered all of pre-primer, primer, and first-grade sight words, reading them quickly. When encountering sight-words at the second-grade level and beyond, he exhibits difficulty. He is able to decode unfamiliar words and is able to comprehend what he reads. The lack of recognition of sight words makes Joshua's reading choppy. Joshua's special education and general education teachers describe him as hard-working, but is one to get frustrated and give up. He is embarrassed by his struggle to read fluently, but continues to show great interest in conquering his sight-word recognition. In a phone call with Joshua's mother, she indicated a strong desire to help him, but she works two jobs during the week, making it more difficult. However, she said she is usually available on weekends, and his sister is home with him during the week.
Assignment
Using 2-3 academic resources, complete an Early Reading Plan for Joshua that is 500-750-words and includes the following:
Joshua's areas of strengths and areas needing intervention.
Three academic goals for Joshua that are detailed and measurable.
For each stated goal, describe a strategy to implement with a rationale that explains how the strategy is designed to help Joshua achieve that goal. Be sure goals and strategies describe collaboration and are appropriate for different learning experiences across different subject matters. Cite two to three research sources that support your decision-making.
For one of the stated goals, identify and describe one independent practice activity that Joshua’s family can useat home to support him and his goals.
How Joshua's progress on each goal will be assessed, including timeframes and tools.
Case 2
Student: Nicole
Age: 13
Grade: 8
th
Scenario
Nicole is an athletic eighth grader who attends a suburban middle school and lives at home with both parents and an older brother who is a senior in high school. She plays on the girls' basketball team, has several friends, and generally enjoys everything about school. She does particularly well in science and social studies, but always does best when materials are read aloud and hands-on activities are assigned. Nicole struggles mostly in language arts class. She currently reads at a rate of 55 words per minute. Her language arts teacher, Ms. Checkovich, has identified that Nicole has difficultly decoding unfamiliar words and her positive attitude is beginning to dwindle the harder the material gets. Ms. Checkovich has met with Nicole's father, who has said that he has noticed the decrease in her attitude, too, and he is willing to do whatever possible to supp.
Homework 1Due 915 at 9pm1)Describe how a teacher could cr.docx
Homework 1
Due 9/15 at 9pm
1)
Describe how a teacher could create a literate environment in the classroom to promote vocabulary development, with examples of what a visitor to the classroom might see
2)
Do you consider reading assessment to be controversial? If yes, how is it controversial? If no, why not? Support your response with research
Homework 2
Due 9/16 at 9pm
Use the following scenario from The IRIS Center to complete the tasks below:
Jacob is an active boy in the 4
th
grade who enjoys coming to school and participates in sports after school. Jacob does well in most classes but has difficulty with new vocabulary words. This difficulty with new vocabulary is not only seen during reading class but also during content area classes such as science and social studies. Jacob’s mother indicated that he has always had difficulty understanding new vocabulary but that it has not affected his comprehension until this year. Jacob is willing to adopt new strategies that will assist him in learning and remembering new vocabulary words and to help him better understand the story as a whole. Jacob and his teacher developed the following goal for him:
Given vocabulary words, Jacob will define and use each in a sentence.
Paulsen, K., & the IRIS Center.(2004).Comprehension & vocabulary: Grades 3–5.
Research three strategies regarding vocabulary instruction that will assist Jacob in reaching his goal.
In 500-750-words, identify and explain how each strategy could assist Jacob in reaching his goal. In addition, discuss how you would involve Jacob’s parents, and develop an activity from one of these three strategies that Jacob’s parents can use at home.
.
Reading rocket
1) Teaching comprehension requires more than just teaching words - it involves complex cognitive processes like building background knowledge, vocabulary, and using comprehension strategies.
2) Comprehension is an interactive process of constructing meaning from text through building an internal "text model" using strategies like making predictions, visualizing, clarifying understanding, and evaluating one's understanding.
3) Comprehension difficulties can arise from inconsistent background knowledge, vocabulary, language skills, or strategy use, but targeted instruction in these areas at any grade level can help students develop stronger comprehension abilities.
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Eed 475 Education Specialist -snaptutorial.com
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Details:
Select a grade level. You are preparing a workshop for parents that focuses on literacy and the Common Core standards for your selected grade level.
Create a PowerPoint presentation of no less than 10-15 slides that explains what literacy will look like in your classroom, keeping in mind the instructional shifts.
Eed 475 Exceptional Education / snaptutorial.com
For more classes visit
www.snaptutorial.com
Details:
Select a grade level. You are preparing a workshop for parents that focuses on literacy and the Common Core standards for your selected grade level.
Create a PowerPoint presentation of no less than 10-15 slides that explains what literacy will look like in your classroom, keeping in mind the instructional shifts.
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Select a grade level. You are preparing a workshop for parents that focuses on literacy and the Common Core standards for your selected grade level.
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This document discusses a student named JT who has been diagnosed with learning disabilities and ADHD. He was held back in 4th grade twice due to parental concerns and low test scores. In the classroom, JT has difficulty concentrating, disrupts class, does not participate or turn in homework. The teacher worked with JT on reading fluency, comprehension, and interests. Through targeted assessments and finding topics JT enjoyed, his reading ability and engagement improved. By the end, JT's test scores increased and he was more attentive, confident, and involved in class. The teacher learned the importance of encouragement and understanding how individual students learn best.
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1. The document discusses reading comprehension among Malaysian primary school pupils. It notes that some pupils can read text aloud but lack understanding and cannot answer comprehension questions.
2. During practicums, the author observed this issue, with some pupils proficient in English while others struggled to understand passages and questions. Common problems included inability to decode words and make inferences.
3. The author aims to determine if the "TELLS" reading strategy can improve comprehension, as some pupils can read fluently but lack understanding of the material. Providing guidance, practice and reading strategies may help address this issue.
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Vocabulary teaching and learning strategies can be effective ways to help students build their word knowledge. Some key strategies discussed in the document include Nation's strategies of using context clues, word parts, and dictionaries. Code-mixing, where words from the first and second language are combined, was found to help students learn new second language words. Read-aloud strategies, where the teacher reads aloud and discusses meanings, allowed students to successfully gain new vocabulary. Story-telling was also shown to help children derive word meanings from context. Spelling instruction in addition to pronunciation was found to better help students remember words.
DetailsFor this benchmark, you will use the following case
Details:
For this benchmark, you will use the following case scenario to develop a research-based early reading comprehension plan for the student. Your plan will consist of learning activities that facilitate vocabulary development and reading comprehension.
Case Scenario:
Seven-year-old Alfonso has two months left in his first grade year. He is active and outgoing, has many friends, and loves to play soccer. Science is his favorite subject. He enjoys learning anything related to space and sloths. He is very curious and particularly likes hands-on academic activities that use manipulatives.
Alfonso enjoys reading and writing, but struggles. During literacy class instruction, Alfonso is able to sound out words well, but struggles with word meanings and finding connections among words in various grade appropriate texts. Alfonso also struggles with reading comprehension and has a particularly hard time making connections between what he reads and what he already knows. He often brings up irrelevant information when trying to make these connections.
Alfonso’s teacher, Ms. Seymour, wants to utilize specific strategies for Alfonso to ensure he masters the vocabulary and comprehension skills that are expected before the end of the year.
Part 1: Vocabulary Development
Select a children’s story to teach from (e.g., “The Three Little Pigs”) that could be used to develop Alfonso’s vocabulary and reading comprehension skills.
Based on the story that you have chosen, devise a learning activity aligned with a curricular/academic goal for Alfonso that focuses on vocabulary development.
Utilize at least two research-based strategies to address your curricular/academic goal. Choose strategies that incorporate reading, writing, speaking, viewing, listening, and thinking skills. Provide opportunities for Alfonso to apply these skills to different situations, materials, and ideas.
In a 150-250 word description, include the following:
The aligned curricular/academic goal (standards).
A brief explanation regarding how the learning activity would be carried out.
An explanation regarding the research-based strategies you would use to enable Alfonso to apply reading, writing, speaking, viewing, listening, and thinking skills to different situations, materials, and ideas.
Part 2: Reading Comprehension
Based on the story that you have chosen, devise a learning activity aligned with a curricular/academic goal for Alfonso that focuses on reading comprehension.
Utilize at least two research-based strategies to address the aligned curricular/academic goal. Choose strategies that utilize verbal, nonverbal, and media communication techniques to facilitate active inquiry, collaboration, and supportive interaction between Alfonso and his classmates. In a 150-250 word description, include the following:
The aligned curricular/academic goal (Standards);
A brief explanation regarding how your activity would be carried out; and
An explanation regardin ...
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EED 475 Inspiring Innovation/tutorialrank.com
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Select a grade level. You are preparing a workshop for parents that focuses on literacy and the Common Core standards for your selected grade level.
Create a PowerPoint presentation of no less than 10-15 slides that explains what literacy will look like in your classroom, keeping in mind the instructional shifts.
Within the presentation, describe how parents can support your literacy efforts for their child at home. These
EED 475 Effective Communication - tutorialrank.com
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Select a grade level. You are preparing a workshop for parents that focuses on literacy and the Common Core standards for your selected grade level.
Create a PowerPoint presentation of no less than 10-15 slides that explains what literacy will look like in your classroom, keeping in mind the instructional shifts.
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Jessica is a 9th grade student struggling in high school. She used to have a one-on-one aide all day but now only has support during class. She is losing and forgetting assignments due to lack of organization. An assessment found she works independently at a 6th grade reading level. The intervention plan targets long/short vowel sounds, fluency, and comprehension through activities like word sorts, partner reading, and using graphic organizers. The summary provides the essential details about Jessica, her struggles, the assessment results, and the intervention plan in 3 sentences.
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The document summarizes Stephen Krashen's theory of language acquisition, known as the Natural Approach. It was developed by Krashen and Tracy Terrell in 1983. The theory includes five main hypotheses: 1) acquisition vs learning, 2) natural order, 3) monitor, 4) input, and 5) affective filter. The Natural Approach focuses on providing comprehensible input through activities to help students acquire a language naturally without explicit instruction of grammar rules. The teacher's role is to create a low-anxiety environment and use materials to promote meaningful communication and comprehension.
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Penny Ur has over 30 years of experience teaching English in Israel. She is interested in language teaching methodology, particularly related to fluency and accuracy. The book provides materials and guidance for teaching English, including activities for teaching pronunciation, vocabulary, grammar, speaking, reading, and writing. It also addresses testing students, presenting new topics, classroom interaction patterns, questioning techniques, classroom management, teaching younger vs. older learners, and teaching heterogeneous classes.
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Select a grade level. You are preparing a workshop for parents that focuses on literacy and the Common Core standards for your selected grade level.
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Details:
For this benchmark, you will use the following case scenario to develop a research-based early reading comprehension plan for the student. Your plan will consist of learning activities that facilitate vocabulary development and reading comprehension.
Case Scenario:
Seven-year-old Alfonso has two months left in his first grade year. He is active and outgoing, has many friends, and loves to play soccer. Science is his favorite subject. He enjoys learning anything related to space and sloths. He is very curious and particularly likes hands-on academic activities that use manipulatives.
Alfonso enjoys reading and writing, but struggles. During literacy class instruction, Alfonso is able to sound out words well, but struggles with word meanings and finding connections among words in various grade appropriate texts. Alfonso also struggles with reading comprehension and has a particularly hard time making connections between what he reads and what he already knows. He often brings up irrelevant information when trying to make these connections.
Alfonso’s teacher, Ms. Seymour, wants to utilize specific strategies for Alfonso to ensure he masters the vocabulary and comprehension skills that are expected before the end of the year.
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Select a children’s story to teach from (e.g., “The Three Little Pigs”) that could be used to develop Alfonso’s vocabulary and reading comprehension skills.
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Utilize at least two research-based strategies to address your curricular/academic goal. Choose strategies that incorporate reading, writing, speaking, viewing, listening, and thinking skills. Provide opportunities for Alfonso to apply these skills to different situations, materials, and ideas.
In a 150-250 word description, include the following:
The aligned curricular/academic goal (standards).
A brief explanation regarding how the learning activity would be carried out.
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Slide #1
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Cover Slide
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Slide #12
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Darcey Bussell study
Consider use of spoken language and idiosyncratic
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Craig Revel-Horwood Study
Consider use of spoken language and idiosyncratic
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Bruno Tonioli
Consider use of spoken language and idiosyncratic
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Transcript 1:
Abbey Clancy and Aliajz’s Charleston feedback
Daly:
Craig, has she done enough to get to Blackpool?
Revel-Horwood:
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Bussell:
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monkey step
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Daly
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Goodman:
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it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...National Information Standards Organization (NISO)
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.A Survey of Techniques for Maximizing LLM Performance.pptx
A Survey of Techniques for Maximizing LLM Performance
Hindi varnamala | hindi alphabet PPT.pdf
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Advanced Java[Extra Concepts, Not Difficult].docx
This is part 2 of my Java Learning Journey. This contains Hashing, ArrayList, LinkedList, Date and Time Classes, Calendar Class and more.
DRUGS AND ITS classification slide share
Any substance (other than food) that is used to prevent, diagnose, treat, or relieve symptoms of a
disease or abnormal condition
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS Template 2023-2024 by: Irene S. Rueco
Top five deadliest dog breeds in America
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama UniversityAkanksha trivedi rama nursing college kanpur.
Natural birth techniques are various type such as/ water birth , alexender method, hypnosis, bradley method, lamaze method etcRecently uploaded (20)
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
A Survey of Techniques for Maximizing LLM Performance.pptx
A Survey of Techniques for Maximizing LLM Performance.pptx
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Digital Artefact 1 - Tiny Home Environmental Design
Digital Artefact 1 - Tiny Home Environmental Design
Homework 1 (due tomorrow at 8am no later than 8am)What are some re.docx
- 1. Homework 1 (due tomorrow at 8am no later than 8am) What are some reasons to teach reading comprehension strategies in content-area classes? Describe some factors that influence a student’s comprehension of texts with examples. Homework 2 due 9/23 at 8am no later than 9am Use the following scenario from The IRIS Center to complete the tasks below: José is a new student in the fifth grade. It is April and this is the third school José has been in this year. José adapts well to change, has a positive attitude toward school, and appears to have made friends at his new school. José does well in math and enjoys science and social studies. In the area of reading, José is able to easily decode unfamiliar words and reads with good expression. However, in the area of comprehension, José has difficulty answering questions that require reasoning and total understanding of the story. José also has difficulty identifying the main components of a story. José’s teacher, Ms. Lundy, states that although he enjoys reading and does not seem to be frustrated, he will not ask for help when needed, thus his reading grade is beginning to suffer. Ms. Lundy has the following instructional goals for José: Given a reading passage on his instructional level, José will answer inferential and evaluative comprehension questions; Given a reading passage on his instructional level, José will recall the main story elements. Paulsen, K., & the IRIS Center. (2004).Comprehension & vocabulary: Grades 3–5. Research three strategies regarding comprehension instruction
- 2. that will assist José in reaching his goals. In 500-750-words, decide which of José’s goals you would address first and explain why. For each goal, identify a strategy and explain why or how it will assist José in reaching his goals.