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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. ...

Education

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.

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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. .

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Chapter Two Case Study Scenarios Each of the following scenarios presents a situation based on a real world teaching situation that you may encounter during your career as an educator. Please respond fully to four of the eight scenarios listed. Responses must be written in APA format, include critical thought, and address all aspects of the chosen scenarios. Students should include direct reference to the week’s chapter as well as relevant personal and professional experiences where appropriate. Your finished paper must include a title page and reference page and should be 4-5 pages not counting includingthe title page and ref. page. James is a first year English teacher in a low-income high school outside of a major metropolitan area. His students are of diverse backgrounds and equally diverse learning styles. As part of his opening unit, he is preparing to teach his class about the tools that authors use to make their writing more engaging. He decides to focus on symbolism, metaphor, and simile. He has already developed a vocabulary handout that defines each word and includes examples, but when he does an initial check for understanding he finds that most of his students are lost. Specifically, he finds that his students are having a hard time understanding what a comparison is. This makes the concepts of simile and metaphor impossible to comprehend. James decides to design a 45 minute lesson that clarifies for students what comparing is. How might James structure his 45-minute lesson to include elements of visual, auditory, and kinesthetic learning? What methods can James use to check for comprehension once the lesson is complete? How might he follow up in ensuing class periods as a continued check of comprehension and to remediate students who may still not understand? Sean teaches an art class in a public elementary school near Chicago. Many of his students come from difficult circumstances and he has worked hard to make his lessons engaging and accessible for a diverse group of learners. Still, he finds it is difficult sometimes to contain the boundless energy of 2nd and 3rd graders. Recently, he has been frustrated with off-task behavior such as talking, moving around the room, and horseplay. This is particularly a concern since his classroom has expensive and breakable art supplies. A colleague suggests to Sean that he try channeling the energy by including aspects of kinesthetic learning in his room. He decides to plan kinesthetic movement into his next unit which is focused on clay sculpting. Specifically, he wants students to be able to correctly sculpt a small human figure in the act of running. Describe a three lesson sequence that would allow Sean to include kinesthetic, visual, and auditory learning in his sculpting unit. How can he structure the kinesthetic elements of his lesson in a way that makes his expectations and guidelines for the exercise clear? Beyond the kinesthetic movement associated with sculpting, how migh ...

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Chapter Two Synthesis Each of the following scenarios presents a situation based on a real world teaching situation that you may encounter during your career as an educator. Please respond fully to four of the eight scenarios listed. Responses must be written in APA format, include critical thought, and address all aspects of the chosen scenarios. Students should include direct reference to the week’s chapter as well as relevant personal and professional experiences where appropriate. Your finished paper must include a title page and reference page and should not exceed seven pages. James is a first year English teacher in a low-income high school outside of a major metropolitan area. His students are of diverse backgrounds and equally diverse learning styles. As part of his opening unit, he is preparing to teach his class about the tools that authors use to make their writing more engaging. He decides to focus on symbolism, metaphor, and simile. He has already developed a vocabulary handout that defines each word and includes examples, but when he does an initial check for understanding he finds that most of his students are lost. Specifically, he finds that his students are having a hard time understanding what a comparison is. This makes the concepts of simile and metaphor impossible to comprehend. James decides to design a 45 minute lesson that clarifies for students what comparing is. How might James structure his 45-minute lesson to include elements of visual, auditory, and kinesthetic learning? What methods can James use to check for comprehension once the lesson is complete? How might he follow up in ensuing class periods as a continued check of comprehension and to remediate students who may still not understand? Sean teaches an art class in a public elementary school near Chicago. Many of his students come from difficult circumstances and he has worked hard to make his lessons engaging and accessible for a diverse group of learners. Still, he finds it is difficult sometimes to contain the boundless energy of 2nd and 3rd graders. Recently, he has been frustrated with off-task behavior such as talking, moving around the room, and horseplay. This is particularly a concern since his classroom has expensive and breakable art supplies. A colleague suggests to Sean that he try channeling the energy by including aspects of kinesthetic learning in his room. He decides to plan kinesthetic movement into his next unit which is focused on clay sculpting. Specifically, he wants students to be able to correctly sculpt a small human figure in the act of running. Describe a three lesson sequence that would allow Sean to include kinesthetic, visual, and auditory learning in his sculpting unit. How can he structure the kinesthetic elements of his lesson in a way that makes his expectations and guidelines for the exercise clear? Beyond the kinesthetic movement associated with sculpting, how might Sean use the energy and movement of his students to .

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Only need 4 out of 8 scenarios. Each of the following scenarios presents a situation based on a real world teaching situation that you may encounter during your career as an educator. Please respond fully to four of the eight scenarios listed. Responses must be written in APA format, include critical thought, and address all aspects of the chosen scenarios. Students should include direct reference to the week’s chapter as well as relevant personal and professional experiences where appropriate. Your finished paper must include a title page and reference page and should not exceed seven pages. James is a first year English teacher in a low-income high school outside of a major metropolitan area. His students are of diverse backgrounds and equally diverse learning styles. As part of his opening unit, he is preparing to teach his class about the tools that authors use to make their writing more engaging. He decides to focus on symbolism, metaphor, and simile. He has already developed a vocabulary handout that defines each word and includes examples, but when he does an initial check for understanding he finds that most of his students are lost. Specifically, he finds that his students are having a hard time understanding what a comparison is. This makes the concepts of simile and metaphor impossible to comprehend. James decides to design a 45 minute lesson that clarifies for students what comparing is. How might James structure his 45-minute lesson to include elements of visual, auditory, and kinesthetic learning? What methods can James use to check for comprehension once the lesson is complete? How might he follow up in ensuing class periods as a continued check of comprehension and to remediate students who may still not understand? Sean teaches an art class in a public elementary school near Chicago. Many of his students come from difficult circumstances and he has worked hard to make his lessons engaging and accessible for a diverse group of learners. Still, he finds it is difficult sometimes to contain the boundless energy of 2nd and 3rd graders. Recently, he has been frustrated with off-task behavior such as talking, moving around the room, and horseplay. This is particularly a concern since his classroom has expensive and breakable art supplies. A colleague suggests to Sean that he try channeling the energy by including aspects of kinesthetic learning in his room. He decides to plan kinesthetic movement into his next unit which is focused on clay sculpting. Specifically, he wants students to be able to correctly sculpt a small human figure in the act of running. Describe a three lesson sequence that would allow Sean to include kinesthetic, visual, and auditory learning in his sculpting unit. How can he structure the kinesthetic elements of his lesson in a way that makes his expectations and guidelines for the exercise clear? Beyond the kinesthetic movement associated with sculpting, how might Sean use the energy and movement of his st.

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