Pick one learning context, such as spirituality or creativity, that you care about and discuss how it<\/a> For this assignment, utilizing the topic materials and and your own research to create a brochure to be With a group of students, you will plan for, develop and implement *at least pieces of* a project. The I will attach a file with more instructions. Below is an overview of the Task. Purpose of the Task In this B. Justify in a separate essay (suggested length of 1\u20132 pages) each of the four strategies implemented in Using the English Language Proficiency (ELP) Standards from Arizona or from your state, select the stage Create a lesson plan that integrates language objectives, content objectives, and best instructional Module AimsTo provide you with the opportunity: \uf0b7To make an in depth study of behavioural difficulties discuss a behavioural issue of your own choice. Suggestions for topics include:\uf0b7a \u2018condition\u2019 such as Use the \u201cSIOP Lesson Plan Template,\u201d located in the Student Success Center. Identify and select the ELP In this assignment you will continue working on the lesson plan you started in Topic 1. Identify academic Select a first- to fifth-grade level lesson plan from the Internet aligned to a Common Core English components. After your critique, rewrite the lesson on the COE Lesson Plan Template integrating Building on the lesson plan you have been creating in this course, create or locate three visual aid Based on the lesson plans you are developing, create an aligned pre-assessment to measure students\u2019 For this week\u2019s assignment, you will perform some fieldwork. Hopefully, as noted early on in the course, Financial Configuration, Financial Operations, Financial Statements, Budgeting, and Collegiate Athletic Week Learning Objectives \u2022 Indicate examples of resistance and self-determination in education \u2022 for the second article which i need first : Reflection Papers (2-3 pages each, double spaced) For each Create an engaging vocabulary game that utilizes five different teaching strategies for vocabulary Using the COE Lesson Plan Template, you will be developing a lesson plan by completing and submitting Write a reading response for the uploaded paper (3-5 pages excluding references). You should include at Select an informational text from Appendix B of the Common Core standards for English Language Arts. https:\/\/www.bing.com\/images\/search?q=question+strategy+graphic+organizer&qpvt=question+strateg TPA Task 2 \u2013 Designing Instruction *(REVISIONS Order 335391) Give explicate, relevant details. Pay Use the attached form as a guide to develop the budget portion for ABC Child Care\u2019s business plan, because it is a PDF document and you can not type in the form. Write a narrative budget(often required as part as a grant proposal) is a written explanation of what is included in each category and why<\/a><\/p>\n The Assignment: Observe play in a preschool classroom. (Include the observation site, date of Consider the importance of using a variety of assessments in the teaching of reading. Create a chart that In planning and instructing ELA content, it is important to be able to create a cohesive unit that<\/a> Instructional strategies Summary of instruction Differentiation Materials, resources, and technology It is important to integrate multimedia into ELA instruction and assessments when applicable in order to active engagement with the subject matter. How the tool creates a literate environment to engage Throughout this course, you have had the opportunity to research and implement a learning activity Creating formative and summative assessments for your assignments is an essential part of guiding Course Project: Building Your Early Childhood Program Part 8: Marketing Plan This week you complete The integrated study of content areas allows for the engagement of students through the purposeful
\nintegrates with your primary sensory modality for learning. You may seek outside resources to help you:
\nfor example, the Buddhist paths to enlightenment could be seen to align with different sensory
\nmodalities. How can you use your primary sensory preference to increase your awareness and practice
\nin this context? Be sure to cite any and all sources correctly so that your academic integrity is not called
\ninto question.<\/p>\nQuestion 4552 Reflection of How People Learn<\/h1>\n
\nused as a resource for beginning teachers, describing how learning occurs and the different ways that
\nstudents learn. Your brochure should include: Detailed descriptions of how students learn, including
\nprinciples related to development and acquisition of knowledge. Strategies to teach collaboration in the
\nclassroom environment. Strategies for encouraging students to monitor their work and engage in self-
\nreflection. A description of the type of teaching you prefer to demonstrate in the classroom
\nenvironment. How your teaching practices will support the learning preferences of students based on
\nresearched learning theories. The importance for a teacher to assist diverse students\u2019 learning. Support
\nyour brochure with a minimum of 2-3 scholarly resources.<\/p>\nQuestion 4553 Project Approach Product<\/h1>\n
\nproject needs to be documented during each phase, and presented in a visually appealing way, either
\nvia power point, prezi, a book, etc.. Your project should explicitly identify the social studies themes that
\nyou can introduce to students, and evidence that you are promoting social studies for your students. At
\na minimum, each project must include the following: Phase 1- How did the project theme emerge? Will
\nthis project be done with the whole class, or individual students? How will the project me differentiated
\nto incorporate interests, skills, etc.. of multiple students? How are you soliciting information and
\nprevious experiences from the students? How do students show an understanding of the concepts How
\nare questions to investigate being developed with the students? What are the questions they will
\nexplore A letter you\u2019ve created to send home to parents Phase 2- Developing What field work
\nopportunities, expert speakers, etc.. have you planned, or would you plan, for students to investigate
\nthis topic? What other experiences could you include? Examples of resources you would provide-
\ninclude at least 5 examples of resources How would you document the different stages of the project?
\nHow would each student represent their learning? Include examples, or pictures of potential examples<\/a>
\nWhat classroom modifications would you make to support the project? Phase 3- Conclusion What type
\nof culminating event could best represent what the students learned, experienced, questioned, etc..
\nduring the project? What would the event look like, who would be involved, etc\u2026 How would students
\nbe engaged in selecting materials to present at a culmination? How would the student\u2019s learning being
\nassessed? What would be next steps, or ideas for follow-up projects<\/p>\nQuestion 4554 Designing Instruction<\/h1>\n
\ntask, you will demonstrate your ability to learn important details about a classroom of students, an
\nEnglish learner, and a student who presents a different instructional challenge. You will plan instruction
\nthat is shaped by and addresses those student characteristics, and you will demonstrate your ability to
\nconnect learning about students to instructional planning. You will submit your completed response to
\nyour teacher preparation program. The Designing Instruction task requires you to make appropriate<\/a>
\nconnections between what you know about the students in your class to instructional planning for those
\nstudents. You will focus on how your instructional plan connects to the student characteristics of your
\nwhole class and to two focus students, an English learner and a student who presents a different
\ninstructional challenge. a. t ask Overview You are given: A five-step set of directions to guide your
\ninstructional planning based on information you have about your class and two focus students within
\nyour class: Step 1: Academic Content Selection and Learning about Students A. Academic content
\nselection B. Student characteristics Step 2: Learning about Two Focus Students Student 1: An English
\nlearner Student 2: A student who presents a different instructional challenge Step 3: Planning for
\nAcademic Instruction for the Whole Class Step 4: Lesson Adaptations for the Two Focus Students
\nStudent 1: An English learner Student 2: A student who presents a different instructional challenge Step
\n5: Reflection on Connecting Instructional Planning to Student Characteristics<\/p>\nQuestion 4555 Lesson plan rationale<\/h1>\n
\nthe lesson plan in part A1 for use with the class as a whole. 1. Provide one academic citation for each of
\nthe four strategies identified in the lesson plan. Note: Academic sources include professional journal
\narticles, the course of study textbook, articles listed in the textbook, articles in the course of study, etc.
\nUnacceptable sources include Edutopia for every citation, magazine articles, TeacherVision, and<\/a>
\nTeachHUB content that is quoted, paraphrased, or summarized. C. Acknowledge sources, using APA
\nformatted in-text citations and references, for content that is quoted, paraphrased, or summarized.<\/p>\nQuestion 4556 English Language Proficiency<\/h1>\n
\nfor a grade level of your choice. Based on the Common Core Standards\u2019 English Language Arts (ELA)
\nperformance objectives or the English Language Arts Standards from your state, create a learning
\nactivity that is aligned with a learning objective at the basic proficiency level on the ELP standards for
\neach of the following domains: Listening and Speaking Reading Writing Account for language acquisition
\nprinciples within the design of your activities. Include a 250-500 word rationale that describes how each
\nactivity addresses the characteristics of the ELL at the basic level and how language acquisition
\nprinciples have been accounted for within your design. Include ideas for strategies to differentiate these
\nactivities for students in the pre-production and early production stages. Support this assignment with
\nat least three scholarly resources. http:\/\/www.azed.gov\/oelas\/elps\/<\/p>\nQuestion 4557 SIOP Lesson Plan<\/h1>\n
\npractices for ELLs, as well as a method for authentic assessment. In this assignment you will complete a
\nSIOP Lesson Plan based on the Background Information below and your own grade level selection and
\ncontent area of choice. Background Information You are the teacher of a class of 10 ELL students in the
\nsame grade, but with differing English proficiency levels. Select your potential grade level and core
\ncontent area of interest before you begin. Using the SIOP Lesson Plan template in the Student Success
\nCenter, design a lesson for those students by completing the following sections of the SIOP lesson plan: –
\nStandards -Theme -Lesson Topic -Objectives (Content and Language) -Learning Strategies -Key
\nVocabulary -Materials -Motivation (Building Background) -Presentation (Language and content
\nobjectives, comprehensible input, strategies, interaction, feedback) -Practice and Application
\n(Meaningful activities, interactions, strategies, feedback) -Assessment and Extension (Review objectives,
\nand vocabulary, assess learning)<\/p>\nQuestion 4558 explore the causes of poor behaviour<\/h1>\n
\nin foundation stage UK PRIMARY SCHOOL \uf0b7To explore the causes of poor behaviour \uf0b7To identify and
\nevaluate the strategies which can be applied to help learners with behavioural problems Learning
\nOutcomes On successful completion of this module, you should be able to: LO1Critically evaluate the
\nnature and causes of learning difficulties and disabilities LO2Demonstrate an understanding of different
\nmodels of disability and the theories relating to behavioural difficulties LO3Analyse different strategies
\nfor tackling inappropriate behaviour in a learning support context. LO4Produce work of an appropriate
\nstandard using acceptable oral and written English and meeting academic demands. task 1(700 WORDS
\nFOR ALL DISCUSSIONS) Online discussion tasks (equivalent to 1,000 words \u2013 weighting 20%)Your tutor
\nwill set up and facilitate four online discussions over the course of the module. In your contributions you
\nwill be expected to demonstrate your ability to meet the given learning outcomes. You are required to
\nrespond to others, and take the discussion forward, to aid this, some discussions may come with
\nrestrictions (e.g. characters or word counts). There will be deadlines to meet to contribute to the
\ndiscussions.After each discussion create and maintain a reflective log of your own development and
\nlearning from the discussion. You can copy and paste extracts and this will enable you to complete an
\noverall reflection of the online discussions. Use the learning outcomes as a guide in undertaking your
\nreflections. Within your reflections assess how you feel your participation has developed over the four
\ndiscussions, the strengths you have shown and areas for development. As you complete the reflection
\nyou can use extracts from the discussions within the work by cutting and pasting these and labelling
\nthem with the date when they were produced. QUESTIONS ARE: 1.Discussion 3 \u2013 How do cultural
\ndifferences within your setting impact behaviour? What strategies are used? Discussion 4 : How would
\nyou improve managing inappropriate behaviour in your workplace? Take into consideration data
\nprotection, human rights, ethical procedures and confidentiality issues Discussion 2 : How effective are
\nthe strategies for managing behaviour in your setting?( I HAVE ALREADY MADE A COMMENT THAT MY
\nSCHOOL IS NOT CONSISTENT WITH BEHAVIOUR MANAGEMENT, WE HAVE SUPPLY TEACHRS AND THEY
\nALL DO WHAT THEY WANT SO YOU NEED TO BARE THIS IN MIND WHEN WRITING ANYTHING task 2
\n(3000 WORDS) Using information from a variety of sources and showing wide background reading,<\/p>\n
\nADHD, Asperger\u2019s Syndrome, Autism\uf0b7a specific problem such as bullying\uf0b7personality types\uf0b7positive
\nassertive discipline in practice However, you may choose a behaviour related topic that is not listed
\nabove. If you choose to do so, make sure you have discussed its suitability with your module tutor
\nbefore you begin. You will need to debate issues around your chosen topic and you must include a
\ndiscussion of:\uf0b7the role of the learning support worker regarding behaviour\uf0b7workplace behaviour policy
\nand procedures\uf0b7Legislation regarding exclusions\uf0b7inclusion\uf0b7equal opportunitiesIt may be appropriate to
\nconsider a case study related to an individual child with behavioural problems, or of a group of children
\nwhere behaviour is an issue. You will be expected to discuss possible or actual strategies for dealing with
\nthis behavioural issue, relating your discussions to behaviour theory. HARVARD REFERENCING !!!
\nMINIMUM 7 QOUTES (THEY PREFER PARAPHRASES )<\/p>\nQuestion 4559 Lesson Plan Template<\/h1>\n
\nStandards from your state. Create a content objective and a language objective using the English
\nLanguage Arts Standards from your state. Consider applicable language acquisition stages of<\/a>
\ndevelopment in your lesson planning. Include a 500-750 word rationale that includes an explanation
\nregarding how the following aspects of SIOP were accounted for within the design of your lesson: Lesson
\nPreparation Building Background Comprehensible Input Strategies Interaction Practice and Application
\nLesson Delivery Review and Assessmen<\/p>\nQuestion 4560 Intstructional strategies<\/h1>\n
\nlanguage, including key vocabulary, functions, and form from your informational text selection and
\ncomplete the \u201cAcademic Language\u201d sections on the COE Lesson Plan Template. Next, identify three
\ndifferent instructional strategies to teach the informational text that you think will meet the needs of
\nthe students described in the Class Profile. Consider how these strategies will work together to create
\nrelevancy, rigor, and cultural sensitivity for all students. Script a separate \u201cLearning and Teaching
\nActivities\u201d section of the COE Lesson Plan Template (100-250-words) for each instructional strategy that
\nincludes 10 DOK (depth of knowledge) questions based on your selected informational text. Each \u201cI Do\u201d
\nentry should have a corresponding \u201cStudents Do\u201d entry and corresponding \u201cDifferentiation\u201d entry.
\nInclude one instructional strategy in the \u201cLearning and Teaching Activities\u201d section of the COE Lesson
\nPlan template. Include the other two instructional strategies on a separate sheet of paper. APA format is<\/a>
\nnot required, but solid academic writing is expected. You are required to submit this assignment to
\nTurnitin.<\/p>\nQuestion 4561 Deconstructing Lesson Plans<\/h1>\n
\nLanguage Arts standard (national or state). In a 500-750 word analysis, deconstruct and critique the
\nthoroughness of the lesson plan components, with special emphasis on the learning and related
\nactivities of the lesson. Use the COE Lesson Plan Template as a point of reference for evaluating the<\/p>\n
\nstandards and skills from another discipline (for example, math or science). Submit the lesson plan you
\nfound, your analysis of it and your revised, integrated lesson plan to your instructor. APA format is not
\nrequired, but solid academic writing is expected. This assignment uses a rubric. Please review the rubric<\/a>
\nprior to beginning the assignment to become familiar with the expectations for successful completion.<\/p>\nQuestion 4562 Resource Selection<\/h1>\n
\nresources that can be used with the text you selected and activities you developed. They should
\npromote critical thinking and problem solving, as well as increase student engagement and
\nachievement. Be sure to cite your sources if you do not create the resources yourself. Update and
\nsubmit the \u201cInstructional Materials, Equipment, and Technology\u201d section in your COE Lesson Plan
\nTemplate. In addition, submit a 500-750-word explanation defending how the visual aid resources
\nincrease student engagement and achievement for your students, based on the \u201cClass Profile.\u201d Include
\none or more learning theories to support your case. (Citations are only necessary if quotes are used.)
\nPrepare this assignment according to the APA guidelines found in the APA Style Guide, located in the<\/a>
\nStudent Success Center. This assignment uses a rubric. Review the rubric prior to beginning the
\nassignment to become familiar with the expectations for successful completion. You are required to
\nsubmit this assignment to Turnitin.<\/p>\nQuestion 4563 Prior Knowledge Pre Assesment<\/h1>\n
\nprior knowledge. Include a scripted introduction to the pre-assessment and 4-6 questions you can ask
\nthe students in order to pre-assess and gather information. Include a closing stating what you expect to
\ndiscover regarding their knowledge, skills, and understandings on the informational text selection and
\nacademic language. Address this assignment in a 250-500 word paper. Include a brief statement about
\nthe pre-assessment and the 4-6 questions on your COE Lesson Plan Template. Prepare this assignment
\naccording to the APA guidelines found in the APA Style Guide, located in the Student Success Center.
\nYou are not required to submit this assignment to Turnitin. Submit the paper for this assignment; the
\ntemplate will be submitted in the next assignment for this Topic.<\/p>\nQuestion 4564 Financial Operations<\/h1>\n
\nyou have established an appointment to meet with an athletic administrator who is responsible for the
\nfinancial operations, either by phone, email, or at best in person. This week, you will interview an
\nathletic department\u2019s Business Manager or any other position responsible for the financial operations at
\nan institution. Your paper should address the following: Develop a set of questions used to interview the
\ndesired individual in your geographic area. Create a variety of alternative questions for you interviewee
\nif your first set of questions is unable to be answered. Be sure your questions are open-ended; avoid
\nquestions eliciting a one word answer. Limit the questions to the following topics: Financial
\nDistinctiveness of Intercollegiate Athletics, Organizational Structure within Intercollegiate Athletics,<\/p>\n
\nBusiness Management Association (CABMA). Please be sure to use APA formatting for your interview
\nreport.<\/p>\nQuestion 4565 Indigenous Self-Determination in Education<\/h1>\n
\nRelate teaching content to the dominant society Required Instructional Materials Video \u2022 Watch Video
\nLectures, You Tube Video, & Check out the Strelley School Website \u2022 Watch the Video Interview with Dr.
\nRobin Minthorn \u2022 Watch this Film: Rabbit Proof Fence o This film is available through University Libraries
\nor to rent through YouTube. Reading Book: Indigenous Knowledge and Education \u2022 Chapter by Kenneth
\nLiberman Book: To Remain an Indian \u2022 Chapters 3 & 4 Activities Group Discussion Discussion prompt: 1.
\nDescribe one example from the film of how the 3 girls demonstrated resistance to the assimilationist
\nagenda enforced upon them. 2. Then, describe one example of self-determination efforts at the Strelley
\nSchool in the chapter by Liberman. 3. How was the teaching content in American Indian schools
\nreflective of teaching dominant societal life ways? and how did Native students or teachers challenge
\nthese schools\u2019 agendas? (from Lom\/McCarty chapters) Reply instructions: 1st Reply \u2013 share your
\ncomments or questions based on one classmate\u2019s post 2nd Reply \u2013 create an outline of another
\nclassmate\u2019s post to show them how you organized their response (they will see how their post made<\/a>
\nsense to others)<\/p>\nQuestion 4566 Introduction to Needs Analysis<\/h1>\n
\npaper, choose a topic in your readings that you would like to delve into, expand on, relate to, reflect on
\nor otherwise offer insight into or question a point or issue that catches your attention. You can write an
\ninterpretation, a critique, an expansion, or any other method of discussion. The only requirements are
\nthat you refer to the relevant passage(s), focus on one topic or theme, write coherently and proofread<\/a>
\nyour paper.<\/p>\nQuestion 4567 Vocabulary Development Game<\/h1>\n
\ndevelopment. These strategies should also address Common Core\u2019s three tiers of academic language:
\nCommon words, which most children acquire in daily conversations in their first language; Content
\nspecific technical words, which may be commonly used or rarely used; and Words that define written
\ntext, generally more sophisticated and precise than words used in conversation OR academic vocabulary
\nfrom academic texts Submit a description of the game materials and instructions on how the game is to
\nbe played in a 250-500-word essay. The vocabulary game should include strategies that can be used as
\ninformal assessments. Be sure to allow for differentiation for ELL or special needs students. The game
\nshould be one that can be replicated at home by the students and their family members. APA format is<\/a>
\nnot required, but solid academic writing is expected.<\/p>\nQuestion 4568 Lesson Summary and focus<\/h1>\n
\nseveral sections of the template throughout this course. (These assignments are separate from the
\nBenchmark assessment, which you should also be working on throughout this course.) As you submit
\nsections and receive feedback, you may revise previously submitted sections based on that feedback
\nbefore submitting the lesson plan again. (Revisions are for coherency only; they will not affect the scores
\nyou received on the initial submissions.) For this assignment, complete the \u201cNational\/State Learning
\nStandards\u201d section by selecting a first- to fifth-grade level and a corresponding \u201cReading: Informational
\nText\u201d strand, cluster, and standard using the \u201cSample Annotated Excerpt.\u201d Complete the \u201cLesson
\nSummary and Focus\u201d section of the lesson plan. In a few sentences, briefly summarize your lesson and
\nstate its central focus based on the content and skills you are going to teach. For the grade level you are
\nworking with, select a corresponding informational text from Appendix B of the standards and list that
\ntext in the \u201cInstructional Materials, Equipment and Technology\u201d section of the lesson plan. Keep in mind
\nthe diverse backgrounds and needs of your students as listed in the \u201cClass Profile.\u201d Select a writing,
\nspeaking and listening, or language strand, cluster and standard(s) from Arizona\u2019s College and Career
\nand Ready Standards that align with your selections. Complete the \u201cClassroom and Student Factors\u201d and
\n\u201cSpecific Learning Target(s)\/Objectives\u201d sections of the COE Lesson Plan Template. APA format is not required, but solid academic writing is expected. You are not required to submit this assignment to<\/a>
\nTurnitin.<\/p>\nQuestion 4569 Reading Response<\/h1>\n
\nleast 3 other sources. Your response should answer the following questions: What are the central
\nproblems and questions addressed in this reading? What were the main findings\/arguments? What are
\n1-2 important policy and\/or research implications and why? How does this reading relate to your
\ncurrent or future professional life? your response should focus more on the view of Educational<\/a>
\nleadership))<\/p>\nQuestion 4570 Reading Comprehension<\/h1>\n
\nResearch a minimum of five reading comprehension-teaching strategies. Develop a graphic organizer for
\neach strategy: Each graphic organizer will support the comprehension strategy being used. Design the
\ngraphic organizers around the informational text and strategy. Include a summary of 1-2 paragraphs for
\neach graphic organizer explaining how you would use this in a comprehension lesson. Include your
\nrationale. Specify the potential benefits of using each graphic organizer and how it will support
\nassessment of knowledge. 3-5 peer-reviewed articles in support of your content. APA format
\n_____________________________________________________
\n~~~~~~~~~~~~~~EXAMPLE~~~~~~~~~~~~~~~~~~~~ You will need to pick a story you want to teach your
\nstudents. Then in your reading this week and in research you need to pick 5 comprehension strategies.
\nYou have to pair one strategy with a graphic organizer. For example. One comprehension strategy is
\nasking questions. You want to pair this with a graphic organizer. Here is a link of graphic organizers that
\ngo along with the question strategy:<\/p>\n
\ny+graphic+organizer&FORM=IGRE. Then you need to support why this strategy works in helping
\nstudents learn comprehension. Make sure to back up your information with research. Here is what your
\npaper should look like: Introduction. 1. Comprehension strategy followed by a graphic organizer for that
\nstrategy and then a summary with research on the importance of that stratgy. 2. Comprehension
\nstrategy followed by a graphic organizer for that strategy and then a summary with research on the
\nimportance of that stratgy. 3. Comprehension strategy followed by a graphic organizer for that strategy
\nand then a summary with research on the importance of that stratgy. 4. Comprehension strategy
\nfollowed by a graphic organizer for that strategy and then a summary with research on the importance
\nof that stratgy. 5. Comprehension strategy followed by a graphic organizer for that strategy and then a
\nsummary with research on the importance of that stratgy. Conclusion.<\/p>\nQuestion 4571 Designing Instruction<\/h1>\n
\nattention to the wording of the question and answer all of the question. Be consistent through out all
\nthe sections. Give time frames of assignments . Give details of assignments. You can\u2019t give to much
\ndetails. Explain and give detail like you are speaking to someone who knows nothing and needs to
\nunderstand what you are saying. It\u2019s like TPA for dummies. I will attach the TPA@Designing Instruction
\nFinaL 21.docx that needs to be revised. I also have attached TPA Task @ Designing Instruction.docx
\nwhich will provide you with the questions. I will attach screenshots of TPA modules that will help you
\nunderstand how the professor wants the questions to be answered. **See attached Detailed TPA 2
\nResults.docx<\/p>\nQuestion 4572 Child Care Budget<\/h1>\n
Question 4573 Play observation<\/h1>\n
\nobservation, number of children observed and ages). Provide three examples of play. For each example
\nprovide: (each example should have a minimum of 7 sentences) *a detailed description of what you
\nobserved. *analyze the play and reflect on which type it is- (from our textbook on pages 131-133).
\n*decide which theorist the observed play most closely matches and tell why. Choose from Erikson,
\nMaslow, Piaget or Vvygotsky. In a summary paragraph, minimum of 5 sentences, reflect on any other
\nactivities, skills, or interventions the teacher could do to enhance the children\u2019s play. Discuss how you<\/a>
\nwill implement play into your learning environment. Resources Textbook pages 108\u2013124. Textbook
\npages 131-133<\/p>\nQuestion 4574 Assessment of Reading<\/h1>\n
\nidentifies various types of informal, formal, formative, and summative assessments (e.g., DRA, running records, DIBELS) used to assess students reading abilities. Compare and contrast a minimum of five assessments, using the Depth of Knowledge resource for reference.<\/a><\/p>\nQuestion 4575 Benchmark English Learning<\/h1>\n
\nencompasses various aspects of ELA including reading, writing, speaking, viewing, listening, and thinking
\nskills. Part 1: Unit Plan For this benchmark, you will choose one of the three lesson plans you created in
\nthis course to build a weeklong unit plan. Complete the \u201cELA Unit Plan\u201d template to prepare a weeklong
\nEnglish language arts unit plan. Utilize any previously received feedback from your instructor to modify
\nand adjust instruction to meet the diverse needs of \u201cClass Profile\u201d students. For the ELA unit plan,
\ninclude the following components. Lesson title Alignment to ELA state standards<\/p>\nLearning objectives<\/h2>\n
\nFormative and summative assessments The unit plan must focus on integrating the following elements.
\nLearning activities and instruction integrating ELA concepts on reading, writing, speaking, viewing,
\nlistening, and thinking skills that helps students apply skills to various situations, materials, and ideas.
\nDifferentiation activities based on the various cognitive, linguistic, social, emotional, and physical
\ndevelopmental needs of students in the \u201cClass Profile.\u201d Communication resources, including digital tools
\nand resources that are student-centered, provide equitable access, and develop cultural understanding
\nand global awareness. Formative and summative assessments to modify, adjust, and strengthen
\ninstruction. Part 2: Reflection In 250-500 words, summarize and reflect on the process of creating a unit
\nplan in English language arts. How does your unit plan help students successfully apply their developing
\nskills to different situations, materials, and ideas? What challenges did you face when trying to meet the
\ndevelopmental needs of all students? How can family and community support the instruction and
\nselected instructional strategies? APA format is not required, but solid academic writing is expected.
\nThis assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar<\/a>
\nwith the expectations for successful completion. You are not required to submit this assignment to
\nLopesWrite. Program competencies and national standards assessed in the benchmark assignment: 2.1
\nIncorporate English language arts concepts on reading, language and child development to design,
\ndeliver and evaluate instruction on reading, writing, speaking, viewing, listening, and thinking skills, and
\nto help students successfully apply their developing skills to many different situations, materials, and
\nideas. [ACEI 2.1; InTASC 4(b), 4(d); ISTE-T 1a; MC1, MC2]<\/p>\nQuestion 4576 Integrating Multimedia efia in ELA<\/h1>\n
\nenhance the instruction in order to foster active engagement in literacy and create a supportive learning
\nenvironment. For this assignment, create a 250-500 word digital brochure to give to families to highlight
\ntwo multimedia tools that can be used to enhance literacy instruction. Your digital brochure should
\nshow how these tools would engage students in literacy and accommodate students with diverse needs.
\nFor each multimedia tool, include: Title and description How the tool will foster students\u2019 learning and<\/p>\n
\nstudents in high quality texts. How the tool can be adapted to meet the diverse needs of students in
\norder to create a supportive learning environment. The role of family in supporting the learning activity
\nand the use of this tool. Support your brochure with a minimum of three scholarly resources. Prepare
\nthis assignment according to the guidelines found in the APA Style Guide, located in the Student Success
\nCenter. An abstract is not required. This assignment uses a rubric. Review the rubric prior to beginning<\/a>
\nthe assignment to become familiar with the expectations for successful completion. You are required to
\nsubmit this assignment to LopesWrite.<\/p>\nQuestion 4577 Social Studies and the Arts Integrated Unit Plan<\/h1>\n
\nthat is cross-curricular with social studies and the arts, along with appropriate instructional strategies,
\nquestioning strategies, and differentiation. Part 1: Social Studies Unit Plan For this benchmark, you will
\nplan a weeklong unit using the \u201cSocial Studies Unit Plan.\u201d The unit plan should include social studies
\nintegrated with the visual arts and require students to research a country of their choice. You may adapt<\/a>
\nany previous assignments and lesson plans in the creation of this mini-unit plan, as long as the lessons
\nform a planned cohesive unit. The unit plan will focus on government and economics of the selected
\ncountry, U.S. and world history (comparing the selected country to the U.S), and geography and social
\nstudies of the selected country. Use the \u201cClass Profile\u201d for background information on your students in
\norder to differentiate to meet the diverse needs of students. Design the unit plan so that it: Develops
\nstudents\u2019 abilities to make informed decisions in a culturally diverse democratic society and
\ninterdependent world. Integrates visual arts to promote communication, inquiry, and engagement.
\nIncorporates responsible use of media, digital tools, and resources, including: Virtual pen pal options
\nwith students from the selected country. Safety measures for using the Internet in the classroom.
\nResearch of performance and visual arts of the selected country. How students can communicate and<\/a>
\ncollaborate with students of other cultures. Part 2: Rationale Along with the unit, submit a 250-500
\nword rationale that explains the reasoning behind your instructional strategies and choices. Explain how
\nyou will use your findings in your future professional practice. APA format is not required, but solid
\nacademic writing is expected. This assignment uses a rubric. Review the rubric prior to beginning the
\nassignment to become familiar with the expectations for successful completion. You are required to
\nsubmit this assignment to LopesWrite. Program competencies and national standards assessed in the
\nbenchmark assignment: 1.4 Promote responsible student use of active technologies to collaborate in
\npositive face-to-face and virtual local and global environments through applying effective interpersonal
\ncommunication skills. [ACEI 1.0; InTASC 3(b), 3(g), 3(h), 3(m), 3(n), 3(o); ISTE-T 4a, 4c; MC1, MC4, MC5]
\n2.4: Use the major concepts and modes of inquiry from the social studies\u2014the integrated study of
\nhistory, geography, the social sciences, and other related areas\u2014to promote elementary students\u2019
\nabilities to make informed decisions as citizens of a culturally diverse democratic society and
\ninterdependent world. [ACEI 2.4; InTASC 4(b), 4(m), 4(o), 4(p) 5(g); MC2, MC5] 2.5: Use\u2014as appropriate
\nto their own understanding and skills\u2014the content, functions, and achievements of the performing arts
\n(dance, music, theater) and the visual arts as primary media for communication, inquiry, and
\nengagement among elementary students. [ACEI 2.5; InTASC 5(e), 5(n), 8(h), 8(m), 8(q); MC1, MC2]<\/p>\nQuestion 4578 Wax Museum Assessment<\/h1>\n
\ninstruction for learning. Not only are assessments ensuring that learning is taking place, they are
\nchecking for mastery of skills taught. In Topic 4, you created a wax museum project for your students. In
\norder to modify, strengthen, and adjust instruction as students are creating the wax museum project,
\nresearch and decide how you will formatively assess students. Additionally, create a summative
\nassessment for the students. Part 1: Assessment Plan For this assignment, you will create an assessment
\nplan describing how you will conduct formative assessments while students are creating the project,
\nalong with a summative assessment. Your assessment plan should include: The social studies content
\nstandards, the arts standards, and the lesson objectives from the original lesson that the assessment
\nplan will align to and measure. Four specific examples of formative assessments you will implement.
\nDescription of a summative assessment. Rubric for the summative assessment. Your plan to provide
\neffective, descriptive feedback in a timely manner to students following the assessments. Specific ways
\nyou will accommodate for students with disabilities and language barriers. Part 2: Reflection Write a
\n250-500 word reflection describing your assessment plan. In the summary address: How the ethical use
\nof various assessments and data guides you to identify students\u2019 strengths and needs to promote
\ngrowth. How your assessments will support continuous progress in teaching and learning and demonstrate gains in skills and knowledge. How your assessments, both formative and summative, can<\/a>
\nbe differentiated to meet the needs of various students. Submit your assessment plan with your
\nreflection as one deliverable. APA format is not required, but solid academic writing is expected. This
\nassignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with
\nthe expectations for successful completion. You are required to submit this assignment to LopesWrite.<\/p>\nQuestion 4579 Marketing Your Program<\/h1>\n
\nthe final part of your Course Project by responding to the following scenario: Your Advisory Board has
\nrequested that you, as the director of your program, provide a marketing plan consisting of at least two
\nmarketing goals, a summary of the unique aspects of your program, and a description of your target
\naudience(s). Your plan should also include several low-budget marketing strategies and several ideal
\nstrategies not restricted by budgetary constraints. You write a proposal that consists of the following
\nsections. Basics of My Marketing Plan Before you decide on your marketing strategies, summarize two
\nmarketing goals, at least five unique aspects of your program, and a description of your target
\naudience(s). My Marketing Plan With a Limited Budget Based on a restricted budget, identify at least
\nthree marketing strategies and why each strategy would be effective with your target audience(s).
\nInclude how much each of these strategies would cost. My Marketing Plan With an Unlimited Budget If
\nyou had unlimited resources, identify at least three ideas for marketing your program and provide a
\nrationale. Include pricing information.<\/p>\nQuestion 4580 Integrating Social Studies and the Arts<\/h1>\n
\napplication of content knowledge. Social studies is a content area that can be effectively integrated with
\nmultiple aspects of the arts, including visual arts, drama, and performance. Teachers can design
\nmeaningful learning experiences that are cross-curricular and guide students in the development of
\ninterdisciplinary skills, within content area contexts, establishing a connection that encourages
\nexploration, discovery, and expression. Part 1: Social Studies and Arts Learning Activity Research and
\nexamine a variety of teaching and instructional strategies for activities that engage students in complex
\nthinking and meaningful tasks and lessons that integrate social studies and the arts. For this assignment,
\ncomplete the \u201cSocial Studies and Arts Learning Activity\u201d template to plan for instruction by developing a
\nlearning experience that integrates social studies and the arts and uses various forms of communication<\/a>
\nwith interdisciplinary connections of real-world knowledge and skills. Select a grade level, K-8, and a
\nstate standard in social studies and one in the arts that can be met in your learning activity. The \u201cSocial
\nStudies and Arts Learning Activity\u201d template includes: Social studies standard, arts standard, and grade
\nlevel Learning objectives 100-150 word description of the learning activity that integrates social studies
\nand the arts Instructional strategy Part 2: Reflection In 250-500 words, summarize and reflect on
\nintegrating social studies and the arts into one lesson. How does your learning activity and instructional
\nstrategy foster the development of critical thinking and problem-solving skills in the content area of
\nsocial studies and various forms of the arts? Explain how you will use your findings in your future<\/a>
\nprofessional practice. Support your findings with at least two scholarly resources. Prepare this
\nassignment according to the guidelines found in the APA Style Guide, located in the Student Success
\nCenter. An abstract is not required. This assignment uses a rubric. Review the rubric prior to beginning
\nthe assignment to become familiar with the expectations for successful completion. You are required to
\nsubmit this assignment to LopesWrite.<\/p>\n","protected":false},"excerpt":{"rendered":"