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Tag: Homework Solution

  • [Solved] Policy Analysis

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    I need assistance in choosing a state health policy reform innovation

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    I need assistance in choosing a state health policy reform innovation

  • [Solved] assitant needed kiki S

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    please see the attachment **files (1)** – ## PersuasiveSpeechOutlineFormat.docx **## PersuasiveSpeechOutlineFormat.docx** **Persuasive Speech Title** **Research Question:** Should professional female athletes be paid the same as male athletes in the same sport? **Thesis:** **Main Ideas:** 1. (write…

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    please see the attachment

    **files (1)**

    – ## PersuasiveSpeechOutlineFormat.docx

    **## PersuasiveSpeechOutlineFormat.docx**

    **Persuasive Speech Title**

    **Research Question:** Should professional female athletes be paid the same as male athletes in the same sport?

    **Thesis:**

    **Main Ideas:** 1. (write it out)

    2. (write it out)

    3. (write it out)

    **Introduction**

    This is a fully written out paragraph with complete sentences wherein you gain the attention of your audience, clearly state your topic, establish the importance of your topic, establish your credibility to speak on your topic, and preview the structure/main ideas of your speech. The body of your speech is not in paragraph form but in standard outline form.

    **Body**

    **1. First main idea** (use clear, concise, and parallel phrases)

    **a.** Sub point

    **Source:** Include the name of at least 1 source you plan to use for this section

    **Transition:** This is a complete sentence that connects the first point to the next.

    **2. Second main idea** (use clear, concise, and parallel phrases)

    **a.** Sub point

    **Source:** Include the name of at least 1 source you plan to use for this section

    **Transition:** This is a complete sentence that connects this point to the next.

    **3. Third main idea** (use clear, concise, and parallel phrases)

    **a.** Sub point

    **Source:** Include the name of at least 1 source you plan to use for this section

    **Transition:** This is a complete sentence that connects this point to the next.

    4.
    **Counter-argument** (clearly statement the counter-argument)

    a.
    **Response:** State how you plan to challenge this claim.

    b.
    **Source:** Include the name of at least 1 source you plan to use for this section

    **Conclusion**

    This is a fully written out paragraph wherein you summarize your main ideas, possibly suggest to your audience of what is most important and end it with a memorable concluding remark or clincher.

    Additional Question:

    Do you plan to use any visual aids? If so, what & how?

    #### **Example of a Strong Outline**

    #### “Ban the Bag: Why Kentucky Should Prohibit Single-Use Plastic Bags”

    **Research Question:** How would banning single-use plastic bags in Kentucky benefit the environment, economy, and communities?

    **Thesis:** Kentucky should ban single-use plastic bags because doing so will reduce pollution, save taxpayer money, and protect wildlife.

    **Main Ideas:**

    1. Plastic bags create severe environmental pollution and harm local ecosystems.

    2. Reusable and paper alternatives are affordable and environmentally friendly.

    3. Banning plastic bags would save cities money spent on cleanup and waste management.

    #### **Introduction**

    #### Every year, Americans use over 100 billion plastic bags. Bags that are used for an average of 12 minutes but last in landfills for centuries. Here in Kentucky these bags litter our roadsides, clog our waterways, and threaten wildlife. Today I want to show you how something as small as a shopping bag can make a big difference in our environment. With my background volunteering for a local recycling initiative, I’ve seen firsthand how hard it is to clean up this waste. By the end of this speech, you’ll understand why banning single-use plastic bags can improve our environment, strengthen our communities through alternative bag options, and save taxpayer dollars.

    #### **Body**

    1.
    **Plastic bags cause environmental harm.** a. Plastic bags break down into microplastics that contaminate soil and water.
    Source: National Geographic, “The Planet or Plastic? Campaign,” 2023.

    **Transition:** Now that we understand how plastic bags harm our environment, let’s look at what we can use instead.

    2.
    **Alternatives to plastic bags are affordable and effective.** a. Cities that switched to reusable or paper bags saw reduced waste and minimal cost increases.

    **Source:** U.S. Environmental Protection Agency report, 2022.

    **Transition:** In addition to being environmentally friendly, these alternatives can also help communities save money.

    3.
    **Banning plastic bags saves communities money.** a. Sanitation departments spend thousands each year removing bags from drainage systems.

    **Source:** Lexington City Waste Management Report, 2023.

    **Transition:** Of course, some people worry that banning plastic bags could negatively impact shoppers with lower incomes, but that concern can be addressed.

    4.
    **Counterargument:** Some argue banning plastic bags hurts low-income shoppers.

    **Response:** Cities with similar bans provide free or discounted reusable bags, easing the burden on all consumers.

    **Source:** California Department of Environmental Protection, 2021.

    #### **Conclusion** Banning plastic bags may seem like a small step, but it’s one that leads to cleaner rivers, safer wildlife, and smarter spending. We can choose convenience for a moment—or sustainability for generations. Next time you shop, imagine a cleaner Kentucky—and make that change one bag at a time.

    **Visual Aids:** Yes. I plan to use a slide with photos of plastic pollution in Kentucky streams and a simple chart showing cleanup costs before and after bans in other states.

    **## PersuasiveSpeechOutlineFormat.docx**

    **Persuasive Speech Title**

    **Research Question:** Should professional female athletes be paid the same as male athletes in the same sport?

    **Thesis:**

    **Main Ideas:** 1. (write it out)

    2. (write it out)

    3. (write it out)

    **Introduction**

    This is a fully written out paragraph with complete sentences wherein you gain the attention of your audience, clearly state your topic, establish the importance of your topic, establish your credibility to speak on your topic, and preview the structure/main ideas of your speech. The body of your speech is not in paragraph form but in standard outline form.

    **Body**

    **1. First main idea** (use clear, concise, and parallel phrases)

    **a.** Sub point

    **Source:** Include the name of at least 1 source you plan to use for this section

    **Transition:** This is a complete sentence that connects the first point to the next.

    **2. Second main idea** (use clear, concise, and parallel phrases)

    **a.** Sub point

    **Source:** Include the name of at least 1 source you plan to use for this section

    **Transition:** This is a complete sentence that connects this point to the next.

    **3. Third main idea** (use clear, concise, and parallel phrases)

    **a.** Sub point

    **Source:** Include the name of at least 1 source you plan to use for this section

    **Transition:** This is a complete sentence that connects this point to the next.

    4.
    **Counter-argument** (clearly statement the counter-argument)

    a.
    **Response:** State how you plan to challenge this claim.

    b.
    **Source:** Include the name of at least 1 source you plan to use for this section

    **Conclusion**

    This is a fully written out paragraph wherein you summarize your main ideas, possibly suggest to your audience of what is most important and end it with a memorable concluding remark or clincher.

    Additional Question:

    Do you plan to use any visual aids? If so, what & how?

    #### **Example of a Strong Outline**

    #### “Ban the Bag: Why Kentucky Should Prohibit Single-Use Plastic Bags”

    **Research Question:** How would banning single-use plastic bags in Kentucky benefit the environment, economy, and communities?

    **Thesis:** Kentucky should ban single-use plastic bags because doing so will reduce pollution, save taxpayer money, and protect wildlife.

    **Main Ideas:**

    1. Plastic bags create severe environmental pollution and harm local ecosystems.

    2. Reusable and paper alternatives are affordable and environmentally friendly.

    3. Banning plastic bags would save cities money spent on cleanup and waste management.

    #### **Introduction**

    #### Every year, Americans use over 100 billion plastic bags. Bags that are used for an average of 12 minutes but last in landfills for centuries. Here in Kentucky these bags litter our roadsides, clog our waterways, and threaten wildlife. Today I want to show you how something as small as a shopping bag can make a big difference in our environment. With my background volunteering for a local recycling initiative, I’ve seen firsthand how hard it is to clean up this waste. By the end of this speech, you’ll understand why banning single-use plastic bags can improve our environment, strengthen our communities through alternative bag options, and save taxpayer dollars.

    #### **Body**

    1.
    **Plastic bags cause environmental harm.** a. Plastic bags break down into microplastics that contaminate soil and water.
    Source: National Geographic, “The Planet or Plastic? Campaign,” 2023.

    **Transition:** Now that we understand how plastic bags harm our environment, let’s look at what we can use instead.

    2.
    **Alternatives to plastic bags are affordable and effective.** a. Cities that switched to reusable or paper bags saw reduced waste and minimal cost increases.

    **Source:** U.S. Environmental Protection Agency report, 2022.

    **Transition:** In addition to being environmentally friendly, these alternatives can also help communities save money.

    3.
    **Banning plastic bags saves communities money.** a. Sanitation departments spend thousands each year removing bags from drainage systems.

    **Source:** Lexington City Waste Management Report, 2023.

    **Transition:** Of course, some people worry that banning plastic bags could negatively impact shoppers with lower incomes, but that concern can be addressed.

    4.
    **Counterargument:** Some argue banning plastic bags hurts low-income shoppers.

    **Response:** Cities with similar bans provide free or discounted reusable bags, easing the burden on all consumers.

    **Source:** California Department of Environmental Protection, 2021.

    #### **Conclusion** Banning plastic bags may seem like a small step, but it’s one that leads to cleaner rivers, safer wildlife, and smarter spending. We can choose convenience for a moment—or sustainability for generations. Next time you shop, imagine a cleaner Kentucky—and make that change one bag at a time.

    **Visual Aids:** Yes. I plan to use a slide with photos of plastic pollution in Kentucky streams and a simple chart showing cleanup costs before and after bans in other states.

  • [Solved] question

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    **files (1)** – ## Session4Homework802.docx **## Session4Homework802.docx** Lesson plan 1 ( **Vocabulary lesson)** **EXAMPLE :** **Name:** Vocabulary lesson **Next Generation Standard** PK.AC.3 Demonstrates understanding of what is observed and uses vocabulary relevant to observations. PK.AC.4. Demo…

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    Assignment Prompt & Instructions

    **files (1)**

    – ## Session4Homework802.docx

    **## Session4Homework802.docx**

    Lesson plan 1 (
    **Vocabulary lesson)**

    **EXAMPLE :**

    **Name:** Vocabulary lesson

    **Next Generation Standard**

    PK.AC.3 Demonstrates understanding of what is observed and uses vocabulary relevant to observations.

    PK.AC.4. Demonstrates a growing receptive vocabulary through identification of pictures related to words (e.g., points to the correct picture in book if prompted).

    PK.AC.5. demonstrates a growing expressive vocabulary by using facial expressions, body language, gestures, home language, and/or sign language to engage in reciprocal conversations.

    **Grade and Topic**

    4th grade.Vocabulary Lesson

    **Anticipatory Set**

    By using contextual discussions and pictures, the teacher will model and explain the meaning of words through context-based discussions.

    **Objectives**

    -Students will be able to correctly establish meaning of basic words using pictures.

    -Students will be able to suitably determine meaning of words using basic words and general academic words to build sentences.

    -Students will be able to make use of words such as cocoon, hungry, transform, expand and consume.

    **Guided Practice**

    The teacher will facilitate a discussion about four different terms related to the life cycle that have been derived from previously read books, videos, and real-life experiences gained from daily life.

    **Independent Practice**

    Every student will be required to match words with meanings or pictures.

    A gap space will be provided for other students to insert appropriate vocabulary.

    **Closure**

    The students will conclude the lesson by sharing the words they have enjoyed learning and their meanings with the class.

    **Evaluation**

    As part of the assessment, the students will match words and meanings, fill gaps with relevant vocabulary by sticking or writing it, and attach vocabulary to the appropriate picture.

    **## Session4Homework802.docx**

    Lesson plan 1 (
    **Vocabulary lesson)**

    **EXAMPLE :**

    **Name:** Vocabulary lesson

    **Next Generation Standard**

    PK.AC.3 Demonstrates understanding of what is observed and uses vocabulary relevant to observations.

    PK.AC.4. Demonstrates a growing receptive vocabulary through identification of pictures related to words (e.g., points to the correct picture in book if prompted).

    PK.AC.5. demonstrates a growing expressive vocabulary by using facial expressions, body language, gestures, home language, and/or sign language to engage in reciprocal conversations.

    **Grade and Topic**

    4th grade.Vocabulary Lesson

    **Anticipatory Set**

    By using contextual discussions and pictures, the teacher will model and explain the meaning of words through context-based discussions.

    **Objectives**

    -Students will be able to correctly establish meaning of basic words using pictures.

    -Students will be able to suitably determine meaning of words using basic words and general academic words to build sentences.

    -Students will be able to make use of words such as cocoon, hungry, transform, expand and consume.

    **Guided Practice**

    The teacher will facilitate a discussion about four different terms related to the life cycle that have been derived from previously read books, videos, and real-life experiences gained from daily life.

    **Independent Practice**

    Every student will be required to match words with meanings or pictures.

    A gap space will be provided for other students to insert appropriate vocabulary.

    **Closure**

    The students will conclude the lesson by sharing the words they have enjoyed learning and their meanings with the class.

    **Evaluation**

    As part of the assessment, the students will match words and meanings, fill gaps with relevant vocabulary by sticking or writing it, and attach vocabulary to the appropriate picture.

  • [Solved] assitant needed kk-h

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    please see attachment **files (1)** – ## historyassignment2.docx **## historyassignment2.docx** · Chapter Reaction Papers: Parts 2 to 9. A chapter reaction paper should include your opinion or reaction to reading the material. Write a reflection paper on lessons learned from one of the African Ameri…

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    Assignment Prompt & Instructions

    please see attachment

    **files (1)**

    – ## historyassignment2.docx

    **## historyassignment2.docx**

    · Chapter Reaction Papers: Parts 2 to 9. A chapter reaction paper should include your opinion or reaction to reading the material. Write a reflection paper on lessons learned from
    one of the African American Leaders, (one-page minimum, 250 words), worth 40 points,

    1.
    Read Part 3: W. E. B. Du Bois: Talented Propagandist,

    **## historyassignment2.docx**

    · Chapter Reaction Papers: Parts 2 to 9. A chapter reaction paper should include your opinion or reaction to reading the material. Write a reflection paper on lessons learned from
    one of the African American Leaders, (one-page minimum, 250 words), worth 40 points,

    1.
    Read Part 3: W. E. B. Du Bois: Talented Propagandist,

  • [Solved] question

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    Executive Solution Overview

    **files (3)** – ## Session3VideoResponse4.docx – ## Homework3802.docx – ## ParticipantSlidesEnhancingLiteracyforALLStudentsSession31.pptx **## Session3VideoResponse4.docx** After watching the videos, identify **one key idea or insight** that stood out to you. In your post (4-5 sentences), explain **…

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    **files (3)**

    – ## Session3VideoResponse4.docx

    – ## Homework3802.docx

    – ## ParticipantSlidesEnhancingLiteracyforALLStudentsSession31.pptx

    **## Session3VideoResponse4.docx**

    After watching the videos, identify
    **one key idea or insight** that stood out to you.

    In your post (4-5 sentences), explain
    **why this idea is significant** and
    **how it connects to your coursework or professional practice**.

    | |
    | — |
    | One key idea from the video that stood out to me is how RTI uses different levels of support to help students who are struggling before problems get worse. This is important to me as an art teacher because it reminds me to give all my students opportunities to succeed by adjusting projects and support to fit their needs.- Kaela S. |
    | While RTI is something primarily used in elementary schools, it’s a great way to identify students who are struggling and intervene early on. Ideally, some of the areas of weakness can be addressed and limit the amount of students who get to high school and still have significant weaknesses in literacy, executive functioning, etc. -Kristen A. |
    | At BOCES we continue to use a style of RTI in addressing our students that need extra help or are falling behind. I have never been a fan of pulling the students from class when new material is always being presented. We are a CTECH so the students are only there half the day. I support and understand the need for extra help to give all of my students the opportunity to succeed. Rhetorical question: How do we keep them up to date while finding them the extra support they need? – Ricky Scott |
    | |
    | |
    | |
    | |
    | |
    | |
    | |

    **## Homework3802.docx**

    **Lesson Plan 1**

    **Name:** Motivating Reading and Writing

    **Next Generation Standard**

    Next Generation English Language Arts Standards (NGSS) on Reading: Literature. RL.4.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

    **Grade and Topic**

    4th-grade. Motivating Reading and Writing.

    **Anticipatory Set**

    Display a variety of books on the board at the beginning of the lesson to activate students' prior knowledge and interest in the subject. Next, ask students to describe what they liked about their favorite book. By creating this anticipatory set, students will be able to connect the lesson to prior knowledge and experience and create a positive and engaging environment for the upcoming lesson.

    **Objective**

    ·Students will be able to identify strategies to motivate themselves to read and write.

    ·Students will be able to write a paragraph about why reading and writing are important.

    ·Students will be able to read a short story and answer comprehension questions.

    **Guided Practice**

    The teacher will demonstrate how to identify strategies to motivate oneself to read and write. In the next step, the teacher will guide the students through the process of writing a paragraph explaining why reading and writing are important. Feedback and support will be provided by the teacher as required. After reading a short story, the teacher will model the process of answering comprehension questions.

    **Independent Practice**

    Students will read a short story independently and answer comprehension questions. Students will then write a paragraph explaining why reading and writing are important. The teacher will provide feedback and support as necessary.

    **Closure**

    Each student will present a paragraph and a comprehension question to the class. The teacher will summarize the lesson key concepts and relate them to the NGSS standard addressed. A short quiz or assessment will be administered to students in order to assess their understanding of the lesson objectives. During the closure, students will receive feedback on their progress and reinforcement of key concepts.

    **Evaluation**

    Successful completion will be based on completion of the objectives and successfully motivating the students towards reading and writing.

    **Name:** Developing Comprehension

    **Next Generation Standard**

    Reading: Informational Text. RI.4.2: Determine the main idea of a text and explain how it is supported by key details.

    **Grade and Topic**

    4th grade. Developing Comprehension of Text and Concepts about Books.

    **Anticipatory Set**

    Display a variety of books on the board at the beginning of the lesson to activate students' prior knowledge and interest in the subject. Then, ask students to share their favorite book and what they enjoyed most about it. With the objective of creating a positive and engaging context for the upcoming lesson and encouraging students to connect the lesson to their prior knowledge and experiences, this anticipatory set is intended to create a positive and engaging learning environment.

    **Objective**

    ·Students will be able to identify the main idea and key details of a text.

    ·Students will be able to explain how the main idea is supported by the key details.

    ·Students will be able to use graphic organizers to organize their thoughts and ideas about a text.

    **Guided Practice**

    The teacher will use a graphic organizer to demonstrate how to identify the main idea and key details of a text. After reading a short informational text, the teacher will guide the students in identifying the main idea and supporting details. To facilitate comprehension and critical thinking, the teacher will use questioning strategies.

    **Independent Practice**

    As part of the assignment, students will work independently or in pairs to read a book of their choice and complete a graphic organizer to identify the main idea and key details. The students will also be asked to explain how the key details support the main idea. The teacher will provide feedback and support as necessary.

    **Closure**

    Each student will present their graphic organizer and explanation to the class. This lesson will be summarized by the teacher and connected to the NGSS standards addressed. At the end of the lesson, students will be given a short quiz or assessment to assess their understanding of the lesson objectives. The closure reinforces key concepts by providing feedback on student's progress, assesses students' learning, and reinforces key concepts.

    **Evaluation**

    An effective completion will be determined by the achievement of the objectives and the successful motivation of students towards developing comprehension skills.

    **Name:** Vocabulary lesson

    **Next Generation Standard**

    PK.AC.3 Demonstrates understanding of what is observed and uses vocabulary relevant to observations.

    PK.AC.4. Demonstrates a growing receptive vocabulary through identification of pictures related to words (e.g., points to the correct picture in book if prompted).

    PK.AC.5. demonstrates a growing expressive vocabulary by using facial expressions, body language, gestures, home language, and/or sign language to engage in reciprocal conversations.

    **Grade and Topic**

    4th grade.Vocabulary Lesson

    **Anticipatory Set**

    By using contextual discussions and pictures, the teacher will model and explain the meaning of words through context-based discussions.

    **Objectives**

    -Students will be able to correctly establish meaning of basic words using pictures.

    -Students will be able to suitably determine meaning of words using basic words and general academic words to build sentences.

    -Students will be able to make use of words such as cocoon, hungry, transform, expand and consume.

    **Guided Practice**

    The teacher will facilitate a discussion about four different terms related to the life cycle that have been derived from previously read books, videos, and real-life experiences gained from daily life.

    **Independent Practice**

    Every student will be required to match words with meanings or pictures.

    A gap space will be provided for other students to insert appropriate vocabulary.

    **Closure**

    The students will conclude the lesson by sharing the words they have enjoyed learning and their meanings with the class.

    **Evaluation**

    As part of the assessment, the students will match words and meanings, fill gaps with relevant vocabulary by sticking or writing it, and attach vocabulary to the appropriate picture.

    **## ParticipantSlidesEnhancingLiteracyforALLStudentsSession31.pptx**

    Literacy and Diversity
    Session 3/Chapter 3

    Enhancing Literacy for ALL Students

    ©2019, NYSUT Education & Learning Trust, its affiliates and assigns and licensors. All rights reserved. No claim to copyright is made for original U.S. Government Works. 8/2019 #16495

    ‹#›

    ‹#›

    Diversity

    The term diversity applies to children who are

    English language learners;

    children with learning differences; children who are at risk;

    children with physical impairments;

    and children with different cultural backgrounds. (pg.95)

    ‹#›

    The Impact of Diversity on Literacy

    New Literacy Studies:

    “views literacy in its full range of cognitive, social, interactional, cultural, political, institutional, economic, moral and historical context.”

    Read page 68-69

    (Gee, 2007)

    3-4

    ‹#›

    Google Classroom

    ‹#›

    Instructing ELL Students

    English immersion

    English as a second language

    Bilingual education

    Primary language programs

    ‹#›

    ‹#›

    Confusabet Alphabet

    Can you figure out the words??

    Look at Confusabet Alphabet on page 493 of text.(next slides)

    Figure out names of characters on page 493.

    Look at Worksheet 1 on page 494. Follow the directions.

    On page 496, translate the Confusabet Story 1.

    Think about the following:

    What method or system did you use to unlock the words?

    How did you feel while you were learning to read and write with this alphabet?

    What strategies did you use to do this activity?

    Were you able to read this as quickly as you normally read? Why or why not?

    ‹#›

    ‹#›

    ‹#›

    ‹#›

    ‹#›

    ‹#›

    ‹#›

    ‹#›

    ‹#›

    ‹#›

    Diverse Language Abilities of Students

    Recent immigrants with little or no English

    Those who speak some English but their native language is spoken at home

    Those who speak their native language and English fluently

    Those who speak mainly English but have poor skills in their native language

    Those who speak nonstandard English

    Those who speak only English

    ‹#›

    ‹#›

    What Can We Do?-Artifact 7

    ‹#›

    Number the elements to helping ELL students feel comfortable and increase language and literacy development on pages 75 – 81. PDF p. 114-120(There are 37)

    In groups of 4, divide these up.

    Each person will be responsible for sharing their numbers with the other members of the group.

    After sharing, group comes up with 5 most important things to remember when working with ELL students to be successful.

    Answer the question in the google classroom.

    Google Classroom

    ‹#›

    Strategies for Students with Special Concerns

    Gifted Students p.81-82

    Students with Learning Disabilities p. 82-83

    At-Risk Students p.83-84

    Students with Physical Impairments p.84-86

    ‹#›

    HW Google Classroom

    ‹#›

    Multiple Intelligences

    ‹#›

    Linguistic

    Spatial

    Musical

    Intrapersonal

    Logical/Mathematical

    Bodily/Kinesthetic

    Interpersonal

    Naturalist

    Article in Google Classroom

    Google Classroom

    ‹#›

    Lesson Plan 2

    This lesson plan should address differentiation of instruction. The differentiation is through the use of multiple intelligences.

    A suggestion might be that the lesson can be presented to the whole class and then the differentiation comes in how the students practice the goal of the lesson.

    The lesson should be a literacy lesson of some type – and could look at any of the components of literacy – reading, writing, speaking, listening, viewing or visualizing.

    ‹#›

    ‹#›

    Intervention Programs-Artifact 9

    4-4

    ‹#›

    ‹#›

    Journal Entry 3

    How has diversity affected your teaching – either this year or in the past?

    What accommodations/modifications  have you made?

    ‹#›

    Read Chapter 3

    Enhancing Literacy for ALL Students

    ©2019, NYSUT Education & Learning Trust, its affiliates and assigns and licensors. All rights reserved. No claim to copyright is made for original U.S. Government Works. 8/2019 #16495

    ‹#›

    ‹#›

    ## image2.png

    ## image5.png

    ## image8.png

    ## image14.jpg

    ## image1.jpg

    ## image10.png

    ## image4.png

    ## image9.png

    ## image12.png

    ## image6.jpg

    ## image13.png

    ## image7.png

    ## image11.jpg

    **## ParticipantSlidesEnhancingLiteracyforALLStudentsSession31.pptx**

    Literacy and Diversity
    Session 3/Chapter 3

    Enhancing Literacy for ALL Students

    ©2019, NYSUT Education & Learning Trust, its affiliates and assigns and licensors. All rights reserved. No claim to copyright is made for original U.S. Government Works. 8/2019 #16495

    ‹#›

    ‹#›

    Diversity

    The term diversity applies to children who are

    English language learners;

    children with learning differences; children who are at risk;

    children with physical impairments;

    and children with different cultural backgrounds. (pg.95)

    ‹#›

    The Impact of Diversity on Literacy

    New Literacy Studies:

    “views literacy in its full range of cognitive, social, interactional, cultural, political, institutional, economic, moral and historical context.”

    Read page 68-69

    (Gee, 2007)

    3-4

    ‹#›

    Google Classroom

    ‹#›

    Instructing ELL Students

    English immersion

    English as a second language

    Bilingual education

    Primary language programs

    ‹#›

    ‹#›

    Confusabet Alphabet

    Can you figure out the words??

    Look at Confusabet Alphabet on page 493 of text.(next slides)

    Figure out names of characters on page 493.

    Look at Worksheet 1 on page 494. Follow the directions.

    On page 496, translate the Confusabet Story 1.

    Think about the following:

    What method or system did you use to unlock the words?

    How did you feel while you were learning to read and write with this alphabet?

    What strategies did you use to do this activity?

    Were you able to read this as quickly as you normally read? Why or why not?

    ‹#›

    ‹#›

    ‹#›

    ‹#›

    ‹#›

    ‹#›

    ‹#›

    ‹#›

    ‹#›

    ‹#›

    Diverse Language Abilities of Students

    Recent immigrants with little or no English

    Those who speak some English but their native language is spoken at home

    Those who speak their native language and English fluently

    Those who speak mainly English but have poor skills in their native language

    Those who speak nonstandard English

    Those who speak only English

    ‹#›

    ‹#›

    What Can We Do?-Artifact 7

    ‹#›

    Number the elements to helping ELL students feel comfortable and increase language and literacy development on pages 75 – 81. PDF p. 114-120(There are 37)

    In groups of 4, divide these up.

    Each person will be responsible for sharing their numbers with the other members of the group.

    After sharing, group comes up with 5 most important things to remember when working with ELL students to be successful.

    Answer the question in the google classroom.

    Google Classroom

    ‹#›

    Strategies for Students with Special Concerns

    Gifted Students p.81-82

    Students with Learning Disabilities p. 82-83

    At-Risk Students p.83-84

    Students with Physical Impairments p.84-86

    ‹#›

    HW Google Classroom

    ‹#›

    Multiple Intelligences

    ‹#›

    Linguistic

    Spatial

    Musical

    Intrapersonal

    Logical/Mathematical

    Bodily/Kinesthetic

    Interpersonal

    Naturalist

    Article in Google Classroom

    Google Classroom

    ‹#›

    Lesson Plan 2

    This lesson plan should address differentiation of instruction. The differentiation is through the use of multiple intelligences.

    A suggestion might be that the lesson can be presented to the whole class and then the differentiation comes in how the students practice the goal of the lesson.

    The lesson should be a literacy lesson of some type – and could look at any of the components of literacy – reading, writing, speaking, listening, viewing or visualizing.

    ‹#›

    ‹#›

    Intervention Programs-Artifact 9

    4-4

    ‹#›

    ‹#›

    Journal Entry 3

    How has diversity affected your teaching – either this year or in the past?

    What accommodations/modifications  have you made?

    ‹#›

    Read Chapter 3

    Enhancing Literacy for ALL Students

    ©2019, NYSUT Education & Learning Trust, its affiliates and assigns and licensors. All rights reserved. No claim to copyright is made for original U.S. Government Works. 8/2019 #16495

    ‹#›

    ‹#›

    ## image2.png

    ## image5.png

    ## image8.png

    ## image14.jpg

    ## image1.jpg

    ## image10.png

    ## image4.png

    ## image9.png

    ## image12.png

    ## image6.jpg

    ## image13.png

    ## image7.png

    ## image11.jpg

    **## Session3VideoResponse4.docx**

    After watching the videos, identify
    **one key idea or insight** that stood out to you.

    In your post (4-5 sentences), explain
    **why this idea is significant** and
    **how it connects to your coursework or professional practice**.

    | |
    | — |
    | One key idea from the video that stood out to me is how RTI uses different levels of support to help students who are struggling before problems get worse. This is important to me as an art teacher because it reminds me to give all my students opportunities to succeed by adjusting projects and support to fit their needs.- Kaela S. |
    | While RTI is something primarily used in elementary schools, it’s a great way to identify students who are struggling and intervene early on. Ideally, some of the areas of weakness can be addressed and limit the amount of students who get to high school and still have significant weaknesses in literacy, executive functioning, etc. -Kristen A. |
    | At BOCES we continue to use a style of RTI in addressing our students that need extra help or are falling behind. I have never been a fan of pulling the students from class when new material is always being presented. We are a CTECH so the students are only there half the day. I support and understand the need for extra help to give all of my students the opportunity to succeed. Rhetorical question: How do we keep them up to date while finding them the extra support they need? – Ricky Scott |
    | |
    | |
    | |
    | |
    | |
    | |
    | |

    **## Homework3802.docx**

    **Lesson Plan 1**

    **Name:** Motivating Reading and Writing

    **Next Generation Standard**

    Next Generation English Language Arts Standards (NGSS) on Reading: Literature. RL.4.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

    **Grade and Topic**

    4th-grade. Motivating Reading and Writing.

    **Anticipatory Set**

    Display a variety of books on the board at the beginning of the lesson to activate students' prior knowledge and interest in the subject. Next, ask students to describe what they liked about their favorite book. By creating this anticipatory set, students will be able to connect the lesson to prior knowledge and experience and create a positive and engaging environment for the upcoming lesson.

    **Objective**

    ·Students will be able to identify strategies to motivate themselves to read and write.

    ·Students will be able to write a paragraph about why reading and writing are important.

    ·Students will be able to read a short story and answer comprehension questions.

    **Guided Practice**

    The teacher will demonstrate how to identify strategies to motivate oneself to read and write. In the next step, the teacher will guide the students through the process of writing a paragraph explaining why reading and writing are important. Feedback and support will be provided by the teacher as required. After reading a short story, the teacher will model the process of answering comprehension questions.

    **Independent Practice**

    Students will read a short story independently and answer comprehension questions. Students will then write a paragraph explaining why reading and writing are important. The teacher will provide feedback and support as necessary.

    **Closure**

    Each student will present a paragraph and a comprehension question to the class. The teacher will summarize the lesson key concepts and relate them to the NGSS standard addressed. A short quiz or assessment will be administered to students in order to assess their understanding of the lesson objectives. During the closure, students will receive feedback on their progress and reinforcement of key concepts.

    **Evaluation**

    Successful completion will be based on completion of the objectives and successfully motivating the students towards reading and writing.

    **Name:** Developing Comprehension

    **Next Generation Standard**

    Reading: Informational Text. RI.4.2: Determine the main idea of a text and explain how it is supported by key details.

    **Grade and Topic**

    4th grade. Developing Comprehension of Text and Concepts about Books.

    **Anticipatory Set**

    Display a variety of books on the board at the beginning of the lesson to activate students' prior knowledge and interest in the subject. Then, ask students to share their favorite book and what they enjoyed most about it. With the objective of creating a positive and engaging context for the upcoming lesson and encouraging students to connect the lesson to their prior knowledge and experiences, this anticipatory set is intended to create a positive and engaging learning environment.

    **Objective**

    ·Students will be able to identify the main idea and key details of a text.

    ·Students will be able to explain how the main idea is supported by the key details.

    ·Students will be able to use graphic organizers to organize their thoughts and ideas about a text.

    **Guided Practice**

    The teacher will use a graphic organizer to demonstrate how to identify the main idea and key details of a text. After reading a short informational text, the teacher will guide the students in identifying the main idea and supporting details. To facilitate comprehension and critical thinking, the teacher will use questioning strategies.

    **Independent Practice**

    As part of the assignment, students will work independently or in pairs to read a book of their choice and complete a graphic organizer to identify the main idea and key details. The students will also be asked to explain how the key details support the main idea. The teacher will provide feedback and support as necessary.

    **Closure**

    Each student will present their graphic organizer and explanation to the class. This lesson will be summarized by the teacher and connected to the NGSS standards addressed. At the end of the lesson, students will be given a short quiz or assessment to assess their understanding of the lesson objectives. The closure reinforces key concepts by providing feedback on student's progress, assesses students' learning, and reinforces key concepts.

    **Evaluation**

    An effective completion will be determined by the achievement of the objectives and the successful motivation of students towards developing comprehension skills.

    **Name:** Vocabulary lesson

    **Next Generation Standard**

    PK.AC.3 Demonstrates understanding of what is observed and uses vocabulary relevant to observations.

    PK.AC.4. Demonstrates a growing receptive vocabulary through identification of pictures related to words (e.g., points to the correct picture in book if prompted).

    PK.AC.5. demonstrates a growing expressive vocabulary by using facial expressions, body language, gestures, home language, and/or sign language to engage in reciprocal conversations.

    **Grade and Topic**

    4th grade.Vocabulary Lesson

    **Anticipatory Set**

    By using contextual discussions and pictures, the teacher will model and explain the meaning of words through context-based discussions.

    **Objectives**

    -Students will be able to correctly establish meaning of basic words using pictures.

    -Students will be able to suitably determine meaning of words using basic words and general academic words to build sentences.

    -Students will be able to make use of words such as cocoon, hungry, transform, expand and consume.

    **Guided Practice**

    The teacher will facilitate a discussion about four different terms related to the life cycle that have been derived from previously read books, videos, and real-life experiences gained from daily life.

    **Independent Practice**

    Every student will be required to match words with meanings or pictures.

    A gap space will be provided for other students to insert appropriate vocabulary.

    **Closure**

    The students will conclude the lesson by sharing the words they have enjoyed learning and their meanings with the class.

    **Evaluation**

    As part of the assessment, the students will match words and meanings, fill gaps with relevant vocabulary by sticking or writing it, and attach vocabulary to the appropriate picture.

    **## ParticipantSlidesEnhancingLiteracyforALLStudentsSession31.pptx**

    Literacy and Diversity
    Session 3/Chapter 3

    Enhancing Literacy for ALL Students

    ©2019, NYSUT Education & Learning Trust, its affiliates and assigns and licensors. All rights reserved. No claim to copyright is made for original U.S. Government Works. 8/2019 #16495

    ‹#›

    ‹#›

    Diversity

    The term diversity applies to children who are

    English language learners;

    children with learning differences; children who are at risk;

    children with physical impairments;

    and children with different cultural backgrounds. (pg.95)

    ‹#›

    The Impact of Diversity on Literacy

    New Literacy Studies:

    “views literacy in its full range of cognitive, social, interactional, cultural, political, institutional, economic, moral and historical context.”

    Read page 68-69

    (Gee, 2007)

    3-4

    ‹#›

    Google Classroom

    ‹#›

    Instructing ELL Students

    English immersion

    English as a second language

    Bilingual education

    Primary language programs

    ‹#›

    ‹#›

    Confusabet Alphabet

    Can you figure out the words??

    Look at Confusabet Alphabet on page 493 of text.(next slides)

    Figure out names of characters on page 493.

    Look at Worksheet 1 on page 494. Follow the directions.

    On page 496, translate the Confusabet Story 1.

    Think about the following:

    What method or system did you use to unlock the words?

    How did you feel while you were learning to read and write with this alphabet?

    What strategies did you use to do this activity?

    Were you able to read this as quickly as you normally read? Why or why not?

    ‹#›

    ‹#›

    ‹#›

    ‹#›

    ‹#›

    ‹#›

    ‹#›

    ‹#›

    ‹#›

    ‹#›

    Diverse Language Abilities of Students

    Recent immigrants with little or no English

    Those who speak some English but their native language is spoken at home

    Those who speak their native language and English fluently

    Those who speak mainly English but have poor skills in their native language

    Those who speak nonstandard English

    Those who speak only English

    ‹#›

    ‹#›

    What Can We Do?-Artifact 7

    ‹#›

    Number the elements to helping ELL students feel comfortable and increase language and literacy development on pages 75 – 81. PDF p. 114-120(There are 37)

    In groups of 4, divide these up.

    Each person will be responsible for sharing their numbers with the other members of the group.

    After sharing, group comes up with 5 most important things to remember when working with ELL students to be successful.

    Answer the question in the google classroom.

    Google Classroom

    ‹#›

    Strategies for Students with Special Concerns

    Gifted Students p.81-82

    Students with Learning Disabilities p. 82-83

    At-Risk Students p.83-84

    Students with Physical Impairments p.84-86

    ‹#›

    HW Google Classroom

    ‹#›

    Multiple Intelligences

    ‹#›

    Linguistic

    Spatial

    Musical

    Intrapersonal

    Logical/Mathematical

    Bodily/Kinesthetic

    Interpersonal

    Naturalist

    Article in Google Classroom

    Google Classroom

    ‹#›

    Lesson Plan 2

    This lesson plan should address differentiation of instruction. The differentiation is through the use of multiple intelligences.

    A suggestion might be that the lesson can be presented to the whole class and then the differentiation comes in how the students practice the goal of the lesson.

    The lesson should be a literacy lesson of some type – and could look at any of the components of literacy – reading, writing, speaking, listening, viewing or visualizing.

    ‹#›

    ‹#›

    Intervention Programs-Artifact 9

    4-4

    ‹#›

    ‹#›

    Journal Entry 3

    How has diversity affected your teaching – either this year or in the past?

    What accommodations/modifications  have you made?

    ‹#›

    Read Chapter 3

    Enhancing Literacy for ALL Students

    ©2019, NYSUT Education & Learning Trust, its affiliates and assigns and licensors. All rights reserved. No claim to copyright is made for original U.S. Government Works. 8/2019 #16495

    ‹#›

    ‹#›

    ## image2.png

    ## image5.png

    ## image8.png

    ## image14.jpg

    ## image1.jpg

    ## image10.png

    ## image4.png

    ## image9.png

    ## image12.png

    ## image6.jpg

    ## image13.png

    ## image7.png

    ## image11.jpg

    **## Session3VideoResponse4.docx**

    After watching the videos, identify
    **one key idea or insight** that stood out to you.

    In your post (4-5 sentences), explain
    **why this idea is significant** and
    **how it connects to your coursework or professional practice**.

    | |
    | — |
    | One key idea from the video that stood out to me is how RTI uses different levels of support to help students who are struggling before problems get worse. This is important to me as an art teacher because it reminds me to give all my students opportunities to succeed by adjusting projects and support to fit their needs.- Kaela S. |
    | While RTI is something primarily used in elementary schools, it’s a great way to identify students who are struggling and intervene early on. Ideally, some of the areas of weakness can be addressed and limit the amount of students who get to high school and still have significant weaknesses in literacy, executive functioning, etc. -Kristen A. |
    | At BOCES we continue to use a style of RTI in addressing our students that need extra help or are falling behind. I have never been a fan of pulling the students from class when new material is always being presented. We are a CTECH so the students are only there half the day. I support and understand the need for extra help to give all of my students the opportunity to succeed. Rhetorical question: How do we keep them up to date while finding them the extra support they need? – Ricky Scott |
    | |
    | |
    | |
    | |
    | |
    | |
    | |

    **## Homework3802.docx**

    **Lesson Plan 1**

    **Name:** Motivating Reading and Writing

    **Next Generation Standard**

    Next Generation English Language Arts Standards (NGSS) on Reading: Literature. RL.4.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

    **Grade and Topic**

    4th-grade. Motivating Reading and Writing.

    **Anticipatory Set**

    Display a variety of books on the board at the beginning of the lesson to activate students' prior knowledge and interest in the subject. Next, ask students to describe what they liked about their favorite book. By creating this anticipatory set, students will be able to connect the lesson to prior knowledge and experience and create a positive and engaging environment for the upcoming lesson.

    **Objective**

    ·Students will be able to identify strategies to motivate themselves to read and write.

    ·Students will be able to write a paragraph about why reading and writing are important.

    ·Students will be able to read a short story and answer comprehension questions.

    **Guided Practice**

    The teacher will demonstrate how to identify strategies to motivate oneself to read and write. In the next step, the teacher will guide the students through the process of writing a paragraph explaining why reading and writing are important. Feedback and support will be provided by the teacher as required. After reading a short story, the teacher will model the process of answering comprehension questions.

    **Independent Practice**

    Students will read a short story independently and answer comprehension questions. Students will then write a paragraph explaining why reading and writing are important. The teacher will provide feedback and support as necessary.

    **Closure**

    Each student will present a paragraph and a comprehension question to the class. The teacher will summarize the lesson key concepts and relate them to the NGSS standard addressed. A short quiz or assessment will be administered to students in order to assess their understanding of the lesson objectives. During the closure, students will receive feedback on their progress and reinforcement of key concepts.

    **Evaluation**

    Successful completion will be based on completion of the objectives and successfully motivating the students towards reading and writing.

    **Name:** Developing Comprehension

    **Next Generation Standard**

    Reading: Informational Text. RI.4.2: Determine the main idea of a text and explain how it is supported by key details.

    **Grade and Topic**

    4th grade. Developing Comprehension of Text and Concepts about Books.

    **Anticipatory Set**

    Display a variety of books on the board at the beginning of the lesson to activate students' prior knowledge and interest in the subject. Then, ask students to share their favorite book and what they enjoyed most about it. With the objective of creating a positive and engaging context for the upcoming lesson and encouraging students to connect the lesson to their prior knowledge and experiences, this anticipatory set is intended to create a positive and engaging learning environment.

    **Objective**

    ·Students will be able to identify the main idea and key details of a text.

    ·Students will be able to explain how the main idea is supported by the key details.

    ·Students will be able to use graphic organizers to organize their thoughts and ideas about a text.

    **Guided Practice**

    The teacher will use a graphic organizer to demonstrate how to identify the main idea and key details of a text. After reading a short informational text, the teacher will guide the students in identifying the main idea and supporting details. To facilitate comprehension and critical thinking, the teacher will use questioning strategies.

    **Independent Practice**

    As part of the assignment, students will work independently or in pairs to read a book of their choice and complete a graphic organizer to identify the main idea and key details. The students will also be asked to explain how the key details support the main idea. The teacher will provide feedback and support as necessary.

    **Closure**

    Each student will present their graphic organizer and explanation to the class. This lesson will be summarized by the teacher and connected to the NGSS standards addressed. At the end of the lesson, students will be given a short quiz or assessment to assess their understanding of the lesson objectives. The closure reinforces key concepts by providing feedback on student's progress, assesses students' learning, and reinforces key concepts.

    **Evaluation**

    An effective completion will be determined by the achievement of the objectives and the successful motivation of students towards developing comprehension skills.

    **Name:** Vocabulary lesson

    **Next Generation Standard**

    PK.AC.3 Demonstrates understanding of what is observed and uses vocabulary relevant to observations.

    PK.AC.4. Demonstrates a growing receptive vocabulary through identification of pictures related to words (e.g., points to the correct picture in book if prompted).

    PK.AC.5. demonstrates a growing expressive vocabulary by using facial expressions, body language, gestures, home language, and/or sign language to engage in reciprocal conversations.

    **Grade and Topic**

    4th grade.Vocabulary Lesson

    **Anticipatory Set**

    By using contextual discussions and pictures, the teacher will model and explain the meaning of words through context-based discussions.

    **Objectives**

    -Students will be able to correctly establish meaning of basic words using pictures.

    -Students will be able to suitably determine meaning of words using basic words and general academic words to build sentences.

    -Students will be able to make use of words such as cocoon, hungry, transform, expand and consume.

    **Guided Practice**

    The teacher will facilitate a discussion about four different terms related to the life cycle that have been derived from previously read books, videos, and real-life experiences gained from daily life.

    **Independent Practice**

    Every student will be required to match words with meanings or pictures.

    A gap space will be provided for other students to insert appropriate vocabulary.

    **Closure**

    The students will conclude the lesson by sharing the words they have enjoyed learning and their meanings with the class.

    **Evaluation**

    As part of the assessment, the students will match words and meanings, fill gaps with relevant vocabulary by sticking or writing it, and attach vocabulary to the appropriate picture.

    **## ParticipantSlidesEnhancingLiteracyforALLStudentsSession31.pptx**

    Literacy and Diversity
    Session 3/Chapter 3

    Enhancing Literacy for ALL Students

    ©2019, NYSUT Education & Learning Trust, its affiliates and assigns and licensors. All rights reserved. No claim to copyright is made for original U.S. Government Works. 8/2019 #16495

    ‹#›

    ‹#›

    Diversity

    The term diversity applies to children who are

    English language learners;

    children with learning differences; children who are at risk;

    children with physical impairments;

    and children with different cultural backgrounds. (pg.95)

    ‹#›

    The Impact of Diversity on Literacy

    New Literacy Studies:

    “views literacy in its full range of cognitive, social, interactional, cultural, political, institutional, economic, moral and historical context.”

    Read page 68-69

    (Gee, 2007)

    3-4

    ‹#›

    Google Classroom

    ‹#›

    Instructing ELL Students

    English immersion

    English as a second language

    Bilingual education

    Primary language programs

    ‹#›

    ‹#›

    Confusabet Alphabet

    Can you figure out the words??

    Look at Confusabet Alphabet on page 493 of text.(next slides)

    Figure out names of characters on page 493.

    Look at Worksheet 1 on page 494. Follow the directions.

    On page 496, translate the Confusabet Story 1.

    Think about the following:

    What method or system did you use to unlock the words?

    How did you feel while you were learning to read and write with this alphabet?

    What strategies did you use to do this activity?

    Were you able to read this as quickly as you normally read? Why or why not?

    ‹#›

    ‹#›

    ‹#›

    ‹#›

    ‹#›

    ‹#›

    ‹#›

    ‹#›

    ‹#›

    ‹#›

    Diverse Language Abilities of Students

    Recent immigrants with little or no English

    Those who speak some English but their native language is spoken at home

    Those who speak their native language and English fluently

    Those who speak mainly English but have poor skills in their native language

    Those who speak nonstandard English

    Those who speak only English

    ‹#›

    ‹#›

    What Can We Do?-Artifact 7

    ‹#›

    Number the elements to helping ELL students feel comfortable and increase language and literacy development on pages 75 – 81. PDF p. 114-120(There are 37)

    In groups of 4, divide these up.

    Each person will be responsible for sharing their numbers with the other members of the group.

    After sharing, group comes up with 5 most important things to remember when working with ELL students to be successful.

    Answer the question in the google classroom.

    Google Classroom

    ‹#›

    Strategies for Students with Special Concerns

    Gifted Students p.81-82

    Students with Learning Disabilities p. 82-83

    At-Risk Students p.83-84

    Students with Physical Impairments p.84-86

    ‹#›

    HW Google Classroom

    ‹#›

    Multiple Intelligences

    ‹#›

    Linguistic

    Spatial

    Musical

    Intrapersonal

    Logical/Mathematical

    Bodily/Kinesthetic

    Interpersonal

    Naturalist

    Article in Google Classroom

    Google Classroom

    ‹#›

    Lesson Plan 2

    This lesson plan should address differentiation of instruction. The differentiation is through the use of multiple intelligences.

    A suggestion might be that the lesson can be presented to the whole class and then the differentiation comes in how the students practice the goal of the lesson.

    The lesson should be a literacy lesson of some type – and could look at any of the components of literacy – reading, writing, speaking, listening, viewing or visualizing.

    ‹#›

    ‹#›

    Intervention Programs-Artifact 9

    4-4

    ‹#›

    ‹#›

    Journal Entry 3

    How has diversity affected your teaching – either this year or in the past?

    What accommodations/modifications  have you made?

    ‹#›

    Read Chapter 3

    Enhancing Literacy for ALL Students

    ©2019, NYSUT Education & Learning Trust, its affiliates and assigns and licensors. All rights reserved. No claim to copyright is made for original U.S. Government Works. 8/2019 #16495

    ‹#›

    ‹#›

    ## image2.png

    ## image5.png

    ## image8.png

    ## image14.jpg

    ## image1.jpg

    ## image10.png

    ## image4.png

    ## image9.png

    ## image12.png

    ## image6.jpg

    ## image13.png

    ## image7.png

    ## image11.jpg

  • [Solved] assitant needed kk-h

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    please see attachment **files (1)** – ## historydiscussionthree.docx **## historydiscussionthree.docx** 1- Week 5: What's your perspectives on today's society and do you feel like you belong? 2- Week 6: What is your take on NIL (Name, Image, Likeness), branding, pressure of society, and ethics in to…

    Instant Solution Download

    $6.99

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    Order on TutorsGallery →

    Assignment Prompt & Instructions

    please see attachment

    **files (1)**

    – ## historydiscussionthree.docx

    **## historydiscussionthree.docx**

    1- Week 5: What's your perspectives on today's society and do you feel like you belong?

    2- Week 6: What is your take on NIL (Name, Image, Likeness), branding, pressure of society, and ethics in today's world?

    3- Week 7: Belonging, bias, and excellence. Describe what this picture looks like to you?

    These are the topics for discussion for my history class.

    **## historydiscussionthree.docx**

    1- Week 5: What's your perspectives on today's society and do you feel like you belong?

    2- Week 6: What is your take on NIL (Name, Image, Likeness), branding, pressure of society, and ethics in today's world?

    3- Week 7: Belonging, bias, and excellence. Describe what this picture looks like to you?

    These are the topics for discussion for my history class.

  • [Solved] question

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **files (2)** – ## Session3VideoResponse3.docx – ## ParticipantSlidesEnhancingLiteracyforALLStudentsSession2.pptx **## Session3VideoResponse3.docx** After watching the videos, identify **one key idea or insight** that stood out to you. In your post (2–3 sentences), explain **why this idea is signifi…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    **files (2)**

    – ## Session3VideoResponse3.docx

    – ## ParticipantSlidesEnhancingLiteracyforALLStudentsSession2.pptx

    **## Session3VideoResponse3.docx**

    After watching the videos, identify
    **one key idea or insight** that stood out to you.

    In your post (2–3 sentences), explain
    **why this idea is significant** and
    **how it connects to your coursework or professional practice**.

    | |
    | — |
    | |
    | |
    | |
    | |
    | |
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    **## ParticipantSlidesEnhancingLiteracyforALLStudentsSession2.pptx**

    Assessment in Early Literacy
    Session 2/Chapter 2

    Enhancing Literacy for ALL Students

    ©2019, NYSUT Education & Learning Trust, its affiliates and assigns and licensors. All rights reserved. No claim to copyright is made for original U.S. Government Works. 8/2019 #16495

    ‹#›

    ‹#›

    Read Chapter 2

    Enhancing Literacy for ALL Students

    ©2019, NYSUT Education & Learning Trust, its affiliates and assigns and licensors. All rights reserved. No claim to copyright is made for original U.S. Government Works. 8/2019 #16495

    ‹#›

    ‹#›

    Watch YouTube video “5 Keys to Comprehensive Assessment:

    Video Response-Artifact 5

    Thoughts, Questions, Epiphanies???

    [Video Review](https://forms.gle/TrN94vwPHGRF1Wkj8)

    ‹#›

    ‹#›

    Authentic Assessment-pages 32-38(PDF 71)

    ‹#›

    Assessment-Artifact 6

    Definition: a form of evaluation that focuses on students’ ability to apply what they have learned in real-world contexts.

    Examples:

    Portfolios

    Project-based learning

    Research papers

    Presentations

    Simulations/role-play

    ‹#›

    In-depth Measures of Assessment- pages 38-46 (PDF 78)

    ‹#›

    Assessment-Artifact 6

    Definition: Detailed data that should inform the level of material the teacher uses for instruction and the types of instructional strategies used to deliver it. These assessments typically involve multiple methods and instruments to gather detailed information and provide a holistic understanding

    Examples:

    Running records

    Informal reading

    Inventories (IRIs)

    Portfolio assessments

    ‹#›

    Standardized Tests

    [Use this prezi—](https://prezi.com/xw5khfa0bftg/pros-and-cons-of-standardized-testing/)

    [https://prezi.com/xw5khfa0bftg/pros-and-cons-of-standardized-testing](https://prezi.com/xw5khfa0bftg/pros-and-cons-of-standardized-testing/) [/](https://prezi.com/xw5khfa0bftg/pros-and-cons-of-standardized-testing/)

    ‹#›

    ‹#›

    [Testing Miss Malarkey by Judy Finchler](https://www.youtube.com/watch?app=desktop&v=hrV4eGaQe7E)

    ‹#›

    Journal 2

    Imagine that the parents in your class are not pleased with the authentic measures for assessment being used. They want to know if their children are doing as well as others. Based on standardized test scores, they want to know if their child is above, below, or at grade level.

    You are convinced that authentic assessment is the right way to evaluate children.

    What can you do to help parents understand and accept the authentic assessment strategies?

    ‹#›

    ## image4.png

    ## image3.png

    ## image6.jpg

    ## image1.png

    ## image5.jpg

    ## image2.jpg

    **## ParticipantSlidesEnhancingLiteracyforALLStudentsSession2.pptx**

    Assessment in Early Literacy
    Session 2/Chapter 2

    Enhancing Literacy for ALL Students

    ©2019, NYSUT Education & Learning Trust, its affiliates and assigns and licensors. All rights reserved. No claim to copyright is made for original U.S. Government Works. 8/2019 #16495

    ‹#›

    ‹#›

    Read Chapter 2

    Enhancing Literacy for ALL Students

    ©2019, NYSUT Education & Learning Trust, its affiliates and assigns and licensors. All rights reserved. No claim to copyright is made for original U.S. Government Works. 8/2019 #16495

    ‹#›

    ‹#›

    Watch YouTube video “5 Keys to Comprehensive Assessment:

    Video Response-Artifact 5

    Thoughts, Questions, Epiphanies???

    [Video Review](https://forms.gle/TrN94vwPHGRF1Wkj8)

    ‹#›

    ‹#›

    Authentic Assessment-pages 32-38(PDF 71)

    ‹#›

    Assessment-Artifact 6

    Definition: a form of evaluation that focuses on students’ ability to apply what they have learned in real-world contexts.

    Examples:

    Portfolios

    Project-based learning

    Research papers

    Presentations

    Simulations/role-play

    ‹#›

    In-depth Measures of Assessment- pages 38-46 (PDF 78)

    ‹#›

    Assessment-Artifact 6

    Definition: Detailed data that should inform the level of material the teacher uses for instruction and the types of instructional strategies used to deliver it. These assessments typically involve multiple methods and instruments to gather detailed information and provide a holistic understanding

    Examples:

    Running records

    Informal reading

    Inventories (IRIs)

    Portfolio assessments

    ‹#›

    Standardized Tests

    [Use this prezi—](https://prezi.com/xw5khfa0bftg/pros-and-cons-of-standardized-testing/)

    [https://prezi.com/xw5khfa0bftg/pros-and-cons-of-standardized-testing](https://prezi.com/xw5khfa0bftg/pros-and-cons-of-standardized-testing/) [/](https://prezi.com/xw5khfa0bftg/pros-and-cons-of-standardized-testing/)

    ‹#›

    ‹#›

    [Testing Miss Malarkey by Judy Finchler](https://www.youtube.com/watch?app=desktop&v=hrV4eGaQe7E)

    ‹#›

    Journal 2

    Imagine that the parents in your class are not pleased with the authentic measures for assessment being used. They want to know if their children are doing as well as others. Based on standardized test scores, they want to know if their child is above, below, or at grade level.

    You are convinced that authentic assessment is the right way to evaluate children.

    What can you do to help parents understand and accept the authentic assessment strategies?

    ‹#›

    ## image4.png

    ## image3.png

    ## image6.jpg

    ## image1.png

    ## image5.jpg

    ## image2.jpg

    **## Session3VideoResponse3.docx**

    After watching the videos, identify
    **one key idea or insight** that stood out to you.

    In your post (2–3 sentences), explain
    **why this idea is significant** and
    **how it connects to your coursework or professional practice**.

    | |
    | — |
    | |
    | |
    | |
    | |
    | |
    | |
    | |
    | |
    | |
    | |

    **## ParticipantSlidesEnhancingLiteracyforALLStudentsSession2.pptx**

    Assessment in Early Literacy
    Session 2/Chapter 2

    Enhancing Literacy for ALL Students

    ©2019, NYSUT Education & Learning Trust, its affiliates and assigns and licensors. All rights reserved. No claim to copyright is made for original U.S. Government Works. 8/2019 #16495

    ‹#›

    ‹#›

    Read Chapter 2

    Enhancing Literacy for ALL Students

    ©2019, NYSUT Education & Learning Trust, its affiliates and assigns and licensors. All rights reserved. No claim to copyright is made for original U.S. Government Works. 8/2019 #16495

    ‹#›

    ‹#›

    Watch YouTube video “5 Keys to Comprehensive Assessment:

    Video Response-Artifact 5

    Thoughts, Questions, Epiphanies???

    [Video Review](https://forms.gle/TrN94vwPHGRF1Wkj8)

    ‹#›

    ‹#›

    Authentic Assessment-pages 32-38(PDF 71)

    ‹#›

    Assessment-Artifact 6

    Definition: a form of evaluation that focuses on students’ ability to apply what they have learned in real-world contexts.

    Examples:

    Portfolios

    Project-based learning

    Research papers

    Presentations

    Simulations/role-play

    ‹#›

    In-depth Measures of Assessment- pages 38-46 (PDF 78)

    ‹#›

    Assessment-Artifact 6

    Definition: Detailed data that should inform the level of material the teacher uses for instruction and the types of instructional strategies used to deliver it. These assessments typically involve multiple methods and instruments to gather detailed information and provide a holistic understanding

    Examples:

    Running records

    Informal reading

    Inventories (IRIs)

    Portfolio assessments

    ‹#›

    Standardized Tests

    [Use this prezi—](https://prezi.com/xw5khfa0bftg/pros-and-cons-of-standardized-testing/)

    [https://prezi.com/xw5khfa0bftg/pros-and-cons-of-standardized-testing](https://prezi.com/xw5khfa0bftg/pros-and-cons-of-standardized-testing/) [/](https://prezi.com/xw5khfa0bftg/pros-and-cons-of-standardized-testing/)

    ‹#›

    ‹#›

    [Testing Miss Malarkey by Judy Finchler](https://www.youtube.com/watch?app=desktop&v=hrV4eGaQe7E)

    ‹#›

    Journal 2

    Imagine that the parents in your class are not pleased with the authentic measures for assessment being used. They want to know if their children are doing as well as others. Based on standardized test scores, they want to know if their child is above, below, or at grade level.

    You are convinced that authentic assessment is the right way to evaluate children.

    What can you do to help parents understand and accept the authentic assessment strategies?

    ‹#›

    ## image4.png

    ## image3.png

    ## image6.jpg

    ## image1.png

    ## image5.jpg

    ## image2.jpg

    **## Session3VideoResponse3.docx**

    After watching the videos, identify
    **one key idea or insight** that stood out to you.

    In your post (2–3 sentences), explain
    **why this idea is significant** and
    **how it connects to your coursework or professional practice**.

    | |
    | — |
    | |
    | |
    | |
    | |
    | |
    | |
    | |
    | |
    | |
    | |

    **## ParticipantSlidesEnhancingLiteracyforALLStudentsSession2.pptx**

    Assessment in Early Literacy
    Session 2/Chapter 2

    Enhancing Literacy for ALL Students

    ©2019, NYSUT Education & Learning Trust, its affiliates and assigns and licensors. All rights reserved. No claim to copyright is made for original U.S. Government Works. 8/2019 #16495

    ‹#›

    ‹#›

    Read Chapter 2

    Enhancing Literacy for ALL Students

    ©2019, NYSUT Education & Learning Trust, its affiliates and assigns and licensors. All rights reserved. No claim to copyright is made for original U.S. Government Works. 8/2019 #16495

    ‹#›

    ‹#›

    Watch YouTube video “5 Keys to Comprehensive Assessment:

    Video Response-Artifact 5

    Thoughts, Questions, Epiphanies???

    [Video Review](https://forms.gle/TrN94vwPHGRF1Wkj8)

    ‹#›

    ‹#›

    Authentic Assessment-pages 32-38(PDF 71)

    ‹#›

    Assessment-Artifact 6

    Definition: a form of evaluation that focuses on students’ ability to apply what they have learned in real-world contexts.

    Examples:

    Portfolios

    Project-based learning

    Research papers

    Presentations

    Simulations/role-play

    ‹#›

    In-depth Measures of Assessment- pages 38-46 (PDF 78)

    ‹#›

    Assessment-Artifact 6

    Definition: Detailed data that should inform the level of material the teacher uses for instruction and the types of instructional strategies used to deliver it. These assessments typically involve multiple methods and instruments to gather detailed information and provide a holistic understanding

    Examples:

    Running records

    Informal reading

    Inventories (IRIs)

    Portfolio assessments

    ‹#›

    Standardized Tests

    [Use this prezi—](https://prezi.com/xw5khfa0bftg/pros-and-cons-of-standardized-testing/)

    [https://prezi.com/xw5khfa0bftg/pros-and-cons-of-standardized-testing](https://prezi.com/xw5khfa0bftg/pros-and-cons-of-standardized-testing/) [/](https://prezi.com/xw5khfa0bftg/pros-and-cons-of-standardized-testing/)

    ‹#›

    ‹#›

    [Testing Miss Malarkey by Judy Finchler](https://www.youtube.com/watch?app=desktop&v=hrV4eGaQe7E)

    ‹#›

    Journal 2

    Imagine that the parents in your class are not pleased with the authentic measures for assessment being used. They want to know if their children are doing as well as others. Based on standardized test scores, they want to know if their child is above, below, or at grade level.

    You are convinced that authentic assessment is the right way to evaluate children.

    What can you do to help parents understand and accept the authentic assessment strategies?

    ‹#›

    ## image4.png

    ## image3.png

    ## image6.jpg

    ## image1.png

    ## image5.jpg

    ## image2.jpg

  • [Solved] disaster management

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