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Tag: Pedagogical Methods & Classroom Assessment

  • [Solved] tina cause and effect

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    Please see attachment.any use of AI will result in automatic 0 **files (1)** – ## CauseandeffectpaperguidelinesSpring2026.docx **## CauseandeffectpaperguidelinesSpring2026.docx** Cause and effect paper 1. 3-5 pages; if you do three, it must be three full pages. 2. You need to make this a cause pap…

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    Assignment Prompt & Instructions

    Please see attachment.any use of AI will result in automatic 0

    **files (1)**

    – ## CauseandeffectpaperguidelinesSpring2026.docx

    **## CauseandeffectpaperguidelinesSpring2026.docx**

    Cause and effect paper

    1. 3-5 pages; if you do three, it must be three full pages.

    2. You need to make this a cause paper or an effect paper.

    3. Your first paragraph should be an introduction paragraph. It should have a hook that grabs your audience, and then write until you reach your thesis. Your thesis should be clear and list your essay points. An example: My first day of college was eventful because of a, b, c, and d. These overarching essay points do not mean that you will have only 4 body paragraphs. Each body paragraph has only one point. If you wanted to say two things about point “A”, then you would need two paragraphs before you go to point “B”.

    4. Your body paragraphs should start with a topic sentence that should connect to one of your essay points. Then you should have an example, followed by 4-5 sentences explaining how that example supports your topic sentence

    5. Your paper should be on Microsoft Word, should be in a 12-point font, Times New Roman, and double-spaced.

    6. It should be your own work. You should not use AI for your paper. If you plagiarize, you will get a “0.”

    7. You must pick one of the topics listed.

    The Paper is due on Feb 16 at 11:59 p.m.

    8. You must have an MLA heading. In the upper left-hand corner, you need to have your name, Dr. Kimberly Smith, date, and class name.

    9. You must have a title that connects to your subject

    Topics

    1. What are the reasons students cheat in school?

    2. What are the effects of cheating in school?

    3. What are the effects of bullying in school?

    4. How does stress impact one’s health

    5. How does divorce affect children?

    6. What are the effects of playing sports on children?

    7. What are the reasons you chose your major?

    8. What are the causes of school failure?

    9. How do vacations help a person to relax?

    10. The effects of peer pressure.

    11. Why do people exercise?

    12. Why do some roommates not get along?

    **## CauseandeffectpaperguidelinesSpring2026.docx**

    Cause and effect paper

    1. 3-5 pages; if you do three, it must be three full pages.

    2. You need to make this a cause paper or an effect paper.

    3. Your first paragraph should be an introduction paragraph. It should have a hook that grabs your audience, and then write until you reach your thesis. Your thesis should be clear and list your essay points. An example: My first day of college was eventful because of a, b, c, and d. These overarching essay points do not mean that you will have only 4 body paragraphs. Each body paragraph has only one point. If you wanted to say two things about point “A”, then you would need two paragraphs before you go to point “B”.

    4. Your body paragraphs should start with a topic sentence that should connect to one of your essay points. Then you should have an example, followed by 4-5 sentences explaining how that example supports your topic sentence

    5. Your paper should be on Microsoft Word, should be in a 12-point font, Times New Roman, and double-spaced.

    6. It should be your own work. You should not use AI for your paper. If you plagiarize, you will get a “0.”

    7. You must pick one of the topics listed.

    The Paper is due on Feb 16 at 11:59 p.m.

    8. You must have an MLA heading. In the upper left-hand corner, you need to have your name, Dr. Kimberly Smith, date, and class name.

    9. You must have a title that connects to your subject

    Topics

    1. What are the reasons students cheat in school?

    2. What are the effects of cheating in school?

    3. What are the effects of bullying in school?

    4. How does stress impact one’s health

    5. How does divorce affect children?

    6. What are the effects of playing sports on children?

    7. What are the reasons you chose your major?

    8. What are the causes of school failure?

    9. How do vacations help a person to relax?

    10. The effects of peer pressure.

    11. Why do people exercise?

    12. Why do some roommates not get along?

  • [Solved] reaction 2tina

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    The reader is hurled into the world of Rama and his crisis. On the day of his coronation, his father (King) wants him to leave and to live in the forest for fourteen years because of a deal with Kaikeyi (Queen). His brother, Bharata, would be crowned and take his place. Rama is focused on fulfilling…

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    Assignment Prompt & Instructions

    The  reader is hurled into the world of Rama and his crisis. On the day of  his coronation, his father (King) wants him to leave and to live in the  forest for fourteen years because of a deal with Kaikeyi (Queen). His  brother, Bharata, would be crowned and take his place. Rama is focused  on fulfilling his father's wishes, but his wife, Sita, has a different  point-of-view.

    **Choose a section of "The Ramayana of Valmiki: Book 2" to  explore. This is not a summary. Please analyze one or two themes that  occur in this section and develop an analysis. This analysis can be  about honor, loyalty, family bonds, or something else. Use the Sample   below to generate some ideas.**

    ***AI content, even humanized, will not be accepted.**

    – [\
    \
    SampleReactionPaperforErnestHemingway.pdf](https://www.sweetstudy.com/files/samplereactionpaperforernesthemingway-pdf "SampleReactionPaperforErnestHemingway.pdf")

  • [Solved] question

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **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] question

    ✓ Verified Academic Solution Available

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

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

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    **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] 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…

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    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**.

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

    **## 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**.

    | |
    | — |
    | |
    | |
    | |
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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

    **## 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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    | |
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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

  • [Solved] questions

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Please answer each question in complete paragraph. Do not repeat the questions. All answers should be followed by a reference Any use of AI will result in automatic 0 – [\ \ Questions2-16-26.docx](https://www.sweetstudy.com/files/questions2-16-26-docx "Questions2-16-26.docx")

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    Assignment Prompt & Instructions

    Please answer each question in complete paragraph. Do not repeat the questions. All answers should be followed by a reference   Any use of AI will result in automatic 0

    – [\
    \
    Questions2-16-26.docx](https://www.sweetstudy.com/files/questions2-16-26-docx "Questions2-16-26.docx")

  • [Solved] quay

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Please see attachment. Any use of AI will result in automatic 0 **files (1)** – ## quayoutlineweek6.docx **## quayoutlineweek6.docx** **Week 6 – Assignment: Outline for Comprehensive Analysis of Employee Development Programs** **Objective:** To prepare a structured outline that will guide the writin…

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    Assignment Prompt & Instructions

    Please see attachment. Any use of AI will result in automatic 0

    **files (1)**

    – ## quayoutlineweek6.docx

    **## quayoutlineweek6.docx**

    **Week 6 – Assignment: Outline for Comprehensive Analysis of Employee Development Programs**

    **Objective:**

    To prepare a structured outline that will guide the writing of your comprehensive analysis paper on employee development programs. This outline will help you organize your thoughts and ensure a logical flow of information. Your final paper is due in Week 7 and will need to be 5 pages of content.

    **Instructions:**

    1.
    **Title and Introduction:**

    · Provide a working title for your paper.

    · Write a brief introduction that includes:

    · The concept of employee development.

    · The importance of employee development for organizational success.

    · The purpose of your paper.

    2.
    **Research:**

    · List key theories and models related to employee development.

    · Summarize recent research findings and trends.

    · Identify at least three (3) academic sources you will use.

    3.
    **Case Study Analysis:**

    · Select a real-world organization known for its employee development programs.

    · Outline the key points you will cover, including:

    · Description of the organization’s development programs.

    · Implementation strategies.

    · Outcomes and benefits observed.

    4.
    **Critical Evaluation:**

    · Outline the main points for evaluating the effectiveness of the development programs.

    · Identify challenges or limitations faced by the organization.

    · Suggest potential improvements or alternative strategies.

    5.
    **Conclusion:**

    · Summarize the key points you will discuss in your conclusion.

    · Reflect on the overall importance of employee development in the business context.

    · Provide final thoughts or recommendations for HR professionals.

    **## quayoutlineweek6.docx**

    **Week 6 – Assignment: Outline for Comprehensive Analysis of Employee Development Programs**

    **Objective:**

    To prepare a structured outline that will guide the writing of your comprehensive analysis paper on employee development programs. This outline will help you organize your thoughts and ensure a logical flow of information. Your final paper is due in Week 7 and will need to be 5 pages of content.

    **Instructions:**

    1.
    **Title and Introduction:**

    · Provide a working title for your paper.

    · Write a brief introduction that includes:

    · The concept of employee development.

    · The importance of employee development for organizational success.

    · The purpose of your paper.

    2.
    **Research:**

    · List key theories and models related to employee development.

    · Summarize recent research findings and trends.

    · Identify at least three (3) academic sources you will use.

    3.
    **Case Study Analysis:**

    · Select a real-world organization known for its employee development programs.

    · Outline the key points you will cover, including:

    · Description of the organization’s development programs.

    · Implementation strategies.

    · Outcomes and benefits observed.

    4.
    **Critical Evaluation:**

    · Outline the main points for evaluating the effectiveness of the development programs.

    · Identify challenges or limitations faced by the organization.

    · Suggest potential improvements or alternative strategies.

    5.
    **Conclusion:**

    · Summarize the key points you will discuss in your conclusion.

    · Reflect on the overall importance of employee development in the business context.

    · Provide final thoughts or recommendations for HR professionals.

  • [Solved] tasha

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    any use of ai will result in automatic 0 **Case Study: Effective Salary Administration** **Objective**: To understand and apply the concepts of salary administration by analyzing a real-world scenario and proposing effective strategies. Instructions: **Scenario**: You are the HR manager of a mid-siz…

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    Assignment Prompt & Instructions

    any use of ai will result in automatic 0

    **Case Study: Effective Salary Administration**

    **Objective**: To understand and apply the concepts of  salary administration by analyzing a real-world scenario and proposing  effective strategies.

    Instructions:

    **Scenario**: You are the HR manager of a mid-sized  manufacturing company. Recently, there have been complaints from  employees about delays in salary payments and inconsistencies in the  amounts received. Additionally, some employees feel that the current pay  scales do not reflect their job responsibilities and market standards.  The CEO has tasked you with overhauling the salary administration system  to address these issues and improve employee satisfaction.

    **Tasks**:

    Identify Key Issues: Analyze the current salary administration system  and identify the main problems causing employee dissatisfaction.

    Propose Solutions: Recommend strategies to ensure timely and accurate  salary payments. Include suggestions for revising pay scales to align  with job responsibilities and market standards.

    Framework Development: Develop a comprehensive salary administration  framework that includes clear policies and procedures for salary  payments, pay scales, special allowances, and benefits.

    Implementation Plan: Outline a step-by-step plan for implementing the  new salary administration system. Include timelines, key milestones,  and methods for communicating changes to employees.

  • [Solved] jay

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    For this assignment, you will identify six relationship and communication issues that are correlated with low marital satisfaction. Discuss each communication issue in depth and identify at least 2 strategies for addressing each issue. Use credible research sources to support the identification of t…

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    Assignment Prompt & Instructions

    For this  assignment, you will identify six relationship and communication issues  that are correlated with low marital satisfaction.  Discuss each  communication issue in depth and identify at least 2 strategies for  addressing each issue.  Use credible research sources to support the  identification of the issues as well as the strategies for addressing  each issue.

  • [Solved] evans

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    please see attachment. any use of AI will result in automatic 0 **files (1)** – ## evansweek6.docx **## evansweek6.docx** **Case 3 – Cost of Capital** [Chapter 12] **The Cost of Capital for Master Tools** You have recently been hired by Master Tools (MT) in its relatively new treasury management d…

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    Assignment Prompt & Instructions

    please see attachment. any use of AI will result in automatic 0

    **files (1)**

    – ## evansweek6.docx

    **## evansweek6.docx**

    **Case 3 – Cost of Capital**

    [Chapter 12]

    **The Cost of Capital for Master Tools**

    You have recently been hired by Master Tools (MT) in its relatively new treasury management department. MT was founded eight years ago by Martha Masters. Martha found a method to streamline the manufacturing process, resulting in a cheaper tool. The tools manufactured by MT are designed for the mass market and sold primarily through retail. The company is privately owned by Martha and her family, and it had sales of $97 million last year.

    MT primarily sells to do-it-yourself (DIY) customers who use the tools for personal projects, although it does sell through various online marketplaces. As a result, the company’s sales are price sensitive. When the company had sufficient capital, it would expand production. Relatively little formal analysis has been used in its capital budgeting process. Martha has just read about capital budgeting techniques and has come to you for help. For starters, the company has never attempted to determine its cost of capital, and Martha would like you to perform the analysis. Because the company is privately owned, it is difficult to determine the cost of equity for the company.

    Martha wants you to use the pure play approach to estimate the cost of capital for MT, and she has chosen Snap-On Incorporated as a representative company. The following questions will lead you through the steps to calculate this estimate.

    **Assignment Directions**

    **Write a case analysis of 1,000 – 1,500 words (4 to 5 pages), content (title page and reference page not included) in proper APA format, covering the following requirements:**

    1. Most publicly traded corporations are required to submit 10-Q (quarterly) and 10-K (annual) reports to the SEC detailing their financial operations over the previous quarter or year, respectively. These corporate filings are available on the
    [SEC website [webpage]](https://www.sec.gov/). Go to the SEC website and enter “SNA” for Snap-On in the “Search for Company Filings” link. Find the most recent 10-Q or 10-K and download the form. Look on the balance sheet to find the book value of debt and the book value of equity. If you look further down the report, you should find a section titled either “Long-Term Debt” or “Long-Term Debt and Interest Rate Risk Management” that will list a breakdown of Snap-On’s long-term debt. Discuss and analyze the items that you would find under long-term debt.

    2. To estimate the cost of equity for Snap-On, go to finance.yahoo.com and enter the ticker symbol SNA. Follow the various links to find answers to the following questions: What is the most recent stock price listed for Snap-On? What is the market value of equity, or market capitalization? How many shares of stock does Snap-On have outstanding? What is the beta for Snap-On? Now go back to finance.yahoo.com and follow the “Bonds” link. What is the yield on three-month Treasury bills? Using a 7 percent market risk premium, what is the cost of equity for Snap-On using the CAPM? Discuss and analyze your answer.

    3. Go to
    [Reuters [webpage]](https://www.reuters.com/) and find the list of competitors in the industry. Find the beta for each of these competitors, and then calculate the industry average beta. Using the industry average beta, what is the cost of equity? Discuss and analyze whether you use the beta for Snap-On or the beta for the industry in this case?

    4. You now need to calculate the
    **cost of debt** for Snap-On. Go to
    [FINRA [webpage]](https://finra-markets.morningstar.com/MarketData/Default.jsp?sdkVersion=2.63.0), enter Snap-On as the company, and find the yield to maturity for each of Snap-On’s bonds. What is the weighted average cost of debt for Snap-On using the book value weights and the market value weights? Discuss and analyze if it makes a difference in this case if you use book value weights or market value weights?

    5. You now have all the necessary information to
    **calculate the weighted average cost of capital** for Snap-On. Calculate the weighted average cost of capital for Snap-On using book value weights and market value weights, assuming Snap-On has a 21 percent tax rate. Discuss and analyze which cost of capital number is more relevant and why?

    6. You used Snap-On as a representative company to estimate the cost of capital for MT. What are some of the potential problems with this approach in this situation? Discuss and analyze what improvements you might suggest.

    **## evansweek6.docx**

    **Case 3 – Cost of Capital**

    [Chapter 12]

    **The Cost of Capital for Master Tools**

    You have recently been hired by Master Tools (MT) in its relatively new treasury management department. MT was founded eight years ago by Martha Masters. Martha found a method to streamline the manufacturing process, resulting in a cheaper tool. The tools manufactured by MT are designed for the mass market and sold primarily through retail. The company is privately owned by Martha and her family, and it had sales of $97 million last year.

    MT primarily sells to do-it-yourself (DIY) customers who use the tools for personal projects, although it does sell through various online marketplaces. As a result, the company’s sales are price sensitive. When the company had sufficient capital, it would expand production. Relatively little formal analysis has been used in its capital budgeting process. Martha has just read about capital budgeting techniques and has come to you for help. For starters, the company has never attempted to determine its cost of capital, and Martha would like you to perform the analysis. Because the company is privately owned, it is difficult to determine the cost of equity for the company.

    Martha wants you to use the pure play approach to estimate the cost of capital for MT, and she has chosen Snap-On Incorporated as a representative company. The following questions will lead you through the steps to calculate this estimate.

    **Assignment Directions**

    **Write a case analysis of 1,000 – 1,500 words (4 to 5 pages), content (title page and reference page not included) in proper APA format, covering the following requirements:**

    1. Most publicly traded corporations are required to submit 10-Q (quarterly) and 10-K (annual) reports to the SEC detailing their financial operations over the previous quarter or year, respectively. These corporate filings are available on the
    [SEC website [webpage]](https://www.sec.gov/). Go to the SEC website and enter “SNA” for Snap-On in the “Search for Company Filings” link. Find the most recent 10-Q or 10-K and download the form. Look on the balance sheet to find the book value of debt and the book value of equity. If you look further down the report, you should find a section titled either “Long-Term Debt” or “Long-Term Debt and Interest Rate Risk Management” that will list a breakdown of Snap-On’s long-term debt. Discuss and analyze the items that you would find under long-term debt.

    2. To estimate the cost of equity for Snap-On, go to finance.yahoo.com and enter the ticker symbol SNA. Follow the various links to find answers to the following questions: What is the most recent stock price listed for Snap-On? What is the market value of equity, or market capitalization? How many shares of stock does Snap-On have outstanding? What is the beta for Snap-On? Now go back to finance.yahoo.com and follow the “Bonds” link. What is the yield on three-month Treasury bills? Using a 7 percent market risk premium, what is the cost of equity for Snap-On using the CAPM? Discuss and analyze your answer.

    3. Go to
    [Reuters [webpage]](https://www.reuters.com/) and find the list of competitors in the industry. Find the beta for each of these competitors, and then calculate the industry average beta. Using the industry average beta, what is the cost of equity? Discuss and analyze whether you use the beta for Snap-On or the beta for the industry in this case?

    4. You now need to calculate the
    **cost of debt** for Snap-On. Go to
    [FINRA [webpage]](https://finra-markets.morningstar.com/MarketData/Default.jsp?sdkVersion=2.63.0), enter Snap-On as the company, and find the yield to maturity for each of Snap-On’s bonds. What is the weighted average cost of debt for Snap-On using the book value weights and the market value weights? Discuss and analyze if it makes a difference in this case if you use book value weights or market value weights?

    5. You now have all the necessary information to
    **calculate the weighted average cost of capital** for Snap-On. Calculate the weighted average cost of capital for Snap-On using book value weights and market value weights, assuming Snap-On has a 21 percent tax rate. Discuss and analyze which cost of capital number is more relevant and why?

    6. You used Snap-On as a representative company to estimate the cost of capital for MT. What are some of the potential problems with this approach in this situation? Discuss and analyze what improvements you might suggest.