EDUC 302 Case Study 1 You have a student who is struggling with your synthetic approach to teaching phonics. Explain 3 alternative approaches to phonics instruction that you could use to help this student. Alternative #1: Linguistic Phonics Instruction, on page 231, is an approach that teaches unknown words by placing together sound-symbol patterns. For example, Dr. Seuss books use sound-symbol patterns and use the repetition of words that sound alike to teach new words. A good way to teach this to a child who is having problems with synthetic patterns, is to give them books, like Cat in the Hat by Dr. Seuss.
There are several books and web sites that can assist the student with the use of APA style (i.e. The Publication Manual of the American Psychological Association, http://apastyle.apa.org/). The research paper should be a minimum of seven pages, while not exceeding twelve pages. Papers will be double spaced using a maximum of a 12-point font. The research paper will be completed in two parts.
It would also be appropriate to include a statement as to what you learned and how you will apply the knowledge gained in this exercise to real-world situations. The assignment must be formatted according the APA (6th edition) style, which includes a title page and reference page. If you would like to refer to APA samples and tutorials, log into the Ashford Writing Center (USER NAME: ashford; PASSWORD: student). Click on the “ENG122 Resources” tab and review the resources in the “Week 5” section. Carefully review the Grading Rubric for the criteria that will be used to evaluate your
6th Grade Language Arts The Westing Game Character Sketch Choose one character from The Westing Game who made an impression on you. Write a character sketch on that character describing both his or her personality and appearance. Use quotations from the book to support your descriptions. Be sure to note the page on which the quote was found. In addition, describe how the author developed and changed this character from the beginning to the end of this story.
Analyzing Author Style Using Students will combine three sets of kernel sentences based on the first paragraph of Britt's writing. They will then Sentence Combining: compare their sentences to Britt's. The class will discuss what sentence combining strategy or strategies they used and observe how Britt varies her sentences. Cause and Effect Writing: Students examine the causes and effects presented in a brochure called "Ozone: The Good and the Bad." They
Addendum Before making his/her application, a Tier 4 Student should consider the additional guidance at Annex 6 of this document. This appendix updates some of the existing guidance elsewhere in this document and should be considered in addition to the existing guidance. Areas covered are: 1. Arrangements for Students using the Pearson Test of English Academic (PTE Academic) This section explains how Tier 4 (General) students using the Pearson Test of English Academic (PTE Academic) to demonstrate their English language ability should make their application. 2.
A Balanced Reading Program According to the National Reading Panel (NRP), a balanced reading program is one that consists of five components: phonemic awareness, phonics instruction, fluency, vocabulary, and comprehension (Armbruster et al., 2003). Phonemic awareness must occur first in the process as students gain an awareness of the individual sounds that make up words. Phonics instruction follows as students learn the relationships between the sounds represented by letters to make predictable patterns in words. Fluency follows as the students are able to blend phonemes and apply phonics to decode words fluidly as they read. Vocabulary helps students apply meaning to the words they read and aid in comprehension.
During Unit 3, the class explored students with exceptional needs, such as students with learning disabilities who have an IEP. One of the most important parts of this unit was the field report, in which we had to describe and analyze teaching practices for students with an IEP. By having us adapt a content standard for the student we observed, we were able to address TPE 9, “Instructional Planning.” TPE 9 in particular deals with differentiated instruction, which is what we specifically observed and wrote
| | Patterns of Reasoning Midterm for Ecomp 6102 Anna Lizier Lesley University Abstract My research paper is about the reasoning targets from Rick Stiggin’s book An Introduction to Student – Involved Assessment FOR Learning. Reasoning is how we use knowledge to solve problems. I will define the seven different reasoning targets and give examples of how I use these targets when teaching my students. With the support of other sources I will show my understanding of reasoning and the importance it has to me and my students. Patterns of Reasoning in the Classroom It is my understanding that reasoning is defined as a way of
5. Scope: Content/ Skills/ Assessments/ 21st Century Skill Theme Content: ELL Reading, Writing, and Language Strand; Common Core Standards for English Language Arts and Social Studies Literacy Strand Skills: Reading – Read nonfiction texts to gather information Writing – Take notes, paraphrase information, cite sources, write a 5 paragraph researched report, and present writing in a multimedia format. Language Strand – parallel structure, biographical vocabulary, and passive/active voice 21st Century Skill Themes: Creativity and Innovation, Initiative and Self Direction, and Global Awareness Assessments: quiz on paraphrasing, researched report and presentation, Step by Step Unit test 6. Sequence: 5-6 weeks 7. Content