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Category: Education

  • [Solved] The Project Approach

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    Preschoolers like to investigate! They enjoy learning about the world around them. The Project Approach involves children in studies of the world around them. **Scenario**: You are a three-year-old preschool teacher. As a preschool teacher, you have noticed an increased need to create a multicultura…

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    Preschoolers like to investigate! They enjoy learning about the world around them. The Project Approach involves children in studies of the world around them.
    **Scenario**: You are a three-year-old preschool teacher. As a preschool teacher, you have noticed an increased need to create a multicultural and linguistically responsive classroom for your children. For this assignment, you will research how teachers create a multicultural classroom and prepare a lesson that you would teach 3 and 4 year old children about culture. You may use learning centers in your description of the assignment. For instance, you want to teach the children about cultural foods from around the world. You will type out your lesson to include learning objectives, materials, purpose of the lesson, directions to complete the activity, and an assessment at the end.
    The assignment must be typed in Microsoft Word and uploaded as a word document of PDF file.
    **Learning Centers that can be used include:**
    – Computer Area
    – Library
    – Science/Discovery
    – Dramatic Play
    – Kitchen/Cooking
    – Blocks
    – Art

  • [Solved] Education homework

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    In-depth study guidance and analytical solution covering Education homework.

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  • [Solved] Culturally Responsive Teaching – A SCENARIO

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    **In chapter 2 of the textbook, Knowing and Connecting with Your Students, figure 2.2 illustrates what a differentiated classroom looks like. After reading this chapter (specifically pgs. 44-51), read the following scenario and follow the directions that follow with SPECIFIC strategies listed in the…

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    Assignment Prompt & Instructions

    **In chapter 2 of the textbook, Knowing and Connecting with Your Students, figure 2.2 illustrates what a differentiated classroom looks like. After reading this chapter (specifically pgs. 44-51), read the following scenario and follow the directions that follow with SPECIFIC strategies listed in the chapter.**
    SCENARIO:
    Pretend that you are an American History teacher planning a unit about the Holocaust. [(If you need it, click here to review brief content about the Holocaust)Links to an external site.](https://museeholocauste.ca/en/history-holocaust/)
    Lucy is an 11th-grade student who is bright, cheerful and has many friends. Lucy arrived in this country with her parents when she was in the 3rd grade and began to learn English at that time. Unfortunately, from a young age, she also suffers from panic disorder and ADHD. She is currently reading below grade level. Her delay may be a result of past childhood trauma. As her teacher, you have noticed that she is very musical and loves math (Multiple Intelligence). You have also noticed that she does well when presented with visuals such as charts and other graphic organizers (Learning Style).
    As a History teacher, you are creating a project/unit about the Holocaust for your students, which is and can be a very sensitive subject for teens like Lucy. **Consider the strategies** discussed in chapter 2 to differentiate your instruction regarding CONTENT, PROCESS, and PRODUCT. Using the information in the chapter, explain how you could differentiate your instruction for EACH element (content, process, product) to meet Lucy's needs.
    How to structure this assignment:
    1. Considerations for Lucy based on her needs for the CONTENT of a project about the Holocaust
    a. Idea to meet her cultural need regarding CONTENT (Culturally Responsive Teaching)
    b. Idea to meet her learning needs regarding CONTENT (Multiple Intelligence & Learning Style)
    c. Idea to meet her need for choice regarding CONTENT (UDL)
    2. Considerations for Lucy based on her needs for the PROCESS for a project about the Holocaust
    a. Idea to meet her cultural need regarding PROCESS (Culturally Responsive Teaching)
    b. Idea to meet her learning needs regarding PROCESS (Multiple Intelligence & Learning Style)
    c. Idea to meet her need for choice regarding PROCESS (UDL)
    3. Considerations for Lucy based on her needs for the PRODUCT of a project about the Holocaust
    a. Idea to meet her cultural need regarding PRODUCT (Culturally Responsive Teaching)
    b. Idea to meet her learning needs regarding PRODUCT (Multiple Intelligence & Learning Style)
    c. Idea to meet her need for choice regarding PRODUCT (UDL)
    Note: Be specific when mentioning your strategies. *Be sure to take into account Lucy's low reading level.
    NOTE: YOU ARE NOT CREATING A UNIT. THIS IS A SCENARIO (PRETEND YOU ARE CREATING A UNIT/PROJECT). What strategies would you include, from the chapter, to differentiate instruction for the content, process, and product to MEET LUCY'S NEEDS?

  • [Solved] reflection test

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    In-depth study guidance and analytical solution covering reflection test.

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    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] Education I need help with homework

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    I need help with homework – ## RequiedReferencesforweek1assignment.docx – ## RequiedReferencesforweek1assignment.docx – ## UnpackingtheStandardsTemplet.docx **## RequiedReferencesforweek1assignment.docx** Common Core Mathematics Standards **Required** Review the Common Core Mathematics standards. ht…

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    Assignment Prompt & Instructions

    I need help with homework

    – ## RequiedReferencesforweek1assignment.docx

    – ## RequiedReferencesforweek1assignment.docx

    – ## UnpackingtheStandardsTemplet.docx

    **## RequiedReferencesforweek1assignment.docx**

    Common Core Mathematics Standards

    **Required**

    Review the Common Core Mathematics standards.

    http://www.thecorestandards.org/Math/

    Arizona Mathematics Standards

    **Required**

    Review the Arizona Mathematics standards.

    https://www.azed.gov/standards-practices/k-12standards/mathematics-standards

    NYS Next Generation Mathematics Learning Standards Unpacking Documents

    **Required**

    Review the NYS Next Generation Mathematics Learning Standards Unpacking Documents, located on the New York State

    … Read More

    http://www.nysed.gov/curriculum-instruction/nys-next-generation-mathematics-learning-standards-unpacking-documents

    Introductory Videos on the Common Core State Standards

    **Required**

    Watch “Introductory Videos on the Common Core State Standards,” located on the Achieve the Core websi

    … Read More

    https://achievethecore.org/category/762/introductory-videos-on-the-common-core-state-standards

    Meaningful Connections: Objectives and Standards

    **Required**

    Read “Meaningful Connections: Objectives and Standards,” by Lea, located on the Edutopia website (201

    … Read More

    https://www.edutopia.org/blog

    **Elementary and Middle School Mathematics**

    **Required**

    Van De Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2022).
    _Elementary and middle school mathematics_ (11th ed.). Pearson. ISBN-13: 9780136818038

    **## RequiedReferencesforweek1assignment.docx**

    Common Core Mathematics Standards

    **Required**

    Review the Common Core Mathematics standards.

    http://www.thecorestandards.org/Math/

    Arizona Mathematics Standards

    **Required**

    Review the Arizona Mathematics standards.

    https://www.azed.gov/standards-practices/k-12standards/mathematics-standards

    NYS Next Generation Mathematics Learning Standards Unpacking Documents

    **Required**

    Review the NYS Next Generation Mathematics Learning Standards Unpacking Documents, located on the New York State

    … Read More

    http://www.nysed.gov/curriculum-instruction/nys-next-generation-mathematics-learning-standards-unpacking-documents

    Introductory Videos on the Common Core State Standards

    **Required**

    Watch “Introductory Videos on the Common Core State Standards,” located on the Achieve the Core websi

    … Read More

    https://achievethecore.org/category/762/introductory-videos-on-the-common-core-state-standards

    Meaningful Connections: Objectives and Standards

    **Required**

    Read “Meaningful Connections: Objectives and Standards,” by Lea, located on the Edutopia website (201

    … Read More

    https://www.edutopia.org/blog

    **Elementary and Middle School Mathematics**

    **Required**

    Van De Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2022).
    _Elementary and middle school mathematics_ (11th ed.). Pearson. ISBN-13: 9780136818038

    **## UnpackingtheStandardsTemplet.docx**

    **Unpacking the Mathematics Standards**

    | | | | |
    | — | — | — | — |
    | **Domain: Number and Operations in Base 10** |
    | **Standard**<br>_Choose a standard_ | **Verbs**<br>_Identify the verbs_ | **Nouns**<br>_Identify the nouns_ | **Skills Necessary**<br>_Identify the skills needed to master this standard (these will become your lesson objectives within a unit plan)_ |
    | **3.NBT.A.2.** Fluently add and subtract within 1,000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. | · Add<br>· Subtract<br>· Using strategies<br>· Using algorithms | · 1,000<br>· Strategies<br>· Algorithms<br>· Place value<br>· Properties of operations<br>· Relationship<br>· Addition<br>· Subtraction | · Count to 1,000<br>· Fluently add and subtract within 1,000<br>· Use place value strategies to add and subtract<br>· Know and use properties of operations (commutative, associative, distributive) to add and subtract<br>· Understand and use the relationship between addition and subtraction to add and subtract<br>· Use various other strategies to add and subtract (models, manipulatives, number lines, etc.)<br>· Use algorithms to add and subtract |
    | **Objectives:**<br>1. Students will be able to use a place value mat with thousands, hundreds, tens, and ones to explain their answers to addition and subtraction problems. <br>2. Students will be able to<br>explain how to use<br>the associative<br>property to add and subtract.<br> <br>3. Students will be able to solve addition and subtraction problems using a number line and the standard algorithm. |
    | **Math Problem:**<br>473 + 125 = ? | **Strategy 1:** Base 10<br>Place Value Blocks<br> <br>**Video Link:** [**https://www.youtube.com/watch?v=nGo5WtnSj_I**](https://www.youtube.com/watch?v=nGo5WtnSj_I)<br>**Description:** Using base 10 blocks<br>**,** break 473 down into 4 hundreds (400), 7 tens (70), and 3 ones (3).<br>Do the same for 125: one hundred (100), 2 tens (20), and 5 ones (5). To add, combine the ones with ones, tens with tens, and hundreds with hundreds. So 3 ones plus 5 ones equals 8 ones (8). 7 tens plus 2 tens equals 9 tens (90). 4 hundreds plus 1 hundred equals 5 hundreds (500). Therefore, 473 + 125 = 598. | **Strategy 2:** A Number Line<br> <br>**Video Link:** [**https://www.youtube.com/watch?v=16805dWc36A**](https://www.youtube.com/watch?v=16805dWc36A)<br>**Description:** An open number line can help us count up by hundreds, tens, and ones. Start on the number line with 473, then hop up by hundreds (100), tens (20), and then ones (5). So 473 plus 100 equals 573, then 573 plus 20 equals 593, and finally 593 plus 5 equals 598. |
    | **Real Scenario/Connection to Standard:** Students may encounter the need to add larger numbers quickly and efficiently while grocery shopping. For example, they could want to figure out how many carrots they will need to make multiple batches of carrot cake for a party. In this case, they can use the idea of base ten blocks or a number line to be able to quickly and fluently add large numbers while at the grocery store. |

    | | | | |
    | — | — | — | — |
    | **Domain:** |
    | **Standard**<br>_Choose a standard_ | **Verbs**<br>_Identify the verbs_ | **Nouns**<br>_Identify the nouns_ | **Skills Necessary**<br>_Identify the skills needed to master this standard (these will become your lesson objectives within a unit plan)_ |
    | | | | |
    | **Objectives:**<br>1. <br>2. <br>3. |
    | **Math Problem:** | **Strategy 1:**<br>**Video Link:**<br>**Description:** | **Strategy 2:**<br>**Video Link:**<br>**Description:** |
    | **Real Scenario/Connection to Standard:** |

    | | | | |
    | — | — | — | — |
    | **Domain:** |
    | **Standard**<br>_Choose a standard_ | **Verbs**<br>_Identify the verbs_ | **Nouns**<br>_Identify the nouns_ | **Skills Necessary**<br>_Identify the skills needed to master this standard (these will become your lesson objectives within a unit plan)_ |
    | | | | |
    | **Objectives:**<br>1. <br>2. <br>3. |
    | **Math Problem:** | **Strategy 1:**<br>**Video Link:**<br>**Description:** | **Strategy 2:**<br>**Video Link:**<br>**Description:** |
    | **Real Scenario/Connection to Standard:** |

    | | | | |
    | — | — | — | — |
    | **Domain:** |
    | **Standard**<br>_Choose a standard_ | **Verbs**<br>_Identify the verbs_ | **Nouns**<br>_Identify the nouns_ | **Skills Necessary**<br>_Identify the skills needed to master this standard (these will become your lesson objectives within a unit plan)_ |
    | | | | |
    | **Objectives:**<br>1. <br>2. <br>3. |
    | **Math Problem:** | **Strategy 1:**<br>**Video Link:**<br>**Description:** | **Strategy 2:**<br>**Video Link:**<br>**Description:** |
    | **Real Scenario/Connection to Standard:** |

    ## Reflection

    Templet

    **## UnpackingtheStandardsTemplet.docx**

    **Unpacking the Mathematics Standards**

    | | | | |
    | — | — | — | — |
    | **Domain: Number and Operations in Base 10** |
    | **Standard**<br>_Choose a standard_ | **Verbs**<br>_Identify the verbs_ | **Nouns**<br>_Identify the nouns_ | **Skills Necessary**<br>_Identify the skills needed to master this standard (these will become your lesson objectives within a unit plan)_ |
    | **3.NBT.A.2.** Fluently add and subtract within 1,000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. | · Add<br>· Subtract<br>· Using strategies<br>· Using algorithms | · 1,000<br>· Strategies<br>· Algorithms<br>· Place value<br>· Properties of operations<br>· Relationship<br>· Addition<br>· Subtraction | · Count to 1,000<br>· Fluently add and subtract within 1,000<br>· Use place value strategies to add and subtract<br>· Know and use properties of operations (commutative, associative, distributive) to add and subtract<br>· Understand and use the relationship between addition and subtraction to add and subtract<br>· Use various other strategies to add and subtract (models, manipulatives, number lines, etc.)<br>· Use algorithms to add and subtract |
    | **Objectives:**<br>1. Students will be able to use a place value mat with thousands, hundreds, tens, and ones to explain their answers to addition and subtraction problems. <br>2. Students will be able to<br>explain how to use<br>the associative<br>property to add and subtract.<br> <br>3. Students will be able to solve addition and subtraction problems using a number line and the standard algorithm. |
    | **Math Problem:**<br>473 + 125 = ? | **Strategy 1:** Base 10<br>Place Value Blocks<br> <br>**Video Link:** [**https://www.youtube.com/watch?v=nGo5WtnSj_I**](https://www.youtube.com/watch?v=nGo5WtnSj_I)<br>**Description:** Using base 10 blocks<br>**,** break 473 down into 4 hundreds (400), 7 tens (70), and 3 ones (3).<br>Do the same for 125: one hundred (100), 2 tens (20), and 5 ones (5). To add, combine the ones with ones, tens with tens, and hundreds with hundreds. So 3 ones plus 5 ones equals 8 ones (8). 7 tens plus 2 tens equals 9 tens (90). 4 hundreds plus 1 hundred equals 5 hundreds (500). Therefore, 473 + 125 = 598. | **Strategy 2:** A Number Line<br> <br>**Video Link:** [**https://www.youtube.com/watch?v=16805dWc36A**](https://www.youtube.com/watch?v=16805dWc36A)<br>**Description:** An open number line can help us count up by hundreds, tens, and ones. Start on the number line with 473, then hop up by hundreds (100), tens (20), and then ones (5). So 473 plus 100 equals 573, then 573 plus 20 equals 593, and finally 593 plus 5 equals 598. |
    | **Real Scenario/Connection to Standard:** Students may encounter the need to add larger numbers quickly and efficiently while grocery shopping. For example, they could want to figure out how many carrots they will need to make multiple batches of carrot cake for a party. In this case, they can use the idea of base ten blocks or a number line to be able to quickly and fluently add large numbers while at the grocery store. |

    | | | | |
    | — | — | — | — |
    | **Domain:** |
    | **Standard**<br>_Choose a standard_ | **Verbs**<br>_Identify the verbs_ | **Nouns**<br>_Identify the nouns_ | **Skills Necessary**<br>_Identify the skills needed to master this standard (these will become your lesson objectives within a unit plan)_ |
    | | | | |
    | **Objectives:**<br>1. <br>2. <br>3. |
    | **Math Problem:** | **Strategy 1:**<br>**Video Link:**<br>**Description:** | **Strategy 2:**<br>**Video Link:**<br>**Description:** |
    | **Real Scenario/Connection to Standard:** |

    | | | | |
    | — | — | — | — |
    | **Domain:** |
    | **Standard**<br>_Choose a standard_ | **Verbs**<br>_Identify the verbs_ | **Nouns**<br>_Identify the nouns_ | **Skills Necessary**<br>_Identify the skills needed to master this standard (these will become your lesson objectives within a unit plan)_ |
    | | | | |
    | **Objectives:**<br>1. <br>2. <br>3. |
    | **Math Problem:** | **Strategy 1:**<br>**Video Link:**<br>**Description:** | **Strategy 2:**<br>**Video Link:**<br>**Description:** |
    | **Real Scenario/Connection to Standard:** |

    | | | | |
    | — | — | — | — |
    | **Domain:** |
    | **Standard**<br>_Choose a standard_ | **Verbs**<br>_Identify the verbs_ | **Nouns**<br>_Identify the nouns_ | **Skills Necessary**<br>_Identify the skills needed to master this standard (these will become your lesson objectives within a unit plan)_ |
    | | | | |
    | **Objectives:**<br>1. <br>2. <br>3. |
    | **Math Problem:** | **Strategy 1:**<br>**Video Link:**<br>**Description:** | **Strategy 2:**<br>**Video Link:**<br>**Description:** |
    | **Real Scenario/Connection to Standard:** |

    ## Reflection

    Templet

    **## RequiedReferencesforweek1assignment.docx**

    Common Core Mathematics Standards

    **Required**

    Review the Common Core Mathematics standards.

    http://www.thecorestandards.org/Math/

    Arizona Mathematics Standards

    **Required**

    Review the Arizona Mathematics standards.

    https://www.azed.gov/standards-practices/k-12standards/mathematics-standards

    NYS Next Generation Mathematics Learning Standards Unpacking Documents

    **Required**

    Review the NYS Next Generation Mathematics Learning Standards Unpacking Documents, located on the New York State

    … Read More

    http://www.nysed.gov/curriculum-instruction/nys-next-generation-mathematics-learning-standards-unpacking-documents

    Introductory Videos on the Common Core State Standards

    **Required**

    Watch “Introductory Videos on the Common Core State Standards,” located on the Achieve the Core websi

    … Read More

    https://achievethecore.org/category/762/introductory-videos-on-the-common-core-state-standards

    Meaningful Connections: Objectives and Standards

    **Required**

    Read “Meaningful Connections: Objectives and Standards,” by Lea, located on the Edutopia website (201

    … Read More

    https://www.edutopia.org/blog

    **Elementary and Middle School Mathematics**

    **Required**

    Van De Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2022).
    _Elementary and middle school mathematics_ (11th ed.). Pearson. ISBN-13: 9780136818038

    **## RequiedReferencesforweek1assignment.docx**

    Common Core Mathematics Standards

    **Required**

    Review the Common Core Mathematics standards.

    http://www.thecorestandards.org/Math/

    Arizona Mathematics Standards

    **Required**

    Review the Arizona Mathematics standards.

    https://www.azed.gov/standards-practices/k-12standards/mathematics-standards

    NYS Next Generation Mathematics Learning Standards Unpacking Documents

    **Required**

    Review the NYS Next Generation Mathematics Learning Standards Unpacking Documents, located on the New York State

    … Read More

    http://www.nysed.gov/curriculum-instruction/nys-next-generation-mathematics-learning-standards-unpacking-documents

    Introductory Videos on the Common Core State Standards

    **Required**

    Watch “Introductory Videos on the Common Core State Standards,” located on the Achieve the Core websi

    … Read More

    https://achievethecore.org/category/762/introductory-videos-on-the-common-core-state-standards

    Meaningful Connections: Objectives and Standards

    **Required**

    Read “Meaningful Connections: Objectives and Standards,” by Lea, located on the Edutopia website (201

    … Read More

    https://www.edutopia.org/blog

    **Elementary and Middle School Mathematics**

    **Required**

    Van De Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2022).
    _Elementary and middle school mathematics_ (11th ed.). Pearson. ISBN-13: 9780136818038

    **## UnpackingtheStandardsTemplet.docx**

    **Unpacking the Mathematics Standards**

    | | | | |
    | — | — | — | — |
    | **Domain: Number and Operations in Base 10** |
    | **Standard**<br>_Choose a standard_ | **Verbs**<br>_Identify the verbs_ | **Nouns**<br>_Identify the nouns_ | **Skills Necessary**<br>_Identify the skills needed to master this standard (these will become your lesson objectives within a unit plan)_ |
    | **3.NBT.A.2.** Fluently add and subtract within 1,000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. | · Add<br>· Subtract<br>· Using strategies<br>· Using algorithms | · 1,000<br>· Strategies<br>· Algorithms<br>· Place value<br>· Properties of operations<br>· Relationship<br>· Addition<br>· Subtraction | · Count to 1,000<br>· Fluently add and subtract within 1,000<br>· Use place value strategies to add and subtract<br>· Know and use properties of operations (commutative, associative, distributive) to add and subtract<br>· Understand and use the relationship between addition and subtraction to add and subtract<br>· Use various other strategies to add and subtract (models, manipulatives, number lines, etc.)<br>· Use algorithms to add and subtract |
    | **Objectives:**<br>1. Students will be able to use a place value mat with thousands, hundreds, tens, and ones to explain their answers to addition and subtraction problems. <br>2. Students will be able to<br>explain how to use<br>the associative<br>property to add and subtract.<br> <br>3. Students will be able to solve addition and subtraction problems using a number line and the standard algorithm. |
    | **Math Problem:**<br>473 + 125 = ? | **Strategy 1:** Base 10<br>Place Value Blocks<br> <br>**Video Link:** [**https://www.youtube.com/watch?v=nGo5WtnSj_I**](https://www.youtube.com/watch?v=nGo5WtnSj_I)<br>**Description:** Using base 10 blocks<br>**,** break 473 down into 4 hundreds (400), 7 tens (70), and 3 ones (3).<br>Do the same for 125: one hundred (100), 2 tens (20), and 5 ones (5). To add, combine the ones with ones, tens with tens, and hundreds with hundreds. So 3 ones plus 5 ones equals 8 ones (8). 7 tens plus 2 tens equals 9 tens (90). 4 hundreds plus 1 hundred equals 5 hundreds (500). Therefore, 473 + 125 = 598. | **Strategy 2:** A Number Line<br> <br>**Video Link:** [**https://www.youtube.com/watch?v=16805dWc36A**](https://www.youtube.com/watch?v=16805dWc36A)<br>**Description:** An open number line can help us count up by hundreds, tens, and ones. Start on the number line with 473, then hop up by hundreds (100), tens (20), and then ones (5). So 473 plus 100 equals 573, then 573 plus 20 equals 593, and finally 593 plus 5 equals 598. |
    | **Real Scenario/Connection to Standard:** Students may encounter the need to add larger numbers quickly and efficiently while grocery shopping. For example, they could want to figure out how many carrots they will need to make multiple batches of carrot cake for a party. In this case, they can use the idea of base ten blocks or a number line to be able to quickly and fluently add large numbers while at the grocery store. |

    | | | | |
    | — | — | — | — |
    | **Domain:** |
    | **Standard**<br>_Choose a standard_ | **Verbs**<br>_Identify the verbs_ | **Nouns**<br>_Identify the nouns_ | **Skills Necessary**<br>_Identify the skills needed to master this standard (these will become your lesson objectives within a unit plan)_ |
    | | | | |
    | **Objectives:**<br>1. <br>2. <br>3. |
    | **Math Problem:** | **Strategy 1:**<br>**Video Link:**<br>**Description:** | **Strategy 2:**<br>**Video Link:**<br>**Description:** |
    | **Real Scenario/Connection to Standard:** |

    | | | | |
    | — | — | — | — |
    | **Domain:** |
    | **Standard**<br>_Choose a standard_ | **Verbs**<br>_Identify the verbs_ | **Nouns**<br>_Identify the nouns_ | **Skills Necessary**<br>_Identify the skills needed to master this standard (these will become your lesson objectives within a unit plan)_ |
    | | | | |
    | **Objectives:**<br>1. <br>2. <br>3. |
    | **Math Problem:** | **Strategy 1:**<br>**Video Link:**<br>**Description:** | **Strategy 2:**<br>**Video Link:**<br>**Description:** |
    | **Real Scenario/Connection to Standard:** |

    | | | | |
    | — | — | — | — |
    | **Domain:** |
    | **Standard**<br>_Choose a standard_ | **Verbs**<br>_Identify the verbs_ | **Nouns**<br>_Identify the nouns_ | **Skills Necessary**<br>_Identify the skills needed to master this standard (these will become your lesson objectives within a unit plan)_ |
    | | | | |
    | **Objectives:**<br>1. <br>2. <br>3. |
    | **Math Problem:** | **Strategy 1:**<br>**Video Link:**<br>**Description:** | **Strategy 2:**<br>**Video Link:**<br>**Description:** |
    | **Real Scenario/Connection to Standard:** |

    ## Reflection

    Templet

    **## RequiedReferencesforweek1assignment.docx**

    Common Core Mathematics Standards

    **Required**

    Review the Common Core Mathematics standards.

    http://www.thecorestandards.org/Math/

    Arizona Mathematics Standards

    **Required**

    Review the Arizona Mathematics standards.

    https://www.azed.gov/standards-practices/k-12standards/mathematics-standards

    NYS Next Generation Mathematics Learning Standards Unpacking Documents

    **Required**

    Review the NYS Next Generation Mathematics Learning Standards Unpacking Documents, located on the New York State

    … Read More

    http://www.nysed.gov/curriculum-instruction/nys-next-generation-mathematics-learning-standards-unpacking-documents

    Introductory Videos on the Common Core State Standards

    **Required**

    Watch “Introductory Videos on the Common Core State Standards,” located on the Achieve the Core websi

    … Read More

    https://achievethecore.org/category/762/introductory-videos-on-the-common-core-state-standards

    Meaningful Connections: Objectives and Standards

    **Required**

    Read “Meaningful Connections: Objectives and Standards,” by Lea, located on the Edutopia website (201

    … Read More

    https://www.edutopia.org/blog

    **Elementary and Middle School Mathematics**

    **Required**

    Van De Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2022).
    _Elementary and middle school mathematics_ (11th ed.). Pearson. ISBN-13: 9780136818038

    **## RequiedReferencesforweek1assignment.docx**

    Common Core Mathematics Standards

    **Required**

    Review the Common Core Mathematics standards.

    http://www.thecorestandards.org/Math/

    Arizona Mathematics Standards

    **Required**

    Review the Arizona Mathematics standards.

    https://www.azed.gov/standards-practices/k-12standards/mathematics-standards

    NYS Next Generation Mathematics Learning Standards Unpacking Documents

    **Required**

    Review the NYS Next Generation Mathematics Learning Standards Unpacking Documents, located on the New York State

    … Read More

    http://www.nysed.gov/curriculum-instruction/nys-next-generation-mathematics-learning-standards-unpacking-documents

    Introductory Videos on the Common Core State Standards

    **Required**

    Watch “Introductory Videos on the Common Core State Standards,” located on the Achieve the Core websi

    … Read More

    https://achievethecore.org/category/762/introductory-videos-on-the-common-core-state-standards

    Meaningful Connections: Objectives and Standards

    **Required**

    Read “Meaningful Connections: Objectives and Standards,” by Lea, located on the Edutopia website (201

    … Read More

    https://www.edutopia.org/blog

    **Elementary and Middle School Mathematics**

    **Required**

    Van De Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2022).
    _Elementary and middle school mathematics_ (11th ed.). Pearson. ISBN-13: 9780136818038

    **## UnpackingtheStandardsTemplet.docx**

    **Unpacking the Mathematics Standards**

    | | | | |
    | — | — | — | — |
    | **Domain: Number and Operations in Base 10** |
    | **Standard**<br>_Choose a standard_ | **Verbs**<br>_Identify the verbs_ | **Nouns**<br>_Identify the nouns_ | **Skills Necessary**<br>_Identify the skills needed to master this standard (these will become your lesson objectives within a unit plan)_ |
    | **3.NBT.A.2.** Fluently add and subtract within 1,000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. | · Add<br>· Subtract<br>· Using strategies<br>· Using algorithms | · 1,000<br>· Strategies<br>· Algorithms<br>· Place value<br>· Properties of operations<br>· Relationship<br>· Addition<br>· Subtraction | · Count to 1,000<br>· Fluently add and subtract within 1,000<br>· Use place value strategies to add and subtract<br>· Know and use properties of operations (commutative, associative, distributive) to add and subtract<br>· Understand and use the relationship between addition and subtraction to add and subtract<br>· Use various other strategies to add and subtract (models, manipulatives, number lines, etc.)<br>· Use algorithms to add and subtract |
    | **Objectives:**<br>1. Students will be able to use a place value mat with thousands, hundreds, tens, and ones to explain their answers to addition and subtraction problems. <br>2. Students will be able to<br>explain how to use<br>the associative<br>property to add and subtract.<br> <br>3. Students will be able to solve addition and subtraction problems using a number line and the standard algorithm. |
    | **Math Problem:**<br>473 + 125 = ? | **Strategy 1:** Base 10<br>Place Value Blocks<br> <br>**Video Link:** [**https://www.youtube.com/watch?v=nGo5WtnSj_I**](https://www.youtube.com/watch?v=nGo5WtnSj_I)<br>**Description:** Using base 10 blocks<br>**,** break 473 down into 4 hundreds (400), 7 tens (70), and 3 ones (3).<br>Do the same for 125: one hundred (100), 2 tens (20), and 5 ones (5). To add, combine the ones with ones, tens with tens, and hundreds with hundreds. So 3 ones plus 5 ones equals 8 ones (8). 7 tens plus 2 tens equals 9 tens (90). 4 hundreds plus 1 hundred equals 5 hundreds (500). Therefore, 473 + 125 = 598. | **Strategy 2:** A Number Line<br> <br>**Video Link:** [**https://www.youtube.com/watch?v=16805dWc36A**](https://www.youtube.com/watch?v=16805dWc36A)<br>**Description:** An open number line can help us count up by hundreds, tens, and ones. Start on the number line with 473, then hop up by hundreds (100), tens (20), and then ones (5). So 473 plus 100 equals 573, then 573 plus 20 equals 593, and finally 593 plus 5 equals 598. |
    | **Real Scenario/Connection to Standard:** Students may encounter the need to add larger numbers quickly and efficiently while grocery shopping. For example, they could want to figure out how many carrots they will need to make multiple batches of carrot cake for a party. In this case, they can use the idea of base ten blocks or a number line to be able to quickly and fluently add large numbers while at the grocery store. |

    | | | | |
    | — | — | — | — |
    | **Domain:** |
    | **Standard**<br>_Choose a standard_ | **Verbs**<br>_Identify the verbs_ | **Nouns**<br>_Identify the nouns_ | **Skills Necessary**<br>_Identify the skills needed to master this standard (these will become your lesson objectives within a unit plan)_ |
    | | | | |
    | **Objectives:**<br>1. <br>2. <br>3. |
    | **Math Problem:** | **Strategy 1:**<br>**Video Link:**<br>**Description:** | **Strategy 2:**<br>**Video Link:**<br>**Description:** |
    | **Real Scenario/Connection to Standard:** |

    | | | | |
    | — | — | — | — |
    | **Domain:** |
    | **Standard**<br>_Choose a standard_ | **Verbs**<br>_Identify the verbs_ | **Nouns**<br>_Identify the nouns_ | **Skills Necessary**<br>_Identify the skills needed to master this standard (these will become your lesson objectives within a unit plan)_ |
    | | | | |
    | **Objectives:**<br>1. <br>2. <br>3. |
    | **Math Problem:** | **Strategy 1:**<br>**Video Link:**<br>**Description:** | **Strategy 2:**<br>**Video Link:**<br>**Description:** |
    | **Real Scenario/Connection to Standard:** |

    | | | | |
    | — | — | — | — |
    | **Domain:** |
    | **Standard**<br>_Choose a standard_ | **Verbs**<br>_Identify the verbs_ | **Nouns**<br>_Identify the nouns_ | **Skills Necessary**<br>_Identify the skills needed to master this standard (these will become your lesson objectives within a unit plan)_ |
    | | | | |
    | **Objectives:**<br>1. <br>2. <br>3. |
    | **Math Problem:** | **Strategy 1:**<br>**Video Link:**<br>**Description:** | **Strategy 2:**<br>**Video Link:**<br>**Description:** |
    | **Real Scenario/Connection to Standard:** |

    ## Reflection

    Templet

    – 1
    – 2
    – 3

  • [Solved] Methodology and Strategies

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    APA Format Kindly View Attachment!! – ## MethodologyandStrategiesforteachingEnglishLanguageLearners.docx **## MethodologyandStrategiesforteachingEnglishLanguageLearners.docx** **Methodology and Strategies for teaching English Language Learners** The purpose of this assignment is to become familiar w…

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    Assignment Prompt & Instructions

    APA Format
    Kindly View Attachment!!

    – ## MethodologyandStrategiesforteachingEnglishLanguageLearners.docx

    **## MethodologyandStrategiesforteachingEnglishLanguageLearners.docx**

    **Methodology and Strategies for teaching English Language Learners**

    The purpose of this assignment is to become familiar with a variety of methodologies, strategies, best practices, and instructional techniques used to teach English as a second language.

    For this assignment, you will view
    **5 videos** of teachers instructing English language learners in various locations around the world and in the United States using various methods and strategies.

    Include and introduction with the following information: title of the video, grade level, subject area, and cultural background of the students.

    Respond to the questions below each title for the video link. Use paragraph format to write your assignment. Include the title for each video, the question prompts, and your responses to the question prompts.

    **ESOL Methodology and Strategy Videos**

    1.
    _SIOP Model for Teaching English Learners – Lesson Delivery_

    [https://www.youtube.com/watch?v=lVGbz4EqyGs](https://www.youtube.com/watch?v=lVGbz4EqyGs)

    What are the content and language objectives for this lesson?

    What tools does the teacher use to teach?

    What did the “inside outside circle” review about what was taught in the lesson?

    What ESOL strategies are used in the lesson?

    2.
    _Total Physical Response to Teach Vocabulary_ [https://www.theteachertoolkit.com/index.php/tool/total-physical-response-tpr](https://www.theteachertoolkit.com/index.php/tool/total-physical-response-tpr)

    What strategies does the teacher use to teach the vocabulary through Total Physical Response (TPR)?

    How do the students learn the words in this method?

    How do students use their bodies in this method?

    TPR is appropriate for what English proficiency level?

    3.
    _Culturally responsive instruction_ [http://www.youtube.com/watch?v=_uOncGZWxDc](http://www.youtube.com/watch?v=_uOncGZWxDc)

    What is the evidence for culturally responsive instruction listed in the video?

    How would you implement culturally responsive instruction?

    How were the students engaged in the video lesson?

    4.
    _Scaffolding Literacy Instruction for English Language Learners_ [https://www.youtube.com/watch?v=Ivmbm8fA2pQ](https://www.youtube.com/watch?v=Ivmbm8fA2pQ)

    What scaffolding strategies did the two teachers use with the ELLs?

    How do the students respond to the book in the reading lesson?

    What strategies do students focus on for their learning?

    How was writing incorporated in this English language arts lesson?

    5.
    _Before, During and After Questions: Promoting Reading Comprehension and Critical Thinking_ [https://www.youtube.com/watch?v=Sd1FlXxpVIw](https://www.youtube.com/watch?v=Sd1FlXxpVIw)

    How does the teacher use the shared reading activity to build reading comprehension? Give examples from the video.

    What do the students do during shared reading to build reading comprehension? Give examples from the video.

    How does questioning help students with reading comprehension? Give examples from the video.

    **Rubric**

    **Methodology and Strategies for teaching English Language Learners (20 points)**

    | | | | |
    | — | — | — | — |
    | **Element** | **Not Met**<br>**0 – 13 points** | **Met**<br>**14 – 18 points** | **Exceeded**<br>**19 – 20 points** |
    | **Introduction**<br>(3 points) | Most information including the title of the video, grade level, proficiency level and cultural background of the students in the videos is not listed. | Most information including the title of the video, grade level, and cultural background of the students in the videos is listed in the assignment. | Complete information including the title of the video, grade level, and cultural background of the students in the videos is listed in the written assignment. |
    | **Answers to questions for ELL videos**<br>(15 points) | Written responses to the questions for less than 5 videos was completed. The answers are not answered correctly for most of the videos. | Mostly correct written responses to all the questions for all 5 videos is included. Some minor errors in responses to the questions may be present. | Correct written responses to all the questions and prompts for all 5 videos is included. The answers are based on specific examples from the videos. |
    | **APA format**<br>(2 points) | The assignment was not written in paragraph format, and the assignment has numerous writing and APA format errors. | The assignment is written in paragraph format. APA format is used, and the assignment was free of most written errors. The assignment may be submitted late. | The assignment is written in a well-organized paragraph format with headings and corresponding information. APA format is used, and the assignment is free of all written errors and submitted on time. |

    **## MethodologyandStrategiesforteachingEnglishLanguageLearners.docx**

    **Methodology and Strategies for teaching English Language Learners**

    The purpose of this assignment is to become familiar with a variety of methodologies, strategies, best practices, and instructional techniques used to teach English as a second language.

    For this assignment, you will view
    **5 videos** of teachers instructing English language learners in various locations around the world and in the United States using various methods and strategies.

    Include and introduction with the following information: title of the video, grade level, subject area, and cultural background of the students.

    Respond to the questions below each title for the video link. Use paragraph format to write your assignment. Include the title for each video, the question prompts, and your responses to the question prompts.

    **ESOL Methodology and Strategy Videos**

    1.
    _SIOP Model for Teaching English Learners – Lesson Delivery_

    [https://www.youtube.com/watch?v=lVGbz4EqyGs](https://www.youtube.com/watch?v=lVGbz4EqyGs)

    What are the content and language objectives for this lesson?

    What tools does the teacher use to teach?

    What did the “inside outside circle” review about what was taught in the lesson?

    What ESOL strategies are used in the lesson?

    2.
    _Total Physical Response to Teach Vocabulary_ [https://www.theteachertoolkit.com/index.php/tool/total-physical-response-tpr](https://www.theteachertoolkit.com/index.php/tool/total-physical-response-tpr)

    What strategies does the teacher use to teach the vocabulary through Total Physical Response (TPR)?

    How do the students learn the words in this method?

    How do students use their bodies in this method?

    TPR is appropriate for what English proficiency level?

    3.
    _Culturally responsive instruction_ [http://www.youtube.com/watch?v=_uOncGZWxDc](http://www.youtube.com/watch?v=_uOncGZWxDc)

    What is the evidence for culturally responsive instruction listed in the video?

    How would you implement culturally responsive instruction?

    How were the students engaged in the video lesson?

    4.
    _Scaffolding Literacy Instruction for English Language Learners_ [https://www.youtube.com/watch?v=Ivmbm8fA2pQ](https://www.youtube.com/watch?v=Ivmbm8fA2pQ)

    What scaffolding strategies did the two teachers use with the ELLs?

    How do the students respond to the book in the reading lesson?

    What strategies do students focus on for their learning?

    How was writing incorporated in this English language arts lesson?

    5.
    _Before, During and After Questions: Promoting Reading Comprehension and Critical Thinking_ [https://www.youtube.com/watch?v=Sd1FlXxpVIw](https://www.youtube.com/watch?v=Sd1FlXxpVIw)

    How does the teacher use the shared reading activity to build reading comprehension? Give examples from the video.

    What do the students do during shared reading to build reading comprehension? Give examples from the video.

    How does questioning help students with reading comprehension? Give examples from the video.

    **Rubric**

    **Methodology and Strategies for teaching English Language Learners (20 points)**

    | | | | |
    | — | — | — | — |
    | **Element** | **Not Met**<br>**0 – 13 points** | **Met**<br>**14 – 18 points** | **Exceeded**<br>**19 – 20 points** |
    | **Introduction**<br>(3 points) | Most information including the title of the video, grade level, proficiency level and cultural background of the students in the videos is not listed. | Most information including the title of the video, grade level, and cultural background of the students in the videos is listed in the assignment. | Complete information including the title of the video, grade level, and cultural background of the students in the videos is listed in the written assignment. |
    | **Answers to questions for ELL videos**<br>(15 points) | Written responses to the questions for less than 5 videos was completed. The answers are not answered correctly for most of the videos. | Mostly correct written responses to all the questions for all 5 videos is included. Some minor errors in responses to the questions may be present. | Correct written responses to all the questions and prompts for all 5 videos is included. The answers are based on specific examples from the videos. |
    | **APA format**<br>(2 points) | The assignment was not written in paragraph format, and the assignment has numerous writing and APA format errors. | The assignment is written in paragraph format. APA format is used, and the assignment was free of most written errors. The assignment may be submitted late. | The assignment is written in a well-organized paragraph format with headings and corresponding information. APA format is used, and the assignment is free of all written errors and submitted on time. |

  • [Solved] Testing and Evaluation

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    APA Format Please view attachment!!! – ## TestingandEvaluationESOLIdentificationPlacementMonitoringandExitProcess.docx **## TestingandEvaluationESOLIdentificationPlacementMonitoringandExitProcess.docx** **Testing and Evaluation ESOL Identification, Placement, Monitoring, and Exit Process** ESOL stud…

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    Assignment Prompt & Instructions

    APA Format
    Please view attachment!!!

    – ## TestingandEvaluationESOLIdentificationPlacementMonitoringandExitProcess.docx

    **## TestingandEvaluationESOLIdentificationPlacementMonitoringandExitProcess.docx**

    **Testing and Evaluation ESOL Identification, Placement, Monitoring, and Exit Process**

    ESOL students must be identified and tested for English language proficiency to be placed in an ESOL program. Each state has procedures and guidelines for the identification, testing, monitoring, and exiting of English Language Learners (ELLs) in the ESOL program. For this assignment you will create a presentation on the placement, identification, monitoring, and exit processes for ELLs in the ESOL program. Using technology for presenting information can enhance learning for the stakeholders, including parents, teachers, and colleagues. Presentation technologies can be in the form of PowerPoint, Prezi, Canva, or google slides for this assignment.  Follow all elements of the rubric to be successful with this assignment.

    Complete the following steps:

    1. Describe the
    **purpose** and the
    **audience** of the presentation.

    2. Select the
    **presentation technology** of your choice to communicate information on the placement, identification, monitoring, and exit criteria for ELL students in your state or school district.

    3. Provide accurate
    **content** for your presentation that is linked to the topic and assessments used for the identification, placement, monitoring, and exit process for ELLs in the ESOL program in your school district or state.

    4. Include motivating
    **questions** and an opportunity for audience participation in your presentation.

    5. Make the presentation
    **visually appealing** and integrate animation, graphics, and sound.

    For further information review the ESOL information from:

    [http://fldoe.org/accountability/assessments/k-12-student-assessment/access-for-ells.stml](http://fldoe.org/accountability/assessments/k-12-student-assessment/access-for-ells.stml)

    [https://wida.wisc.edu/memberships/consortium/fl](https://wida.wisc.edu/memberships/consortium/fl)

    [https://www.browardschools.com/cms/lib/FL01803656/Centricity/Domain/13673/ACCESS-Parent-Handout-English.pdf](https://www.browardschools.com/cms/lib/FL01803656/Centricity/Domain/13673/ACCESS-Parent-Handout-English.pdf)

    Good examples:
    [https://www.canva.com/design/DAE4vPa42Gg/NSdyM1KXq46GGMRNqRSJ8A/view?utm_content=DAE4vPa42Gg&utm_campaign=designshare&utm_medium=link&utm_source=publishsharelink](https://www.canva.com/design/DAE4vPa42Gg/NSdyM1KXq46GGMRNqRSJ8A/view?utm_content=DAE4vPa42Gg&utm_campaign=designshare&utm_medium=link&utm_source=publishsharelink)

    [https://www.canva.com/design/DAEnLhlJnuY/i1g6y1D2cqUv6kj3MXXIOg/view?utm_content=DAEnLhlJnuY&utm_campaign=designshare&utm_medium=link&utm_source=sharebutton#21](https://www.canva.com/design/DAEnLhlJnuY/i1g6y1D2cqUv6kj3MXXIOg/view?utm_content=DAEnLhlJnuY&utm_campaign=designshare&utm_medium=link&utm_source=sharebutton)

    **Rubric**

    **Testing and Evaluation ESOL Identification, Placement, Monitoring, and Exit Process**

    **(20 points)**

    | | | | |
    | — | — | — | — |
    | **Element** | **Not Met**<br>**0 – 13 points** | **Met**<br>**14 – 18 points** | **Exceeded**<br>**19 – 20 points** |
    | **Introduction**<br>(2 points) | An introduction that describes the purpose and audience of the presentation was not provided. | The candidate developed an introduction that describes the purpose and audience of the presentation. | The candidate developed an introduction that clearly describes the purpose and audience of the presentation, and for the technology selected for the presentation. |
    | **Content of Presentation**<br>(10 points) | The candidate provided content that was vague or not concisely written. The content lacked accuracy. The content was not provided in an organized format. Assessments were not listed for the identification, placement, monitoring and exit for ELLs in ESOL. | The candidate provided content that was accurate and linked to the assessments for the identification, placement, monitoring, and exit process for ELLs in the ESOL program in the school district or state. Supporting information may be provided.  There may be some minor writing errors. | The candidate provided content that was accurate, current, logically organized, and linked to the assessments for identification, placement, monitoring, and exit for ELLs in the ESOL program in their school district or state. Supporting information was provided in the form of references. The presentation was free of all written errors. |
    | **Questions**<br>(3 points) | The candidate did not involve the audience with questions or other means in the presentation. | The candidate included less than 3 motivating questions and an opportunity for audience participation. | The candidate included 3 or more motivating questions for audience participation. Specific questions related to the content were asked. |
    | **Appearance,**<br>**Animation, Graphics, and Sound**<br>(5 points) | The candidate did not provide text elements that were easily viewed and appropriate for presentation. Little or no animation and graphics were used to support the overall theme of the presentation. | The candidate provided text elements (typeface, font, background) and layout that were easily viewed and appropriate for the presentation.<br>Some animation or graphics were used to support the overall theme of the presentation. The assignment may not be submitted on time. | The candidate provided text elements and layout that were easily viewed and appropriate for the presentation.  The text elements and layout were consistent throughout the presentation and supported the presentation content.  <br>Animation, graphics, and or sound were used to support the content. The assignment was submitted on time. |

    **## TestingandEvaluationESOLIdentificationPlacementMonitoringandExitProcess.docx**

    **Testing and Evaluation ESOL Identification, Placement, Monitoring, and Exit Process**

    ESOL students must be identified and tested for English language proficiency to be placed in an ESOL program. Each state has procedures and guidelines for the identification, testing, monitoring, and exiting of English Language Learners (ELLs) in the ESOL program. For this assignment you will create a presentation on the placement, identification, monitoring, and exit processes for ELLs in the ESOL program. Using technology for presenting information can enhance learning for the stakeholders, including parents, teachers, and colleagues. Presentation technologies can be in the form of PowerPoint, Prezi, Canva, or google slides for this assignment.  Follow all elements of the rubric to be successful with this assignment.

    Complete the following steps:

    1. Describe the
    **purpose** and the
    **audience** of the presentation.

    2. Select the
    **presentation technology** of your choice to communicate information on the placement, identification, monitoring, and exit criteria for ELL students in your state or school district.

    3. Provide accurate
    **content** for your presentation that is linked to the topic and assessments used for the identification, placement, monitoring, and exit process for ELLs in the ESOL program in your school district or state.

    4. Include motivating
    **questions** and an opportunity for audience participation in your presentation.

    5. Make the presentation
    **visually appealing** and integrate animation, graphics, and sound.

    For further information review the ESOL information from:

    [http://fldoe.org/accountability/assessments/k-12-student-assessment/access-for-ells.stml](http://fldoe.org/accountability/assessments/k-12-student-assessment/access-for-ells.stml)

    [https://wida.wisc.edu/memberships/consortium/fl](https://wida.wisc.edu/memberships/consortium/fl)

    [https://www.browardschools.com/cms/lib/FL01803656/Centricity/Domain/13673/ACCESS-Parent-Handout-English.pdf](https://www.browardschools.com/cms/lib/FL01803656/Centricity/Domain/13673/ACCESS-Parent-Handout-English.pdf)

    Good examples:
    [https://www.canva.com/design/DAE4vPa42Gg/NSdyM1KXq46GGMRNqRSJ8A/view?utm_content=DAE4vPa42Gg&utm_campaign=designshare&utm_medium=link&utm_source=publishsharelink](https://www.canva.com/design/DAE4vPa42Gg/NSdyM1KXq46GGMRNqRSJ8A/view?utm_content=DAE4vPa42Gg&utm_campaign=designshare&utm_medium=link&utm_source=publishsharelink)

    [https://www.canva.com/design/DAEnLhlJnuY/i1g6y1D2cqUv6kj3MXXIOg/view?utm_content=DAEnLhlJnuY&utm_campaign=designshare&utm_medium=link&utm_source=sharebutton#21](https://www.canva.com/design/DAEnLhlJnuY/i1g6y1D2cqUv6kj3MXXIOg/view?utm_content=DAEnLhlJnuY&utm_campaign=designshare&utm_medium=link&utm_source=sharebutton)

    **Rubric**

    **Testing and Evaluation ESOL Identification, Placement, Monitoring, and Exit Process**

    **(20 points)**

    | | | | |
    | — | — | — | — |
    | **Element** | **Not Met**<br>**0 – 13 points** | **Met**<br>**14 – 18 points** | **Exceeded**<br>**19 – 20 points** |
    | **Introduction**<br>(2 points) | An introduction that describes the purpose and audience of the presentation was not provided. | The candidate developed an introduction that describes the purpose and audience of the presentation. | The candidate developed an introduction that clearly describes the purpose and audience of the presentation, and for the technology selected for the presentation. |
    | **Content of Presentation**<br>(10 points) | The candidate provided content that was vague or not concisely written. The content lacked accuracy. The content was not provided in an organized format. Assessments were not listed for the identification, placement, monitoring and exit for ELLs in ESOL. | The candidate provided content that was accurate and linked to the assessments for the identification, placement, monitoring, and exit process for ELLs in the ESOL program in the school district or state. Supporting information may be provided.  There may be some minor writing errors. | The candidate provided content that was accurate, current, logically organized, and linked to the assessments for identification, placement, monitoring, and exit for ELLs in the ESOL program in their school district or state. Supporting information was provided in the form of references. The presentation was free of all written errors. |
    | **Questions**<br>(3 points) | The candidate did not involve the audience with questions or other means in the presentation. | The candidate included less than 3 motivating questions and an opportunity for audience participation. | The candidate included 3 or more motivating questions for audience participation. Specific questions related to the content were asked. |
    | **Appearance,**<br>**Animation, Graphics, and Sound**<br>(5 points) | The candidate did not provide text elements that were easily viewed and appropriate for presentation. Little or no animation and graphics were used to support the overall theme of the presentation. | The candidate provided text elements (typeface, font, background) and layout that were easily viewed and appropriate for the presentation.<br>Some animation or graphics were used to support the overall theme of the presentation. The assignment may not be submitted on time. | The candidate provided text elements and layout that were easily viewed and appropriate for the presentation.  The text elements and layout were consistent throughout the presentation and supported the presentation content.  <br>Animation, graphics, and or sound were used to support the content. The assignment was submitted on time. |

  • [Solved] Money

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    – ## Money.pdf **## Money.pdf** Please look at the video and read the article: https://www.youtube.com/watch?v=Yc2KqYrATBI https://www.cnn.com/2018/04/15/us/teacher-pay-myth-misconception Assignment: Spending Knowhow Spending can be tricky in schools and if you aren’t searching to understand the bud…

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    Assignment Prompt & Instructions

    – ## Money.pdf

    **## Money.pdf**

    Please look at the video and read the article:

    https://www.youtube.com/watch?v=Yc2KqYrATBI

    https://www.cnn.com/2018/04/15/us/teacher-pay-myth-misconception

    Assignment:

    Spending Knowhow

    Spending can be tricky in schools and if you aren’t searching to understand the budget and
    spending, you may not actually know how everything is allocated.

    For this formative assessment, please dive into your own district use of funds. You can do this by
    connecting with your district finance person to understand how funds are allocated and/or by
    finding a board report which presents the budget to stakeholders.

    ● What surprised you about the use of funds in your own district?
    ● How much of the budget makes up human resources? How does that impact the

    ability to try new things/innovate?

    Please provide either the Q/A or budget presentation for your professor to review and also
    answer the questions. This should be completed in APA format.

    [https://www.youtube.com/watch?v=Yc2KqYrATBI](https://www.youtube.com/watch?v=Yc2KqYrATBI)

    [https://www.cnn.com/2018/04/15/us/teacher-pay-myth-misconception](https://www.cnn.com/2018/04/15/us/teacher-pay-myth-misconception)

    **## Money.pdf**

    Please look at the video and read the article:

    https://www.youtube.com/watch?v=Yc2KqYrATBI

    https://www.cnn.com/2018/04/15/us/teacher-pay-myth-misconception

    Assignment:

    Spending Knowhow

    Spending can be tricky in schools and if you aren’t searching to understand the budget and
    spending, you may not actually know how everything is allocated.

    For this formative assessment, please dive into your own district use of funds. You can do this by
    connecting with your district finance person to understand how funds are allocated and/or by
    finding a board report which presents the budget to stakeholders.

    ● What surprised you about the use of funds in your own district?
    ● How much of the budget makes up human resources? How does that impact the

    ability to try new things/innovate?

    Please provide either the Q/A or budget presentation for your professor to review and also
    answer the questions. This should be completed in APA format.

    [https://www.youtube.com/watch?v=Yc2KqYrATBI](https://www.youtube.com/watch?v=Yc2KqYrATBI)

    [https://www.cnn.com/2018/04/15/us/teacher-pay-myth-misconception](https://www.cnn.com/2018/04/15/us/teacher-pay-myth-misconception)

  • [Solved] Need Assistance Leadership 1

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    – ## Leadership_Activity_I11.doc **## Leadership_Activity_I11.doc** [removed] **## Leadership_Activity_I11.doc** [removed]

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    – ## Leadership_Activity_I11.doc

    **## Leadership_Activity_I11.doc**

    [removed]

    **## Leadership_Activity_I11.doc**

    [removed]

  • [Solved] Applied Linguistics

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    APA Format!!! Kindly View Attachment!!! – ## AppliedLinguisticsSecondLanguageAcquisition.docx **## AppliedLinguisticsSecondLanguageAcquisition.docx** **Applied Linguistics Second Language Acquisition** Language is extremely complex to learn and is acquired in stages and over time. There are many sec…

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    Assignment Prompt & Instructions

    APA Format!!!
    Kindly View Attachment!!!

    – ## AppliedLinguisticsSecondLanguageAcquisition.docx

    **## AppliedLinguisticsSecondLanguageAcquisition.docx**

    **Applied Linguistics Second Language Acquisition**

    Language is extremely complex to learn and is acquired in stages and over time. There are many second language learning theories that explore the area of language acquisition. It is important to understand how children and adults acquire a second language. For this assignment you will transcribe and analyze an interview of an English Language Learning (ELL) student regarding English language development based on linguistic principles.

    Use
    **Appendix A** in your syllabus as a format and example for this assignment.

    **This assignment has four parts:**

    **Part I. The introduction:** Include an introduction about the IELTS interviewee. In the introduction, include information about the ELL’s English proficiency, cultural background, age, the setting of the interview, and any other background information that you feel is important about the student being interviewed
    **.**

    **Part II. The interview**: Review the interview of one of the ELLs in the videos who is learning English as a second language. Both ELLs are intermediate English proficient.

    **Interview choice #1** Ali, a Saudi Arabian man (4:58 minutes)
    [https://www.youtube.com/watch?v=ZVef7Wf63bE&list=PLsuhejYkZ347SSZIRO-bh5t0aiDl5lNO5&index=4](https://www.youtube.com/watch?v=ZVef7Wf63bE&list=PLsuhejYkZ347SSZIRO-bh5t0aiDl5lNO5&index=4)

    **Interview choice #2** Li a Chinese woman (4:22 minutes)

    [https://www.youtube.com/watch?v=gkFyWO70uGk&list=PLsuhejYkZ347SSZIRO-bh5t0aiDl5lNO5&index=8](https://www.youtube.com/watch?v=gkFyWO70uGk&list=PLsuhejYkZ347SSZIRO-bh5t0aiDl5lNO5&index=8)

    **Interview choice #3** Constantinos a Greek Man (10:40 minutes)

    [https://www.google.com/search?q=youtube+IELTS+level+6+speaking+band&rlz=1C1GCFR_enUS1106US1106&oq=youtube+IELTS+level+6+speaking+band&gs_lcrp=EgZjaHJvbWUyBggAEEUYOTIGCAEQRRhA0gEIOTk5MmowajmoAgCwAgE&sourceid=chrome&ie=UTF-8#fpstate=ive&vld=cid:652cdd98,vid:mZF0irCXLTQ,st:0](https://www.google.com/search?q=youtube+IELTS+level+6+speaking+band&rlz=1C1GCFR_enUS1106US1106&oq=youtube+IELTS+level+6+speaking+band&gs_lcrp=EgZjaHJvbWUyBggAEEUYOTIGCAEQRRhA0gEIOTk5MmowajmoAgCwAgE&sourceid=chrome&ie=UTF-8)

    **Interview choice #4** Ming/Olivia a Chinese woman (3:56 minutes)

    [https://www.youtube.com/watch?v=hZQbh5qMK_A](https://www.youtube.com/watch?v=hZQbh5qMK_A)

    Make sure you write down
    **exactly** what the ELL says, including all errors. Do your best to spell words that are mispronounced. Use the following format:

    **Interviewer**: (Write what the interviewer says…)

    **ELL**: (Write what the ELL says…)

    **Part III. Analysis**: Use Appendix A for the analysis of the English language errors. Analyze the student’s recorded speech for errors of phonology, morphology, syntax, and semantics.

    **Part IV. Conclusion:** Write a conclusion of your ELL’s language transcription that summarizes your findings and makes suggestions for the ELL’s continued English language acquisition. What are the ELL’s next steps for learning the English language?

    **Rubric**

    **Applied Linguistics Second Language Acquisition (20 points)**

    | | | | |
    | — | — | — | — |
    | **Element** | **Not Met**<br>**0 – 15 points** | **Met**<br>**16 – 18 points** | **Exceeded**<br>**19- 20 points** |
    | **Introduc-**<br>**tion**<br>(2 points) | An introduction about the ELL is not completed. | An introduction about the ELL is included. Some information about the ELLs English proficiency, cultural background, age, the setting of the interview, about the student being interviewed is included. | A clear and comprehensive introduction about the ELL is included. All information about the ELLs English proficiency, cultural background, age, the setting of the interview, and any other important background information about the ELL being interviewed is written. |
    | **Interview**<br>(6 points) | An interview of one of the two ELLs on the video link in the assignment directions was not included. | An interview of one of the two ELLs on the video link in the assignment directions was included. The interview was transcribed but there may be some errors or missing information. The correct format is used. | An interview of one of the two ELLs on the video link in the assignment directions was included. The interview was transcribed with no errors or missing information. The correct format for the interview is used. |
    | **Analysis**<br>(6 points) | Most grammatical subsystems listed in Appendix A are not assigned and the analysis is incorrect or incomplete. | Most grammatical subsystems listed in Appendix A are assigned at least once in the interview. Most of the analyses of errors are correct. | All grammatical subsystems listed in Appendix A are assigned at least once in the interview. The analysis of errors is correct and clearly stated. |
    | **Conclusion**<br>(2 points) | A conclusion that summarizes the findings of the interview and analysis is not included. | A conclusion that summarizes the findings of the interview and analysis is included. | A clear and comprehensive conclusion that summarizes the findings of the interview and analysis is included. Next steps for English learning and instruction for the ELL are listed. |
    | **Writing format**<br>(2 points) | The assignment is not well organized. There are numerous errors in APA format and NSU style guide throughout the paper. | The written report includes an introduction, interview, analysis, and conclusion. There are some minor errors in APA format and NSU style guide requirements throughout the paper. The assignment may not be submitted on time. | APA format and NSU style guide requirements are correctly used throughout the paper. The written report includes an introduction, interview, analysis, and conclusion. The assignment is submitted on time. |

    **## AppliedLinguisticsSecondLanguageAcquisition.docx**

    **Applied Linguistics Second Language Acquisition**

    Language is extremely complex to learn and is acquired in stages and over time. There are many second language learning theories that explore the area of language acquisition. It is important to understand how children and adults acquire a second language. For this assignment you will transcribe and analyze an interview of an English Language Learning (ELL) student regarding English language development based on linguistic principles.

    Use
    **Appendix A** in your syllabus as a format and example for this assignment.

    **This assignment has four parts:**

    **Part I. The introduction:** Include an introduction about the IELTS interviewee. In the introduction, include information about the ELL’s English proficiency, cultural background, age, the setting of the interview, and any other background information that you feel is important about the student being interviewed
    **.**

    **Part II. The interview**: Review the interview of one of the ELLs in the videos who is learning English as a second language. Both ELLs are intermediate English proficient.

    **Interview choice #1** Ali, a Saudi Arabian man (4:58 minutes)
    [https://www.youtube.com/watch?v=ZVef7Wf63bE&list=PLsuhejYkZ347SSZIRO-bh5t0aiDl5lNO5&index=4](https://www.youtube.com/watch?v=ZVef7Wf63bE&list=PLsuhejYkZ347SSZIRO-bh5t0aiDl5lNO5&index=4)

    **Interview choice #2** Li a Chinese woman (4:22 minutes)

    [https://www.youtube.com/watch?v=gkFyWO70uGk&list=PLsuhejYkZ347SSZIRO-bh5t0aiDl5lNO5&index=8](https://www.youtube.com/watch?v=gkFyWO70uGk&list=PLsuhejYkZ347SSZIRO-bh5t0aiDl5lNO5&index=8)

    **Interview choice #3** Constantinos a Greek Man (10:40 minutes)

    [https://www.google.com/search?q=youtube+IELTS+level+6+speaking+band&rlz=1C1GCFR_enUS1106US1106&oq=youtube+IELTS+level+6+speaking+band&gs_lcrp=EgZjaHJvbWUyBggAEEUYOTIGCAEQRRhA0gEIOTk5MmowajmoAgCwAgE&sourceid=chrome&ie=UTF-8#fpstate=ive&vld=cid:652cdd98,vid:mZF0irCXLTQ,st:0](https://www.google.com/search?q=youtube+IELTS+level+6+speaking+band&rlz=1C1GCFR_enUS1106US1106&oq=youtube+IELTS+level+6+speaking+band&gs_lcrp=EgZjaHJvbWUyBggAEEUYOTIGCAEQRRhA0gEIOTk5MmowajmoAgCwAgE&sourceid=chrome&ie=UTF-8)

    **Interview choice #4** Ming/Olivia a Chinese woman (3:56 minutes)

    [https://www.youtube.com/watch?v=hZQbh5qMK_A](https://www.youtube.com/watch?v=hZQbh5qMK_A)

    Make sure you write down
    **exactly** what the ELL says, including all errors. Do your best to spell words that are mispronounced. Use the following format:

    **Interviewer**: (Write what the interviewer says…)

    **ELL**: (Write what the ELL says…)

    **Part III. Analysis**: Use Appendix A for the analysis of the English language errors. Analyze the student’s recorded speech for errors of phonology, morphology, syntax, and semantics.

    **Part IV. Conclusion:** Write a conclusion of your ELL’s language transcription that summarizes your findings and makes suggestions for the ELL’s continued English language acquisition. What are the ELL’s next steps for learning the English language?

    **Rubric**

    **Applied Linguistics Second Language Acquisition (20 points)**

    | | | | |
    | — | — | — | — |
    | **Element** | **Not Met**<br>**0 – 15 points** | **Met**<br>**16 – 18 points** | **Exceeded**<br>**19- 20 points** |
    | **Introduc-**<br>**tion**<br>(2 points) | An introduction about the ELL is not completed. | An introduction about the ELL is included. Some information about the ELLs English proficiency, cultural background, age, the setting of the interview, about the student being interviewed is included. | A clear and comprehensive introduction about the ELL is included. All information about the ELLs English proficiency, cultural background, age, the setting of the interview, and any other important background information about the ELL being interviewed is written. |
    | **Interview**<br>(6 points) | An interview of one of the two ELLs on the video link in the assignment directions was not included. | An interview of one of the two ELLs on the video link in the assignment directions was included. The interview was transcribed but there may be some errors or missing information. The correct format is used. | An interview of one of the two ELLs on the video link in the assignment directions was included. The interview was transcribed with no errors or missing information. The correct format for the interview is used. |
    | **Analysis**<br>(6 points) | Most grammatical subsystems listed in Appendix A are not assigned and the analysis is incorrect or incomplete. | Most grammatical subsystems listed in Appendix A are assigned at least once in the interview. Most of the analyses of errors are correct. | All grammatical subsystems listed in Appendix A are assigned at least once in the interview. The analysis of errors is correct and clearly stated. |
    | **Conclusion**<br>(2 points) | A conclusion that summarizes the findings of the interview and analysis is not included. | A conclusion that summarizes the findings of the interview and analysis is included. | A clear and comprehensive conclusion that summarizes the findings of the interview and analysis is included. Next steps for English learning and instruction for the ELL are listed. |
    | **Writing format**<br>(2 points) | The assignment is not well organized. There are numerous errors in APA format and NSU style guide throughout the paper. | The written report includes an introduction, interview, analysis, and conclusion. There are some minor errors in APA format and NSU style guide requirements throughout the paper. The assignment may not be submitted on time. | APA format and NSU style guide requirements are correctly used throughout the paper. The written report includes an introduction, interview, analysis, and conclusion. The assignment is submitted on time. |