What are the “interagency workgroups” to which the speaker refers, and what is their role?

/in /by

Indicators

The SLP assignment for this course will entail becoming familiar with Healthy People initiative. To the end, you will be asked to view a series of videos presenting the key components of Healthy People 2020, illustrating how these are being implemented, noting data sources available to monitor progress toward achievement of Healthy People goals objectives, and recommending strategies for incorporating Healthy People into the work we do as health educators.

View the second of these videos. After watching the video, address the following questions:

  1. What are the “interagency workgroups” to which the speaker refers, and what is their role?
  2. Where can one go to find a complete overview of each Healthy People 2020 objective?
  3. What type on information on leading health indicators is provided by the National Center for Health Statistics?
  4. How is progress toward Healthy People 2020 targets measured?

SLP Assignment Expectations

Length: 2–3 pages.

Your work will be evaluated based on the grading rubric criteria. Review it before you begin working on the assignment.

Career Assessment And Reflection

/in /by

CNDV 5323 Career Development

 Week 3 Assignment: Career Assessment and Reflection 100pts

 

Instructions

 

For this assignment, you will complete an interest inventory based on Holland’s theory and a work values inventory. Then, you will write a reflection on your experience with these two assessments. You may decide to share some of your results from each inventory but only those you are comfortable with sharing. In your reflection address the following:

 

1. General impression of the site including ease of use and appeal

2. Usefulness in your role as a counselor

3. Potential benefits to clients

4. Potential obstacles

5. Cultural considerations or implications

6. Discussion of the types of decisions that might be considered based on results

7. Any personal surprises you discovered or beliefs confirmed

 

To access the inventories, you will need to register for a free account through the College Foundation of North Carolina’s website. This site can be used by both students, adults, and school counselors to plan for a career and/or college. Access the site by first visiting CFNC.org.

 

To create an account, click “Create My CFNC Account” under “Access Your Account”. You will want to select “Adult Learner”. You do NOT need to select a Workforce Center, School or Program. Instead, click “Next” WITHOUT selecting a center. You can then enter your information to create an account.

 

To take the assessments, click “Plan” then “Plan for a Career”. Select “Learn About Yourself”. From here, take the “Interest Profiler” and the “Work Values Sorter”. Note your impressions about the site. You may also want to take the “Basic Skills Survey”, the “Career Clusters Survey”, and explore other parts of the site.

 

Your reflection paper must be in an APA style paper with appropriate headings and a cover page.

Differentiate between formative and summative evaluation

/in /by

EDUC 518

Literature Review Instructions

Write a 10–12-page traditional Literature Review on the topic you have been researching throughout this course. You must incorporate a minimum of 10 articles, including the ones used for the Topical Reference List as well as the quantitative and qualitative articles you reviewed. This review must be a focused synthesis of findings in the literature. Thus, you will organize your discussion around themes that emerged in your review of the literature, rather than simply summarizing study after study.

Include the following elements in your review:

1. Title page with a running head

2. Abstract and keywords

3. Body

· Introduction

· Discussion of key terms

· Review of the literature organized by themes

· Conclusion/Summary

· Reference list

Format your Literature Review in correct APA style. As you complete this assignment, consult your textbook. Also, see the Literature Review Grading Rubric for the specific grading criteria.

Summative Assessment – Balanced Literacy Lesson Plan

/in /by

Ashford 6: – Week 5 – Final Project

 

Summative Assessment – Balanced Literacy Plan

Summative Assessment – Balanced Literacy Lesson Plan

 

 

As you found in Week Four, there are many variations of balanced literacy. The main consistencies are that balanced literacy includes reading, writing, listening, and speaking. In addition, the main blocks of balanced literacy are known as Read-Aloud/Shared Reading, Guided Reading, Word Study, and Independent Reading.

 

 

  1. For your final assignment, you will create a balanced literacy lesson plan for grades pre-K to third. In a 10- to 12-page paper (not including title and reference pages) written in APA style, include the following components: Grade Level (pick a grade from pre-K to third)
  2. Anchor Standard
  3. Text—include author/illustrator, title, brief summary
  4. Complete this chart. Make sure all your activities support each other and align with the anchor standard. See below for guidance/prompts.

 

Balanced Literacy Block Your Example
Read-Aloud/Shared Reading  
Word Study  
Guided Reading  
Independent Reading  

 

  1. Explain how reading, writing, listening, and speaking are promoted in your lesson plan. (All four should be featured in each block.)
  2. Describe how your activities support the anchor standard.
  3. Describe your assessments. How do these assessments evaluate students’ reading skills and/or progress?
  4. Discuss the benefits of teaching from a balanced literacy approach.

 

 

Below are some prompts to help you plan your balanced literacy blocks:

 

 

Balanced Literacy Block Guidance—Do not include this column in your chart
Read-Aloud/Shared Reading (30 minutes) Revise your Week Four, Discussion 1 assignment.

 

In this block, the teacher activates prior knowledge and interactively reads aloud a piece of quality writing to the whole class. The teacher will stop at planned points to ask a variety of questions that elicit student response. Following the teacher’s modeling and prompting, students learn to think deeply about text, to listen to others, and to develop their own ideas. This block is not meant for students to just listen to the teacher reading aloud; it is designed for students to interact with the teacher and learn how to think about text from the teacher. The teacher uses this time to explicitly model reading strategies and skills that the students need to learn. For younger readers, you might want to read from a “big book” that has large print and pictures. Logistically, you could also use the document camera to show the book pages on the big screen. Traditionally, teachers have read on the carpet as well. You need to somehow arrange it so students can see your text.

 

Describe or show via video how you will read aloud the text and how you will model questioning and thinking strategies. Be very specific about listing the questions you will ask and at which points in the book or text you will ask the questions or model the critical thinking. Indicate page numbers, etc.

Write this out so that a substitute teacher can implement your lesson plans.
Word Study (10 minutes) Revise your Week Four, Discussion 2 assignment.

 

In this block, the teacher works with the whole class to develop word study or vocabulary skills. Word study is the study of our alphabetic symbol system. This includes mini-lessons that address one of more of the following: phonics (letter/sound relationships), morphemic analysis (using word parts to denote meaning), and automaticity for sight words. Word study involves both the decoding (reading) and encoding (phonics and spelling) of our symbol system; the objectives of word study are to help students make meaning from an author’s message and to help them convey meaning in their own messages.

 

Describe one word study activity that supports your Read-Aloud and that can be implemented to the whole class. How would you present this to your whole class? How will you facilitate the students’ learning and make sure they are all engaged and challenged?

 

Write this out so that a substitute teacher can implement your lesson plans.

 
Guided Reading (40 minutes; you will meet with each group for 10-20 minutes) Revise your Week Four Written Assignment.

 

Guided reading groups are also known as strategy groups. In this block, the teacher meets with a small group of students who read at the same reading level. The teacher works on specific strategies or skills. Each student has a copy of the text, which can be a basal, passage, or trade book. The teacher uses this time to explicitly model and practice.

 

Create a guided reading lesson plan for one of the following reading level groups: Far Below Grade Level Reading Expectations, Below Grade Level Reading Expectations, At Grade Level Reading Expectations, Above Grade Level Reading Expectations, or Far Above Grade Level Reading Expectations. Your guided reading lesson plan must include the following components: group level, text, objectives, phonics skills or word study, pre-reading, new vocabulary, during-reading, after reading, and writing connection.

 

Write this out so that a substitute teacher can implement your lesson plans.

 
Independent Reading Review your work for Week Five, Discussion 2.

 

In this block, the teacher sets up routines for students to engage in independent reading. There may be time for SSR or DEAR, but for the most part, teachers are conducting guided reading group lessons while students are independently reading and/or participating in literacy centers. Independent reading is a time when students read text (either self-selected or teacher recommended) at their independent reading level to practice reading strategies and/or develop fluency and automaticity. This is not free reading; it is purposeful reading. Teachers may also confer with individual students at this time for brief reading conferences. Teachers also have students respond to the text in meaningful ways through writing, sketching, etc.

 

Describe how you will accommodate independent reading. Be specific about routines, student expectations, teacher expectations, texts, etc. Include a description of your classroom library.

 

Write this out so that a substitute teacher can implement your lesson plans.

 

 

 

 

Source: Adapted from: http://www.methuen.k12.ma.us/images/ELA_Mapping/Balanced Literacy Model.pdf

 

 

Note: As you have noticed, this final assignment pulls various tasks from the course. You may use your previous assignments from this course, but make sure to revise appropriately to ensure alignment and flow. You need to make sure that you include reading, writing, listening, and speaking in each block. You also need to make sure that all your activities in each block support the anchor standard and, that together, all the activities make sense. Include all instructional materials, including handouts, word cards, manipulatives, etc. Be as detailed and specific as possible. You want to include scripts and procedures. Pretend that you are writing lesson plans for a substitute teacher.

 

Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.

 

 

 

Please make sure to carefully read and follow all requirements.

 

Book: Rasinski, T. & Padak, N.D. (2013). From phonics to fluency: Effective teaching of decoding and reading fluency in the elementary school. NJ: Pearson.