What was the student’s error rate, accuracy rate, and self-correction rate? What do those results mean?

/in /by

Please read the directions everything is in the assignment content. Apa style and reference is needed.

Running Record and Reflection [due Mon]

Assignment Content

  1. As an educator, you will discover that students’ reading abilities vary widely. A running record is a great tool for you to use to help you determine students’ reading levels. This assignment will give you the opportunity to exhibit your reading assessment skills.

    Complete Parts 1–3 below.

    Part 1 – Informal Observation
    Observe a first-, second-, and third-grade student engaged in reading a self-selected text. As you observe, determine the students’ reading levels and which student you will conduct a formal observation and running record with.

    Part 2 – Formal Observation and Running Record
    Select one of the students you observed to conduct a formal observation and running record using a 100- to 200-word, leveled reading passage.

    Choose an appropriate grade or reading level passage for the student you selected. You may choose from the following passages and running record scoring sheets from Raz-Plus, or you may use another passage with instructor approval.

    • Early Emergent reader or K-grade level
    • It Is a Birthday Party (passage)
    • It Is a Birthday Party (running record scoring sheet)
    • Emergent reader or 1st-grade level
    • Colors (passage)
    • Colors (running record scoring sheet)
    • Early fluent reader or 2nd-grade level
    • The Scared Bear (passage)
    • The Scared Bear (running record scoring sheet)
    • Fluent reader or 3rd-grade level
    • The Ranch Helpers (passage)
    • The Ranch Helpers (running record scoring sheet)​​​​​​​
    • Note: If you choose not to use one of the options above and prefer to use a different reading passage, be sure to get approval from your instructor. You may also use the blank Running Record Scoring Sheet provided in the last page of the Running Record Instructions and Scoring Sheet.

      Use the Running Record Instructions and Scoring Sheet as a guide while you conduct the running record.

      Part 3 – Reflection
      Prepare a 350- to 700-word paper comparing your informal observation experience with your formal observation and running record experience. Your paper should include answers to the following questions:

    • Did your observation of the student engaged in reading a self-selected text align with the running record results? Why or why not? Explain.
    • Based on the picture walk or title of the passage, what did the reader predict about the story? How accurate were the reader’s predictions?
    • What was the student’s error rate, accuracy rate, and self-correction rate? What do those results mean?
    • Based on the types of errors or self-corrections made (M, S, V), what did you learn about the reader?
    • Based on the reader’s retelling and comprehension responses, how well did the reader understand what he or she was reading?
    • What do you conclude about the reader’s reading level, word attack skills, and reading behaviors from the running record? Be specific.
    • Format your paper according to APA guidelines.

Special Education Identification Processes Parent Presentation

/in /by

Create a 12-15 slide digital presentation explaining processes related to identifying the need for special education services that could be placed on a district website for families to access.

Use the information obtained from your “Clinical Field Experience A” assignment, along with researched information and include the following in your presentation:

The district’s assessment process and timelines.
The purpose and parent rights related to the Prior Written Notice (PWN) document.
The purpose and parent rights related to the procedural safeguards.
The role and responsibilities of the special education teacher in the special education identification/assessment process.
As you create your presentation, focus on explaining to families what the legal responsibilities of the district are and how families will experience the teacher’s role in implementing those requirements.

Include a minimum of three credible references for your information. Include a title slide, a references slide, and presenter’s notes (that could be narrated on the district website display) within your presentation.

Why did you select these particular five pieces?

/in /by

Pretend you are a curator for a museum. Your job to set up an exhibit of five artworks that speak to you, created by five different artists and share it with the class.

Reflect on all the art we’ve learned about this session. Select five of your favorite works of art from the session to include in your exhibition. You can also organize your collection by theme if preferred. Here are a few examples.

  • Same style
  • Same time period
  • Same or similar subject matter
  • Same unusual medium or unique artistic technique
  • Pieces that speak to you for some reason: aesthetic, political or social statement.

Requirements:

1. A curatorial statement. This is a brief introduction to your exhibit telling viewers what your exhibit is about. You must answer the following questions:

  • Why did you select these particular five pieces?
  • What connections did you make between these pieces? How do you hope viewers will make these connections?
  • What you want people to know about the pieces you chose and why you chose them.

2. An image of each of your five artworks. For each of the pieces, include the title, the name of the artist, media, dimensions, and the year it was created. These images must be cited using APA or Chicago Manual of Style format.

3. For each of your artworks, please write a short paragraph (3-4 sentences) that tells the viewer what the piece means to you and why you selected it. You can also include something a viewer wouldn’t know about the work of art from looking quickly.

Start DateOct 26, 2020 12:01 AMDue DateDec 16, 2020 11:59 PM

How might you support this teacher in relating the goal to a professional value, standard, or competency?

/in /by

Making Meaning

In your role as coach and/or mentor you will likely need to help teachers understand how to make connects between the following three processes (a) making meaning of documentation evidence to (b) planning for goals and (c) learning experiences for children. After reading chapter six, and the scenario below, respond to the discussion prompt:

Imagine that you are a coach who is supporting a teacher who is observing her students during small group activity time. The teacher records a lot of dialogue (words and actions) of the children arguing about “the rules” for putting away materials. You ask the teacher to identify a question of interest for both her and the children based on what she learned from her documentation. The question is, “What are the rules (procedures) in our classroom?” As her mentor, you want to begin her inquiry with “backwards planning.” The formula you present to the teacher is as follows:

  1. a) The desired result for the children is to . . .
  2. b) The observational evidence of the children shows . . .
  3. c) Possible learning experiences could then be . . .

Together, you and the teacher decide to approach the inquiry the following way:

  1. a) The desired result for the children is to . . . learn classroom rules.
  2. b) The observational evidence of the children shows . . . confusion about routines and interest in figuring them out.
  3. c) Possible learning experiences could then be . . . engaging in experiences that allow the child many ways to hear stories and repeat, describe, and act out a sequence of daily events used in the classroom community, making signs that remind children of the rules, etc.

In your group response address the questions below. Groups are encouraged to share thoughts and options for answering the questions, and use the Chapter 6 Appendix A Form, to support your explanations. Each group member must provide potential answers to at least two of the questions and must contribute to deciding on the response for all five questions. As in the previous weeks, one group member should post the groups final responses and include the name of the contributing

  • How might you support this teacher in relating the goal to a professional value, standard, or competency?
  • What are some ways to support how the teacher might be more effective in this area?
  • How might you support this teacher from a strengths-based perspective?
  • How could the teacher gather evidence before and after implementation of the inquiry?