Category: Education

Assessment Description
Planning for instruction begins with identifying appropriate state content standards to be taught. Analyzing these standards provides the basis for instructional planning.
Select a grade level (K-8 elementary or K-12 special education) and a content area of your choice. Choose one standard from the content area. This standard will be the focus of your assignments throughout this course.
Using the “Unwrapping a Standard” template, analyze the standard and possible instructional strategies to teach the standard. Your analysis should focus on:
The verbs used within the standard and correlating levels of Bloom’s taxonomy.
How students will show evidence of mastery of each part of the standard.
Appropriate strategies or methods of instruction for teaching the standard to meet the needs of all students
Based on your analysis, write at least two developmentally appropriate learning objectives for the standard. Refer to the “Writing Competency-Based Learning Objectives.”
Support your analysis with a minimum of three scholarly resources.
While APA style format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite Technical Support Articles is located in Class Resources if you need assistance.

Select a transformational leader of your choosing. (Barack Obama) Write a 3 page paper explaining how this leader was transformational in what s/he accomplished and what traits s/he had that inspired others to follow. You must use direct and indirect quotes(paraphrased) from Northouse.
Refrence: Northouse, P. G. (2021). Leadership: Theory and Practice (9th ed.). SAGE Publications, Inc. (US). https://ecampus.vitalsource.com/books/9781071834473
Chapter 8 attached with page numbers at the bottom.
When you turn in any papers, you will always want to ensure you are pulling research from the Northouse text and citing in with your papers.  You can do this in a mixture of ways, but both ways should be happening.  Those two ways are through direct quotes from Northouse and through indirect (paraphrased) quotes.  This helps you get in the practice of writing for your dissertation.  I have put some examples below, as I will be looking for the correct usage and that will be a part of your points moving forward.  Please do reach out if you have any
questions.
Here are key points for using direct quotes for APA style for short quotes (less than 40 words):
Enclose the quote in double quotation marks.
Include the author’s last name, year of publication, and page number
in parentheses after the quote. Use “p.” for a single page and “pp.” for a range of pages.
Example: “Familiarity with nonnative speech in general, although it is clearly not as important a variable as topic familiarity, may indeed have some effect” (Gass & Varonis, 1984, p. 77).
Here are the key points for using indirect quotes in APA style:
An indirect quote is a paraphrase of someone else’s words, where you restate the idea in your own words
When using an indirect quote, do not place the paraphrased text in quotation marks
You must still cite the original source by including the author’s last name, year of publication, and page number (if available) in parentheses at the end of the paraphrased text
For example: According to Smith (2019), the literature on this topic shows no clear consensus (p. 4)
The most important things to remember are to cite the original source and to paraphrase the idea in your own words rather than quoting directly. This demonstrates your understanding of the material.

This assignment is the completion of an expanded Preschool Student Evaluation Summary Report based on the Caroline Case Study issued by the instructor. 
This analysis of an assessment oriented case study requires submission of a detailed report providing in-depth insight into the case’s documented status, the noted assessment results as well as the identification of appropriate individualized interventions, goals and objectives.
As per the New York State Education Department, a Preschool Student Evaluation Summary Report is required when a child, age 3-5, has undergone an evaluation to determine whether they are in need of preschool special education services. As its name implies, it is a summary of a more comprehensive, multidisciplinary evaluation involving psychologists, special educators and related service providers using multiple evaluation procedures and tools.
For this assignment, students are to read the case study and answer the seven questions noted below as well as all sections of the Preschool Student Evaluation Summary Report including Section 7, “Recommendations”.  Section 7 is to be completed with the exception of the Assistive Technology and Transportation recommendation areas.
The summary report is to be written in a concise manner using “parent-friendly” language.

Write a literature review for a doctorate dissertation. Please use the references provided in addition to other related sources. Please also include what I have begun to write in the literature review. 
Must be in APA format
The chapter must contain with the format below:
CHAPTER 2 – REVIEW OF THE LITERATURE
Overview of the Overarching Theme
Supporting themes and concepts
Subtopics and themes (as many as needed)
Presentation of the Literate Gaps
Summary
One theme I would like to discuss is constructivism. Please review Professional Learniing Communities in Virginia Beach, VA if possible. 

Write a research synopsis for the month long unit plan provided. The rationale is already completed. It is for third graders based on Nairobi, Kenya.
Synopsis. This is the research section of your project and should be 3-5 pages long. The synopsis focuses on the content, the topics, and the main themes to be developed when exploring the content with children. The synopsis should include:
o   what you are teaching — include a deep summary of all your research;
o   specific themes, topics, concepts, or individuals to be explored and your rationale for teaching about them — for example: The founding of Jamestown, themes of Colonization, Conquest, and Pocahontas, John Smith, and Powhatan;
o   significance of the information: Why you are teaching this topic;
o   relevance of the information: How it relates to your candidates’ lives;
o   how your study connects to the overall theme of social justice.
o list of references
Please use lots of research for what we are teaching.

Exam Content
Earlier in the course, you learned about laws and policies that have affected EL education. This week, you investigate language acquisition elements, including theories of how people learn language, the stages ELs go through to acquire a language, and rules for learning a language known as elements of language. As a teacher, each of these is key for building a plan for educating multilingual learners in your classroom.
Scenario
Imagine you are one of five teachers who teach 1st grade. Your team has recently received an influx of multilingual (EL) learners. As the teacher with the most experience with these types of learners, your principal has asked you to create a plan for helping these learners reach English language proficiency. This plan will involve using language theory, using the stages of second language acquisition, and incorporating elements of language.
Preparation
Research the following:
Theories of language acquisition (e.g., behavioral, cognitive, nativist, and interactionist)
Stages of second language acquisition
Elements of language (e.g., phonetics, phonology, morphology, lexicon, semantics, syntax, and pragmatics)
Assessment Deliverable
Create a 3- to 5-page plan that addresses the elements, theories, and factors that influence language acquisition that you and your team will follow to support your multilingual (EL) learners in acquiring English language proficiency.
Include the following in your plan: 
Theories of language acquisition
Describe 1 or more theories you will use when planning weekly instruction and how it will benefit your ELs. Provide a rationale for your chosen theory or theories. 
Stages of second language acquisition
Explain how you will determine which stage of second language acquisition each of your ELs are in.
Explain how you will plan to teach your ELs based on each stage of second language acquisition. For example, individual time for ELs will be planned by each teacher, teachers will work with small groups by language acquisition level weekly, and objects will be labeled in all classrooms for pre-production stage learners. 
Elements of language
Define each element of language (phonetics, phonology, morphology, lexicon, semantics, syntax, and pragmatics) in a way that a parent/caregiver could understand.
Provide an example of how you will teach each element of language to your 1st-grade ELs. 
Reflection process
Detail how you will consistently reflect on each EL’s progress.
Describe how you will assess their progress using the stages of language acquisition and the elements of language.
Explain the process you will use to adjust instruction for students who are not progressing.
Describe communication strategies you will employ to keep parents/caregivers informed on their child’s language progress. 

Watch the video
Identify three examples of negative behavior in Christie’s classroom and explain each student’s goal in misbehaving. 
Reflect on how you would have handled the situations differently, with a particular focus on how the Law of Least Intervention could have been applied.

Exam Content
Teachers provide student support to ELs in a variety of ways. Part of this support comes from following requirements for English learner programs, including eligibility processes, placement in programs, assessment standards and progress monitoring, and rights for stakeholders. Knowledge of these requirements helps teachers ensure multilingual students are receiving appropriate support along their educational journey.
Scenario
Visualize a school that has had an influx of multilingual students in the past month. Due to that, you and other teachers in your school have had an increase in meetings with families to explain your EL program and the process students will follow to enter the program, receive instruction, and exit the program. You want to ensure these families understand the student support, and providing them with an infographic will help clarify that process. For this scenario, assume that after you create the infographic in English, your school will have it translated into other languages and that a translator will be present at every EL meeting.
Preparation
Review the following chapters of Ch. 1, 3, 4, 6, 7, and 8 of the English Learner Tool Kit from the U.S. Department of Education:
Ch. 1, “Identifying All English Learner Students”
Ch. 3, “Staffing and Supporting an EL Program”
Ch. 4, “Meaningful Access to Core Curricular, Extra Curricular Programs”  
Ch. 6, “Addressing English Learners with Disabilities”
Ch. 7, “Serving English Learners Who Opt Out of EL Programs” 
Ch. 8, “Monitoring and Exiting English Learners from EL Programs and Services”
Assessment Deliverable
Create an infographic in which you address the following:
Procedures for identifying and admitting EL students, including:
Eligibility
Testing
Family/guardian rights and consent options 
EL program description and placement procedures, including:
Yearly testing requirement
Time allocations for support by proficiency level
Benefits of the program
Additional services students may qualify for (e.g., speech, special education, gifted education) 
The procedures for exiting students who are proficient and progress monitoring them after they exit
Consider creating your infographic using Microsoft Word, Microsoft PowerPoint, Google Slides, Canva, or another infographic application as approved by your faculty member.
Cite sources and images used in your infographic.
Format citations and references according to APA guidelines.
Submit your infographic.
Assessment Support
Review the rubric for guidance on deliverable expectations. 
Watch “Fast and Easy Infographics with Word or PowerPoint” on the Microsoft Mitch YouTube channel for tips on how to create an infographic using Microsoft Word or PowerPoint.
For assistance using Canva, access the Getting Started With Canva page on their website for tutorial videos. Transcripts for the tutorial videos are available by accessing the corresponding video on the Canva YouTube channel.
Review the following resources for writing guidelines and APA information: 
Center for Writing Excellence 
Reference and Citation Generator 
Grammar Assistance 
https://www2.ed.gov/about/offices/list/oela/english-learner-toolkit/index.html

Synopsis. This is the research section of your project and should be 3-5 pages long. The synopsis focuses on the content, the topics, and the main themes to be developed when exploring the content with children. The synopsis should include:
o   what you are teaching — include a deep summary of all your research;
o   specific themes, topics, concepts, or individuals to be explored and your rationale for teaching about them — for example: The founding of Jamestown, themes of Colonization, Conquest, and Pocahontas, John Smith, and Powhatan;
o   significance of the information: Why you are teaching this topic;
o   relevance of the information: How it relates to your candidates’ lives;
o   how your study connects to the overall theme of social justice.
o list of references
Please write a research synopsis based on the month-long third-grade unit plan I provided. It is based on Nairobi, Kenya as a whole. Use lots of research please.

Knowing what you want to teach by writing instructional objectives in advance of instruction is essential to helping students learn. Begin by identifying the state-mandated content standards related to the subject you will teach. Then identify one or two specific standards on which you will base a specific lesson.
You can find Texas’ curricular standards, the Texas Essential Knowledge and Skills, or TEKS, here.
If you are pursuing certification as an EC-6 generalist, be sure that your lesson plan is consistent with Texas’ Prekindergarten Guidelines if appropriate.
If you are pursuing certification in the field of special education, there are no specific TEKS related to special education. Instead, lessons for special education students are still aligned to the grade and content level TEKS in which the student is studying. Therefore, you may select any content area or grade level for which to align your lesson; however, be sure to identify the selected grade level and content area as well as identify that the lesson is specifically designed for learners with special needs.
Each educational objective should address at least one identified state standard. When writing objectives, a sufficient number of objectives should be constructed to address each identified state standard for your lesson. In this assignment, you will need to provide 3-5 objectives corresponding to 1 or more state standards that you identify.
For this assignment, follow these steps:
1. Provide the grade level and subject in which the lesson will be used.
2. Identify the state standards to which you will align. Include both the reference number of the standard and the full text of the standard. For example,
Texas Essential Knowledge and Skills for Mathematics
Subchapter B. Middle School, Grade 6
(b)(1)(C) (The student is expected to) select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;
(b)(2)(C) (The student is expected to) locate, compare, and order integers and rational numbers using a number line;
3. Review the list of verbs related to Bloom’s taxonomy from this course.
4. Identify the verbs you want to use in writing objectives from each column on the list, based on the Bloom’s level at which you are seeking to measure learning. Each objective should have one verb as its focus. Label the objective’s verb by putting it in bold text.
5. Ensure that at least two of your objectives are related to higher-order thinking (thinking at the two highest levels, Evaluating or Creating, of Bloom’s taxonomy).
Here is an example of a  concise, achievable, and measurable objective:
The student decides whether a sentence is simple, compound, complex, or compound-complex. (Evaluate)
6. Label the level of Bloom’s taxonomy that corresponds to each objective and place the label in bold text
****I am going to be a special education teacher****