Category: Education

You will plan a guided reading strategy lesson for a children’s book. You will include sight words, word building, introduce the text and connect it to the students, explain tricky vocabulary words/concepts, state a specific decoding or comprehension strategy you will teach. During reading you will provide prompts to support the readers while they read independently. After students read the text, you will discuss the text and help students make connections by asking questions and reviewing the decoding or comprehension strategy you introduced before they read the book. You will also include a writing connection where students can complete a writing activity based on ideas/concepts or words from the book to connect to apply what they were taught during the guided reading lesson.
Examples of the template and what needs to be done is attached below.

5 tasks for the assignment.
in this task and others in this program, you will use Gibbs’ Reflective Cycle (Gibbs, 1988) as a framework to respond to observations and experiences. Gibbs’ Reflective Cycle encourages you to think systematically about the phases of an experience or activity, first describing the experience, then addressing how it made you feel, next evaluating and analyzing it, then drawing a conclusion, and finally considering how this experience will apply to your future practice.
Task 1: A. Identify three videos from the attached “Task 1 Video List” found in the “Supporting Documents” section.

Note: When selecting three videos to observe, it may be helpful to read the description available on the web page for each video.

B. Reflect on your video observations by doing the following:
1. Discuss specific examples of how the teachers in the observed videos effectively incorporated the needs of individual learners within their learning environments, including at least one example of each of the following from any of the three videos
• cultural needs
• social needs
• emotional needs

2. Discuss two ways that the teachers could have more effectively incorporated individual learners’ cultural, social, or emotional needs in the learning environments.
3. Discuss two culturally sustaining pedagogy strategies that you could incorporate into your future practice as a teacher.
a. Explain how you can apply the two strategies from B3 in your future classroom.
4. Explain how you could involve your students’ caregivers in the execution of the two strategies from part B3, including one specific example for each strategy from part B3.
5. Explain how you could involve the community in the execution of the two strategies from part B3, including one specific example for each strategy from part B3.

C. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.

D. Demonstrate professional communication in the content and presentation of your submission.
file:///C:/Users/kimby/Downloads/Task%201_Video%20List.pdf
Task 2:
Maria is a 13-year-old biracial student whose mother identifies as Hispanic and whose father identifies as African-American. Maria’s father transferred towns for work, which uprooted the family midyear from a large city to a small, rural town. Maria’s new school (a public K-12 setting), much like the community, is predominately white and middle class. The move has resulted in Maria feeling high levels of stress and anxiety..
Additionally, students at her new school dress much differently than students at her old school, which makes Maria stand out. Some of the other students make fun of the way she dresses. She just discovered a social media group called “I Hate Maria” composed of some of her seventh-grade classmates, who have been posting negative comments about her. Recently, students at Maria’s school took cell phone photographs of her buttocks while she was walking in the hall and posted them on the “I Hate Maria” website.
Maria knows that she can talk to her parents, but she doesn’t want to worry them. With all of the stress, Maria is plagued by dark thoughts of killing herself and cannot focus on the lessons being taught in her classes.
A. Identify each of the following elements described in the scenario:
• Maria’s family
• Maria’s community
• Maria’s cultural background

Note: Do not make assumptions, just state the facts.
B. Discuss how you, as a public K-12 teacher, would try to help Maria in a culturally responsive, trauma-informed way by doing the following:
1. Describe one realistic action you would take to help Maria with one of the issues she is facing.
a. Justify how the one action from part B1 would effectively address the issue from part B1 in a culturally responsive and trauma-informed way, including two specific examples.
2. Discuss two ways you would involve Maria’s family in this action.

C. Discuss two specific elements of your own cultural background
1. Discuss two examples of how your cultural background could affect the way you might respond to the issues Maria is facing in the scenario.

Note: Cultural background can include relevant demographic information such as race, or economic background. It can also include other defining characteristics, such as family structure, styles of communication, traditions, or family and community educational norms. You are not required to include details relating to personal experience, traumatic or otherwise. Remember to use language that is not biased or makes assumptions.

D. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.

E. Demonstrate professional communication in the content and presentation of your submission
Task 3:
This task has two parts. For the first part, you will interview an educational professional on topics related to mental health or emotional well-being. For the second part of this task, you will identify a community-based location (e.g., library, community agency) that offers resources to address specific mental health or emotional well-being needs. As a teacher, it is important to be aware of these resources so that you can help your students. You will identify a resource available at that location that addresses mental health or emotional needs and explain how you would apply that resource in your professional practice.
Located in Chandler AZ 85225
Part 1: Interview
A. Conduct an interview with a school-based professional in your community on topics related to mental health or emotional well-being, youth suicide prevention, substance abuse, or child abuse.
Identify the following:
• the interviewee’s name and job title
• the interviewee’s organization
• the date and time of your interview

Note: Do not include any identifying information about students or community members in your submission.

1. As part of your interview, address the following topics:
a. Identify two specific mental health or emotional well-being issues that exist within your school community.
b. Identify one specific school-based resource for each of the identified issues and discuss how each of the resources meets the needs of students.

Part 2: Community Resources
B. Identify one specific community-based location (e.g., Oakville City Library, Foothill Branch) that provides resources to address one of the issues identified in part A1a. Include the street address in your identification.
1. Explain how one specific resource, different than the resources identified in A1b, provided by the community-based location you identified in part B addresses one of the issues identified in part A1a.

C. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.

D. Demonstrate professional communication in the content and presentation of your submission.
Task 4:
A. Complete the “School of Education (SOE) Professional Dispositions and Ethics Self-Assessment Instrument” in the Web Links section below. Use the Print Score Summary button on the final page to save a copy as proof of your Score Summary to submit with this task.

B. Using the results of your self-assessment, describe how you will support your ongoing development as a Next-Gen candidate by doing the following:
1. Choose two of the eight SOE Professional Dispositions and Ethics from the list below and explain how you have demonstrated each of them within a professional setting.
• All Individuals Can Learn
• Empathy
• Growth Mindset
• Intellectual Courage
• Belonging
• Integrity
• Professionalism
• Communication

2. Choose two of the eight SOE Professional Dispositions and Ethics from the list in part B1 and do the following:
a. Describe two action steps you will take to improve your proficiency (one action step for each chosen disposition or ethic).
b. Justify how each action step from prompt B2a will help you develop as a Next-Gen candidate in each SOE Professional Disposition and Ethic that you chose in B2.

C. Choose two SOE Professional Dispositions and Ethics from the list in part B1, that you did not use in prompts B1 or B2, and do the following:
1. Explain how you would apply each of the chosen SOE Professional Dispositions and Ethics to collaborate with families, caregivers, or the larger community.
2. Explain how application of each of the chosen SOE Professional Dispositions and Ethics facilitates learner growth.

D. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.

E. Demonstrate professional communication in the content and presentation of your submission.
Task 5:
Select one of the following hypothetical scenarios:
• a school shooting in a neighboring community
• a student’s suicide
• the divorce of a student’s parents
• a natural disaster in the area that affects the community of your school
• the death or traumatic injury of a student in your classroom, not related to a school shooting
A. Identify the hypothetical scenario you selected and explain the context, including each of the following:
• what happened
• who was involved
• examples of the impact on the community
• examples of how the situation impacts students at home
• examples of how the situation impacts students at school

B. Describe a strategy you would use to help students cope with the scenario from part A.
1. Justify why your strategy would be effective in helping students cope with the scenario at school and at home.
2. Explain one anticipated challenge you might encounter as you implement this strategy in your classroom.
3. Explain how you will overcome this challenge. Include specific examples to support your explanation.

C. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.

D. Demonstrate professional communication in the content and presentation of your submission.

The purpose of this review is to provide a comparison of reading outcomes of the two most popular bilingual programs in the United States: Transitional Bilingual Education and Two-way Bilingual programs. To provide context, we present a theoretical framework and a brief historical perspective on how these programs came to gain popularity. We explored two questions. The first one asks whether there are differences in student outcomes between the programs and whether there are advantages of one program over the other. The second question looks into practical strategies that make these programs beneficial to English learners. For selection methods, we used the previous definition of high-quality articles that included clear outcomes and program definitions. For evaluation of the programs, we used a five-framework model that defines effective bilingual programs that incorporates components of second language literacy development, high- quality instruction, and precise definition of the sample population. After the careful review of articles, academic outcomes are presented, indicating that while there might be non-significant differences on reading outcomes, bilingual programs are not detrimental to English learners and there are additional benefits to having a bilingual program beyond potentially enhancing reading outcomes. Also, we found that strategies that work well in a general education classroom for native speakers, also work well for English learners. Finally, we provide recommendations for program development and future research.
Child and Adolescent Development in Your Classroom, Topical Approach
ISBN: 9798214339610
By: Christi Crosby Bergin; David Allen Bergin

Task Overview
You will interpret, analyse and compare a simulated data set with normative educational data. You will be given a choice of three fictional case studies representing a primary school, a high school data set, or preschool. It is recommended you choose the case study most closely aligned with your specific teaching context, that is, if you are a primary school major then choose Case Study 1 (regional NSW primary school class data year 3) or if you are a secondary school major choose Case Study 2 (Sydney high school in the Western suburbs class data year 9) and if you are an early childhood major choose Case Study 3 (Preschool in Cabramatta, Sydney). The case studies will consist of information (data set) about a specific class (or cohort of students) at the respective fictional schools across a two-term time span in 2022 (or one term RE Case Study 3 in 2021).
The case study data will be presented in EXCEL spreadsheets and will consist of information about the class (e.g., student demographic information, health issues, attendance, homework submission rates, gender, Indigenous status, language background, ethnicity) as well as performance measures (e.g., NAPLAN scores, AEDC findings, assessment results, grades, percentages of results per subject, etc.).

This week we investigate the world of vocabulary and fluency. Students learn words through various means. The teacher cannot teach every word needed so he must help students learn vocabulary through a variety of methods. Word origins play an important role in helping people understand words.
Fluency involves rate, accuracy, and prosody. It is important to read words accurately and in meaningful phrases to allow the reader to think about the text.
Your assignment this week involves choosing words for vocabulary instruction. Teachers and parents cannot teach every word that a student encounters. Selecting specific words to teach is an important skill.
Synthesize/Apply/Reflect
Choose one (1) Tier 1 word, two (2) Tier 2 words and one (1) Tier 3 word that you will use in any unit of study in your class. State the unit of study. For each word choose a separate strategy from the text. Explain how you will teach the word using that strategy and why that strategy is the best one to use for the word.
Assignment Guidelines
Your assignment must contain:
The grade level and unit you have chosen to use
One Tier 1 word
Two Tier 2 words
One Tier 3 word
The separate strategy you will use for each word (4 different strategies)
A detailed explanation of how you will use the strategy you chose to teach each word and why you chose that strategy for that word
References cited from the course

M6 Exercises Download and complete the assignment electronically. Then upload your completed assignment. Stat Crunch Assignment Print out, complete, and submit your responses on the answer sheet below. Be sure to include the StatCrunch output!

There is a discussion, annotated bibliography worksheet, and a research paper that all go together over social responsibility. I have done the discussion and have it attached. The sources have to be from my colleges library database. I have included the link to the library, my username and password for the library in one of the documents I’m attaching. If the link doesn’t work, it is TJC, Tyler Junior College. The school colors are black and yellow and they are the Apaches if you have to look for the correct school/library. An annotated bibliography worksheet has to be done for every source that I have also attached.

Read the article (attached). Then, use the Rubric (attached) to write your critique.
Article: Authoritative school climate and suspension rates in middle
schools: Implications for reducing the racial disparity in school
discipline
Rubric and Guide for Research Critiques (10 pts.)

Read and Summary of Chapters 1-4 Fundamentals Of Educational Research 7th Edition, James H. McMillan. 2-3 pages, citations with page numbers.

Review the lesson plans attached (Unit of work lesson plan template) to write an essay on how you will teach them in a year 3 classroom in Australian primary education; these lessons follow the codes from the ACARA volume 9.
Write an essay 1200 words
Minimum 20 references APA 7
The essay demonstrates teacher knowledge of complex literacy concepts required to develop literacy- subject writing of a topic’s genre. The essay includes critical analysis, examples of practice and key references to justify decisions related to integrated curriculum, explicit teaching of writing a verbal-visual genre on topic, use of exemplar genre, effective pedagogy to support students’ writing practice and independence, and to assess writing capability against AC9 writing achievement standards.
Explain the following:
Deconstruction and construction of the text. Talk about this was done in this lesson plan. Teacher role in joint construction.
Teacher as scribe, designs think-alouds and strategic questions to negotiate student input and decisions to enhance verbal-visual meanings (eg. for narrative characterisation, point of view, resolution)
Teacher prompts for mediation and review in class joint constructions of genre.
Rewriting to change author perspective in genre.
Teachers need to continuously expand their personal knowledge about language and image resources for meaning, knowledge of genre typically used for subject-specific learning, a metalanguage to talk and teach about language grammar and genre. Additionally, teachers need to draw from a range of pedagogic practices for successful guidance of writers – try an internet search for these well-recognised practices (eg. Hertzberg, 2012, Seely-Flint et al., 2017), including think-alouds, open questions, target questions, paraphasing, prompts to redirect thinking, recasting vocabulary.
In particular, the two teaching strategies of mediation and review are vital in critical conversations for successful joint constructions of written genre.
Revise-adjust what and how to model/deconstruct genre meaning parts (W5) to develop composition
Jointly construct text.
Think out loud to encourage students to engage in the discussion.
Guide questions.
Elaborating.
Which effective pedagogy you will implement to support students’ writing practice and independence
Explicit teaching for writing
Bloom’s taxonomy is incorporated into this lesson. How will it work?
How will the 5es by Byebee be implemented as part of the teaching pedagogies with this lesson plan?
How are your differentiated learning and strategies implemented with these lessons? (Differentiation adjusting to children’s needs, for example, videos for children with reading difficulties, working in groups, and pairing with peers to learn from knowledgeable others ZPD Vygotsky social interaction to learn.
How we can use the systematic functional model (Halliday ana Hasan 1985; Halliday and Matthiessen 2004) with these lessons
W8 Topic notes. Teacher modelling of Writing, Teacher deconstruction of Genre
To progress Literacy: Writing capabilities, it is important that teachers model the writing process, and explicitly teach about the genre to be written. These steps follow opportunities to build topic concepts and vocabulary. Teaching about writing of a multimodal genre (eg. its context, purpose, structure, language-image features) requires the use of exemplar multimodal texts, and their provision to support student learning practice of new writing knowledge (after explicit teaching).
This information will help with the essay: Teacher modelling of the writing process
Drawing from class engagements with exemplars, teachers can model the writing process of draft, revise, edit, publish. In this modelling, teachers can think-aloud the purpose for writing, verbally rehearse each sentence with required info, demonstrate word choices to include or disard, re-read to check or adjust written meanings, exemplify spelling and punctuation decisions, model review of whole text writing for cohesion and logical flow. In early years, the writing process may be completed daily within an hour; in later years, it may take a few days for students to elaborate, polish and produce extended writing for a purpose.
This information will help with the essay: Teacher deconstruction of Genre parts
Explicit teaching about the genre can also be achieved by teacher modelling that pulls apart meanings in parts of a genre. This teacher deconstruction of verbal and visual meanings in genre parts is important, to draw students’ attention to writing choices that matter, if genre writing purpose/s are to be achieved (Winch et al., 2020). For example, teacher deconstruction of meanings in an exemplar genre allows them to use think-alouds around author choices of words for description, demonstrate problem-solving related to authored maps or graphs, exemplify reasoning behind paragraphs structured in logical sequence, model thoughts on author layout choices to align visual diagrams with verbal info, and model thinking to pull apart verbal-visual meanings in exemplar genre. To make explicit points about language and image choices to compose meanings, teachers often choose to box, highlight, circle, colour, shade and bold words, images, paragraphs and layouts (print, onscreen).
Equally, explicit teaching about digital tools to support 21C multimodal composition is important (Kervin, 2015). Teachers can identify and model the purposeful use of digital tools to address AC Literacy Capability intersects with Creative-Critical thinking and ICT (ACARA, 2018). For example, multimodal digital authoring may be enhanced by online tools to map narrative events and enhance characterisation (eg. Storyboard), while aiming to produce comics, flash fiction, long story (eg. Storybird), animations or live action movies (eg. Animaker). Remember also that a wider audience for digital authoring invites class attention to shaping a polished product for school community (eg. class parents, school assembly, a cross-school showcase) and beyond. For example, the Australian Centre for the Moving Image (Melbourne) sponsors a national Screen It competition for school entries.
It’s an exciting time to be a writer, a digital author!
Reading for references must use
W9 Readings
Derewianka, B., & Jones, P. (2022).
Chapter 9 Language for Persuading Others
Humphrey & Vale (2021). Investigating model texts. Hortatory argument to act (p. 97, 108), civic persuasion (p. 85), expositions argue that (p.163)
Rossbridge, J. & Rushton, K. (2014). The critical conversation about text: Joint construction. PETAA Paper 196.
De Silva Joyce, H., & Feez, S. (2012). Text-based language & literacy education: Programming and methodology. Phoenix Education. Chapter 5 Teaching and learning sequences
Readings
Derewianka, B., & Jones, P. (2022).
Chapter 8 Language for Explaining How and Why
Recommended Reading
Winch et al. (2020)
revisit Chapter 16 The Writing Development Continuum
Chapter 17 Grammar
Chapter 18 Punctuation
Chapter 19 Spelling
McGinley, W., & Tierney, R. (1989). Traversing the Topical Landscape: Reading and Writing as Ways of Knowing. Written Communication 6 (3). https://journals.sagepub.com/doi/abs/10.1177/0741088389006003001
Murray, M., & Beveridge, L. (2019). Let’s Write a Unit. PETAA Paper 215.
Humphrey, S., Sharpe, T. & Cullen, T. (2015). Peeling the PEEL- Integrating language and literacy in the middle years. Literacy Learning- the Middle Years, 23(2), 53-61.
Think and Consider
Mapping 4×4 topic language meanings (narrative ) against whole text, grammar, word and visual knowledge
Traversing the topical landscape – scoping the field/topic ideas and specialised vocabulary in multimodal explanations; graphic strategy to categorise key ideas
Word choices and morphology-phonics for spelling
Strategy to suppport EAL/D pronunication and spelling of specialised vocabulary
Strategy to assess students’ control of specialised vocabulary in dialogic talk
How to deconstruct: box, highlight, circle, shade, bold; think-alouds to demonstrate reasoning; visualise, predict, connect; model decisions for composition of verbal-visual meanings.