Category: Psychology and Education : Education

Allocate at least 4 hours in the field to support this field experience.
Communication among all stakeholders is essential in the development of young children. When educators know and understand the stakeholders’ perspectives, they can best serve the students and their families.
For this assignment, you will be interviewing one teacher, one family member/guardian, and the director from your field experience child care center. Use the questions on the “Community Demographic Template” to conduct interviews that examine the roles of schools, families, and communities in the education of young children.
Use any remaining field experience hours observing the center and how families are involved.
After you have completed all three interviews, reflect,  upon the contribution each person you interviewed makes to the education of young children. How will you incorporate this knowledge into your future teaching?

Edit the flow and conciseness of the draft (attached), providing APA 7 citations for each of your points or explanation for the waiver. See addiotnal instructions within the attached document.

1.    Topic you will be covering.
•    You can choose any nutrition topic that would be of interest to families. Some ideas include: water first for thirst, getting picky toddlers to make healthy food choices, introducing solid foods, healthy food choices for on the go families, packing healthy lunches for young children, the benefits of family dinners, etc. This is far from a complete list, of course.
2.    A description of why this topic is important.
•    You might want to include a brief history, statistics or research findings that explain why this topic is important. Any claim you make should be backed up with a citation explaining where you found that information.
3.    Suggestions for how families can best support children around this topic.
•    These suggestions should be given in family-friendly language keeping family diversity in mind.
4.    At least 3 resources where families can go for more information about this topic.
•    These will probably be links to websites or book titles.

U​‌‍‌‍‍‌‌‌‍‍‍‍‌‍‍‍‌‍‌​sing the attached learning profiles of students, please create an instructional plan for that student. The strengths and challenges for each student is listed. Develop a plan for strategies of support for the student. Explain which ​‌‍‌‍‍‌‌‌‍‍‍‍‌‍‍‍‌‍‌​supports would be beneficial and why it is needed. Provide strategies discussed in the text book and any others that you believe would be helpful. There are three student profiles for which you will create an instructional plan for​‌‍‌‍‍‌‌‌‍‍‍‍‌‍‍‍‌‍‌​.

Examine the 2nd Grade Data Set (in M3S4), then outline a small group mini-lesson to remediate missing skills. Please cite your work. (300-500 words).
Number each of the following, include the header, and respond in a short answer format.
Spelling Stage. In what spelling stage are these students?  What is your evidence? Cite the specific Module 3 PPT slide number that shows the stages of spelling.
Strengths. Identify two significant strengths both students demonstrate in spelling. Support your response with specific test data. Ex: Cassie & Marcel demonstrate a significant strength in XX, as evidenced by…
Need. Identify one significant need both student demonstrate in spelling. Support your response with specific test data. Ex: Cassie & Marcel demonstrate a significant need in XX, as evidenced by…
Content Standard. Based on the need you identified, choose one appropriate writing foundations standard that both students need to master and type it out in full. Note: It may be appropriate to use standards from previous grade levels when remediating missing skills.
Learning Target. Unpack the standard to select one highly focused learning target that could be taught in a 15-20 minute small group mini-lesson. Use your preferred format for instructional objectives. Ex: Students will correctly encode phonetically regular, single-syllable words using the “ar” spelling pattern.
Multisensory Strategy. Based on your objective, choose one multisensory strategy from the assigned readings and describe how it could be utilized in your mini-lesson with these 2nd graders. Cite in the required readings where you read about this strategy.
Rationale. Explain why your multisensory strategy would be effective for Cassie & Marcel.
Word Count. Type your word count. Revise if your word count is not 300-500 words.

Examine the 2nd Grade Data Set (in M3S4), then outline a small group mini-lesson to remediate missing skills. Please cite your work. (300-500 words).
Number each of the following, include the header, and respond in a short answer format.
Spelling Stage. In what spelling stage are these students?  What is your evidence? Cite the specific Module 3 PPT slide number that shows the stages of spelling.
Strengths. Identify two significant strengths both students demonstrate in spelling. Support your response with specific test data. Ex: Cassie & Marcel demonstrate a significant strength in XX, as evidenced by…
Need. Identify one significant need both student demonstrate in spelling. Support your response with specific test data. Ex: Cassie & Marcel demonstrate a significant need in XX, as evidenced by…
Content Standard. Based on the need you identified, choose one appropriate writing foundations standard that both students need to master and type it out in full. Note: It may be appropriate to use standards from previous grade levels when remediating missing skills.
Learning Target. Unpack the standard to select one highly focused learning target that could be taught in a 15-20 minute small group mini-lesson. Use your preferred format for instructional objectives. Ex: Students will correctly encode phonetically regular, single-syllable words using the “ar” spelling pattern.
Multisensory Strategy. Based on your objective, choose one multisensory strategy from the assigned readings and describe how it could be utilized in your mini-lesson with these 2nd graders. Cite in the required readings where you read about this strategy.
Rationale. Explain why your multisensory strategy would be effective for Cassie & Marcel.
Word Count. Type your word count. Revise if your word count is not 300-500 words.

n this module, you learned that modified or alternative assessment is a viable means of evaluating the performance of second language learners. As you design your assessments, think in terms of alternative rather than traditional assessments. To stimulate your thinking, consult the article, “Practical Ideas on Alternative Assessment for ESL StudentsLinks to an external site.”.
In the Module 3 assignment, you designed an interdisciplinary unit for second language learners. In this assignment, you will continue to work on your unit by designing a formative assessment and rubric to measure student performance and an intervention activity for those who do not master an objective/outcome the first time.
Part 1: Formative Assessment
The goal of formative assessment is to find out what students know and don’t know, so instructional adjustments can be made to ensure learner success.
Step 1
Write one or two well-developed introductory paragraphs summarizing your work from Module 3 assignment and providing a context for this module’s assignment. Include statements leading your readers to the sources you have studied to support your content in the paper. Write the introduction to reflect the background of the topic of the unit supported with the sources.
Step 2
Use the ACE LibraryLinks to an external site. and other sources to locate a professional, scholarly article on the assessment of ESL-bilingual students. Cite the article in your narrative paper with a full APA reference at the end of the paper.
Consider the ideas mentioned in the source in terms of your unit, objectives/outcomes, and activities. How can you best formatively assess student performance at the conclusion of Week 1 of the unit?
Step 3
Create a two-column table using APA format. Title the first column “Unit Objective.” Title the second column “Formative Assessment.”
Introduce and describe the table in narrative form.
Complete the table by listing the objectives/outcomes you will assess and describing the format of the formative assessments you will use to do so.
Part 2: Assessing by Rubric
Rubrics are written criteria that provide expectations of what students will need to know and be able to do to receive a given grade and/or feedback. Rubrics help instructors develop clear learning objectives for their students and, if provided to students prior to the activity, serve to guide their efforts.
Step 4
Review the resources:
How to Develop a RubricLinks to an external site. – Jill L. Lane
Create a New RubricLinks to an external site. – Rubistar
Tutorials for using Rubistar Digital Learning Connections Resources and Tips.
NOTE: Use the Rubistar rubrics as examples only. Create an original rubric instead of submitting a rubric from Rubistar.
Step 5
Introduce and describe your rubric in narrative form.
Step 6
Create a table in your Word or text document and develop a rubric for your formative assessment. You may use the template in the Template Tables document or re-create the chart yourself.
State the grade level and language level.
List the objectives/outcomes you will assess by rubric in the first column.
Specify the performance levels. You may use numbers (for example, 1, 2, and 3) or words (for example, Basic, Proficient, and Advanced).
In the boxes below each performance level, describe what students must be able to do to achieve that level on the outcome.
Part 3: Intervention
Step 7
Review the learning objectives/outcomes for your instructional unit.
Step 8
Introduce and describe a table for interventions in narrative form. Create and complete the table with the information below. You may use the template in the Template Tables document or re-create the chart yourself.
State the grade level and language level.
Design an intervention for students who may not master an objective/outcome the first time as shown by their performance on the formative assessment.
Describe the intervention.
Describe how you will assess the effectiveness of the intervention.
Step 9
Write a well-developed concluding paragraph to your paper.
http://www.schreyerinstitute.psu.edu/pdf/Develop_a_Rubric.pdf
http://rubistar.4teachers.org/index.php?screen=NewRubric&module=Rubistar
Please include Mod 4 Template iin paper.

Part I: Reading Rockets Video Playlist (150-300 words)
List the 3 phonemic awareness videos you watched from the Reading Rockets Playlist. Note: Some of the videos may include reading or writing letters or words; however, this discussion is exclusively focused on sounds.
Provide a brief summary of ONE of the videos.
Persuade classmates to watch (or not) your selected video.
Paste the link to your video so classmates can view it with one click. Set your link to Open in a New Window. Instructions: Highlight your link and select the chain icon in the upper toolbar.
Part II: Parent Workshop
Imagine that your school district has invited you to facilitate a preschool parent workshop on phonological awareness. Prepare a brief slide presentation to teach parents about this topic and attach it to your initial discussion post as a PDF.
Remember: Phonological and phonemic awareness are oral and auditory only; they can be done “in the dark” because they do not involve any print.
At minimum, your presentation should include:
Parent-friendly definition of phonological awareness
The role of phonological awareness in reading success
Examples of easy and fun oral phonological awareness activities parents can do with their children (at breakfast, in the car, at the store, etc.)
Parent-friendly definition of phonemic awareness
The role of phonemic awareness in reading success
Examples of easy and fun oral phonemic awareness activities parents can do with their children (bathtime, at the park, bedtime with the lights off, etc.)
Zero activities related to printed letters or words
Citations on each slide
References slide at the end
Save as a PDF and attach it to your post.
Videos
Reading Rockets. (n.d.). Blending and Segmenting Games. https://www.readingrockets.org/strategies/blending_games
Reading Rockets. (n.d.). Reading 101: A Guide to Teaching Reading and Writing – Phonological and Phonemic Awareness. https://www.readingrockets.org/teaching/reading101-course/modules/phonological-and-phonemic-awareness-introduction.
Reading Rockets. (n.d.). Reading 101: A Guide to Teaching Reading and Writing – Print Awareness. https://www.readingrockets.org/teaching/reading101-course/modules/print-awareness-introduction.
The Reading Well (n.d.). The 44 Phonemes in English. https://www.dyslexia-reading-well.com/44-phonemes-in-english.html.

Analyze the literacy assessment data (in M2S4) to determine students’ strengths and needs, using the M2A1 Print Concepts Template to complete your work.
Always study grading rubrics before starting assignments (Assessments>Rubrics).
Submission Guidelines:
Download the M2A1 Print Concepts Template.
Save the template to your device.
Review the grading rubric before you submit.
Complete the template and upload it as a doc or pdf

A.  After you have passed Task 1, copy and paste the proposed capstone research purpose from part A6 of Task 1 into this task.
Research Purpose: The purpose of this research is to evaluate the impact of instructional practices and interventions on students’ math fact fluency.

B.  Create an annotated bibliography with five scholarly sources that directly discusses the proposed capstone research purpose you restated in part A.
1.  Describe your first source, including the following:
•  type of source
•  relevance of the source to the proposed capstone research purpose
•  findings of the source
•  a strength and a weakness specific to the source
2.  Describe your second source, including the following:
•  type of source
•  relevance of the source to the proposed capstone research purpose
•  findings of the source
•  a strength and a weakness specific to the source
3.  Describe your third source, including the following:
•  type of source
•  relevance of the source to the proposed capstone research purpose
•  findings of the source
•  a strength and a weakness specific to the source
4.  Describe your fourth source, including the following:
•  type of source
•  relevance of the source to the proposed capstone research purpose
•  findings of the source
•  a strength and a weakness specific to the source
5.  Describe your fifth source, including the following:
•  type of source
•  relevance of the source to the proposed capstone research purpose
•  findings of the source
•  a strength and a weakness specific to the source

C.  Identify two common research themes from the five sources you identified in part B that align to the proposed capstone research purpose restated in part A.
1.  Summarize both of the common research themes, and explain connections between the themes.

D.  Acknowledge sources, using APA-formatted 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.