There are 19 students in my classroom, two boys are suspected to have ADHD, one has been diagnosed with with ADHD, but has not IEP program set up yet. I also have four students that come from Spanish-speaking homes only. There are 10 boys and 9 girls in my class
I have about a million questions I am to answer about them, but I will give you a few of them
They want to know about the students linguistic background.
1, what information may influence instruction do you want to learn about your students?
2. How will you learn about your students? Describe the methods you will use and why you have chosen those particular methods.
3. How will you use this information in planning academic instruction in your selected content area?
The next questions deal with Language Abilities, Content Knowledge and Skills
1. What information that may influence instruction do you want to learn about your students?
2. How will you learn about your students? Describe the methods you will use and why you have chosen to use those particular methods.
3. How will you use this information in planning academic instruction in our selected area?
So far that is one of the pages. many more to come, all the questions are due on Feb 25 no exceptions.. If you help me these questions it will help put a dent in the mountain of work
Yea! What state are you located in?
Pretty cold out there, I know I used to live in Chicago
I will look forward to your help Thanks again!
There is more to come, if you are ready. Your answers were perfect!
Physical, Social and Emotional Development
1. What information may influence instruction do you want to learn about
2. How will learn about your students? Describe the methods will use and why you have chosen to those particular methods.
3. How will use this information in planning academic instruction in your selected content area?
Cultural and Health Considerations
2. How ill you learn about your students? Describe the methods you will use and why you have chosen to those particular methods.
3. How will you sue this information in planning academic instruction in your selected content area?
Thank you once again, for your encouragement as well as help! When I went of this credential, I had no idea it would be this intense
There are more questions are you ready for these ones as well?
The other step in this lengthy instruction task is planning for academic instruction for the whole class. Here is some information
The state academic content standards or state-adopted framework that you I cover for this unit of study.
1.1 Retell, rephrase, and explain what has been said by a speaker.
1.2 Connect and relate prior experiences, insights, and ideas to those of a speaker.
1.3 Respond to questions with appropriate elaboration.
1.4 Identify the musical elements of literary language (e.g. rhymes, repeated sounds, instances of onomatopoeia.
1.5 Organize ideas chronologically or around major points of information.
1.9 Read prose and poetry aloud with fluency, rhythm, and pace, using appropriate intonation and vocal patterns to emphasize important passages of the text being read.
2.1 Identify structural patterns found in informational text (e.g. compare and contrast, cause and effect, sequential or chronological order proposition and support) to strengthen comprehension.
2.2 Use appropriate strategies when reading for different purposes.
2.3. Make and confirm predictions about text by using prior knowledge an ideas presented in the text itself, including illustrations, titles, topic sentences, important words, and foreshadowing clues.
2.4 Evaluate new information and hypotheses by testing them against known information and ideas.
2.5 Compare and contrast information on the same topic after reading several passages or articles.
3.1 Describe the structural differences of various imaginative forms of literature, including fantasies, fables, myths, legends, and fairy tales.
3.2 Identify the main events of the plot their causes, and the influence of each event on future actions.
3.3 Use knowledge of the situation and setting and of a character’s traits and motivations to determine the causes for that character’s actions.
3.4 Compare and contrast tales from different cultures by tracing the exploits of one character type and develop theories to account for similar tales in diverse cultures.
1.0 Writing strategies
1.1 Select a focus, an organizational structure, and a point of view based upon purpose, audience, length, and format requirements.
1.3 Use traditional structures for conveying information (e.g. chronological order, cause and effect, similarity and difference, posing and answering a question.
1.4 Write fluidly and legibly in cursive or joined italic.
1.6. Locate information in reference texts by using organizational features (e.g.prefaces, appendixes)
1.7 Use various reference materials (e.g. dictionary, thesaurus, card catalog,encyclopedia) as an aid to writing.
Thanks for the question, it is about a Reading unit. The unit has the following stories the first is "Sam and the Lucky Money" in this story a Chinese boy who receives a gift of leisees or lucky money and gives it to a homeless man. Our school is Catholic so I tied the corporal works of mercy into this lesson, and our class wanted to find ways of helping the homeless.
The next story is Thunder Cake. (Russian) This story is about a girl who is frightened of thunderstorms and her grandmother distracts her by gathering ingredients to make a thunder cake. In this story we worked in literature circles where all the students in a group had a job.
Artist, Discussion Director, Super storyteller, Word Finder. The assessment was a rubric
The next story in the reading unit is "One Grain of Rice" in this lesson, students read an Indian folk tale about a girl who save a province from a famine by outwitting a raja.
We used KWL charts for this one. and also used this text for Math as the girl tricks the raja by telling him she wants the reward of doubling one grain a rice a day for 30 days.
This is not in the unit, but the professor I have is interested that we having our annual Shakespeare play, this year it is Midsummer's Night Dream. The class has been memorizing this play since September and planning the set design, know the characters through work and etc.
I hope this is clear.
Thank you again, this means so much to me!
I will be looking forward to it. Thank you once again, working hard tonight.
Thank you again, it really helps me more than you can imagine!
For Teacher Greg, I have some assessment questions for this job, if you are willing to help I will give them. Alot of work once again!
There are many assessments I am to give to a student in my class now this student cannot be an EL student or diagnosed LD student. I will show what they are asking. If you can give me a template of a student you may have had so that I can see how to do this. As it is I am very behind on this. These are the following assessments
Make arrangements to present your report to the child and primary caregivers by:
Attachments are only available to registered users.
I do have to give one student all of these assessments. I would love to see the links to samples tests of these , I had a dead line to do this last week, but there was no way doing the TPA as well. I just pray one day at a time, and I thank God for YOU, because you really help me alot on this!
The deadline is this week, but I have no idea how to even start with this. Quite difficult to do this online!
Victor was robbed and beaten by a man wearing a rubber