ELM 305 TOPIC 4 CLINICAL FIELD EXPERIENCE C GCU
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ELM 305 TOPIC 4 CLINICAL FIELD EXPERIENCE C: LITERACY PRE ASSESSMENT
Developing activities based on assessment data is integral to meeting students’ learning needs. Small group instruction is a great way to practice the skill of using assessment data to drive instruction. In collaboration with your mentor, identify a small group (3‐5 students) to work with for this clinical field experience.
Allocate at least 4 hours in the field to support this field experience.
https://mindsblow.com/product/elm-305-topic-4-clinical-field-experience-c-gcu/
ELM 305 TOPIC 4 CLINICAL FIELD EXPERIENCE C: LITERACY PRE ASSESSMENT
Developing activities based on assessment data is integral to meeting students’ learning needs. Small group instruction is a great way to practice the skill of using assessment data to drive instruction. In collaboration with your mentor, identify a small group (3‐5 students) to work with for this clinical field experience.
Allocate at least 4 hours in the field to support this field experience.
Tags: ELM 305, ELM 305 TOPIC 4, ELM 305 TOPIC 4 CLINICAL FIELD EXPERIENCE C GCU
Quelle: https://mindsblow.com/product/elm-305-topic-4-clinical-field-experience-c-gcu/
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ELM 305 TOPIC 4 DISCUSSIONS GCU
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ELM 305 TOPIC 4 DQ 1
Explain how a lesson in systematic and explicit phonics instruction would look different than a lesson using non-systematic instruction. Provide specific examples of both and why one method might be more beneficial than another.
ELM 305 TOPIC 4 DQ 2
Identify and describe two recommended strategies to teach word recognition and two recommended strategies to teach spelling. What technology tools are available to use in instruction for both areas? How do you expect these tools to be useful in your future classroom and how might you adapt if this technology is not available to you?
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ELM 305 TOPIC 4 DQ 1
Explain how a lesson in systematic and explicit phonics instruction would look different than a lesson using non-systematic instruction. Provide specific examples of both and why one method might be more beneficial than another.
ELM 305 TOPIC 4 DQ 2
Identify and describe two recommended strategies to teach word recognition and two recommended strategies to teach spelling. What technology tools are available to use in instruction for both areas? How do you expect these tools to be useful in your future classroom and how might you adapt if this technology is not available to you?
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Tags: ELM 305, ELM 305 TOPIC 4, ELM 305 TOPIC 4 DISCUSSIONS GCU
Quelle: https://mindsblow.com/product/elm-305-topic-4-discussions-gcu/
Quelle: https://mindsblow.com/product/elm-305-topic-4-discussions-gcu/
ELM 305 TOPIC 4 SCRIPTING DIALOGUES GCU
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Scripting dialogues between teacher and student is a strategy used to intentionally teach the integration of written and spoken language. Scripted dialogues are used in a variety of contexts, and are especially helpful when students are practicing phonics, word recognition, and spelling.
Part 1: Scripting Dialogues Table
Using the “Scripting Dialogues Table” with the “Birthday Soup” excerpt, create teacher‐student dialogues specific to using single‐letter and consonant digraphs, short vowel and long vowel sounds, and appropriate use of word building and word building‐spelling. Review the examples in your text as a guide.
https://mindsblow.com/product/elm-305-topic-4-scripting-dialogues-gcu/
Scripting dialogues between teacher and student is a strategy used to intentionally teach the integration of written and spoken language. Scripted dialogues are used in a variety of contexts, and are especially helpful when students are practicing phonics, word recognition, and spelling.
Part 1: Scripting Dialogues Table
Using the “Scripting Dialogues Table” with the “Birthday Soup” excerpt, create teacher‐student dialogues specific to using single‐letter and consonant digraphs, short vowel and long vowel sounds, and appropriate use of word building and word building‐spelling. Review the examples in your text as a guide.
Tags: ELM 305, ELM 305 TOPIC 4, ELM 305 TOPIC 4 SCRIPTING DIALOGUES GCU
Quelle: https://mindsblow.com/product/elm-305-topic-4-scripting-dialogues-gcu/
Quelle: https://mindsblow.com/product/elm-305-topic-4-scripting-dialogues-gcu/
Kartensatzinfo:
Autor: CoboCards-User
Oberthema: Education
Thema: Education
Schule / Uni: devry university
Ort: UK
Veröffentlicht: 12.02.2020
Tags: INTERNATIONAL STUDY, COMPUTER SCiENCE, ENGINEERING & TECHNOLOGY, Accounting, Business, PSCYCHOLOGY, SOCIAL SCIENCE, POLITICAL Science, Social Science, Project Risk Management, ARTS & HUMANITIES, RELIGIOUS STUDIES SOCIOLOGY
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