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  Use students from your  "ELL Case Studies " to discuss ELL instructional strategies. When you are discussing the case studies, assume each student is joining your classroom. Include the following in your discussion: What are some strategies you use to teach foundational reading skills (concepts of print, phonological awareness, phonics, and fluency) to ELLs? What strategies do you use for vocabulary development and student practice? What are some strategies you use to teach the elements of language (phonetics, phonology, morphology, lexicon, semantics, syntax, and pragmatics) to ELLs? How do you use Response to Intervention (RTI) or Multitiered Systems of Support (MTSS) in ELL instruction? If possible, focus on instructional or support activities related to the assigment Examples of activities include conducting a reading mini-lesson targeting a foundational reading skill; providing vocabulary instruction and practice within a content area; creating a targeted lesson based on student data to address a discrete element of language; and administering an assessment as a part of progress monitoring.

  OVERVIEW: As a teacher of the deaf, it is quite likely you will have peers that will not have a background in what it means to be D/deaf, nor an understanding of the policies and trends affecting K-12 students who are deaf/hard of hearing. As the classroom teacher or the campus expert, you may be called upon to train the paraprofessional or new adult working with your deaf/hard of hearing students. This project requires that you create a digital resource for such an individual that includes elements of history, policies and trends that would be needed for the person to have a well-rounded understanding of what it means to be D/deaf or hard of hearing.    INSTRUCTIONS: You are to create a digital resource (electronic, non-paper-based) that you can use with a new paraprofessional or adult working with students who are deaf/hard of hearing. The resource may be web-based or a stand-alone presentation. Whichever format is selected, the resource must have a variety of multimedia resources to support it. Such resources include links to videos, resources, websites, etc. If you are able to find ways to seemlessly integrate work product that you have created this semester into your resource, you may do so.  The resource must be written on a level that someone without a background in deaf education would be able to understand. Do not assume the individual has any fundamental knowledge of the topic but has a strong desire to work with kids who are deaf/hard of hearing.   Deaf Awareness Rubric for the Professional ManualCriteriaRatingsPts Deaf Awareness Resource 15 pts Full Marks An accessible, meaningul digital resource for an individual new to deaf education. 0 pts No Marks NEITHER an accessible NOR meaningul digital resource for an individual new to deaf education was created. / 15 pts Target audience(s) identified 15 pts Full Marks Target audience for the resource is identified 0 pts No Marks Target audience for the resource is NOT identified / 15 pts History, Policies & Trends in Deaf Education Content Areas 15 pts Full Marks Explanations with multimedia and web-based elements supporting history, policies, and trends in deaf education included throughout the digital resource. 0 pts No Marks Explanations with multimedia and web-based elements supporting history, policies, and trends in deaf education NOT included throughout the digital resource. / 15 pts Audience-appropriate & Interesting 15 pts Full Marks Resources are interesting, audience-appropriate learning experiences that can be used by teachers, parents, or other professionals working with students who are deaf/hard of hearing. 0 pts No Marks Activities are boring, and/or are not age-appropriate learning experiences that cannot be led by teachers, parents, or deaf students. Resources are uninteresting, and/or audience-inappropriate learning experiences that cannot be used by teachers, parents, nor other professionals working with students who are deaf/hard of hearing. / 15 pts Structured & Organized Learning 15 pts Full Marks Learning content is interesting and logically-structured to build upon content presented in an organized manner. 0 pts No Marks Learning content is uninteresting and not logically-structured to build upon content or is presented in an unorganized manner. / 15 pts Professional presentation 25 pts Full Marks Presentation is organized, professional, and contains supporting multimedia to enhance the experience. 0 pts No Marks Presentation is unorganized, not professional, and / or does not contain supporting multimedia to enhance the experience. / 25 pts Total Points: 0   

Imagine you are a teacher working in a diverse school setting with a large English language learner (ELL) population. You recognize that not all ELL families are the same and understanding each child and family context is essential to ensuring a successful school partnership with the families. After reviewing the "ECE-562 Case Studies," discuss how to partner with each ELL family to address the individual learner needs in 750-1,000 words. As an introduction, provide a description of what you need to know, understand, and value as an early childhood educator about the diverse characteristics of ELL families. Description of how the language, culture, and family background of Mohammad, Maria, and Patrick influence the normative sequences of their early development and learning.   Explanation of how using multiple perspectives relevant to Mohammad, Maria, and Patrick's personal, family, and community experiences and cultural diversity will promote their learning outcomes.   At least four strategies for collaborating with the families to develop trusting, respectful, affirming, and culturally responsive partnerships that demonstrate positive and supportive relationships. Include at least one strategy for effective communication with the families.   A minimum of two community resources for each child, to support their learning and development and their families. Include how you would build partnerships between early learning settings, schools, and community organizations and agencies.   As a conclusion, identify the ethical decisions you would need to consider for your ELL students. Discuss how you would promote the common good for the students, their families, and any colleagues working with the students when making decisions. Include how your ethical decisions are consistent with the Christian worldview. Support with 3-5 scholarly resources. 

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In Chapter 13 we read how Christianity rose from persecution to predominance. Other than the crucial factors of sincere belief in God and Christ, there are four reasons given for Christianity's final victory over competing faiths, and fearsome persecution. Discuss these and consider which one of them you feel had the most impact upon Roman culture. After you have discussed these reasons; now address how today's Christians could impact Western culture to draw others to Christ. Please review the Discussion Assignment Instructions Download Discussion Assignment Instructions prior to posting. You may also click the three dots in the upper corner to Show Rubric. Post-First: This course utilizes the Post-First feature in all Discussions. This means you will only be able to read and interact with your classmates’ threads after you have submitted your thread in response to the provided prompt.    DISCUSSION ASSIGNMENT INSTRUCTIONS The Discussion thread must be 275–350 words and must demonstrate course-related knowledge as you address the question you are given. It also needs to include the word count in parentheses. You do not need to do extensive research or broad reading to complete this assignment, although it may require a small amount of exploration. Use your own words as much as possible, but if you include sources, you must cite your sources in current APA format. Also, I would suggest that you look over the Rubric before you submit your assignment. In addition to the Discussion thread, you are required to reply to the threads of at least 2. Each reply must be 125–150 words and include the word count in parentheses. In forming your 2 replies, make a real contribution to the conversation. Rather than just saying, "I agree" or "Good job," and be careful to provide support for your replies as needed. I would suggest that you look over the Rubric before you submit your assignment. book link https://bookshelf.vitalsource.com/reader/books/9781307304176/pageid/6 

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Major Assignment #2 - Individual Project Assessment Tool Analysis Purpose: This assignment aims to research and analyze two well-known assessment tools used to assess young children. Directions: For this assignment, you are required to: Research the Battelle Developmental Inventory 2nd Edition (also known as BDI2). You will find information online, and you may also contact the publisher to gather more information on questions you might have to complete this assignment. Explain the purpose of this assessment tool, its reliability, and validity, what developmental domains it assesses, and what agencies use this assessment in early childhood settings. Identify the strengths and weaknesses of this assessment and explain the best way to use this assessment with young children based on what you have learned throughout this course. Research the Ages and Stages Questionnaire Social Emotional (ASQSE). You will find information online, and you may also contact the publisher to gather more information on questions you might have to complete this assignment. Explain the purpose of this assessment tool, its reliability and validity, what developmental domains it assesses, and what agencies use it in early childhood settings. Identify the strengths and weaknesses of this assessment and explain the best way to use this assessment with young children based on what you have learned throughout this course.

Using information from class discussions, textbooks, websites, and/or journals, create a project in any of the following formats (only select one, you don't need to do all of them). PowerPoint Presentation: Must be at least 7 slides, keep the font, size, and color consistent. Do not copy and paste directly from your sources. Written report: Must be in MLA or APA format and needs to have an introduction, body paragraphs (at least 6 paragraphs), conclusion, and works cited Online portfolio: Can be a blog, newsletter, online presentation, ect Video recording: The duration doesn't matter as long as all the points have been thoroughly discussed.  Other Choice: If you select a different way of doing the project you must notify me at least 4 weeks prior to the deadline for approval.  You must include the following information: 1. Definition of exceptionality: Select one of the following exceptionalities listed and explain at least 3 salient characteristics that are often associated with your chosen exceptionality. (Minimum 1 paragraph.  if you are doing a written report, please include an introduction before discussing your chosen exceptionality) Please use powerpoint  Dyslexia Hyperlexia LD (Learning Disabilities) ID (Intellectual Disabilities) SSD (Speech Sound Disorders) DLD (Developmental Language Disorders) 2. Connections to Speech. Language, and Literacy: (Minimum 2 paragraphs. If doing a PowerPoint, please make at least 1 slide for challenges and 1 slide for literacy) Describe at least 3 challenges or symptoms that may impact the development of their speech and language skills.  Explain at least 2 reading and literacy problems that may occur with this population. 3. Evidence-based strategies (Minimum 1 paragraph for each strategy (3 paragraphs total). If using PowerPoint, please describe each strategy in a separate slide) Name, describe, and discuss at least 2 evidence-based strategies that can be used either in the classroom or at home. Name, describe, and discuss at least 1 evidence-based strategy focused on literacy development. 4. Related websites and/or resources A bibliography must be included with at least 3 out of the 5 sources listed below. Peer-reviewed journal article Academic website Multimedia Resource (Video interview, podcast, Q & A, etc) Interview Textbooks 5. Grammar & Mechanics  Check for grammar and punctuation (You'd be surprised how many students still begin their sentences with a lowercase letter) Keep the font size and style consistent  Do not copy and paste from another source (If you copy and paste, you will not receive a grade for that portion of the project, and will result in a deduction of points from your overall score)

7  The Role of Assessment in Working with Students with Behavior/Emotional Challenges Your work this week hits very close to home for many teachers who at one point or another in their careers have struggled to deal with the disruptive or unmotivated behavior of students. Did you read, see or do anything this week that may have altered your thinking about the nature of behavior? I hope you understand that often, the behavior is not about the teacher but has underlying causes and functions that if we take the time to examine we can understand the child better and begin to plan interventions. Please talk about what you learned, any big aha moments and how this new knowledge will impact your perception of work with students experiencing behavior and or emotional issues. I will let you know what to focus on 

Purpose: The purpose of this assignment is to show your understanding of TPR and your own creation of TPR for your future students. Directions:  You will be expected to post  your mini-lesson plan.   Given what you have learned from TPR handout and PPT, create a mini-lesson plan using TPR. Make sure you include objectives, target students, content areas (geography, math, physical exercise, literal arts, social studies, etc.), steps of implementing TPR and assessment. The lesson plan itself should be no less than two pages. You may also cover TPR direction handouts for your imaginative students at the end of the file.