Directions for PART II:  Reflection Paper on all Special Topic Groups (33 points)

 

  1. Now, your PLC group will be required to watch all Special Topic PowerPoint slides.
  2. Select 3 special topics PowerPoint Presentations posted from other groups in the
    Discussion Board. For each special topic PowerPoint, you and your PLC group will write
    a reflection.
  3. Be sure your reflective paper includes a 300-word reflection for each of the 3
    special topics presented in class. You should have 3 , 300-word reflections. Make
    sure your PLC group:
  4. Expands your discussion using material from the textbook and links to the special topics
    by making connections between the special topics and the content learned throughout the
    course.
  5. Follows the Special Topics Part II rubric criteria for each of the special topics. Some
    rubrics cover two or three special topics, make sure to address those indicators.
  6. Uses the titles and subtitles related to the indicators in order to give clarity to the
    discussion. Highlight the indicators that you use in your paper.
  7. Works on each topic right after their classmates present the topic. THIS IS A
    REFLECTION PAPER NOT A SUMMARY OF CLASSMATES PRESENTATIONS.
    Must include:
  8. An understanding of the stages of English language acquisition for ELLs and how your
    group would differentiate reading instruction for students at different levels of English
    language proficiency applicable to dialogic reading
  9. Evidence of understanding and application of current theories of second language
    acquisition to differentiate instruction for English language learners of diverse backgrounds and various levels of prior education.

 

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10.Possible factors impeding the student reading development in each of the reading components (phonics, phonological awareness, fluency, vocabulary, listening or reading comprehension) or the integration of these components.

 

11.Connections between information from different sources to recognize how characteristics of both language and cognitive development impact reading proficiency.

 

12.Examples to recognize the characteristics of proficient readers to more effectively differentiate instruction.

 

13.Analysis of how to use documentation to monitor student progress and use data to differentiate instruction for all students.

 

14.Hypothetical implementation of research-based practices in comprehension, oral language, phonological awareness, phonics, fluency and vocabulary to differentiate instruction for all students.

 

15.Use of an excellent example to explain how to implement research-based instructionalpractices for developing students’ higher order thinking.

 

16.Implications of how to implement research-based instructional practices using writing todevelop students’ comprehension of text.

 

17.How to hypothetically implement appropriate and allowable instructional accommodations as specified in the Individual Education Plan or 504-Plan when differentiating instruction for students with disabilities.

 

18.Ways to modify assessment and instruction for students with significant cognitive disabilities while maintaining high expectations for achievement that reflect appropriate levels of access to general education instruction.

 

19.Keep in mind to use this information in the Dialogic Reading/Research Project. How would you use this information with your focus child?

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