Assignment 1 Use the “Recognizing Words in Print Template” to complete this assignment.

Part 1: Strategies

Research and summarize, in 250 words, a minimum of five strategies for teaching word recognition and print concepts to elementary students with language delays or disabilities. Keep in mind strategies that help students monitor for their own errors. Within your summary, identify the conditions under which the identified strategies are intended to be delivered (e.g., content area, class setting, required resources, if intended for a specific type of disability).

Support your findings with 2‐3 scholarly resources.

Part 2: Activities

Identify a small group of 2‐3 kindergarten students, using the “Class Profile,” who would benefit from further development of their word recognition or print concepts skills.

Identify a text appropriate to use with the small group identified. You may use Appendix B of the Common Core English Language Arts Standards to help you determine an appropriate text for the lesson.

Draft a 250 word outline summarizing three activities to reinforce word recognition and print concepts, utilizing the identified text.

Be sure to incorporate at least three of the strategies from Part 1 into your activities.

Part 3: Rationale

In 250 words, rationalize your instructional decisions from Part 2. Be sure to explain how the identified strategies and activities enhance the language development of the students in the identified small group. Cite the “Class Profile” where appropriate.

Assignment 2 Part 1: Instruction and Intervention

Deliver the literacy skills lesson you developed with your mentor teacher in “Clinical Field Experience A” to the group of students for whom it was designed. During instruction, informally assess the students, identifying those who are grasping the information and those who would benefit from additional intervention.

Collaborate with the mentor teacher to develop 2‐3 interventions based on your informal assessment data to support one or more students’ continued skill development. Detail at least one intervention that can be incorporated in the inclusive classroom and at least one intervention to be utilized at home. Describe the roles of teachers/family members and the student in the description of each intervention.

Part 2: Reflection

In 250 words, summarize and reflect upon your experiences delivering the literacy lesson, informally assessing the students, and collaborating with the teacher to develop the additional interventions. Explain the interventions you developed and how you expect them to meet the needs of the students, incorporating their assessment results in your response. Explain how you will use your findings in your future professional practice.

Use any remaining field experience hours to assist the teacher in providing instruction and support to the class.APA format is not required, but solid academic writing is expected.

Assignment 3 Assistive technology (AT) is a supplemental resource that may be a mandated requirement for many students with disabilities within their IEPs. In a typical resource room, there are a variety of AT devices that may be incorporated into instruction by the special education teacher.

Research two low tech, two high tech, two augmentative, and two alternative assistive technology devices appropriate for students with previously identified mild to moderate language disabilities.

For each assistive technology device researched, complete the “Assistive Technology Device Matrix Template.”

Support your findings with a minimum of three scholarly resources.

http://www.pbs.org/parents/education/learning-disabilities/strategies-for-learning-disabilities/assistive-technology-devices/

Assignment 4 Understanding the development and individual differences of students with disabilities allows special education teachers to respond appropriately during instruction, utilizing supportive instructional strategies and technologies to meet student needs. Using assistive technologies, such as alternative and augmentative communication systems, to support instructional assessment, planning, and delivery, is essential to the language development and communication of students with disabilities.

Read the case study below to inform the assignment.

Case Study: Stephanie

Grade: 5th

Age: 10

Stephanie is a fifth grade student who is intellectually disabled and also has a severe language disorder. She is 10‐years‐old and spends a great portion of her day in self‐contained settings. She receives speech therapy from a speech pathologist for a minimum of 30 minutes, four days a week. The rest of the time her language needs are supported by the special education teacher. She does attend a general education fifth grade classroom daily for 60 minutes for English language arts instruction, per her parent’s request. An instructional assistant accompanies her to class.

Stephanie’s oral expression skills are in the below average range. She struggles with oral expression speech, expressive language, and meanings of words. Her speech is limited and she usually has poor decoding and reading comprehension skills. Her reading level is at a low first grade level, reading simple stories with a Lexile level of 275‐400. Her favorite book is If You Give a Mouse a Cookie by Laura Numeroff. Stephanie writes very little and relies on the Picture Exchange System as her primary form of communication.

Stephanie attends the fifth grade English language arts class for exposure to more appropriate grade level content and socialization. She requires frequent breaks and one‐on‐one support from an assistant when participating in the general education setting. The special education teacher and assistant work with the general education teacher and follow the modified curriculum from the state department of education.

For standardized grade‐level testing, Stephanie participates in the yearly Alternate Assessment. The assessment is administered orally by the teacher and a proctor is present. The assessment is multiple choice and the administrator can accept eye gazing, finger pointing, and verbal responses to answer questions. The assessment is not timed and the teacher can apply the 10 response rule: If the student does not respond after 10 questions, the teacher can end the assessment.

Assignment:

Use the “ELA Mini‐Unit Template” to complete this assignment.

Part 1: Student Goal

Write a measurable reading comprehension goal for Stephanie’s IEP. Within the goal, incorporate an alternative and augmentative communication system to support her communication and learning.

Part 2: Mini‐Unit

Compose a mini‐unit of three ELA lesson plans for the general education classroom that incorporates your ELA standards for teaching reading comprehension to fifth graders.

For each lesson plan includes differentiated activities and assessments for Stephanie that use the AAC system identified in Part 1 to allow her to access the curriculum and address her measurable IEP goal.

Part 3: Rationale

Provide a 250 word rationale that explains how your mini‐unit instructional choices are developmentally appropriate for teaching the content standards, and how the differentiated activities and assessment will allow Stephanie to meet her goal and fully access the curriculum. Address how your accommodations and differentiation create a supportive learning environment that encourages self‐advocacy, increases independence, and emphasizes safe and ethical use of information and technology for Stephanie.

Support your rationale with 2‐3 scholarly resources on best practices regarding semantics/language disorders and the use of assistive technology.

APA format is not required, but solid academic writing is expected.

Assignment 5 When teaching students to comprehend and summarize text, teachers can use a variety of activities before, during, and after reading to help students understand elements within a plot. Utilizing appropriate strategies that incorporate summarizing skills helps to increase students’ reading comprehension skills.

Use the “Reading Comprehension Template” to complete this assignment.

Part 1: Strategies

Research and summarize, in 250 words, a minimum of five strategies for teaching adolescent students with deficits in their reading comprehension skills. Identify the conditions under which the chosen strategies are intended to be delivered (e.g., content area, class setting, required resources, if intended for a specific type of disability).

Support your findings with 2‐3 scholarly resources.

Part 2: Activity

Identify a group of 2‐3 eighth grade students, using the “Class Profile,” who would benefit from additional instruction on reading comprehension skills.

Identify a text appropriate to use with the small group identified. You may use Appendix B of the Common Core English Language Arts Standards to help you determine an appropriate text for the lesson.

Draft a 250 word outline summarizing three activities to reinforce reading comprehension and summarizing skills, utilizing the identified text. Incorporate at least three of the strategies from Part 1 into your activities.

Part 3: Rationale

In 250 words, rationalize your instructional decisions in Part 2 of this assignment. Explain how the identified strategies and activities enhance the language development of adolescents with deficits in their reading comprehension skills. Cite the “Class Profile” where appropriate.

PLEASE RESPOND TO THIS, I MUST COMPLETE A PEER REVIEW ON THE BELOW. Thanks

Please demonstrate critical thinking abilities. No fewer than 250 words for post. Do not summarize the post and/or course concept(s), but perhaps comment on concepts directly applicable to your workplace. For this response, should outside sources be used to support the content within the postings, proper in-text citations and correctly formatted references should be prepared consistent with the APA (6th edition). The list of references should be physically positioned at the end of the postings.

A company that has undoubtedly grown and expanded by diversification strategy and business models is that of Procter and Gamble. It is the world class leader in its industry, this company is easily identified and commonly known for the manufacture and distribution of their household goods. Its beauty and grooming business line generate more than 70% of its revenue, thus, making it their most dominant business line of all times.

Through vertical integration P&G has managed to make an easy and smooth transition into other related markets and enable them to not only exploit and expand those markets but add value and competitive advantage to an already known value chain. In the process, they have learned that adding value through diversification should not only rely on brand name products such as Tide, Crest, Charming and Dawn products but through the creation of a better customer service experiences and customer excellence practices.

These changes have translated into making sure that customers are served “in different ways but all with a focus on making peoples’ lives a bit easier.” (P&G) According to Forbes article, “Here’s How P&G’s Brand Consolidation Program Could Backfire and Push Its Valuation Below $60” written by the Trefis Team, P&G developed a program to consolidate all higher revenue generating brands in an effort to purge and rid of all other product lines that were depleting their growth potential. The biggest threat to this new concept is the death “of diversification due to the brand consolidation program” (Trefis Team, 2015) but firm’s CEO cites that “as a result, P&G will be able to transform itself into a far leaner organization with minimal loss of revenues.” (Trefis Team, 2015)

References

Dyer, J., Godfrey, P., Jensen, R., & Bryce, D. (2016). Strategic management: Concepts and tools for creating real world strategy. Hoboken, New Jersey: John Wiley & Sons, Inc.

Proctor & Gamble . (2016). Retrieved September 07, 2017, from http://us.pg.com/our-brands(Links to an external site.)Links to an external site.

Team, T. (2015, June 30). Here’s How P&G’s Brand Consolidation Program Could Backfire and Push Its Valuation Below $60. Retrieved September 08, 2017, from https://www.forbes.com/sites/greatspeculations/201…

Unit 3 Essay:

Debate Over Taxation and Representation

In the years between the end of the French and Indian War and the skirmishes at Lexington and Concord, 1763-1775, the colonies and the mother country debated the right of Parliament to legislate for the colonies. The British claimed that Parliament held this right without question, while the colonies insisted that only a body which they actually elected could tax them. While the British espoused the commonly-held notion that Parliament represented all British possessions virtually, the colonists drew on their experiences with their colonial legislatures, maintaining that the only true representation was actual representation. Read the accounts below, which are written from either a British or American point of view, and write a paper that discusses both sides of the debate.

Assigned Readings

• Resolutions Stamp Act Congress
• The Rights of the British Colonies Asserted and Proved
• Declaratory Act
• Soame Jenyns and Samuel Johnson

Focus Questions
Discuss the following questions in your essay for both perspectives:

1. British perspective: According to the documents that support the British position (Declaratory Act, Soame Jenyns and Samuel Johnson), what is the relationship of the colonies to Great Britain? What rights and authority does Great Britain have over the colonies?
2. American perspective: According to documents supporting the American position (Resolutions of the Stamp Act Congress, The Rights of the British Colonists Asserted and Proved), what rights belong to the colonists? How do they view the relationship between the colonies and Great Britain?

Directions
Your essay should be a minimum of 2 pages, and you should spend AT LEAST one page discussing each position (one page discussing the British perspective and one page discussing the American perspective. Your answer should reflect the main points from each reading, and ALL readings should be addressed in your essay. The above questions for each perspective should be addressed in your essay. Use examples from the readings to illustrate your main points. When you write your essay, don’t just go reading by reading; rather, see what common themes are found in the readings for both perspective and write paragraphs based on themes rather than examining each reading individually. Yes, this requires more thought, but then your essay won’t read like an extended book report on each article. If you have any questions, just let me know and I’ll be more than happy to help.

Be sure to proof your essay before submitting it as errors in grammar and spelling will lead to a deduction in points. Use quotations when using the exact wording from the reading. As per the instructions in the syllabus, most of the essay should be in your own words and reflect your own analysis of the readings. Please re-read the syllabus for expectations regarding essays. DON’T USE OUTSIDE SOURCES OR COPY/PASTE ANYTHING OTHER THAN SHORT QUOTE SEGMENTS FROM THE READINGS (IN QUOTES AND CITED) OR OTHERWISE USE ANY OTHER INFORMATION OTHER THAN WHAT YOU MIGHT FIND IN OUR TEXTBOOK, AND BE CAREFUL TO AVOID PLAGIARISM OF ANY KIND.

1. Select a topic that would be appropriate for a thesis research project. The topic
should be related to criminology and criminal justice, broadly defined, and one
about which good data is available or could be collected.
2. Search for 10 refereed journal articles in criminology and criminal justice (or
closely-related field) on your topic. Use Google Scholar and Academic Search
Complete to search. If you are not on a UTA campus at the time of your search,
log in through the university library so that you can access free .pdf files.
3. At least 2 of the 10 articles must be from ranked journals. You can access Journal
Citation Reports via UTA’s library. See the link in the Powerpoint slides from the
first class. Remember to select the category called Criminology and Penology.
Type the ranking after the citation in the list, as below:
Copes, H., Leban, L., Kerley, K.R. & Deitzer, J. (2016). Identities, boundaries, and
accounts of women methamphetamine users. Justice Quarterly, 33, 134-158.
[Ranked #4 in JCR for 2016]
4. Type an alphabetized list of the 10 articles in APA format. See the link in BB for
formatting guidelines and examples.
5. Type a one-paragraph summary of why your topic is important, why it requires
further study, and what possibilities exist for further study. In other words, from
the 10 articles you found, what are some suggestions for future research?
6. The reference list and paragraph should be typed in a single file.
7. Upload your file in BlackBoard via the assignment link.
This assignment is due no later than EOD (11:59 pm) on Monday, September 10