Category: Education

Thematic Unit Part 1
[WLOs: 3, 4] [CLOs: 1, 2, 4]
For your Final Thematic Unit Project final project in Week 5, you will submit a thematic unit comprised of three lesson plans. One lesson plan will address the domain of physical or creative arts, one will address social-emotional or literacy, and one will address math or science. This assignment provides you with the opportunity to begin planning your thematic unit by creating the goals, objectives, and standards of the three lesson plans in your unit.
To prepare for this assignment:
Preview the Final Thematic Unit Project in Week 5.
Read Chapter 6: What Are My Responsibilities as a Planner? from your textbook.
Read the article: Diverse children, uniform standards: Using early learning and development standards in multicultural classrooms.
Read the Goals, Objectives, and Standards sections of the Early Childhood and Child Development: Lesson Plan Handbook.
Read Aligning Goals, Objectives, and Standards in Lesson Plans.
Watch the video Modeling Goals, Objectives, and Standards.
You are required to use the ECD315 Thematic Unit Assignment Template.
In your assignment,
Part 1: Lesson Plan
For the first part of your assignment, you will begin preparing for your thematic unit by choosing your theme and deciding on the goals, objectives, and standards for each of your three lessons.
Explain the theme of your unit and its intended age group.
Draft the goals, objectives, and standards for each of your three lesson plans.
One lesson will have a social-emotional (about inclusivity) or literacy (with culturally sensitive or diversity book) focus.
One lesson will have a physical development or creative arts focus.
One lesson will have a math or science focus.
Part 2: Lesson Plan Narrative
The second part of your assignment is a narrative about Part 1. In Part 2, answer the prompts below:
Provide the rationale for your chosen theme.
Explain how your goals, objectives, and standards are aligned.
Discuss what was easy and difficult about aligning your goals, objectives, and standards.
Explain how your goals, objectives, and standards encourage equity by incorporating multicultural perspectives.

I have a bascially completed case study. This case study write up was based off 6 
administered tests to a 10th grade student who underperforms academically (8th grade 
level) Your job is to view the sample completed case study. The semi completed one I will provide and edit the semi completed to fully completed. 
You will also be taking the 6th tests which will be provided. 
Answering them as if you were this 10th grade student, correcting them as the 
administrator and making sure the information on the case study write up, meets the 
results/information on the case study. 
6 Tests Total
IRI
Slosson
Structural Anaylsis, 
Words their Way, 
Spelling 
Botel Word Oppositing Test 
(PDFs PROVIDED)
for thr writing sample, create a fake writing sample as a 10th grade student titled and
about “My best football memory” 
Basically, 90% of the information is on the case study, You need to fill out the test to match the results the semi completed write up states and proof read, edit and change anything the case study needs changed. 
USE THE SAMPLE CASE STUDY AS REFERENCE. 

Assignment 4: Lesson Plan – Part 1 & Part 2
For this assignment, you will go back to your unit plan and choose 1 lesson objective from the 3 lesson objectives you created. You will then develop a lesson plan (template provided) for this objective in either literacy or math. The lesson plan should align with the unit plan objectives and the focus learner’s IEP. You will incorporate collaborative backwards planning, analysis of learning goals, authentic assessments, coherent curriculum, as well as rigorous and engaging lesson planning for student-directed learning. The Backwards Design Plan which is based on Grant Wiggin’s & Jay McTighe’s theory of understanding by design.
Assignment 4: Lesson Plan – Part 1
You will begin by planning the first part of your lesson plan. You need to decide on a title for your lesson, all learning standards related to the execution of the lesson using the Next Generation Learning Standards, the language demands required of the students using measurable verbs, the students prior learning and pre-requisite skills, and the misconceptions students may encounter during the course of the lesson as well as how they will be supported.
Assignment 4: Lesson Plan – Part 2
Now it is time to develop the second half of the  lesson plan. You will need to decide how you will begin the lesson, how you will introduce new content and skills, as well as the guided and independent practice you will structure for your lesson. Keep in mind the workshop model (I Do, We Do, You Do), time management (approx. 90- minute block), as well as scaffolding strategies, procedures, and protocols. In addition, student differentiation, explicit instruction, and developmentally appropriate activities, and student self-regulation strategies should be included. You will also need to think about the formative and summative assessments including how assessments will be measured that you will use for checking that your students understand what you have been teaching. Furthermore, you need to consider how you will close and/or extend the lesson and support English Learners (ELLS) and other students with accommodations and IEP’s. You also need to include research-based principles for the instruction and activities you are doing and reference this research. Please follow the rubric for the exact expectations.
The template that was uploaded is the template you will use to complete the lesson plan. The unit plan is uploaded and you can use the unit plan to rewrite the lesson plan 
Reference:  Wiggins, G. J., & Mctighe, J. (2005) Understanding By Design.

Chapter 4 and 5 of Lemov’s Field Guide have 12 valuable techniques.  This week you are asked to read one of the chapters and be ready to share the techniques with the other half of the group.  If your first name starts with A through L, please read and become comfortable with Techniques 15 through 19 in Chapter 4: Academic Ethos and choose at least one technique to try and record. If you are not able to practice the technique, watch clips on all the techniques and record to the questions at the bottom. You will also read Tech. 23 and Tech. 24 from Ch. 5.  These are incredibly important technique to ensure students learning in reading.
l become an expert on techniques 20 through 26 in Chapter 5: Lesson Structures.  Familiarize yourself with all the techniques in your chapter but choose one to try out. Again, if you are unable to practice in an actual class, watch online videos of all of the techniques and respond to the following:
*Describe the techniques and clips you read and watched this week. Why are these techniques so important regarding classroom management?  
Decribe the 3 tenets of AIR and show this insures independent reading for students.
Discuss FASE and explain each letter in the acronym and what students need to practice in reading.

You will write a 4-page minimum; 5-page maximum), double-spaced research paper that requires APA citations, a minimum of 4 outside resources, and no first-person pronouns.  The paper is to demonstrate your understanding of the origins, purpose, pedagogical practices, environmental concerns, and positive guidance strategies that are considered developmentally appropriate practices.
After giving an overview of DAP, the 12 teaching strategies, principles, and appropriateness; (I have provided the 12 in an attached document) select 3 teaching strategies often used in Elementary Classrooms grades K-5 classrooms.  Describe each teaching strategy and explain why it is considered DAP. 
Resources cited should be from peer-reviewed ECE journals (see the list below) or the other materials in this course. 
Below is a list of publications that contain peer-reviewed articles and can be used in your research; you will need to access the publication through the CSU Library, ERIC, or the internet. These are not links to the publications. FYI: some of the publications require joining, passwords, etc. – ignore those unless you REALLY want to join.
Child Development
“As the flagship journal of the Society for Research in Child Development (SRCD), Child Development has published articles, essays, reviews, and tutorials on various topics in the field of child development since 1930.” Uses blind peer review.
Child Development Perspectives
CDP “publishes brief articles on developmental science that are written in accessible language for a wide audience. CDP emphasizes brief, well-synthesized reviews of research, but occasionally publishes essays on policy, statistics and methods, and other topics in developmental science.”
Childhood Education
The official journal of the Association for Childhood Education International “focuses on the learning and well-being of children around the world.”
Contemporary Issues in Early Childhood
“CIEC aims to present opportunities for scholars to highlight the ways in which the boundaries of early childhood studies and practice are expanding, and for readers to participate in the discussion of emerging issues, contradictions, and possibilities.” Peer-reviewed.
Early Child Development and Care
“The Journal provides English translations of work in this field that has been published in other languages, and original English papers on all aspects of early child development and care: descriptive and evaluative articles on social, educational and preventive medical programs for young children, experimental and observational studies, critical reviews and summary articles.” Peer-reviewed.
Early Childhood Education Journal
“Provides a practical and lively forum for early childhood teachers, program administrators, daycare workers, and other professionals concerned with the education of young children.” Peer-reviewed.
Early Childhood Research & Practice – ECRP
This open-access peer-reviewed journal published by the Clearinghouse on Early Education and Parenting (CEEP) at the University of Illinois at Urbana-Champaign focuses on practice-related research on the “development, care, and education of children from birth to approximately age 8.”
This journal has been in transition and may not be accepting new submissions.
Early Childhood Research Quarterly
” ECRQ publishes predominantly empirical research (quantitative or qualitative methods) on issues of interest to early childhood development, theory, and educational practice (Birth through 8 years of age).”
Early Years: An International Research Journal
The official journal of TACTYC (Association for the Professional Development of Early Years Educators) “publishes research papers and scholarly critiques on all issues associated with early childhood education and care” with a special focus on the “professional development of early years practitioners.”
Education 3-13: International Journal of Primary, Elementary and Early Years Education
The official publication of the Association for the Study of Primary Education (ASPE) is a peer reviewed UK-based journal focusing on primary education.
Elementary School Journal
“ESJ publishes peer-reviewed articles that pertain to both education theory and research and their implications for teaching practice. In addition, ESJ presents articles that relate the latest research in child development, cognitive psychology, and sociology to school learning and teaching.”
European Early Childhood Education Research Journal
The Journal of the European Early Childhood Education Research Association provides “a forum for the publication of original research in early childhood education in Europe.”
International Journal of Early Childhood
The official journal of OMEP, l’Organisation Mondiale pour l’Education Prescolaire publishes peer reviewed research “on children, childhood and early childhood education across various social and cultural contexts.”
International Journal of Early Years Education
A peer-reviewed “forum for researchers and practitioners to debate the theories, research, policy and practice which sustain effective early years education world-wide.”
Journal of Children and Media
Publishes peer-reviewed research on “children as consumers of media, representations of children in the media, and media organizations and productions for children as well as by them.”
Journal of Early Childhood Literacy
Publishes peer-reviewed research on “issues related to the nature, function and use of literacy in early childhood.”
Journal of Early Childhood Research
This peer-reviewed journal “publishes papers in the fields of health, law, social work, therapy, education, sociology, history, and the arts, and welcomes papers from non-traditional as well as established territories of early childhood education.”
Journal of Early Childhood Teacher Education
Official Journal of the National Association of Early Childhood Teacher Educators
Journal of Early Intervention
Offers blind peer-reviewed articles “related to research and practice in early intervention for infants and young children with special needs and their families. . . .Key features include research reports, scholarly reviews, policy analyses, research methods, and “Innovative Practices”.
Journal of Research in Childhood Education
JRCE is “a publication of the Association for Childhood Education International, features articles that advance knowledge and theory of the education of children, infancy through early adolescence.”
Merrill-Palmer Quarterly
Publishes “empirical and theoretical papers on child development and family-child relationships.”
Topics in Early Childhood Special Education
“The practical nature of this journal helps professionals improve service delivery systems for preschool children with special needs. Each issue features reports of original research, literature reviews, conceptual statements, position papers, and program descriptions.”
Voices of Practitioners: Teacher Research in Early Childhood Education
Peer-reviewed research authored by early childhood teachers.
YC – Young Children
“An award-winning, peer-reviewed journal that combines research and practice, Young Children supports educational excellence and focuses on meeting the needs of all children, birth through third grade.” Published by the National Association for the Education of Young Children.

After reading “How District Central Offices Can Help Lead School Improvement,” select the 3 most important leadership attributes to lead school improvement. Briefly defend your choices. Post on the Discussion Board.

The assessment is a portfolio of two tasks 
equivalent to 4000 words. 
Task 1: Achieve LO3,4&7
•Critical Review of a Policy Brief Form Task 1  equivalent of 1,000 words to support your emerging analysis of the policy context
Task 2: Achieve LO1,2,5&6
•Policy Brief Template Task 2 an analysis of 
3,000 words using a range of literature to identify an issue in education and suggest policy changes to overcome or mitigate this issue
I have attached the following: 
– PowerPoint which breaks down both tasks. This
Also includes the 3 policy briefs which you will have to pick out of. 
– The Rubric Assesment which includes the learning objectives which you need to achieve 
– The assessment template which you will have to fill out and use to complete this task

The Social Context starts on page 17. Write approximately 2 pages on how can the research benefit society, the community, and the education system/teachers with citations from the last 5 years. Some ideas:
Society: informed teacher training programs, enhanced teacher resilience, improved student learning outcomes, policy recommendations.
Community: Enhanced teacher well-being, improved teaching practices, community engagement and collaboration.
Education System/Teachers: Enhanced teacher self-efficacy, tailored professional development, improved teaching practices, resilience and adaptability, policies, student learning outcomes.
Thank you!

For months the Board of Education has received numerous complaints about the arrogance of the superintendent, who has succeeded in offending just about everyone. Now the Board has fired him and named you interim superintendent. You are expected to be a peacemaker and lead stakeholders to a more positive perception of the district. To that end, the Board has asked you to draft a general position statement that will eventually be incorporated into the district policy manual. This statement should comprise your understanding of and justification of
effective organization leadership
partnerships with various stakeholders
sustained comprehensive educational reform
Interview at least two highly competent administrators that you know. (See section 6.20, page 179, in the APA manual.) Discuss with them the three items listed above and incorporate their responses into this assignment. In your position statement, present three sections labeled according to the bulleted items above. Your paper should exhibit content also
The reading in the text (emphasizing but not limited to Part One)
Accurately cite and reference at minimum four peer-reviewed sources.
It should exemplify skillful writing, clarity, and strict adherence to APA guidelines.
Please note that this paper should be 5-7 pages in length and not exceed 2500 words (excluding cover sheet, references and rubric).

You have more content needed in the Policy Evaluation section. It is supposed to be 500 words. Also, you did not submit a flyer. Look at the instructions under Communication to Stakeholders. Revise your paper and create the flyer.  look at old paper for all comments also. i uploaded insturctions and rubric.