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RDG 415 aid Expect Success/rdg415aiddotcom

RDG 415 aid Expect

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RDG 415 aid Expect Success/rdg415aiddotcom

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  1. RDG 415 aid Expect Success/rdg 415aiddotcom FOR MORE CLASSES VISIT www.rdg415aid.com

  2. RDG 415 Entire Course • RDG 415 Week 1 DQ 1 • RDG 415 Week 1 DQ 2 • RDG 415 Week 1 DQ 3 • RDG 415 Week 1 DQ 4 • RDG 415 Week 2 DQ 1 • RDG 415 Week 2 DQ 2 • RDG 415 Week 2 DQ 3 • RDG 415 Week 2 DQ 4 • RDG 415 Week 2 DQ 5

  3. RDG 415 Week 1 DQ 1 (UOP) • How might environmental, cultural, and socioeconomic factors affect a student's reading success? Provide specific examples from our readings or other resources.

  4. RDG 415 Week 1 DQ 2 (UOP) • What strategies may we employ as teachers in order to produce students that not only can read, but do read?

  5. RDG 415 Week 1 DQ 3 (UOP) • Do you believe that all teachers are reading teachers? Defend your answer.

  6. RDG 415 Week 1 DQ 4 (UOP) • What are the major issues that many students face in the reading to learn stage? Defend your answer

  7. RDG 415 Week 2 Assignment Informal Reading Assessments Questions (UOP) • What are the components of an Informal Reading Inventory (IRI)?What reading skill does an oral retelling check?Look at the Concepts About Print Checklist. Explain the importance of students having some of these skills before they enter kindergarten. How might lower socioeconomic students be at a disadvantage in knowing these skills.What are metacomprehension strategies?

  8. RDG 415 Week 2 DQ 1 (UOP) • What are some of the challenges in administering an Informal Reading Inventory (IRI) found in Miller's textbook, The Reading Teacher's Survival Kit?

  9. RDG 415 Week 2 DQ 2 (UOP) • Which of the informal assessments that Miller and or Gillet propose do you think may provide the most accurate picture of students' reading abilities? Please give specific examples. Which informal assessments (like the ones you will be using with your client) would you want to use to help diagnose your client's reading difficulties? Take a look at the tests that are required for your Final report. Which one(s) of these and others that the authors describe would be valuable to you and why?

  10. RDG 415 Week 2 DQ 3 (UOP) • What are some strategies that you will utilize to ensure that assessment is continuous in your classroom?

  11. RDG 415 Week 2 DQ 4 (UOP) • How do you think collaboration among colleagues in analyzing assessment results may benefit classroom assessment and instruction?

  12. RDG 415 Week 2 DQ 5 (UOP) • How will you use data to group students for instruction, select interventions, manage your data, and monitor progress of students?

  13. RDG 415 Week 3 Assignment Scenario Powerpoint (UOP) • Read the Scenario for your team.Share and Discuss ideas with your teammates about what area of difficulty your student is experiencing and about how you would remediate this student’s reading difficulties.Each team member chooses an appropriate instructional activity that would remediate your struggling student’s problem. Describe the activity (1 paragraph), give a rationale (1 paragraph). This will tell me you know how to find an appropriate activity for your student and why your activity is appropriate. Include your resource.Share your ideas. Two must come from Miller’s book, the rest can come from other sources – internet, observation, another teacher, or other book resource.Create a visual representation, Power Point is fine, illustrating the results.Page 1 Title Page, with LT names

  14. RDG 415 Week 3 Assignment The Reading Assessment Research Graphic Organizer (UOP) • Research reading assessments as recommended by the National Reading Panel, Reading First, No Child Left Behind, or the Reading Excellence Act.Select, as individuals, one assessment to research. Consider, but you are not limited to the following examples:路 Dynamic Indicators of Basic Early Literacy Skills (DIBELS)路 Texas Primary Reading Inventory路 Early Reading Diagnostic Assessment

  15. RDG 415 Week 3 DQ 1 (UOP) • What are the pros and cons of standardized assessments?

  16. RDG 415 Week 3 DQ 2 (UOP) • In Chapter 3 of Gillet's book, reading is compared to swimming. Please discuss: Do you agree with this comparison? Why or why not? Which two or three of the informal assessments that Carly gave would you choose? Why?

  17. RDG 415 Week 3 DQ 3 (UOP) • When the state-required reading achievements are given in your school, a teacher you know reads difficult items aloud to some of her lowest readers. She defends her actions by saying, “It’s wrong to make them struggle with material everyone knows they can’t read.” Argue for or against her actions.

  18. RDG 415 Week 3 DQ 4 (UOP) • You are a member of a committee in your district. What criteria would you use to select a formal assessment to be used district wide?

  19. RDG 415 Week 4 Assignment The Instructional Activity Paper (UOP) • Choose four instructional activities from The Reading Teacher’s Survival Kit that would be appropriate for your client.Write a 100- to 150-word rationale for each of the chosen activities.Implement one of the activities with your client.Write a 350-word reflection describing the implementation of the activity and the results.Note. You may want to consider posting this assignment or resources to your personal Presentation Portfolio or Resource Folio in TaskStream. This is not required.

  20. RDG 415 Week 4 DQ 1 (UOP) • We all need some skills both in reading by sight words and by phonics. But if you had to choose teaching one more than the other, which would you choose and why?

  21. RDG 415 Week 4 DQ 2 (UOP) • Given all the strategies that have been discussed, how will this influence your instructional approach to teaching reading? The title of this course implies that you learn about the diagnosis and remediation of reading difficulties. Do you feel that both of these were covered adequately, keeping in mind we have a grand 5 weeks to work together? What area needs more emphasis, resources, or clarification?

  22. RDG 415 Week 4 DQ 3 (UOP) • What study skill, from the website below, do you think is the most important? Why?

  23. RDG 415 Week 4 DQ 4 (UOP) • What has been the most challenging part of working with your client for the case study/project? How might you approach the challenge next time?

  24. RDG 415 Week 5 DQ 2 (UOP) • How would you prepare for and conduct a parent–teacher conference regarding a student who is having reading difficulties?

  25. RDG 415 Week 5 DQ 1 (UOP) • How will you design instruction to embrace several different learning styles in a classroom situation?

  26. RDG 415 Week 5 DQ 3 (UOP) • What do you consider the most important issues regarding diagnosis and remediation of reading difficulties? How have your views changed since the start of this course?

  27. RDG 415 Week 5 Final Diagnostic and Instruction Recommendations Report (UOP) • Recommendations Report Instructions, and Sample Final Diagnostic and Instructional Recommendations ReportParticipate in a teaching situation with one reading client located from possibly one of the following:· Neighborhood children· Friends· Church acquaintances· Local schools· Boys’ and girls’ clubs· Relatives· Class or family membersImplement the following with your client:· Miller’s Informal Reading Inventory· El Paso Phonics Survey

  28. RDG 415 aid Expect Success/rdg 415aiddotcom FOR MORE CLASSES VISIT www.rdg415aid.com

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