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RDG 415 paper / rdg415paperdotcom

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RDG 415 paper / rdg415paperdotcom

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  1. RDG 415 paper / rdg415paperdotcom

  2. RDG 415 paper RDG 415 Entire Course RDG 415 Week 1 DQ 1 (UOP) • RDG 415 Week 2 Assignment Informal Reading Assessments Questions • RDG 415 Week 3 Assignment The Reading Assessment Research Graphic Organizer • RDG 415 Week 3 Assignment Scenario Power point • RDG 415 Week 4 Assignment The Instructional Activity Paper • RDG 415 Week 5 DQ 1 • How might environmental, cultural, and socioeconomic factors affect a student's reading success? Provide specific examples from our readings or other resources.

  3. RDG 415 paper RDG 415 Week 1 DQ 2 (UOP) RDG 415 Week 1 DQ 3 (UOP) • What strategies may we employ as teachers in order to produce students that not only can read, but do read? • Do you believe that all teachers are reading teachers? Defend your answer.

  4. RDG 415 paper RDG 415 Week 1 DQ 4 (UOP) RDG 415 Week 2 Assignment Informal Reading Assessments Questions (UOP) • What are the major issues that many students face in the reading to learn stage? Defend your answer • What are meta comprehension strategies?What is a miscue analysis?What is the difference between a summative evaluation and a formative evaluation?What are the major limitations of standardized tests?

  5. RDG 415 paper RDG 415 Week 2 DQ 1 (UOP) RDG 415 Week 2 DQ 2 (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? • 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.

  6. RDG 415 paper RDG 415 Week 2 DQ 3 (UOP) RDG 415 Week 2 DQ 4 (UOP) • What are some strategies that you will utilize to ensure that assessment is continuous in your classroom? • How do you think collaboration among colleagues in analyzing assessment results may benefit classroom assessment and instruction?

  7. RDG 415 paper RDG 415 Week 2 DQ 5 (UOP) RDG 415 Week 3 Assignment Scenario Powerpoint (UOP) • How will you use data to group students for instruction, select interventions, manage your data, and monitor progress of students? • Page 1 Title Page, with LT namesPage 2 Review scenario and identified weak areaPage 3 - One page per LT member. Dress it up or insert pictures as needed. Put UOP student name and your reference for the activity on your page.

  8. RDG 415 paper RDG 415 Week 3 Assignment The Reading Assessment Research Graphic Organizer (UOP) RDG 415 Week 3 DQ 1 (UOP) • Dynamic Indicators of Basic Early Literacy Skills (DIBELS)Texas Primary Reading InventoryEarly Reading Diagnostic AssessmentWoodcock Mini Battery of Achievement • What are the pros and cons of standardized assessments?

  9. RDG 415 paper RDG 415 Week 3 DQ 2 (UOP) RDG 415 Week 3 DQ 3 (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?   • 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.

  10. RDG 415 paper RDG 415 Week 3 DQ 4 (UOP) RDG 415 Week 4 Assignment The Instructional Activity Paper (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? • 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.

  11. RDG 415 paper RDG 415 Week 4 DQ 1 (UOP) RDG 415 Week 4 DQ 2 (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? • 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?

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

  13. RDG 415 paper RDG 415 Week 5 DQ 1 (UOP) RDG 415 Week 5 DQ 2 (UOP) • How will you design instruction to embrace several different learning styles in a classroom situation? • How would you prepare for and conduct a parent–teacher conference regarding a student who is having reading difficulties?

  14. RDG 415 paper RDG 415 Week 5 DQ 3 (UOP) RDG 415 Week 5 Final Diagnostic and Instruction Recommendations Report (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? • Participate 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

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