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  • [Solved] Education Physician Aid In Dying Case Study Assignment

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    – a year ago **files (2)** – ## PhysicianAidCaseStudyAssignment.docx – ## HLT-305Rubric-PhysicianAid-in-DyingCaseStudy.pdf **## PhysicianAidCaseStudyAssignment.docx** Physician Aid-in-Dying is a practice that is legal in a number of states within the United States due to the passing of the Death wit…

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    Assignment Prompt & Instructions

    – a year ago

    **files (2)**

    – ## PhysicianAidCaseStudyAssignment.docx

    – ## HLT-305Rubric-PhysicianAid-in-DyingCaseStudy.pdf

    **## PhysicianAidCaseStudyAssignment.docx**

    Physician Aid-in-Dying is a practice that is legal in a number of states within the United States due to the passing of the Death with Dignity Act.
    Please make sure to research this topic prior to beginning this assignment, as you will need to apply this research to your paper.

    _Case Study: Physician Aid-in-Dying in Portland, Oregon_
    A 35-year-old male named Zachary Davis has lived in and been a legal resident of Portland for almost 20 years. In the fall of 2018 he began having terrible headaches. After months of suffering with these, Zachary made the decision to see his primary care provider. His provider decided that scans should be done to rule out anything serious before beginning treatment for what he thought was probably migraine headaches. Zachary had the routine scans and at 5:00 p.m. he received a call from his doctor with the results. Zachary was diagnosed with advanced stage glioblastoma multiforme brain cancer, one of the deadliest brain tumors with a very low survival rate. Zachary immediately began aggressive treatment. After 12 weeks of treatment, they saw no improvement in his condition. At that time, his doctors sat down with him to discuss options. He was given approximately 6 months to live, giving him the dreaded diagnosis of being terminally ill. They discussed hospice care and other end-of-life options. After surveying the options, Zachary expressed the wish to participate in Physician Aid-In-Dying.

    Considering all aspects of the Death With Dignity legislation that has been passed into law in Oregon, consider the following in a paper of
    1,000-1,250 words:

    1. Does Zachary meet the requirements to take part in this practice? Why? Be detailed and specific in your evaluation of this practice.

    2. Considering Death With Dignity legislation, is mental health a component that is evaluated and considered? Do you support this aspect of the legislation?

    3. As we near end of life it is often that a surrogate is put in place for our medical decisions. How does this work with the practice of Physician Aid-in-dying?

    4. What do you anticipate seeing in the future with this controversial practice in health care?

    **PLEASE USE REFERENCES**

    **## HLT-305Rubric-PhysicianAid-in-DyingCaseStudy.pdf**

    5/3/25, 1:44 PM

    Page 1 of 9about:srcdoc

    Physician Aid-in-Dying Case Study – Rubric

    Meeting Physician Aid-in-Dying Requirements 18 points

    Criteria Description

    Meeting Physician Aid-in-Dying Requirements

    5. Excellent 18 points

    Essay clearly, thoroughly, and insightfully considers whether the requirements

    are met to proceed with Physician Aid-in-Dying.

    4. Good 15.3 points

    Essay clearly and thoroughly considers whether the requirements are met to

    proceed with Physician Aid-in-Dying.

    3. Satisfactory 13.5 points

    Essay considers whether the requirements are met to proceed with Physician

    Aid-in-Dying.

    2. Less Than Satisfactory 11.7 points

    Essay vaguely considers whether the requirements are met to proceed with

    Physician Aid-in-Dying.

    1. Unsatisfactory 0 points

    Essay does not consider whether the requirements are met to proceed with

    Physician Aid-in-Dying.

    Collapse All

    5/3/25, 1:44 PM

    Page 2 of 9about:srcdoc

    Mental Health in Death With Dignity Legislation 17 points

    Criteria Description

    Mental Health in Death With Dignity Legislation

    5. Excellent 17 points

    Essay clearly, thoroughly, and insightfully discusses whether mental health is

    a component that is evaluated and considered in Death With Dignity

    legislation.

    4. Good 14.45 points

    Essay clearly and thoroughly discusses whether mental health is a component

    that is evaluated and considered in Death With Dignity legislation.

    3. Satisfactory 12.75 points

    Essay discusses whether mental health is a component that is evaluated and

    considered in Death With Dignity legislation.

    2. Less Than Satisfactory 11.05 points

    Essay vaguely discusses whether mental health is a component that is

    evaluated and considered in Death With Dignity legislation.

    1. Unsatisfactory 0 points

    Essay does not discuss whether mental health is a component that is

    evaluated and considered in Death With Dignity legislation.

    5/3/25, 1:44 PM

    Page 3 of 9about:srcdoc

    Surrogate Medical Decisions in Physician Aid-In-Dying 17 points

    Criteria Description

    Surrogate Medical Decisions in Physician Aid-In-Dying

    5. Excellent 17 points

    Essay clearly, thoroughly, and insightfully discusses how surrogate decision-

    making works with the practice of Physician Aid-in-Dying.

    4. Good 14.45 points

    Essay clearly and thoroughly discusses how surrogate decision-making works

    with the practice of Physician Aid-in-Dying.

    3. Satisfactory 12.75 points

    Essay discusses how surrogate decision-making works with the practice of

    Physician Aid-in-Dying.

    2. Less Than Satisfactory 11.05 points

    Essay vaguely discusses how surrogate decision-making works with the

    practice of Physician Aid-in-Dying.

    1. Unsatisfactory 0 points

    Essay does not discuss how surrogate decision-making works with the

    practice of Physician Aid-in-Dying.

    5/3/25, 1:44 PM

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    The Future of Physician Aid-in-Dying 18 points

    Criteria Description

    The Future of Physician Aid-in-Dying

    5. Excellent 18 points

    Essay clearly, thoroughly, and insightfully anticipates what the future may

    hold for Physician Aid-in-Dying.

    4. Good 15.3 points

    Essay clearly and thoroughly anticipates what the future may hold for

    Physician Aid-in-Dying.

    3. Satisfactory 13.5 points

    Essay anticipates what the future may hold for Physician Aid-in-Dying.

    2. Less Than Satisfactory 11.7 points

    Essay vaguely anticipates what the future may hold for Physician Aid-in-Dying.

    1. Unsatisfactory 0 points

    Essay does not anticipate what the future may hold for Physician Aid-in-Dying.

    5/3/25, 1:44 PM

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    Thesis Development and Purpose 7 points

    Criteria Description

    Thesis Development and Purpose

    5. Excellent 7 points

    Thesis is comprehensive and contains the essence of the paper. Thesis

    statement makes the purpose of the paper clear.

    4. Good 5.95 points

    Thesis is clear and forecasts the development of the paper. Thesis is

    descriptive and reflective of the arguments and appropriate to the purpose.

    3. Satisfactory 5.25 points

    Thesis is apparent and appropriate to purpose.

    2. Less Than Satisfactory 4.55 points

    Thesis is insufficiently developed or vague. Purpose is not clear.

    1. Unsatisfactory 0 points

    Paper lacks any discernible overall purpose or organizing claim.

    5/3/25, 1:44 PM

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    Argument Logic and Construction 8 points

    Criteria Description

    Argument Logic and Construction

    5. Excellent 8 points

    Clear and convincing argument presents a persuasive claim in a distinctive

    and compelling manner. All sources are authoritative.

    4. Good 6.8 points

    Argument shows logical progression. Techniques of argumentation are

    evident. There is a smooth progression of claims from introduction to

    conclusion. Most sources are authoritative.

    3. Satisfactory 6 points

    Argument is orderly but may have a few inconsistencies. The argument

    presents minimal justification of claims. Argument logically, but not

    thoroughly, supports the purpose. Sources used are credible. Introduction

    and conclusion bracket the thesis.

    2. Less Than Satisfactory 5.2 points

    Sufficient justification of claims is lacking. Argument lacks consistent unity.

    There are obvious flaws in the logic. Some sources have questionable

    credibility.

    1. Unsatisfactory 0 points

    Statement of purpose is not justified by the conclusion. The conclusion does

    not support the claim made. Argument is incoherent and uses noncredible

    sources.

    5/3/25, 1:44 PM

    Page 7 of 9about:srcdoc

    Mechanics of Writing (includes spelling, punctuation, grammar,
    language use)

    5 points

    Criteria Description

    Mechanics of Writing (includes spelling, punctuation, grammar, language use)

    5. Excellent 5 points

    Writer is clearly in command of standard, written, academic English.

    4. Good 4.25 points

    Prose is largely free of mechanical errors, although a few may be present. The

    writer uses a variety of effective sentence structures and figures of speech.

    3. Satisfactory 3.75 points

    Some mechanical errors or typos are present, but they are not overly

    distracting to the reader. Correct and varied sentence structure and audience-

    appropriate language are employed.

    2. Less Than Satisfactory 3.25 points

    Frequent and repetitive mechanical errors distract the reader. Inconsistencies

    in language choice (register) or word choice are present. Sentence structure is

    correct but not varied.

    1. Unsatisfactory 0 points

    Surface errors are pervasive enough that they impede communication of

    meaning. Inappropriate word choice or sentence construction is used.

    5/3/25, 1:44 PM

    Page 8 of 9about:srcdoc

    Paper Format (use of appropriate style for the major and
    assignment)

    5 points

    Criteria Description

    Paper Format (use of appropriate style for the major and assignment)

    5. Excellent 5 points

    All format elements are correct.

    4. Good 4.25 points

    Appropriate template is fully used. There are virtually no errors in formatting

    style.

    3. Satisfactory 3.75 points

    Appropriate template is used. Formatting is correct, although some minor

    errors may be present.

    2. Less Than Satisfactory 3.25 points

    Appropriate template is used, but some elements are missing or mistaken. A

    lack of control with formatting is apparent.

    1. Unsatisfactory 0 points

    Template is not used appropriately, or documentation format is rarely

    followed correctly.

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    Documentation of Sources 5 points

    Criteria Description

    Documentation of Sources (citations, footnotes, references, bibliography, etc., as

    appropriate to assignment and style)

    5. Excellent 5 points

    Sources are completely and correctly documented, as appropriate to

    assignment and style, and format is free of error.

    4. Good 4.25 points

    Sources are documented, as appropriate to assignment and style, and format

    is mostly correct.

    3. Satisfactory 3.75 points

    Sources are documented, as appropriate to assignment and style, although

    some formatting errors may be present.

    2. Less Than Satisfactory 3.25 points

    Documentation of sources is inconsistent or incorrect, as appropriate to

    assignment and style, with numerous formatting errors.

    1. Unsatisfactory 0 points

    Sources are not documented.

    Total 100 points

    © 2025. Grand Canyon University. All Rights Reserved.© 2025. Grand Canyon University. All Rights Reserved.© 2025. Grand Canyon University. All Rights Reserved.© 2025. Grand Canyon University. All Rights Reserved.© 2025. Grand Canyon University. All Rights Reserved.© 2025. Grand Canyon University. All Rights Reserved.© 2025. Grand Canyon University. All Rights Reserved.© 2025. Grand Canyon University. All Rights Reserved.© 2025. Grand Canyon University. All Rights Reserved.

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    **## HLT-305Rubric-PhysicianAid-in-DyingCaseStudy.pdf**

    5/3/25, 1:44 PM

    Page 1 of 9about:srcdoc

    Physician Aid-in-Dying Case Study – Rubric

    Meeting Physician Aid-in-Dying Requirements 18 points

    Criteria Description

    Meeting Physician Aid-in-Dying Requirements

    5. Excellent 18 points

    Essay clearly, thoroughly, and insightfully considers whether the requirements

    are met to proceed with Physician Aid-in-Dying.

    4. Good 15.3 points

    Essay clearly and thoroughly considers whether the requirements are met to

    proceed with Physician Aid-in-Dying.

    3. Satisfactory 13.5 points

    Essay considers whether the requirements are met to proceed with Physician

    Aid-in-Dying.

    2. Less Than Satisfactory 11.7 points

    Essay vaguely considers whether the requirements are met to proceed with

    Physician Aid-in-Dying.

    1. Unsatisfactory 0 points

    Essay does not consider whether the requirements are met to proceed with

    Physician Aid-in-Dying.

    Collapse All

    5/3/25, 1:44 PM

    Page 2 of 9about:srcdoc

    Mental Health in Death With Dignity Legislation 17 points

    Criteria Description

    Mental Health in Death With Dignity Legislation

    5. Excellent 17 points

    Essay clearly, thoroughly, and insightfully discusses whether mental health is

    a component that is evaluated and considered in Death With Dignity

    legislation.

    4. Good 14.45 points

    Essay clearly and thoroughly discusses whether mental health is a component

    that is evaluated and considered in Death With Dignity legislation.

    3. Satisfactory 12.75 points

    Essay discusses whether mental health is a component that is evaluated and

    considered in Death With Dignity legislation.

    2. Less Than Satisfactory 11.05 points

    Essay vaguely discusses whether mental health is a component that is

    evaluated and considered in Death With Dignity legislation.

    1. Unsatisfactory 0 points

    Essay does not discuss whether mental health is a component that is

    evaluated and considered in Death With Dignity legislation.

    5/3/25, 1:44 PM

    Page 3 of 9about:srcdoc

    Surrogate Medical Decisions in Physician Aid-In-Dying 17 points

    Criteria Description

    Surrogate Medical Decisions in Physician Aid-In-Dying

    5. Excellent 17 points

    Essay clearly, thoroughly, and insightfully discusses how surrogate decision-

    making works with the practice of Physician Aid-in-Dying.

    4. Good 14.45 points

    Essay clearly and thoroughly discusses how surrogate decision-making works

    with the practice of Physician Aid-in-Dying.

    3. Satisfactory 12.75 points

    Essay discusses how surrogate decision-making works with the practice of

    Physician Aid-in-Dying.

    2. Less Than Satisfactory 11.05 points

    Essay vaguely discusses how surrogate decision-making works with the

    practice of Physician Aid-in-Dying.

    1. Unsatisfactory 0 points

    Essay does not discuss how surrogate decision-making works with the

    practice of Physician Aid-in-Dying.

    5/3/25, 1:44 PM

    Page 4 of 9about:srcdoc

    The Future of Physician Aid-in-Dying 18 points

    Criteria Description

    The Future of Physician Aid-in-Dying

    5. Excellent 18 points

    Essay clearly, thoroughly, and insightfully anticipates what the future may

    hold for Physician Aid-in-Dying.

    4. Good 15.3 points

    Essay clearly and thoroughly anticipates what the future may hold for

    Physician Aid-in-Dying.

    3. Satisfactory 13.5 points

    Essay anticipates what the future may hold for Physician Aid-in-Dying.

    2. Less Than Satisfactory 11.7 points

    Essay vaguely anticipates what the future may hold for Physician Aid-in-Dying.

    1. Unsatisfactory 0 points

    Essay does not anticipate what the future may hold for Physician Aid-in-Dying.

    5/3/25, 1:44 PM

    Page 5 of 9about:srcdoc

    Thesis Development and Purpose 7 points

    Criteria Description

    Thesis Development and Purpose

    5. Excellent 7 points

    Thesis is comprehensive and contains the essence of the paper. Thesis

    statement makes the purpose of the paper clear.

    4. Good 5.95 points

    Thesis is clear and forecasts the development of the paper. Thesis is

    descriptive and reflective of the arguments and appropriate to the purpose.

    3. Satisfactory 5.25 points

    Thesis is apparent and appropriate to purpose.

    2. Less Than Satisfactory 4.55 points

    Thesis is insufficiently developed or vague. Purpose is not clear.

    1. Unsatisfactory 0 points

    Paper lacks any discernible overall purpose or organizing claim.

    5/3/25, 1:44 PM

    Page 6 of 9about:srcdoc

    Argument Logic and Construction 8 points

    Criteria Description

    Argument Logic and Construction

    5. Excellent 8 points

    Clear and convincing argument presents a persuasive claim in a distinctive

    and compelling manner. All sources are authoritative.

    4. Good 6.8 points

    Argument shows logical progression. Techniques of argumentation are

    evident. There is a smooth progression of claims from introduction to

    conclusion. Most sources are authoritative.

    3. Satisfactory 6 points

    Argument is orderly but may have a few inconsistencies. The argument

    presents minimal justification of claims. Argument logically, but not

    thoroughly, supports the purpose. Sources used are credible. Introduction

    and conclusion bracket the thesis.

    2. Less Than Satisfactory 5.2 points

    Sufficient justification of claims is lacking. Argument lacks consistent unity.

    There are obvious flaws in the logic. Some sources have questionable

    credibility.

    1. Unsatisfactory 0 points

    Statement of purpose is not justified by the conclusion. The conclusion does

    not support the claim made. Argument is incoherent and uses noncredible

    sources.

    5/3/25, 1:44 PM

    Page 7 of 9about:srcdoc

    Mechanics of Writing (includes spelling, punctuation, grammar,
    language use)

    5 points

    Criteria Description

    Mechanics of Writing (includes spelling, punctuation, grammar, language use)

    5. Excellent 5 points

    Writer is clearly in command of standard, written, academic English.

    4. Good 4.25 points

    Prose is largely free of mechanical errors, although a few may be present. The

    writer uses a variety of effective sentence structures and figures of speech.

    3. Satisfactory 3.75 points

    Some mechanical errors or typos are present, but they are not overly

    distracting to the reader. Correct and varied sentence structure and audience-

    appropriate language are employed.

    2. Less Than Satisfactory 3.25 points

    Frequent and repetitive mechanical errors distract the reader. Inconsistencies

    in language choice (register) or word choice are present. Sentence structure is

    correct but not varied.

    1. Unsatisfactory 0 points

    Surface errors are pervasive enough that they impede communication of

    meaning. Inappropriate word choice or sentence construction is used.

    5/3/25, 1:44 PM

    Page 8 of 9about:srcdoc

    Paper Format (use of appropriate style for the major and
    assignment)

    5 points

    Criteria Description

    Paper Format (use of appropriate style for the major and assignment)

    5. Excellent 5 points

    All format elements are correct.

    4. Good 4.25 points

    Appropriate template is fully used. There are virtually no errors in formatting

    style.

    3. Satisfactory 3.75 points

    Appropriate template is used. Formatting is correct, although some minor

    errors may be present.

    2. Less Than Satisfactory 3.25 points

    Appropriate template is used, but some elements are missing or mistaken. A

    lack of control with formatting is apparent.

    1. Unsatisfactory 0 points

    Template is not used appropriately, or documentation format is rarely

    followed correctly.

    5/3/25, 1:44 PM

    Page 9 of 9about:srcdoc

    Documentation of Sources 5 points

    Criteria Description

    Documentation of Sources (citations, footnotes, references, bibliography, etc., as

    appropriate to assignment and style)

    5. Excellent 5 points

    Sources are completely and correctly documented, as appropriate to

    assignment and style, and format is free of error.

    4. Good 4.25 points

    Sources are documented, as appropriate to assignment and style, and format

    is mostly correct.

    3. Satisfactory 3.75 points

    Sources are documented, as appropriate to assignment and style, although

    some formatting errors may be present.

    2. Less Than Satisfactory 3.25 points

    Documentation of sources is inconsistent or incorrect, as appropriate to

    assignment and style, with numerous formatting errors.

    1. Unsatisfactory 0 points

    Sources are not documented.

    Total 100 points

    © 2025. Grand Canyon University. All Rights Reserved.© 2025. Grand Canyon University. All Rights Reserved.© 2025. Grand Canyon University. All Rights Reserved.© 2025. Grand Canyon University. All Rights Reserved.© 2025. Grand Canyon University. All Rights Reserved.© 2025. Grand Canyon University. All Rights Reserved.© 2025. Grand Canyon University. All Rights Reserved.© 2025. Grand Canyon University. All Rights Reserved.© 2025. Grand Canyon University. All Rights Reserved.

    [https://www.gce.com/](https://www.gce.com/)

    [https://www.gce.com/](https://www.gce.com/)

    [https://www.gce.com/](https://www.gce.com/)

    [https://www.gce.com/](https://www.gce.com/)

    [https://www.gce.com/](https://www.gce.com/)

    [https://www.gce.com/](https://www.gce.com/)

    [https://www.gce.com/](https://www.gce.com/)

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    **## PhysicianAidCaseStudyAssignment.docx**

    Physician Aid-in-Dying is a practice that is legal in a number of states within the United States due to the passing of the Death with Dignity Act.
    Please make sure to research this topic prior to beginning this assignment, as you will need to apply this research to your paper.

    _Case Study: Physician Aid-in-Dying in Portland, Oregon_
    A 35-year-old male named Zachary Davis has lived in and been a legal resident of Portland for almost 20 years. In the fall of 2018 he began having terrible headaches. After months of suffering with these, Zachary made the decision to see his primary care provider. His provider decided that scans should be done to rule out anything serious before beginning treatment for what he thought was probably migraine headaches. Zachary had the routine scans and at 5:00 p.m. he received a call from his doctor with the results. Zachary was diagnosed with advanced stage glioblastoma multiforme brain cancer, one of the deadliest brain tumors with a very low survival rate. Zachary immediately began aggressive treatment. After 12 weeks of treatment, they saw no improvement in his condition. At that time, his doctors sat down with him to discuss options. He was given approximately 6 months to live, giving him the dreaded diagnosis of being terminally ill. They discussed hospice care and other end-of-life options. After surveying the options, Zachary expressed the wish to participate in Physician Aid-In-Dying.

    Considering all aspects of the Death With Dignity legislation that has been passed into law in Oregon, consider the following in a paper of
    1,000-1,250 words:

    1. Does Zachary meet the requirements to take part in this practice? Why? Be detailed and specific in your evaluation of this practice.

    2. Considering Death With Dignity legislation, is mental health a component that is evaluated and considered? Do you support this aspect of the legislation?

    3. As we near end of life it is often that a surrogate is put in place for our medical decisions. How does this work with the practice of Physician Aid-in-dying?

    4. What do you anticipate seeing in the future with this controversial practice in health care?

    **PLEASE USE REFERENCES**

    **## HLT-305Rubric-PhysicianAid-in-DyingCaseStudy.pdf**

    5/3/25, 1:44 PM

    Page 1 of 9about:srcdoc

    Physician Aid-in-Dying Case Study – Rubric

    Meeting Physician Aid-in-Dying Requirements 18 points

    Criteria Description

    Meeting Physician Aid-in-Dying Requirements

    5. Excellent 18 points

    Essay clearly, thoroughly, and insightfully considers whether the requirements

    are met to proceed with Physician Aid-in-Dying.

    4. Good 15.3 points

    Essay clearly and thoroughly considers whether the requirements are met to

    proceed with Physician Aid-in-Dying.

    3. Satisfactory 13.5 points

    Essay considers whether the requirements are met to proceed with Physician

    Aid-in-Dying.

    2. Less Than Satisfactory 11.7 points

    Essay vaguely considers whether the requirements are met to proceed with

    Physician Aid-in-Dying.

    1. Unsatisfactory 0 points

    Essay does not consider whether the requirements are met to proceed with

    Physician Aid-in-Dying.

    Collapse All

    5/3/25, 1:44 PM

    Page 2 of 9about:srcdoc

    Mental Health in Death With Dignity Legislation 17 points

    Criteria Description

    Mental Health in Death With Dignity Legislation

    5. Excellent 17 points

    Essay clearly, thoroughly, and insightfully discusses whether mental health is

    a component that is evaluated and considered in Death With Dignity

    legislation.

    4. Good 14.45 points

    Essay clearly and thoroughly discusses whether mental health is a component

    that is evaluated and considered in Death With Dignity legislation.

    3. Satisfactory 12.75 points

    Essay discusses whether mental health is a component that is evaluated and

    considered in Death With Dignity legislation.

    2. Less Than Satisfactory 11.05 points

    Essay vaguely discusses whether mental health is a component that is

    evaluated and considered in Death With Dignity legislation.

    1. Unsatisfactory 0 points

    Essay does not discuss whether mental health is a component that is

    evaluated and considered in Death With Dignity legislation.

    5/3/25, 1:44 PM

    Page 3 of 9about:srcdoc

    Surrogate Medical Decisions in Physician Aid-In-Dying 17 points

    Criteria Description

    Surrogate Medical Decisions in Physician Aid-In-Dying

    5. Excellent 17 points

    Essay clearly, thoroughly, and insightfully discusses how surrogate decision-

    making works with the practice of Physician Aid-in-Dying.

    4. Good 14.45 points

    Essay clearly and thoroughly discusses how surrogate decision-making works

    with the practice of Physician Aid-in-Dying.

    3. Satisfactory 12.75 points

    Essay discusses how surrogate decision-making works with the practice of

    Physician Aid-in-Dying.

    2. Less Than Satisfactory 11.05 points

    Essay vaguely discusses how surrogate decision-making works with the

    practice of Physician Aid-in-Dying.

    1. Unsatisfactory 0 points

    Essay does not discuss how surrogate decision-making works with the

    practice of Physician Aid-in-Dying.

    5/3/25, 1:44 PM

    Page 4 of 9about:srcdoc

    The Future of Physician Aid-in-Dying 18 points

    Criteria Description

    The Future of Physician Aid-in-Dying

    5. Excellent 18 points

    Essay clearly, thoroughly, and insightfully anticipates what the future may

    hold for Physician Aid-in-Dying.

    4. Good 15.3 points

    Essay clearly and thoroughly anticipates what the future may hold for

    Physician Aid-in-Dying.

    3. Satisfactory 13.5 points

    Essay anticipates what the future may hold for Physician Aid-in-Dying.

    2. Less Than Satisfactory 11.7 points

    Essay vaguely anticipates what the future may hold for Physician Aid-in-Dying.

    1. Unsatisfactory 0 points

    Essay does not anticipate what the future may hold for Physician Aid-in-Dying.

    5/3/25, 1:44 PM

    Page 5 of 9about:srcdoc

    Thesis Development and Purpose 7 points

    Criteria Description

    Thesis Development and Purpose

    5. Excellent 7 points

    Thesis is comprehensive and contains the essence of the paper. Thesis

    statement makes the purpose of the paper clear.

    4. Good 5.95 points

    Thesis is clear and forecasts the development of the paper. Thesis is

    descriptive and reflective of the arguments and appropriate to the purpose.

    3. Satisfactory 5.25 points

    Thesis is apparent and appropriate to purpose.

    2. Less Than Satisfactory 4.55 points

    Thesis is insufficiently developed or vague. Purpose is not clear.

    1. Unsatisfactory 0 points

    Paper lacks any discernible overall purpose or organizing claim.

    5/3/25, 1:44 PM

    Page 6 of 9about:srcdoc

    Argument Logic and Construction 8 points

    Criteria Description

    Argument Logic and Construction

    5. Excellent 8 points

    Clear and convincing argument presents a persuasive claim in a distinctive

    and compelling manner. All sources are authoritative.

    4. Good 6.8 points

    Argument shows logical progression. Techniques of argumentation are

    evident. There is a smooth progression of claims from introduction to

    conclusion. Most sources are authoritative.

    3. Satisfactory 6 points

    Argument is orderly but may have a few inconsistencies. The argument

    presents minimal justification of claims. Argument logically, but not

    thoroughly, supports the purpose. Sources used are credible. Introduction

    and conclusion bracket the thesis.

    2. Less Than Satisfactory 5.2 points

    Sufficient justification of claims is lacking. Argument lacks consistent unity.

    There are obvious flaws in the logic. Some sources have questionable

    credibility.

    1. Unsatisfactory 0 points

    Statement of purpose is not justified by the conclusion. The conclusion does

    not support the claim made. Argument is incoherent and uses noncredible

    sources.

    5/3/25, 1:44 PM

    Page 7 of 9about:srcdoc

    Mechanics of Writing (includes spelling, punctuation, grammar,
    language use)

    5 points

    Criteria Description

    Mechanics of Writing (includes spelling, punctuation, grammar, language use)

    5. Excellent 5 points

    Writer is clearly in command of standard, written, academic English.

    4. Good 4.25 points

    Prose is largely free of mechanical errors, although a few may be present. The

    writer uses a variety of effective sentence structures and figures of speech.

    3. Satisfactory 3.75 points

    Some mechanical errors or typos are present, but they are not overly

    distracting to the reader. Correct and varied sentence structure and audience-

    appropriate language are employed.

    2. Less Than Satisfactory 3.25 points

    Frequent and repetitive mechanical errors distract the reader. Inconsistencies

    in language choice (register) or word choice are present. Sentence structure is

    correct but not varied.

    1. Unsatisfactory 0 points

    Surface errors are pervasive enough that they impede communication of

    meaning. Inappropriate word choice or sentence construction is used.

    5/3/25, 1:44 PM

    Page 8 of 9about:srcdoc

    Paper Format (use of appropriate style for the major and
    assignment)

    5 points

    Criteria Description

    Paper Format (use of appropriate style for the major and assignment)

    5. Excellent 5 points

    All format elements are correct.

    4. Good 4.25 points

    Appropriate template is fully used. There are virtually no errors in formatting

    style.

    3. Satisfactory 3.75 points

    Appropriate template is used. Formatting is correct, although some minor

    errors may be present.

    2. Less Than Satisfactory 3.25 points

    Appropriate template is used, but some elements are missing or mistaken. A

    lack of control with formatting is apparent.

    1. Unsatisfactory 0 points

    Template is not used appropriately, or documentation format is rarely

    followed correctly.

    5/3/25, 1:44 PM

    Page 9 of 9about:srcdoc

    Documentation of Sources 5 points

    Criteria Description

    Documentation of Sources (citations, footnotes, references, bibliography, etc., as

    appropriate to assignment and style)

    5. Excellent 5 points

    Sources are completely and correctly documented, as appropriate to

    assignment and style, and format is free of error.

    4. Good 4.25 points

    Sources are documented, as appropriate to assignment and style, and format

    is mostly correct.

    3. Satisfactory 3.75 points

    Sources are documented, as appropriate to assignment and style, although

    some formatting errors may be present.

    2. Less Than Satisfactory 3.25 points

    Documentation of sources is inconsistent or incorrect, as appropriate to

    assignment and style, with numerous formatting errors.

    1. Unsatisfactory 0 points

    Sources are not documented.

    Total 100 points

    © 2025. Grand Canyon University. All Rights Reserved.© 2025. Grand Canyon University. All Rights Reserved.© 2025. Grand Canyon University. All Rights Reserved.© 2025. Grand Canyon University. All Rights Reserved.© 2025. Grand Canyon University. All Rights Reserved.© 2025. Grand Canyon University. All Rights Reserved.© 2025. Grand Canyon University. All Rights Reserved.© 2025. Grand Canyon University. All Rights Reserved.© 2025. Grand Canyon University. All Rights Reserved.

    [https://www.gce.com/](https://www.gce.com/)

    [https://www.gce.com/](https://www.gce.com/)

    [https://www.gce.com/](https://www.gce.com/)

    [https://www.gce.com/](https://www.gce.com/)

    [https://www.gce.com/](https://www.gce.com/)

    [https://www.gce.com/](https://www.gce.com/)

    [https://www.gce.com/](https://www.gce.com/)

    [https://www.gce.com/](https://www.gce.com/)

    [https://www.gce.com/](https://www.gce.com/)

    **## PhysicianAidCaseStudyAssignment.docx**

    Physician Aid-in-Dying is a practice that is legal in a number of states within the United States due to the passing of the Death with Dignity Act.
    Please make sure to research this topic prior to beginning this assignment, as you will need to apply this research to your paper.

    _Case Study: Physician Aid-in-Dying in Portland, Oregon_
    A 35-year-old male named Zachary Davis has lived in and been a legal resident of Portland for almost 20 years. In the fall of 2018 he began having terrible headaches. After months of suffering with these, Zachary made the decision to see his primary care provider. His provider decided that scans should be done to rule out anything serious before beginning treatment for what he thought was probably migraine headaches. Zachary had the routine scans and at 5:00 p.m. he received a call from his doctor with the results. Zachary was diagnosed with advanced stage glioblastoma multiforme brain cancer, one of the deadliest brain tumors with a very low survival rate. Zachary immediately began aggressive treatment. After 12 weeks of treatment, they saw no improvement in his condition. At that time, his doctors sat down with him to discuss options. He was given approximately 6 months to live, giving him the dreaded diagnosis of being terminally ill. They discussed hospice care and other end-of-life options. After surveying the options, Zachary expressed the wish to participate in Physician Aid-In-Dying.

    Considering all aspects of the Death With Dignity legislation that has been passed into law in Oregon, consider the following in a paper of
    1,000-1,250 words:

    1. Does Zachary meet the requirements to take part in this practice? Why? Be detailed and specific in your evaluation of this practice.

    2. Considering Death With Dignity legislation, is mental health a component that is evaluated and considered? Do you support this aspect of the legislation?

    3. As we near end of life it is often that a surrogate is put in place for our medical decisions. How does this work with the practice of Physician Aid-in-dying?

    4. What do you anticipate seeing in the future with this controversial practice in health care?

    **PLEASE USE REFERENCES**

    **## HLT-305Rubric-PhysicianAid-in-DyingCaseStudy.pdf**

    5/3/25, 1:44 PM

    Page 1 of 9about:srcdoc

    Physician Aid-in-Dying Case Study – Rubric

    Meeting Physician Aid-in-Dying Requirements 18 points

    Criteria Description

    Meeting Physician Aid-in-Dying Requirements

    5. Excellent 18 points

    Essay clearly, thoroughly, and insightfully considers whether the requirements

    are met to proceed with Physician Aid-in-Dying.

    4. Good 15.3 points

    Essay clearly and thoroughly considers whether the requirements are met to

    proceed with Physician Aid-in-Dying.

    3. Satisfactory 13.5 points

    Essay considers whether the requirements are met to proceed with Physician

    Aid-in-Dying.

    2. Less Than Satisfactory 11.7 points

    Essay vaguely considers whether the requirements are met to proceed with

    Physician Aid-in-Dying.

    1. Unsatisfactory 0 points

    Essay does not consider whether the requirements are met to proceed with

    Physician Aid-in-Dying.

    Collapse All

    5/3/25, 1:44 PM

    Page 2 of 9about:srcdoc

    Mental Health in Death With Dignity Legislation 17 points

    Criteria Description

    Mental Health in Death With Dignity Legislation

    5. Excellent 17 points

    Essay clearly, thoroughly, and insightfully discusses whether mental health is

    a component that is evaluated and considered in Death With Dignity

    legislation.

    4. Good 14.45 points

    Essay clearly and thoroughly discusses whether mental health is a component

    that is evaluated and considered in Death With Dignity legislation.

    3. Satisfactory 12.75 points

    Essay discusses whether mental health is a component that is evaluated and

    considered in Death With Dignity legislation.

    2. Less Than Satisfactory 11.05 points

    Essay vaguely discusses whether mental health is a component that is

    evaluated and considered in Death With Dignity legislation.

    1. Unsatisfactory 0 points

    Essay does not discuss whether mental health is a component that is

    evaluated and considered in Death With Dignity legislation.

    5/3/25, 1:44 PM

    Page 3 of 9about:srcdoc

    Surrogate Medical Decisions in Physician Aid-In-Dying 17 points

    Criteria Description

    Surrogate Medical Decisions in Physician Aid-In-Dying

    5. Excellent 17 points

    Essay clearly, thoroughly, and insightfully discusses how surrogate decision-

    making works with the practice of Physician Aid-in-Dying.

    4. Good 14.45 points

    Essay clearly and thoroughly discusses how surrogate decision-making works

    with the practice of Physician Aid-in-Dying.

    3. Satisfactory 12.75 points

    Essay discusses how surrogate decision-making works with the practice of

    Physician Aid-in-Dying.

    2. Less Than Satisfactory 11.05 points

    Essay vaguely discusses how surrogate decision-making works with the

    practice of Physician Aid-in-Dying.

    1. Unsatisfactory 0 points

    Essay does not discuss how surrogate decision-making works with the

    practice of Physician Aid-in-Dying.

    5/3/25, 1:44 PM

    Page 4 of 9about:srcdoc

    The Future of Physician Aid-in-Dying 18 points

    Criteria Description

    The Future of Physician Aid-in-Dying

    5. Excellent 18 points

    Essay clearly, thoroughly, and insightfully anticipates what the future may

    hold for Physician Aid-in-Dying.

    4. Good 15.3 points

    Essay clearly and thoroughly anticipates what the future may hold for

    Physician Aid-in-Dying.

    3. Satisfactory 13.5 points

    Essay anticipates what the future may hold for Physician Aid-in-Dying.

    2. Less Than Satisfactory 11.7 points

    Essay vaguely anticipates what the future may hold for Physician Aid-in-Dying.

    1. Unsatisfactory 0 points

    Essay does not anticipate what the future may hold for Physician Aid-in-Dying.

    5/3/25, 1:44 PM

    Page 5 of 9about:srcdoc

    Thesis Development and Purpose 7 points

    Criteria Description

    Thesis Development and Purpose

    5. Excellent 7 points

    Thesis is comprehensive and contains the essence of the paper. Thesis

    statement makes the purpose of the paper clear.

    4. Good 5.95 points

    Thesis is clear and forecasts the development of the paper. Thesis is

    descriptive and reflective of the arguments and appropriate to the purpose.

    3. Satisfactory 5.25 points

    Thesis is apparent and appropriate to purpose.

    2. Less Than Satisfactory 4.55 points

    Thesis is insufficiently developed or vague. Purpose is not clear.

    1. Unsatisfactory 0 points

    Paper lacks any discernible overall purpose or organizing claim.

    5/3/25, 1:44 PM

    Page 6 of 9about:srcdoc

    Argument Logic and Construction 8 points

    Criteria Description

    Argument Logic and Construction

    5. Excellent 8 points

    Clear and convincing argument presents a persuasive claim in a distinctive

    and compelling manner. All sources are authoritative.

    4. Good 6.8 points

    Argument shows logical progression. Techniques of argumentation are

    evident. There is a smooth progression of claims from introduction to

    conclusion. Most sources are authoritative.

    3. Satisfactory 6 points

    Argument is orderly but may have a few inconsistencies. The argument

    presents minimal justification of claims. Argument logically, but not

    thoroughly, supports the purpose. Sources used are credible. Introduction

    and conclusion bracket the thesis.

    2. Less Than Satisfactory 5.2 points

    Sufficient justification of claims is lacking. Argument lacks consistent unity.

    There are obvious flaws in the logic. Some sources have questionable

    credibility.

    1. Unsatisfactory 0 points

    Statement of purpose is not justified by the conclusion. The conclusion does

    not support the claim made. Argument is incoherent and uses noncredible

    sources.

    5/3/25, 1:44 PM

    Page 7 of 9about:srcdoc

    Mechanics of Writing (includes spelling, punctuation, grammar,
    language use)

    5 points

    Criteria Description

    Mechanics of Writing (includes spelling, punctuation, grammar, language use)

    5. Excellent 5 points

    Writer is clearly in command of standard, written, academic English.

    4. Good 4.25 points

    Prose is largely free of mechanical errors, although a few may be present. The

    writer uses a variety of effective sentence structures and figures of speech.

    3. Satisfactory 3.75 points

    Some mechanical errors or typos are present, but they are not overly

    distracting to the reader. Correct and varied sentence structure and audience-

    appropriate language are employed.

    2. Less Than Satisfactory 3.25 points

    Frequent and repetitive mechanical errors distract the reader. Inconsistencies

    in language choice (register) or word choice are present. Sentence structure is

    correct but not varied.

    1. Unsatisfactory 0 points

    Surface errors are pervasive enough that they impede communication of

    meaning. Inappropriate word choice or sentence construction is used.

    5/3/25, 1:44 PM

    Page 8 of 9about:srcdoc

    Paper Format (use of appropriate style for the major and
    assignment)

    5 points

    Criteria Description

    Paper Format (use of appropriate style for the major and assignment)

    5. Excellent 5 points

    All format elements are correct.

    4. Good 4.25 points

    Appropriate template is fully used. There are virtually no errors in formatting

    style.

    3. Satisfactory 3.75 points

    Appropriate template is used. Formatting is correct, although some minor

    errors may be present.

    2. Less Than Satisfactory 3.25 points

    Appropriate template is used, but some elements are missing or mistaken. A

    lack of control with formatting is apparent.

    1. Unsatisfactory 0 points

    Template is not used appropriately, or documentation format is rarely

    followed correctly.

    5/3/25, 1:44 PM

    Page 9 of 9about:srcdoc

    Documentation of Sources 5 points

    Criteria Description

    Documentation of Sources (citations, footnotes, references, bibliography, etc., as

    appropriate to assignment and style)

    5. Excellent 5 points

    Sources are completely and correctly documented, as appropriate to

    assignment and style, and format is free of error.

    4. Good 4.25 points

    Sources are documented, as appropriate to assignment and style, and format

    is mostly correct.

    3. Satisfactory 3.75 points

    Sources are documented, as appropriate to assignment and style, although

    some formatting errors may be present.

    2. Less Than Satisfactory 3.25 points

    Documentation of sources is inconsistent or incorrect, as appropriate to

    assignment and style, with numerous formatting errors.

    1. Unsatisfactory 0 points

    Sources are not documented.

    Total 100 points

    © 2025. Grand Canyon University. All Rights Reserved.© 2025. Grand Canyon University. All Rights Reserved.© 2025. Grand Canyon University. All Rights Reserved.© 2025. Grand Canyon University. All Rights Reserved.© 2025. Grand Canyon University. All Rights Reserved.© 2025. Grand Canyon University. All Rights Reserved.© 2025. Grand Canyon University. All Rights Reserved.© 2025. Grand Canyon University. All Rights Reserved.© 2025. Grand Canyon University. All Rights Reserved.

    [https://www.gce.com/](https://www.gce.com/)

    [https://www.gce.com/](https://www.gce.com/)

    [https://www.gce.com/](https://www.gce.com/)

    [https://www.gce.com/](https://www.gce.com/)

    [https://www.gce.com/](https://www.gce.com/)

    [https://www.gce.com/](https://www.gce.com/)

    [https://www.gce.com/](https://www.gce.com/)

    [https://www.gce.com/](https://www.gce.com/)

    [https://www.gce.com/](https://www.gce.com/)

  • [Solved] assitant needed PE

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    please see attachment – a year ago **files (1)** – ## lu11_instructions2.docx **## lu11_instructions2.docx** **_Observation Paper Instructions_** **Overview:** The purpose of the assignment is for students to observe teachers in a real-world setting. Students will do one observation of an elementa…

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    Assignment Prompt & Instructions

    please see attachment

    – a year ago

    **files (1)**

    – ## lu11_instructions2.docx

    **## lu11_instructions2.docx**

    **_Observation Paper Instructions_**

    **Overview:** The purpose of the assignment is for students to observe teachers in a real-world setting.
    Students will do one observation of an elementary school PE class. Students must contact the teachers they plan on observing and receive permission to observe and to arrange a day and time for the observation. Students should bring a notebook to record their observations and signature sheet for the teacher to sign. Students will then write a five page paper based on their observations.

    **Format:**

    | | |
    | — | — |
    | _PEH 210: Elementary Physical Education_ | _Learning Unit 11: Instructions_ |

    1. Setting and activity: Spend 1-2 pages describing the setting and the activities that you observed in your observation. (Note how many students, how large of an area, what activities did you observe, how many stations of different activities, how long did things last, etc.)

    2. Compare and contrast: Spend 1-2 pages comparing and contrasting student involvement in the class. Where there differences you can recall from your Elementary PE experience? What similarities did you observe?

    3. Reflections/Summary: Spend 1-2 pages reflecting on your observation. What did you learn? What grade level did you observe, which age do you think you would prefer to teach? How would you have done thing differently if you were the teacher? What things would you do the same if you were the teacher?

    The paper must be five pages. Mentor form MUST be included for EACH age group observed.

    _© Lyndsey Michel and Indian Hills Community College_

    **## lu11_instructions2.docx**

    **_Observation Paper Instructions_**

    **Overview:** The purpose of the assignment is for students to observe teachers in a real-world setting.
    Students will do one observation of an elementary school PE class. Students must contact the teachers they plan on observing and receive permission to observe and to arrange a day and time for the observation. Students should bring a notebook to record their observations and signature sheet for the teacher to sign. Students will then write a five page paper based on their observations.

    **Format:**

    | | |
    | — | — |
    | _PEH 210: Elementary Physical Education_ | _Learning Unit 11: Instructions_ |

    1. Setting and activity: Spend 1-2 pages describing the setting and the activities that you observed in your observation. (Note how many students, how large of an area, what activities did you observe, how many stations of different activities, how long did things last, etc.)

    2. Compare and contrast: Spend 1-2 pages comparing and contrasting student involvement in the class. Where there differences you can recall from your Elementary PE experience? What similarities did you observe?

    3. Reflections/Summary: Spend 1-2 pages reflecting on your observation. What did you learn? What grade level did you observe, which age do you think you would prefer to teach? How would you have done thing differently if you were the teacher? What things would you do the same if you were the teacher?

    The paper must be five pages. Mentor form MUST be included for EACH age group observed.

    _© Lyndsey Michel and Indian Hills Community College_

  • [Solved] SLP4

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – What are the assumptions of the symbolic frame? – When and why is it useful? – What rituals, storytelling practices, and heroes exist within your educational settings? Bolman, L. G., & Deal, T. E. (2017). Chapter 12: Organizational symbols and culture. _Reframing organizations: Artistry, choice, a…

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    Assignment Prompt & Instructions

    – What are the assumptions of the symbolic frame?
    – When and why is it useful?
    – What rituals, storytelling practices, and heroes exist within your educational settings?

    Bolman, L. G., & Deal, T. E. (2017). Chapter 12: Organizational symbols and culture. _Reframing organizations: Artistry, choice, and leadership_ (6 ed.). (pp. 239 – 264). Wiley.

    – a year ago

  • [Solved] Emergent Literacy

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – a year ago **files (4)** – ## Micro_Emergent_Part3_Mod1_InfantsToddlers_Assignment12.docx – ## Micro_Emergent_Part3_Mod3_InfantsToddlers_Assignment3.docx – ## Micro_Emergent_Comp3_Mod4_Assignment_4.docx – ## Micro_Emergent_Part3_Mod2_InfantsToddlers_Assignment21.docx **## Micro…

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    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

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    Assignment Prompt & Instructions

    – a year ago

    **files (4)**

    – ## Micro_Emergent_Part3_Mod1_InfantsToddlers_Assignment12.docx

    – ## Micro_Emergent_Part3_Mod3_InfantsToddlers_Assignment3.docx

    – ## Micro_Emergent_Comp3_Mod4_Assignment_4.docx

    – ## Micro_Emergent_Part3_Mod2_InfantsToddlers_Assignment21.docx

    **## Micro_Emergent_Part3_Mod1_InfantsToddlers_Assignment12.docx**

    **![](https://www.sweetstudy.com/questions/emergent-literacy-20903723)**

    | | |
    | — | — |
    | **![](https://www.sweetstudy.com/questions/emergent-literacy-20903723)** | | |
    | — |
    | **Emergent Literacy Part 3:**<br>**Practicum:**<br>**Module 1: Assignment 1** | |

    For this
    **Assignment**, plan and implement a shared reading experience with the children in your care.

    **Infants/Toddlers Assignment Planning Form:**

    | |
    | — |
    | **Reading Aloud with Infants and Toddlers: Read with expression. Label pictures. Add sound effects. Remember that you do not need to read the entire book or read it word for word.** |
    | **How is your environment set up for reading with very young children? What changes can you make?** |
    | **Pay attention to the child’s interest by attending to eye gaze and gestures. Use this opportunity to engage in joint attention with the child. Describe how you will do this:** |
    | **Reading aloud with infants and toddlers provides rich opportunities to engage in serve and return interactions. Describe your understanding of using serve and return while reading aloud:** |
    | **Pause and Try-It Out**<br>**Before continuing to complete the assignment, try your planned activity in your classroom.  Note how it went and how the children responded and come back to finish answering the reflection questions.** |
    | **Answer the following questions.**<br>1. <br>**Reflect on your learning environment. How is it set up to foster shared reading?**<br>2. <br>**What did you notice as you observed the children’s interest in books and reading?**<br>3. <br>**How did you engage in joint attention as you read to the child(ren)?**<br>4. <br>**Reflect on the serve and return strategy during read alouds with infants and toddlers. How will you continue to use this to support oral language development in your early care environment?** |

    | | |
    | — | — |
    | Page 1 of 2 | ![](https://www.sweetstudy.com/questions/emergent-literacy-20903723) |

    ![](https://www.sweetstudy.com/questions/emergent-literacy-20903723)

    © 2025 University of Florida Lastinger Center for Learning

    ## image1.emf

    ## image2.png

    ## image3.png

    ## image4.emf

    **## Micro_Emergent_Part3_Mod3_InfantsToddlers_Assignment3.docx**

    **![](https://www.sweetstudy.com/questions/emergent-literacy-20903723)**

    | | |
    | — | — |
    | **![](https://www.sweetstudy.com/questions/emergent-literacy-20903723)** | | |
    | — |
    | **Emergent Literacy Part 3:**<br>**Practicum:**<br>**Module 3: Assignment 3** | |

    For this
    **Assignment**, plan to support the development of phonological sensitivity, or the larger units of sound, with the young children in your care.

    **Infants/Toddlers Assignment Planning Form:**

    | |
    | — |
    | **Supporting Phonological Development in Very Young Children (choose ONE of the following)**<br>**Infants – Plan to engage in communication loops with a child or children in your care.**<br>**OR**<br>**Toddlers – Plan an activity to use onomatopoeia to support phonological sensitivity development with a child or children in your care.** |
    | **Information for CDA Portfolio Alignment**<br>**Age group:**<br>**Intended goals:**<br>**Materials:**<br>**Teaching strategies:** |
    | **Use the space below to outline with whom you will work, the strategy you choose, and your plan to engage a child or children in your group.**<br>**Identify the child(ren) whom you observed. For privacy purposes, please use initials:**<br>1. <br> <br>2. <br> <br>**Strategy:**<br>**Plan:** |
    | **Step 4: Pause and Try-It Out**<br>**Before continuing to complete the assignment, try your planned activity in your classroom.  Note how it went and how the children responded and come back to finish answering the reflection questions.** |
    | **Step 5: Reflect on how it went. What worked well? What would you do differently?** |

    | | |
    | — | — |
    | Page 1 of 2 | ![](https://www.sweetstudy.com/questions/emergent-literacy-20903723) |

    ![](https://www.sweetstudy.com/questions/emergent-literacy-20903723)

    © 2023 University of Florida Lastinger Center for Learning

    ## image1.emf

    ## image2.png

    ## image3.png

    ## image4.emf

    **## Micro_Emergent_Comp3_Mod4_Assignment_4.docx**

    **![](https://www.sweetstudy.com/questions/emergent-literacy-20903723)**

    | | |
    | — | — |
    | **![](https://www.sweetstudy.com/questions/emergent-literacy-20903723)** | | |
    | — |
    | **Emergent Literacy part 3:**<br>**Practicum:**<br>**Module 4: Assignment 4** | |

    For this
    **Assignment**, you will reflect on and plan to engage families in their childrens’ emergent reading and writing development.

    Choose one of the following strategies to implement with the families in your early care and education environment.

    1. Refer to
    **Handout: A Strengths-Based Approach to Family Literacy** for implementation suggestions.

    2. Use the planning form to guide you in developing and implementing the strategy.

    | |
    | — |
    | **Strategy Options** |
    | Invite families to share about their literacy experiences. |
    | Provide a variety of reading materials that relate to what is important to the families. |
    | Use families’ home languages in the learning environment. |
    | Include all family members and encourage multiple ways in which they can contribute (e.g., verbal storytelling, reading, sharing a piece of writing or a piece of art, etc.). |
    | Incorporate materials that honor children with special needs. |
    | Offer multiple ways to connect or communicate with the families. |
    | Recognize that literacy is a way to empower the family through stimulating thoughts and social interaction. |
    | Encourage shared family reading experiences. |

    **Assignment Planning Form:**

    | |
    | — |
    | **Engaging Families in Emergent Literacy Development** |
    | **Step 1: Please identify which of the strategies you choose to implement.** |
    | **Step 2: Plan for implementation of the strategy.** |
    | **Step 3: Pause and Try-It Out**<br>**Before continuing to complete the assignment, try your planned activity in your classroom.  Note how it went and how the children responded and come back to finish answering the reflection questions.** |
    | **Step 4: Reflect on how it went. What worked well? What would you do differently?** |

    | | |
    | — | — |
    | Page 1 of 2 | ![](https://www.sweetstudy.com/questions/emergent-literacy-20903723) |

    ![](https://www.sweetstudy.com/questions/emergent-literacy-20903723)

    © 2023 University of Florida Lastinger Center for Learning

    ## image1.emf

    ## image2.png

    ## image3.png

    ## image4.emf

    **## Micro_Emergent_Part3_Mod2_InfantsToddlers_Assignment21.docx**

    **![](https://www.sweetstudy.com/questions/emergent-literacy-20903723)**

    | | |
    | — | — |
    | **![](https://www.sweetstudy.com/questions/emergent-literacy-20903723)** | | |
    | — |
    | **Emergent Literacy Component 3:**<br>**Practicum:**<br>**Module 2: Assignment 2** | |

    For this
    **Assignment**, plan and implement a lesson to support alphabet knowledge and print awareness.

    **Infants/Toddlers Assignment Planning Form:**

    | |
    | — |
    | **Planning for Shared Story Reading** |
    | **Step 1: Identify a child with whom you will share story reading. Include the child’s age and use initials or pseudonyms to protect the child’s identity.**<br>Initials: Age: |
    | **Step 2: Which book did you choose to share? Why did you choose it?** |
    | **Step 3: Refer to**<br>**_Handout: Shared Reading with Infants and Toddlers_ and plan how you will support their exposure to print during the reading.** |
    | **Step 4: Share the story reading with the child you’ve identified. Then, reflect on how the child interacted with the book and ways you supported their exposure to print.** |
    | **Step 5: Pause and Try-It Out**<br>**Before continuing to complete the assignment, try your planned activity in your classroom.  Note how it went and how the children responded and come back to finish answering the reflection questions** |
    | **Step 6: Answer the following questions.**<br>1. <br>**How did understanding the importance of alphabet knowledge and print awareness skills guide you as you planned?**<br>2. <br>**Which skill(s) did you focus on and what activities did you plan?**<br>3. <br>**Reflect on the engagement of the child(ren) during the shared reading or small group activities. What worked well? What would you do differently next time?**<br>4. <br>**How will you continue to share reading and support print interaction with the children in your care?** |

    | | |
    | — | — |
    | Page 1 of 3 | ![](https://www.sweetstudy.com/questions/emergent-literacy-20903723) |

    ![](https://www.sweetstudy.com/questions/emergent-literacy-20903723)

    © 2025 University of Florida Lastinger Center for Learning

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    **## Micro_Emergent_Part3_Mod2_InfantsToddlers_Assignment21.docx**

    **![](https://www.sweetstudy.com/questions/emergent-literacy-20903723)**

    | | |
    | — | — |
    | **![](https://www.sweetstudy.com/questions/emergent-literacy-20903723)** | | |
    | — |
    | **Emergent Literacy Component 3:**<br>**Practicum:**<br>**Module 2: Assignment 2** | |

    For this
    **Assignment**, plan and implement a lesson to support alphabet knowledge and print awareness.

    **Infants/Toddlers Assignment Planning Form:**

    | |
    | — |
    | **Planning for Shared Story Reading** |
    | **Step 1: Identify a child with whom you will share story reading. Include the child’s age and use initials or pseudonyms to protect the child’s identity.**<br>Initials: Age: |
    | **Step 2: Which book did you choose to share? Why did you choose it?** |
    | **Step 3: Refer to**<br>**_Handout: Shared Reading with Infants and Toddlers_ and plan how you will support their exposure to print during the reading.** |
    | **Step 4: Share the story reading with the child you’ve identified. Then, reflect on how the child interacted with the book and ways you supported their exposure to print.** |
    | **Step 5: Pause and Try-It Out**<br>**Before continuing to complete the assignment, try your planned activity in your classroom.  Note how it went and how the children responded and come back to finish answering the reflection questions** |
    | **Step 6: Answer the following questions.**<br>1. <br>**How did understanding the importance of alphabet knowledge and print awareness skills guide you as you planned?**<br>2. <br>**Which skill(s) did you focus on and what activities did you plan?**<br>3. <br>**Reflect on the engagement of the child(ren) during the shared reading or small group activities. What worked well? What would you do differently next time?**<br>4. <br>**How will you continue to share reading and support print interaction with the children in your care?** |

    | | |
    | — | — |
    | Page 1 of 3 | ![](https://www.sweetstudy.com/questions/emergent-literacy-20903723) |

    ![](https://www.sweetstudy.com/questions/emergent-literacy-20903723)

    © 2025 University of Florida Lastinger Center for Learning

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    ## image2.png

    ## image3.png

    ## image4.emf

    **## Micro_Emergent_Part3_Mod1_InfantsToddlers_Assignment12.docx**

    **![](https://www.sweetstudy.com/questions/emergent-literacy-20903723)**

    | | |
    | — | — |
    | **![](https://www.sweetstudy.com/questions/emergent-literacy-20903723)** | | |
    | — |
    | **Emergent Literacy Part 3:**<br>**Practicum:**<br>**Module 1: Assignment 1** | |

    For this
    **Assignment**, plan and implement a shared reading experience with the children in your care.

    **Infants/Toddlers Assignment Planning Form:**

    | |
    | — |
    | **Reading Aloud with Infants and Toddlers: Read with expression. Label pictures. Add sound effects. Remember that you do not need to read the entire book or read it word for word.** |
    | **How is your environment set up for reading with very young children? What changes can you make?** |
    | **Pay attention to the child’s interest by attending to eye gaze and gestures. Use this opportunity to engage in joint attention with the child. Describe how you will do this:** |
    | **Reading aloud with infants and toddlers provides rich opportunities to engage in serve and return interactions. Describe your understanding of using serve and return while reading aloud:** |
    | **Pause and Try-It Out**<br>**Before continuing to complete the assignment, try your planned activity in your classroom.  Note how it went and how the children responded and come back to finish answering the reflection questions.** |
    | **Answer the following questions.**<br>1. <br>**Reflect on your learning environment. How is it set up to foster shared reading?**<br>2. <br>**What did you notice as you observed the children’s interest in books and reading?**<br>3. <br>**How did you engage in joint attention as you read to the child(ren)?**<br>4. <br>**Reflect on the serve and return strategy during read alouds with infants and toddlers. How will you continue to use this to support oral language development in your early care environment?** |

    | | |
    | — | — |
    | Page 1 of 2 | ![](https://www.sweetstudy.com/questions/emergent-literacy-20903723) |

    ![](https://www.sweetstudy.com/questions/emergent-literacy-20903723)

    © 2025 University of Florida Lastinger Center for Learning

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    ## image2.png

    ## image3.png

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    **## Micro_Emergent_Part3_Mod3_InfantsToddlers_Assignment3.docx**

    **![](https://www.sweetstudy.com/questions/emergent-literacy-20903723)**

    | | |
    | — | — |
    | **![](https://www.sweetstudy.com/questions/emergent-literacy-20903723)** | | |
    | — |
    | **Emergent Literacy Part 3:**<br>**Practicum:**<br>**Module 3: Assignment 3** | |

    For this
    **Assignment**, plan to support the development of phonological sensitivity, or the larger units of sound, with the young children in your care.

    **Infants/Toddlers Assignment Planning Form:**

    | |
    | — |
    | **Supporting Phonological Development in Very Young Children (choose ONE of the following)**<br>**Infants – Plan to engage in communication loops with a child or children in your care.**<br>**OR**<br>**Toddlers – Plan an activity to use onomatopoeia to support phonological sensitivity development with a child or children in your care.** |
    | **Information for CDA Portfolio Alignment**<br>**Age group:**<br>**Intended goals:**<br>**Materials:**<br>**Teaching strategies:** |
    | **Use the space below to outline with whom you will work, the strategy you choose, and your plan to engage a child or children in your group.**<br>**Identify the child(ren) whom you observed. For privacy purposes, please use initials:**<br>1. <br> <br>2. <br> <br>**Strategy:**<br>**Plan:** |
    | **Step 4: Pause and Try-It Out**<br>**Before continuing to complete the assignment, try your planned activity in your classroom.  Note how it went and how the children responded and come back to finish answering the reflection questions.** |
    | **Step 5: Reflect on how it went. What worked well? What would you do differently?** |

    | | |
    | — | — |
    | Page 1 of 2 | ![](https://www.sweetstudy.com/questions/emergent-literacy-20903723) |

    ![](https://www.sweetstudy.com/questions/emergent-literacy-20903723)

    © 2023 University of Florida Lastinger Center for Learning

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    ## image2.png

    ## image3.png

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    **## Micro_Emergent_Comp3_Mod4_Assignment_4.docx**

    **![](https://www.sweetstudy.com/questions/emergent-literacy-20903723)**

    | | |
    | — | — |
    | **![](https://www.sweetstudy.com/questions/emergent-literacy-20903723)** | | |
    | — |
    | **Emergent Literacy part 3:**<br>**Practicum:**<br>**Module 4: Assignment 4** | |

    For this
    **Assignment**, you will reflect on and plan to engage families in their childrens’ emergent reading and writing development.

    Choose one of the following strategies to implement with the families in your early care and education environment.

    1. Refer to
    **Handout: A Strengths-Based Approach to Family Literacy** for implementation suggestions.

    2. Use the planning form to guide you in developing and implementing the strategy.

    | |
    | — |
    | **Strategy Options** |
    | Invite families to share about their literacy experiences. |
    | Provide a variety of reading materials that relate to what is important to the families. |
    | Use families’ home languages in the learning environment. |
    | Include all family members and encourage multiple ways in which they can contribute (e.g., verbal storytelling, reading, sharing a piece of writing or a piece of art, etc.). |
    | Incorporate materials that honor children with special needs. |
    | Offer multiple ways to connect or communicate with the families. |
    | Recognize that literacy is a way to empower the family through stimulating thoughts and social interaction. |
    | Encourage shared family reading experiences. |

    **Assignment Planning Form:**

    | |
    | — |
    | **Engaging Families in Emergent Literacy Development** |
    | **Step 1: Please identify which of the strategies you choose to implement.** |
    | **Step 2: Plan for implementation of the strategy.** |
    | **Step 3: Pause and Try-It Out**<br>**Before continuing to complete the assignment, try your planned activity in your classroom.  Note how it went and how the children responded and come back to finish answering the reflection questions.** |
    | **Step 4: Reflect on how it went. What worked well? What would you do differently?** |

    | | |
    | — | — |
    | Page 1 of 2 | ![](https://www.sweetstudy.com/questions/emergent-literacy-20903723) |

    ![](https://www.sweetstudy.com/questions/emergent-literacy-20903723)

    © 2023 University of Florida Lastinger Center for Learning

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    ## image2.png

    ## image3.png

    ## image4.emf

    **## Micro_Emergent_Part3_Mod2_InfantsToddlers_Assignment21.docx**

    **![](https://www.sweetstudy.com/questions/emergent-literacy-20903723)**

    | | |
    | — | — |
    | **![](https://www.sweetstudy.com/questions/emergent-literacy-20903723)** | | |
    | — |
    | **Emergent Literacy Component 3:**<br>**Practicum:**<br>**Module 2: Assignment 2** | |

    For this
    **Assignment**, plan and implement a lesson to support alphabet knowledge and print awareness.

    **Infants/Toddlers Assignment Planning Form:**

    | |
    | — |
    | **Planning for Shared Story Reading** |
    | **Step 1: Identify a child with whom you will share story reading. Include the child’s age and use initials or pseudonyms to protect the child’s identity.**<br>Initials: Age: |
    | **Step 2: Which book did you choose to share? Why did you choose it?** |
    | **Step 3: Refer to**<br>**_Handout: Shared Reading with Infants and Toddlers_ and plan how you will support their exposure to print during the reading.** |
    | **Step 4: Share the story reading with the child you’ve identified. Then, reflect on how the child interacted with the book and ways you supported their exposure to print.** |
    | **Step 5: Pause and Try-It Out**<br>**Before continuing to complete the assignment, try your planned activity in your classroom.  Note how it went and how the children responded and come back to finish answering the reflection questions** |
    | **Step 6: Answer the following questions.**<br>1. <br>**How did understanding the importance of alphabet knowledge and print awareness skills guide you as you planned?**<br>2. <br>**Which skill(s) did you focus on and what activities did you plan?**<br>3. <br>**Reflect on the engagement of the child(ren) during the shared reading or small group activities. What worked well? What would you do differently next time?**<br>4. <br>**How will you continue to share reading and support print interaction with the children in your care?** |

    | | |
    | — | — |
    | Page 1 of 3 | ![](https://www.sweetstudy.com/questions/emergent-literacy-20903723) |

    ![](https://www.sweetstudy.com/questions/emergent-literacy-20903723)

    © 2025 University of Florida Lastinger Center for Learning

    ## image1.emf

    ## image2.png

    ## image3.png

    ## image4.emf

    **## Micro_Emergent_Part3_Mod1_InfantsToddlers_Assignment12.docx**

    **![](https://www.sweetstudy.com/questions/emergent-literacy-20903723)**

    | | |
    | — | — |
    | **![](https://www.sweetstudy.com/questions/emergent-literacy-20903723)** | | |
    | — |
    | **Emergent Literacy Part 3:**<br>**Practicum:**<br>**Module 1: Assignment 1** | |

    For this
    **Assignment**, plan and implement a shared reading experience with the children in your care.

    **Infants/Toddlers Assignment Planning Form:**

    | |
    | — |
    | **Reading Aloud with Infants and Toddlers: Read with expression. Label pictures. Add sound effects. Remember that you do not need to read the entire book or read it word for word.** |
    | **How is your environment set up for reading with very young children? What changes can you make?** |
    | **Pay attention to the child’s interest by attending to eye gaze and gestures. Use this opportunity to engage in joint attention with the child. Describe how you will do this:** |
    | **Reading aloud with infants and toddlers provides rich opportunities to engage in serve and return interactions. Describe your understanding of using serve and return while reading aloud:** |
    | **Pause and Try-It Out**<br>**Before continuing to complete the assignment, try your planned activity in your classroom.  Note how it went and how the children responded and come back to finish answering the reflection questions.** |
    | **Answer the following questions.**<br>1. <br>**Reflect on your learning environment. How is it set up to foster shared reading?**<br>2. <br>**What did you notice as you observed the children’s interest in books and reading?**<br>3. <br>**How did you engage in joint attention as you read to the child(ren)?**<br>4. <br>**Reflect on the serve and return strategy during read alouds with infants and toddlers. How will you continue to use this to support oral language development in your early care environment?** |

    | | |
    | — | — |
    | Page 1 of 2 | ![](https://www.sweetstudy.com/questions/emergent-literacy-20903723) |

    ![](https://www.sweetstudy.com/questions/emergent-literacy-20903723)

    © 2025 University of Florida Lastinger Center for Learning

    ## image1.emf

    ## image2.png

    ## image3.png

    ## image4.emf

    **## Micro_Emergent_Part3_Mod3_InfantsToddlers_Assignment3.docx**

    **![](https://www.sweetstudy.com/questions/emergent-literacy-20903723)**

    | | |
    | — | — |
    | **![](https://www.sweetstudy.com/questions/emergent-literacy-20903723)** | | |
    | — |
    | **Emergent Literacy Part 3:**<br>**Practicum:**<br>**Module 3: Assignment 3** | |

    For this
    **Assignment**, plan to support the development of phonological sensitivity, or the larger units of sound, with the young children in your care.

    **Infants/Toddlers Assignment Planning Form:**

    | |
    | — |
    | **Supporting Phonological Development in Very Young Children (choose ONE of the following)**<br>**Infants – Plan to engage in communication loops with a child or children in your care.**<br>**OR**<br>**Toddlers – Plan an activity to use onomatopoeia to support phonological sensitivity development with a child or children in your care.** |
    | **Information for CDA Portfolio Alignment**<br>**Age group:**<br>**Intended goals:**<br>**Materials:**<br>**Teaching strategies:** |
    | **Use the space below to outline with whom you will work, the strategy you choose, and your plan to engage a child or children in your group.**<br>**Identify the child(ren) whom you observed. For privacy purposes, please use initials:**<br>1. <br> <br>2. <br> <br>**Strategy:**<br>**Plan:** |
    | **Step 4: Pause and Try-It Out**<br>**Before continuing to complete the assignment, try your planned activity in your classroom.  Note how it went and how the children responded and come back to finish answering the reflection questions.** |
    | **Step 5: Reflect on how it went. What worked well? What would you do differently?** |

    | | |
    | — | — |
    | Page 1 of 2 | ![](https://www.sweetstudy.com/questions/emergent-literacy-20903723) |

    ![](https://www.sweetstudy.com/questions/emergent-literacy-20903723)

    © 2023 University of Florida Lastinger Center for Learning

    ## image1.emf

    ## image2.png

    ## image3.png

    ## image4.emf

    **## Micro_Emergent_Comp3_Mod4_Assignment_4.docx**

    **![](https://www.sweetstudy.com/questions/emergent-literacy-20903723)**

    | | |
    | — | — |
    | **![](https://www.sweetstudy.com/questions/emergent-literacy-20903723)** | | |
    | — |
    | **Emergent Literacy part 3:**<br>**Practicum:**<br>**Module 4: Assignment 4** | |

    For this
    **Assignment**, you will reflect on and plan to engage families in their childrens’ emergent reading and writing development.

    Choose one of the following strategies to implement with the families in your early care and education environment.

    1. Refer to
    **Handout: A Strengths-Based Approach to Family Literacy** for implementation suggestions.

    2. Use the planning form to guide you in developing and implementing the strategy.

    | |
    | — |
    | **Strategy Options** |
    | Invite families to share about their literacy experiences. |
    | Provide a variety of reading materials that relate to what is important to the families. |
    | Use families’ home languages in the learning environment. |
    | Include all family members and encourage multiple ways in which they can contribute (e.g., verbal storytelling, reading, sharing a piece of writing or a piece of art, etc.). |
    | Incorporate materials that honor children with special needs. |
    | Offer multiple ways to connect or communicate with the families. |
    | Recognize that literacy is a way to empower the family through stimulating thoughts and social interaction. |
    | Encourage shared family reading experiences. |

    **Assignment Planning Form:**

    | |
    | — |
    | **Engaging Families in Emergent Literacy Development** |
    | **Step 1: Please identify which of the strategies you choose to implement.** |
    | **Step 2: Plan for implementation of the strategy.** |
    | **Step 3: Pause and Try-It Out**<br>**Before continuing to complete the assignment, try your planned activity in your classroom.  Note how it went and how the children responded and come back to finish answering the reflection questions.** |
    | **Step 4: Reflect on how it went. What worked well? What would you do differently?** |

    | | |
    | — | — |
    | Page 1 of 2 | ![](https://www.sweetstudy.com/questions/emergent-literacy-20903723) |

    ![](https://www.sweetstudy.com/questions/emergent-literacy-20903723)

    © 2023 University of Florida Lastinger Center for Learning

    ## image1.emf

    ## image2.png

    ## image3.png

    ## image4.emf

    **## Micro_Emergent_Part3_Mod2_InfantsToddlers_Assignment21.docx**

    **![](https://www.sweetstudy.com/questions/emergent-literacy-20903723)**

    | | |
    | — | — |
    | **![](https://www.sweetstudy.com/questions/emergent-literacy-20903723)** | | |
    | — |
    | **Emergent Literacy Component 3:**<br>**Practicum:**<br>**Module 2: Assignment 2** | |

    For this
    **Assignment**, plan and implement a lesson to support alphabet knowledge and print awareness.

    **Infants/Toddlers Assignment Planning Form:**

    | |
    | — |
    | **Planning for Shared Story Reading** |
    | **Step 1: Identify a child with whom you will share story reading. Include the child’s age and use initials or pseudonyms to protect the child’s identity.**<br>Initials: Age: |
    | **Step 2: Which book did you choose to share? Why did you choose it?** |
    | **Step 3: Refer to**<br>**_Handout: Shared Reading with Infants and Toddlers_ and plan how you will support their exposure to print during the reading.** |
    | **Step 4: Share the story reading with the child you’ve identified. Then, reflect on how the child interacted with the book and ways you supported their exposure to print.** |
    | **Step 5: Pause and Try-It Out**<br>**Before continuing to complete the assignment, try your planned activity in your classroom.  Note how it went and how the children responded and come back to finish answering the reflection questions** |
    | **Step 6: Answer the following questions.**<br>1. <br>**How did understanding the importance of alphabet knowledge and print awareness skills guide you as you planned?**<br>2. <br>**Which skill(s) did you focus on and what activities did you plan?**<br>3. <br>**Reflect on the engagement of the child(ren) during the shared reading or small group activities. What worked well? What would you do differently next time?**<br>4. <br>**How will you continue to share reading and support print interaction with the children in your care?** |

    | | |
    | — | — |
    | Page 1 of 3 | ![](https://www.sweetstudy.com/questions/emergent-literacy-20903723) |

    ![](https://www.sweetstudy.com/questions/emergent-literacy-20903723)

    © 2025 University of Florida Lastinger Center for Learning

    ## image1.emf

    ## image2.png

    ## image3.png

    ## image4.emf

  • [Solved] Fieldwork Project Final Version

    ✓ Verified Academic Solution Available

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    In-depth study guidance and analytical solution covering Fieldwork Project Final Version.

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    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] EHS

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    Please view the attachment. – a year ago **files (1)** – ## 4308EnvironmentalHealthandSafety.docx **## 4308EnvironmentalHealthandSafety.docx** **Environmental Health and Safety (EHS) Intern Manager Training** As the current environmental health and safety manager (EHS), you have been assigned an int…

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    Please view the attachment.

    – a year ago

    **files (1)**

    – ## 4308EnvironmentalHealthandSafety.docx

    **## 4308EnvironmentalHealthandSafety.docx**

    **Environmental Health and Safety (EHS) Intern Manager Training**

    As the current environmental health and safety manager (EHS), you have been assigned an intern EHS manager for the summer. You plan to present an overview of their future responsibilities. As such, you are to prepare a PowerPoint presentation for the intern environmental health and safety manager on occupational safety and health training to assist them in their new role.

    Begin your presentation with an introduction and an overview of the Occupational Safety and Health Administration (OSHA) inspection process.

    Continue your presentation with at least one slide to address each of the following. Be sure to include the appropriate regulation/standard where applicable.

    · Hazard Communication

    · Control of Hazardous Energy

    · Confined Space Entry

    · Personal Protective Equipment

    · Respiratory Protection

    · Fall Protection

    · Blood Borne Pathogens

    · Calculating Total Recordable Incident Rates

    · Calculating Days Away, Restricted, or Transfer Rates

    · Calculating Severity Rates

    · Summary/Conclusion

    Your presentation must be at least 12 slides, not counting the title or reference slides. You must include graphics or charts to reinforce the slide content presentation. You must include speaker notes at the bottom of each content slide.

    You are required to use at least three sources to support your presentation. All sources used must have citations and references in APA Style. APA formatting is otherwise not necessary.

    **## 4308EnvironmentalHealthandSafety.docx**

    **Environmental Health and Safety (EHS) Intern Manager Training**

    As the current environmental health and safety manager (EHS), you have been assigned an intern EHS manager for the summer. You plan to present an overview of their future responsibilities. As such, you are to prepare a PowerPoint presentation for the intern environmental health and safety manager on occupational safety and health training to assist them in their new role.

    Begin your presentation with an introduction and an overview of the Occupational Safety and Health Administration (OSHA) inspection process.

    Continue your presentation with at least one slide to address each of the following. Be sure to include the appropriate regulation/standard where applicable.

    · Hazard Communication

    · Control of Hazardous Energy

    · Confined Space Entry

    · Personal Protective Equipment

    · Respiratory Protection

    · Fall Protection

    · Blood Borne Pathogens

    · Calculating Total Recordable Incident Rates

    · Calculating Days Away, Restricted, or Transfer Rates

    · Calculating Severity Rates

    · Summary/Conclusion

    Your presentation must be at least 12 slides, not counting the title or reference slides. You must include graphics or charts to reinforce the slide content presentation. You must include speaker notes at the bottom of each content slide.

    You are required to use at least three sources to support your presentation. All sources used must have citations and references in APA Style. APA formatting is otherwise not necessary.

  • [Solved] 509 C4

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    Consider the following questions as you read the articles for this module and review your own organization’s strategic plan, annual assessment data, or other metrics that measure growth for your organization. – What are the criticisms and strengths of Transformational Leadership theory? – What types…

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    Assignment Prompt & Instructions

    Consider the following questions as you read the articles for this module and review your own organization’s strategic plan, annual assessment data, or other metrics that measure growth for your organization.

    – What are the criticisms and strengths of Transformational Leadership theory?
    – What types of assessments or metrics might be used by a transformational leader?
    – What types of data would a transformative leader use to make decisions to improve outcomes for students?
    – How would a transformative leader analyze data to improve student learning?

    Berkovich, I. (2016). School leaders and transformational leadership theory: Time to part ways? _Journal of Educational Administration, 54_(5), 609-622.

    Kessler, E. H. (2013). Transformational leadership. In _Encyclopedia of Management Theory_. (pp. 896-899). SAGE Publications, Inc.

    Lyon, A. (2020, September 8). [_Transformational leadership theory_](https://www.youtube.com/watch?v=yOkqygQA6jY) [Video]. YouTube. https://www.youtube.com/watch?v=yOkqygQA6jY

    **Introduction:** Begin with an introduction that sets the context for the , highlighting the importance of transformational leadership in educational settings. Provide an overview of the questions that will be addressed in the , emphasizing the significance of understanding the major components, assessments, and data analysis methods associated with transformational leadership.

    **Body**: Organize the body of the into separate sections to address each question:

    **Major Components of Transformational Leadership:** Describe the major components of Transformational Leadership theory, including strengths and criticisms. Utilize insights from the background readings to discuss the four key components: idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. Explore empirical evidence supporting the effectiveness of transformational leadership, as well as any limitations or controversies associated with its application.

    **Assessments and Metrics for Transformational Leaders:** Discuss the types of assessments or metrics that might be used by a transformational leader. Explore methods for evaluating leadership effectiveness, follower satisfaction, and organizational performance within educational settings. Consider both qualitative and quantitative measures that align with the principles of transformational leadership.

    **Data Analysis for Improving Student Outcomes:** Explore the types of data that a transformative leader would use to make decisions to improve outcomes for students. Discuss sources of data, such as academic performance metrics, student surveys, and demographic information, that can inform leadership decisions aimed at enhancing student learning and achievement.

    **Data Analysis Techniques for Improving Student Learning:** Explain how a transformative leader would analyze data to improve student learning. Discuss data analysis techniques, such as trend analysis, comparative analysis, and root cause analysis, that can help identify patterns, challenges, and opportunities for improvement in educational outcomes. Highlight the importance of using data-driven decision-making to inform leadership strategies and interventions.

    **Conclusion:** Summarize the key points discussed in the  and emphasize the importance of transformational leadership in driving positive change and improving student outcomes in educational settings. Highlight the role of effective leadership, data-informed decision-making, and continuous improvement in fostering a culture of excellence and innovation in education.

    – a year ago

  • [Solved] Early childhood education

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Early childhood education-administration – a year ago **files (1)** – ## ece.docx **## ece.docx** In your paper, · Develop an introduction that describes the role of the early childhood administrator as an instructional leader implementing early childhood education program management, curriculum pla…

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    Assignment Prompt & Instructions

    Early childhood education-administration

    – a year ago

    **files (1)**

    – ## ece.docx

    **## ece.docx**

    In your paper,

    · Develop an introduction that describes the role of the early childhood administrator as an instructional leader implementing early childhood education program management, curriculum planning, teaching practices, and classroom management.

    · Describe the learning and developmental needs that you will take into consideration when decision-making.

    · Analyze how your program will address the cognitive, social, emotional, and physical development of children.

    · Explain what high-quality curriculum models, developmental theories, and teaching strategies you will implement into your early childhood education program, supporting your ideas with 2 credible resources in addition to the textbook.

    · Discuss the expectations for developmentally appropriate practices, classroom management, and assessment that you will utilize in your program.

    · Discuss how your program aligns with the NAEYC indicators of an effective curriculum.

    · Discuss a plan of professional development to train staff on how to implement high-quality curriculum models, developmental theories, and teaching strategies into their specific environments.

    · Create a conclusion that reviews your main areas of priority as an instructional leader of a high-quality program motivating the reader to want to be a part of it.

    **## ece.docx**

    In your paper,

    · Develop an introduction that describes the role of the early childhood administrator as an instructional leader implementing early childhood education program management, curriculum planning, teaching practices, and classroom management.

    · Describe the learning and developmental needs that you will take into consideration when decision-making.

    · Analyze how your program will address the cognitive, social, emotional, and physical development of children.

    · Explain what high-quality curriculum models, developmental theories, and teaching strategies you will implement into your early childhood education program, supporting your ideas with 2 credible resources in addition to the textbook.

    · Discuss the expectations for developmentally appropriate practices, classroom management, and assessment that you will utilize in your program.

    · Discuss how your program aligns with the NAEYC indicators of an effective curriculum.

    · Discuss a plan of professional development to train staff on how to implement high-quality curriculum models, developmental theories, and teaching strategies into their specific environments.

    · Create a conclusion that reviews your main areas of priority as an instructional leader of a high-quality program motivating the reader to want to be a part of it.

  • [Solved] project poster

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    please check files attached for details. This is worth 100 point so make sure you are reading the rubric and completing the work correctly. i have the science content finished so use that as a guide. – [\ \ TE348FinalProjectPosterRubric.doc](https://www.sweetstudy.com/files/te348finalprojectposter…

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    Assignment Prompt & Instructions

    please check files attached for details. This is worth 100 point so make sure you are reading the rubric and completing the work correctly. i have the science content finished so use that as a guide.

    – [\
    \
    TE348FinalProjectPosterRubric.doc](https://www.sweetstudy.com/files/te348finalprojectposterrubric-doc "TE348FinalProjectPosterRubric.doc")
    – [\
    \
    FinalProjectPoster-AlexaSherry2.key](https://www.sweetstudy.com/files/finalprojectposter-alexasherry2-key "FinalProjectPoster-AlexaSherry2.key")

    – a year ago

  • [Solved] Education I need help with homework

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    I need help with my homework – a year ago **files (4)** – ## RequriedResourcesforweek5assignment.docx – ## instructionsandRubrictoweek5assignment.docx – coe-lesson-plan-template.docx – ClassProfile1.docx **## RequriedResourcesforweek5assignment.docx** 7 Culturally Responsive Teaching Strategies and …

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    Assignment Prompt & Instructions

    I need help with my homework

    – a year ago

    **files (4)**

    – ## RequriedResourcesforweek5assignment.docx

    – ## instructionsandRubrictoweek5assignment.docx

    – coe-lesson-plan-template.docx
    – ClassProfile1.docx

    **## RequriedResourcesforweek5assignment.docx**

    7 Culturally Responsive Teaching Strategies and Instructional Practices

    **Required**

    Read “7 Culturally Responsive Teaching Strategies and Instructional Practices,” by Howard, located on the Houghton Mifflin Ha

    … Read More

    https://www.hmhco.com/blog/culturally-responsive-teaching-strategies-instruction-practices

    Ensuring That Instruction Is Inclusive for Diverse Learners

    **Required**

    Read “Ensuring That Instruction Is Inclusive for Diverse Learners,” by Parrish, located on the Edutopia website (2019).

    https://www.edutopia.org/article/ensuring-instruction-inclusive-diverse-learners

    Using Diverse Books to Support Writing Instruction

    **Required**

    Read “Using Diverse Books to Support Writing Instruction,” by Flores, located on the Colorin Colorado website (2021).

    https://www.colorincolorado.org/article/using-diverse-books-support-writing-instruction

    Developing a Culture of Readers: Complementary Materials That Engage

    **Required**

    Read “Developing a Culture of Readers: Complementary Materials That Engage,” by Sailors and Kaambankadzanja, from
    _Reading_

    … Read More

    https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1152834&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost

    Inclusive Literacy Learning

    **Required**

    Read “Inclusive Literacy Learning,” by Kluth and Chandler-Olcott, located on the Reading Rockets website.

    https://www.readingrockets.org/topics/autism-spectrum-disorder/articles/inclusive-literacy-learning

    22 Diverse Book Choices for All Grade Levels

    **Required**

    Read “22 Diverse Book Choices for All Grade Levels,” by Berger, located on the Edutopia website (2019).

    https://www.edutopia.org/article/22-diverse-book-choices-all-grade-levels

    Why Diverse Books Matter: Mirrors and Windows

    **Required**

    Read “Why Diverse Books Matter: Mirrors and Windows,” by Flores et al., located on the Colorin Colorado website (2021).

    https://www.colorincolorado.org/article/why-diverse-books-matter-mirrors-and-windows

    Optional: What is Culturally Informed Literacy Instruction? A Review of Research in P-5 Contexts

    **Optional**

    Read “What is Culturally Informed Literacy Instruction? A Review of Research in P-5 Contexts,” by Kelly et al., from the

    … Read More

    https://journals-sagepub-com.lo

    **Teaching Reading in Today’s Elementary Schools**

    **Required**

    Roe, B. D., Smith, S. H., & Kolodziej, N. J. (2019).
    _Teaching reading in today’s elementary schools_(12th ed.). Cengage. ISBN-13: 9781337566292

    **## instructionsandRubrictoweek5assignment.docx**

    As educators, it is important to make students feel valued and respected. Lesson planning should consider the specific needs, assets, and experiences of your students. Taking into consideration students’ cultures, languages, and life experiences will allow educators to plan culturally responsive, standards-based ELA instruction that supports individual students’ needs and builds a positive classroom culture.

    **Part 1: Diverse ELA Lesson Plan**

    You are in your first year of teaching and finding that many of your students come from different cultures with different ethnic and linguistic backgrounds. You have been providing direct instruction and students are not performing as well on assessments as you would like. You have also heard a few students talking about how they are struggling to understand the lesson after your instruction and that they were confused by the examples you provided.

    Considering the various needs of the learners in your classroom and what strategies might be most applicable to support the standards you are teaching is an important part of planning. Use the “COE Lesson Plan Template” and “ELM-580 Class Profile” to complete this assignment. Select a grade level and two ELA standards (one reading and one writing) from the state you plan to teach in to develop a lesson plan that is culturally responsive and differentiated to meet the various needs of students in the “ELM-580 Class Profile.” Include the following in your lesson plan:

    · Culturally responsive instructional strategies and materials that engage, motivate, and meet the diverse and specific needs of the students

    · Culturally responsive and differentiated practices that meet the learning needs of the students

    **Part 2: Justification of Culturally Responsive Teaching**

    Write a 500-750 word rationale explaining the instructional decisions you made throughout the planning of your lesson in Part 1. Include the following in your rationale:

    · Explain how a student’s culture and cultural beliefs can affect their learning. Justify how the instructional strategies and materials are culturally responsive and how they are used in the lesson to motivate, engage, and meet the diverse and specific needs of students.

    · Discuss how you adapted/differentiated your plan to deliver standards-based instruction and assessment that is culturally responsive and fits the learning needs of all the students, including students with diverse cultural backgrounds, English language learners, and students with exceptionalities.

    · Describe an activity for the next day’s lesson that would integrate listening and speaking and review the learning objective for this lesson.

    Support your assignment with 2-3 scholarly resources.

    Submit your lesson plan, rationale, and resources as one document.

    **_Note:_** _This assignment may be added as an artifact to the teacher toolkit you created in ELM-555._

    While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

    This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

    You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

    **_Benchmark Information_**

    _This benchmark assignment assesses the following programmatic competencies and professional standards:_

    _MEd Elementary Education (ITL/NITL)_

    _1.4: Identify culturally responsive instructional strategies to motivate, engage, and meet the specific learning needs of students. [InTASC 1(g), 1(h), 2(f), 2(h), 2(k), 2(m), 3(f); TPE 1.4, 2.5; AAQEP 1c; MC3]_

    _2.4: Adapt curriculum to be culturally responsive and fit the learning needs of all students, including students with diverse cultural backgrounds, English language learners, and students with exceptionalities. [InTASC 4(f), 4(i), 4(m), 4(r); TPE 3.2, 3.5; AAQEP 1c, 2b; MC3, MC5]_

    Rubric

    **Rubric Criteria**

    expand all Rubric CriteriaExpand All

    **Lesson Plan Section 1: Classroom and Student Factors/Grouping**

    15 points

    **Criteria Description**

    **5. Target**

    15 points

    Classroom and student factors and their effect on planning, teaching, and assessing students are meaningful for developing the lesson and are skillfully described.

    **4. Acceptable**

    13.05 points

    Classroom and student factors and their effect on planning, teaching, and assessing students are relevant to the development of the lesson and are clearly described.

    **No Submission**

    0 points

    Not addressed.

    **Lesson Plan Section 1: Standards and Learning Targets/Objectives**

    15 points

    **Criteria Description**

    **5. Target**

    15 points

    The objective is performance-driven, measurable, developmentally-appropriate, and directly aligned with the state standard.

    **4. Acceptable**

    13.05 points

    The objective is skill-based, measurable, developmentally-appropriate, and effectively aligned with the state standard.

    **No Submission**

    0 points

    Not addressed.

    **Lesson Plan Section 1: Academic Language and Resources**

    15 points

    **Criteria Description**

    **5. Target**

    15 points

    Academic language is listed along with innovative and engaging strategies for teaching the new terms. Resources, materials, equipment, and technology are innovative and enhance the lesson and skillfully meet the diverse needs of students.

    **4. Acceptable**

    13.05 points

    Academic language is listed along with clear and relevant strategies for teaching the new terms. Resources, materials, equipment, and technology are appropriate for the lesson and effectively at meeting the diverse needs of students.

    **No Submission**

    0 points

    Not addressed.

    **Lesson Plan Section 2: Anticipatory Set**

    15 points

    **Criteria Description**

    **5. Target**

    15 points

    Anticipatory set is designed to creatively engage students and meaningfully activate prior knowledge.

    **4. Acceptable**

    13.05 points

    Anticipatory set is clearly designed to engage students and activate prior knowledge.

    **No Submission**

    0 points

    Not addressed.

    **Lesson Plan Section 2: Multiple Means of Representation**

    30 points

    **Criteria Description**

    **5. Target**

    30 points

    The means of representation creatively presents content using a variety of developmentally appropriate methods or tools. Thoughtfully addresses the needs of diverse learners outlined on the template.

    **4. Acceptable**

    26.1 points

    The means of representation appropriately presents content using more than one method or tool to meet the needs of diverse learners outlined on the template.

    **No Submission**

    0 points

    Not addressed.

    **Lesson Plan Section 2: Multiple Means of Engagement**

    30 points

    **Criteria Description**

    **5. Target**

    30 points

    The means of engagement innovatively allow students to explore, practice, and apply the content and academic language. Meaningfully addresses the needs of diverse learners outlined on the template.

    **4. Acceptable**

    26.1 points

    The means of engagement effectively allow students to explore, practice, and apply the content and academic language. Appropriately addresses the needs of diverse learners outlined on the template.

    **No Submission**

    0 points

    Not addressed.

    **Lesson Plan Section 2: Multiple Means of Expression**

    30 points

    **Criteria Description**

    **5. Target**

    30 points

    Planned formative and summative assessments are well-aligned to the stated learning objectives and standards, and they effectively and creatively identify multiple means for response, selection, and composition to accommodate all students. Well-crafted formative assessments are designed to provide data on student performance for monitoring and adjusting instruction and provide students feedback so they can evaluate and adjust their own learning. Summative assessment is comprehensive and cohesive in form and function.

    **4. Acceptable**

    26.1 points

    Planned formative and summative assessments are generally aligned to the stated learning objectives and standards, and they clearly identify multiple means for response, selection, and composition to accommodate all students. Relevant formative assessments are designed to provide data on student performance for monitoring and adjusting instruction and provide students feedback so they can evaluate and adjust their own learning. Summative assessment is cohesive in form and function.

    **No Submission**

    0 points

    Not addressed.

    **Reflection: Culturally Responsive Instructional Strategies (B)**

    30 points

    **Criteria Description**

    (C1.4)

    **5. Target**

    30 points

    Explanation of how a students’ culture and cultural beliefs can affect learning is proficient. Discussion of how the instructional strategies and materials are culturally responsive and how they are used in the lesson to motivate, engage, and meet the diverse and specific needs of students is comprehensive and realistic.

    **4. Acceptable**

    26.1 points

    Explanation of how a students’ culture and cultural beliefs can affect learning is sound. Discussion of how the instructional strategies and materials are culturally responsive and how they are used in the lesson to motivate, engage, and meet the diverse and specific needs of students is complete and reasonable

    **No Submission**

    0 points

    Not addressed.

    **Reflection: Delivering Standards-Based Differentiated Instruction (B)**

    30 points

    **Criteria Description**

    (C2.4)

    **5. Target**

    30 points

    Explanation of how the standards-based instruction and assessment was adapted/differentiated to be culturally responsive and fit the learning needs of all the students is proficient.

    **4. Acceptable**

    26.1 points

    Explanation of how the standards-based instruction and assessment was adapted/differentiated to be culturally responsive and fit the learning needs of all the students is suitable.

    **No Submission**

    0 points

    Not addressed.

    **Reflection: Integrating Listening and Speaking**

    30 points

    **Criteria Description**

    **5. Target**

    30 points

    The activity for the next day’s lesson creatively integrates opportunities for students to practice listening and speaking skills while reviewing the learning objectives from the previous day.

    **4. Acceptable**

    26.1 points

    The activity for the next day’s lesson effectively integrates opportunities for students to practice listening and speaking skills while reviewing the learning objectives from the previous day.

    **No Submission**

    0 points

    Not addressed.

    **Supporting Research and Documentation of Sources**

    15 points

    **Criteria Description**

    Uses appropriate designated style and formatting to document sources in citations and references.

    **5. Target**

    15 points

    Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

    **4. Acceptable**

    13.05 points

    Supporting research is credible and relevant. Sources are documented, as appropriate to assignment and style, and format is mostly correct.

    **No Submission**

    0 points

    Not addressed.

    **Mechanics of Writing**

    30 points

    **Criteria Description**

    Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

    **5. Target**

    30 points

    No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.

    **4. Acceptable**

    26.1 points

    A few mechanical errors are present. Suitable language choice and sentence structure are used.

    **coe-lesson-plan-template.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/coe-lesson-plan-template-docx-10283593)

    **ClassProfile1.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/classprofile1-docx-10283597)

    **ClassProfile1.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/classprofile1-docx-10283597)

    **## RequriedResourcesforweek5assignment.docx**

    7 Culturally Responsive Teaching Strategies and Instructional Practices

    **Required**

    Read “7 Culturally Responsive Teaching Strategies and Instructional Practices,” by Howard, located on the Houghton Mifflin Ha

    … Read More

    https://www.hmhco.com/blog/culturally-responsive-teaching-strategies-instruction-practices

    Ensuring That Instruction Is Inclusive for Diverse Learners

    **Required**

    Read “Ensuring That Instruction Is Inclusive for Diverse Learners,” by Parrish, located on the Edutopia website (2019).

    https://www.edutopia.org/article/ensuring-instruction-inclusive-diverse-learners

    Using Diverse Books to Support Writing Instruction

    **Required**

    Read “Using Diverse Books to Support Writing Instruction,” by Flores, located on the Colorin Colorado website (2021).

    https://www.colorincolorado.org/article/using-diverse-books-support-writing-instruction

    Developing a Culture of Readers: Complementary Materials That Engage

    **Required**

    Read “Developing a Culture of Readers: Complementary Materials That Engage,” by Sailors and Kaambankadzanja, from
    _Reading_

    … Read More

    https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1152834&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost

    Inclusive Literacy Learning

    **Required**

    Read “Inclusive Literacy Learning,” by Kluth and Chandler-Olcott, located on the Reading Rockets website.

    https://www.readingrockets.org/topics/autism-spectrum-disorder/articles/inclusive-literacy-learning

    22 Diverse Book Choices for All Grade Levels

    **Required**

    Read “22 Diverse Book Choices for All Grade Levels,” by Berger, located on the Edutopia website (2019).

    https://www.edutopia.org/article/22-diverse-book-choices-all-grade-levels

    Why Diverse Books Matter: Mirrors and Windows

    **Required**

    Read “Why Diverse Books Matter: Mirrors and Windows,” by Flores et al., located on the Colorin Colorado website (2021).

    https://www.colorincolorado.org/article/why-diverse-books-matter-mirrors-and-windows

    Optional: What is Culturally Informed Literacy Instruction? A Review of Research in P-5 Contexts

    **Optional**

    Read “What is Culturally Informed Literacy Instruction? A Review of Research in P-5 Contexts,” by Kelly et al., from the

    … Read More

    https://journals-sagepub-com.lo

    **Teaching Reading in Today’s Elementary Schools**

    **Required**

    Roe, B. D., Smith, S. H., & Kolodziej, N. J. (2019).
    _Teaching reading in today’s elementary schools_(12th ed.). Cengage. ISBN-13: 9781337566292

    **## instructionsandRubrictoweek5assignment.docx**

    As educators, it is important to make students feel valued and respected. Lesson planning should consider the specific needs, assets, and experiences of your students. Taking into consideration students’ cultures, languages, and life experiences will allow educators to plan culturally responsive, standards-based ELA instruction that supports individual students’ needs and builds a positive classroom culture.

    **Part 1: Diverse ELA Lesson Plan**

    You are in your first year of teaching and finding that many of your students come from different cultures with different ethnic and linguistic backgrounds. You have been providing direct instruction and students are not performing as well on assessments as you would like. You have also heard a few students talking about how they are struggling to understand the lesson after your instruction and that they were confused by the examples you provided.

    Considering the various needs of the learners in your classroom and what strategies might be most applicable to support the standards you are teaching is an important part of planning. Use the “COE Lesson Plan Template” and “ELM-580 Class Profile” to complete this assignment. Select a grade level and two ELA standards (one reading and one writing) from the state you plan to teach in to develop a lesson plan that is culturally responsive and differentiated to meet the various needs of students in the “ELM-580 Class Profile.” Include the following in your lesson plan:

    · Culturally responsive instructional strategies and materials that engage, motivate, and meet the diverse and specific needs of the students

    · Culturally responsive and differentiated practices that meet the learning needs of the students

    **Part 2: Justification of Culturally Responsive Teaching**

    Write a 500-750 word rationale explaining the instructional decisions you made throughout the planning of your lesson in Part 1. Include the following in your rationale:

    · Explain how a student’s culture and cultural beliefs can affect their learning. Justify how the instructional strategies and materials are culturally responsive and how they are used in the lesson to motivate, engage, and meet the diverse and specific needs of students.

    · Discuss how you adapted/differentiated your plan to deliver standards-based instruction and assessment that is culturally responsive and fits the learning needs of all the students, including students with diverse cultural backgrounds, English language learners, and students with exceptionalities.

    · Describe an activity for the next day’s lesson that would integrate listening and speaking and review the learning objective for this lesson.

    Support your assignment with 2-3 scholarly resources.

    Submit your lesson plan, rationale, and resources as one document.

    **_Note:_** _This assignment may be added as an artifact to the teacher toolkit you created in ELM-555._

    While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

    This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

    You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

    **_Benchmark Information_**

    _This benchmark assignment assesses the following programmatic competencies and professional standards:_

    _MEd Elementary Education (ITL/NITL)_

    _1.4: Identify culturally responsive instructional strategies to motivate, engage, and meet the specific learning needs of students. [InTASC 1(g), 1(h), 2(f), 2(h), 2(k), 2(m), 3(f); TPE 1.4, 2.5; AAQEP 1c; MC3]_

    _2.4: Adapt curriculum to be culturally responsive and fit the learning needs of all students, including students with diverse cultural backgrounds, English language learners, and students with exceptionalities. [InTASC 4(f), 4(i), 4(m), 4(r); TPE 3.2, 3.5; AAQEP 1c, 2b; MC3, MC5]_

    Rubric

    **Rubric Criteria**

    expand all Rubric CriteriaExpand All

    **Lesson Plan Section 1: Classroom and Student Factors/Grouping**

    15 points

    **Criteria Description**

    **5. Target**

    15 points

    Classroom and student factors and their effect on planning, teaching, and assessing students are meaningful for developing the lesson and are skillfully described.

    **4. Acceptable**

    13.05 points

    Classroom and student factors and their effect on planning, teaching, and assessing students are relevant to the development of the lesson and are clearly described.

    **No Submission**

    0 points

    Not addressed.

    **Lesson Plan Section 1: Standards and Learning Targets/Objectives**

    15 points

    **Criteria Description**

    **5. Target**

    15 points

    The objective is performance-driven, measurable, developmentally-appropriate, and directly aligned with the state standard.

    **4. Acceptable**

    13.05 points

    The objective is skill-based, measurable, developmentally-appropriate, and effectively aligned with the state standard.

    **No Submission**

    0 points

    Not addressed.

    **Lesson Plan Section 1: Academic Language and Resources**

    15 points

    **Criteria Description**

    **5. Target**

    15 points

    Academic language is listed along with innovative and engaging strategies for teaching the new terms. Resources, materials, equipment, and technology are innovative and enhance the lesson and skillfully meet the diverse needs of students.

    **4. Acceptable**

    13.05 points

    Academic language is listed along with clear and relevant strategies for teaching the new terms. Resources, materials, equipment, and technology are appropriate for the lesson and effectively at meeting the diverse needs of students.

    **No Submission**

    0 points

    Not addressed.

    **Lesson Plan Section 2: Anticipatory Set**

    15 points

    **Criteria Description**

    **5. Target**

    15 points

    Anticipatory set is designed to creatively engage students and meaningfully activate prior knowledge.

    **4. Acceptable**

    13.05 points

    Anticipatory set is clearly designed to engage students and activate prior knowledge.

    **No Submission**

    0 points

    Not addressed.

    **Lesson Plan Section 2: Multiple Means of Representation**

    30 points

    **Criteria Description**

    **5. Target**

    30 points

    The means of representation creatively presents content using a variety of developmentally appropriate methods or tools. Thoughtfully addresses the needs of diverse learners outlined on the template.

    **4. Acceptable**

    26.1 points

    The means of representation appropriately presents content using more than one method or tool to meet the needs of diverse learners outlined on the template.

    **No Submission**

    0 points

    Not addressed.

    **Lesson Plan Section 2: Multiple Means of Engagement**

    30 points

    **Criteria Description**

    **5. Target**

    30 points

    The means of engagement innovatively allow students to explore, practice, and apply the content and academic language. Meaningfully addresses the needs of diverse learners outlined on the template.

    **4. Acceptable**

    26.1 points

    The means of engagement effectively allow students to explore, practice, and apply the content and academic language. Appropriately addresses the needs of diverse learners outlined on the template.

    **No Submission**

    0 points

    Not addressed.

    **Lesson Plan Section 2: Multiple Means of Expression**

    30 points

    **Criteria Description**

    **5. Target**

    30 points

    Planned formative and summative assessments are well-aligned to the stated learning objectives and standards, and they effectively and creatively identify multiple means for response, selection, and composition to accommodate all students. Well-crafted formative assessments are designed to provide data on student performance for monitoring and adjusting instruction and provide students feedback so they can evaluate and adjust their own learning. Summative assessment is comprehensive and cohesive in form and function.

    **4. Acceptable**

    26.1 points

    Planned formative and summative assessments are generally aligned to the stated learning objectives and standards, and they clearly identify multiple means for response, selection, and composition to accommodate all students. Relevant formative assessments are designed to provide data on student performance for monitoring and adjusting instruction and provide students feedback so they can evaluate and adjust their own learning. Summative assessment is cohesive in form and function.

    **No Submission**

    0 points

    Not addressed.

    **Reflection: Culturally Responsive Instructional Strategies (B)**

    30 points

    **Criteria Description**

    (C1.4)

    **5. Target**

    30 points

    Explanation of how a students’ culture and cultural beliefs can affect learning is proficient. Discussion of how the instructional strategies and materials are culturally responsive and how they are used in the lesson to motivate, engage, and meet the diverse and specific needs of students is comprehensive and realistic.

    **4. Acceptable**

    26.1 points

    Explanation of how a students’ culture and cultural beliefs can affect learning is sound. Discussion of how the instructional strategies and materials are culturally responsive and how they are used in the lesson to motivate, engage, and meet the diverse and specific needs of students is complete and reasonable

    **No Submission**

    0 points

    Not addressed.

    **Reflection: Delivering Standards-Based Differentiated Instruction (B)**

    30 points

    **Criteria Description**

    (C2.4)

    **5. Target**

    30 points

    Explanation of how the standards-based instruction and assessment was adapted/differentiated to be culturally responsive and fit the learning needs of all the students is proficient.

    **4. Acceptable**

    26.1 points

    Explanation of how the standards-based instruction and assessment was adapted/differentiated to be culturally responsive and fit the learning needs of all the students is suitable.

    **No Submission**

    0 points

    Not addressed.

    **Reflection: Integrating Listening and Speaking**

    30 points

    **Criteria Description**

    **5. Target**

    30 points

    The activity for the next day’s lesson creatively integrates opportunities for students to practice listening and speaking skills while reviewing the learning objectives from the previous day.

    **4. Acceptable**

    26.1 points

    The activity for the next day’s lesson effectively integrates opportunities for students to practice listening and speaking skills while reviewing the learning objectives from the previous day.

    **No Submission**

    0 points

    Not addressed.

    **Supporting Research and Documentation of Sources**

    15 points

    **Criteria Description**

    Uses appropriate designated style and formatting to document sources in citations and references.

    **5. Target**

    15 points

    Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

    **4. Acceptable**

    13.05 points

    Supporting research is credible and relevant. Sources are documented, as appropriate to assignment and style, and format is mostly correct.

    **No Submission**

    0 points

    Not addressed.

    **Mechanics of Writing**

    30 points

    **Criteria Description**

    Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

    **5. Target**

    30 points

    No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.

    **4. Acceptable**

    26.1 points

    A few mechanical errors are present. Suitable language choice and sentence structure are used.

    **coe-lesson-plan-template.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/coe-lesson-plan-template-docx-10283593)

    **ClassProfile1.docx**

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    **## RequriedResourcesforweek5assignment.docx**

    7 Culturally Responsive Teaching Strategies and Instructional Practices

    **Required**

    Read “7 Culturally Responsive Teaching Strategies and Instructional Practices,” by Howard, located on the Houghton Mifflin Ha

    … Read More

    https://www.hmhco.com/blog/culturally-responsive-teaching-strategies-instruction-practices

    Ensuring That Instruction Is Inclusive for Diverse Learners

    **Required**

    Read “Ensuring That Instruction Is Inclusive for Diverse Learners,” by Parrish, located on the Edutopia website (2019).

    https://www.edutopia.org/article/ensuring-instruction-inclusive-diverse-learners

    Using Diverse Books to Support Writing Instruction

    **Required**

    Read “Using Diverse Books to Support Writing Instruction,” by Flores, located on the Colorin Colorado website (2021).

    https://www.colorincolorado.org/article/using-diverse-books-support-writing-instruction

    Developing a Culture of Readers: Complementary Materials That Engage

    **Required**

    Read “Developing a Culture of Readers: Complementary Materials That Engage,” by Sailors and Kaambankadzanja, from
    _Reading_

    … Read More

    https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1152834&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost

    Inclusive Literacy Learning

    **Required**

    Read “Inclusive Literacy Learning,” by Kluth and Chandler-Olcott, located on the Reading Rockets website.

    https://www.readingrockets.org/topics/autism-spectrum-disorder/articles/inclusive-literacy-learning

    22 Diverse Book Choices for All Grade Levels

    **Required**

    Read “22 Diverse Book Choices for All Grade Levels,” by Berger, located on the Edutopia website (2019).

    https://www.edutopia.org/article/22-diverse-book-choices-all-grade-levels

    Why Diverse Books Matter: Mirrors and Windows

    **Required**

    Read “Why Diverse Books Matter: Mirrors and Windows,” by Flores et al., located on the Colorin Colorado website (2021).

    https://www.colorincolorado.org/article/why-diverse-books-matter-mirrors-and-windows

    Optional: What is Culturally Informed Literacy Instruction? A Review of Research in P-5 Contexts

    **Optional**

    Read “What is Culturally Informed Literacy Instruction? A Review of Research in P-5 Contexts,” by Kelly et al., from the

    … Read More

    https://journals-sagepub-com.lo

    **Teaching Reading in Today’s Elementary Schools**

    **Required**

    Roe, B. D., Smith, S. H., & Kolodziej, N. J. (2019).
    _Teaching reading in today’s elementary schools_(12th ed.). Cengage. ISBN-13: 9781337566292

    **## instructionsandRubrictoweek5assignment.docx**

    As educators, it is important to make students feel valued and respected. Lesson planning should consider the specific needs, assets, and experiences of your students. Taking into consideration students’ cultures, languages, and life experiences will allow educators to plan culturally responsive, standards-based ELA instruction that supports individual students’ needs and builds a positive classroom culture.

    **Part 1: Diverse ELA Lesson Plan**

    You are in your first year of teaching and finding that many of your students come from different cultures with different ethnic and linguistic backgrounds. You have been providing direct instruction and students are not performing as well on assessments as you would like. You have also heard a few students talking about how they are struggling to understand the lesson after your instruction and that they were confused by the examples you provided.

    Considering the various needs of the learners in your classroom and what strategies might be most applicable to support the standards you are teaching is an important part of planning. Use the “COE Lesson Plan Template” and “ELM-580 Class Profile” to complete this assignment. Select a grade level and two ELA standards (one reading and one writing) from the state you plan to teach in to develop a lesson plan that is culturally responsive and differentiated to meet the various needs of students in the “ELM-580 Class Profile.” Include the following in your lesson plan:

    · Culturally responsive instructional strategies and materials that engage, motivate, and meet the diverse and specific needs of the students

    · Culturally responsive and differentiated practices that meet the learning needs of the students

    **Part 2: Justification of Culturally Responsive Teaching**

    Write a 500-750 word rationale explaining the instructional decisions you made throughout the planning of your lesson in Part 1. Include the following in your rationale:

    · Explain how a student’s culture and cultural beliefs can affect their learning. Justify how the instructional strategies and materials are culturally responsive and how they are used in the lesson to motivate, engage, and meet the diverse and specific needs of students.

    · Discuss how you adapted/differentiated your plan to deliver standards-based instruction and assessment that is culturally responsive and fits the learning needs of all the students, including students with diverse cultural backgrounds, English language learners, and students with exceptionalities.

    · Describe an activity for the next day’s lesson that would integrate listening and speaking and review the learning objective for this lesson.

    Support your assignment with 2-3 scholarly resources.

    Submit your lesson plan, rationale, and resources as one document.

    **_Note:_** _This assignment may be added as an artifact to the teacher toolkit you created in ELM-555._

    While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

    This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

    You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

    **_Benchmark Information_**

    _This benchmark assignment assesses the following programmatic competencies and professional standards:_

    _MEd Elementary Education (ITL/NITL)_

    _1.4: Identify culturally responsive instructional strategies to motivate, engage, and meet the specific learning needs of students. [InTASC 1(g), 1(h), 2(f), 2(h), 2(k), 2(m), 3(f); TPE 1.4, 2.5; AAQEP 1c; MC3]_

    _2.4: Adapt curriculum to be culturally responsive and fit the learning needs of all students, including students with diverse cultural backgrounds, English language learners, and students with exceptionalities. [InTASC 4(f), 4(i), 4(m), 4(r); TPE 3.2, 3.5; AAQEP 1c, 2b; MC3, MC5]_

    Rubric

    **Rubric Criteria**

    expand all Rubric CriteriaExpand All

    **Lesson Plan Section 1: Classroom and Student Factors/Grouping**

    15 points

    **Criteria Description**

    **5. Target**

    15 points

    Classroom and student factors and their effect on planning, teaching, and assessing students are meaningful for developing the lesson and are skillfully described.

    **4. Acceptable**

    13.05 points

    Classroom and student factors and their effect on planning, teaching, and assessing students are relevant to the development of the lesson and are clearly described.

    **No Submission**

    0 points

    Not addressed.

    **Lesson Plan Section 1: Standards and Learning Targets/Objectives**

    15 points

    **Criteria Description**

    **5. Target**

    15 points

    The objective is performance-driven, measurable, developmentally-appropriate, and directly aligned with the state standard.

    **4. Acceptable**

    13.05 points

    The objective is skill-based, measurable, developmentally-appropriate, and effectively aligned with the state standard.

    **No Submission**

    0 points

    Not addressed.

    **Lesson Plan Section 1: Academic Language and Resources**

    15 points

    **Criteria Description**

    **5. Target**

    15 points

    Academic language is listed along with innovative and engaging strategies for teaching the new terms. Resources, materials, equipment, and technology are innovative and enhance the lesson and skillfully meet the diverse needs of students.

    **4. Acceptable**

    13.05 points

    Academic language is listed along with clear and relevant strategies for teaching the new terms. Resources, materials, equipment, and technology are appropriate for the lesson and effectively at meeting the diverse needs of students.

    **No Submission**

    0 points

    Not addressed.

    **Lesson Plan Section 2: Anticipatory Set**

    15 points

    **Criteria Description**

    **5. Target**

    15 points

    Anticipatory set is designed to creatively engage students and meaningfully activate prior knowledge.

    **4. Acceptable**

    13.05 points

    Anticipatory set is clearly designed to engage students and activate prior knowledge.

    **No Submission**

    0 points

    Not addressed.

    **Lesson Plan Section 2: Multiple Means of Representation**

    30 points

    **Criteria Description**

    **5. Target**

    30 points

    The means of representation creatively presents content using a variety of developmentally appropriate methods or tools. Thoughtfully addresses the needs of diverse learners outlined on the template.

    **4. Acceptable**

    26.1 points

    The means of representation appropriately presents content using more than one method or tool to meet the needs of diverse learners outlined on the template.

    **No Submission**

    0 points

    Not addressed.

    **Lesson Plan Section 2: Multiple Means of Engagement**

    30 points

    **Criteria Description**

    **5. Target**

    30 points

    The means of engagement innovatively allow students to explore, practice, and apply the content and academic language. Meaningfully addresses the needs of diverse learners outlined on the template.

    **4. Acceptable**

    26.1 points

    The means of engagement effectively allow students to explore, practice, and apply the content and academic language. Appropriately addresses the needs of diverse learners outlined on the template.

    **No Submission**

    0 points

    Not addressed.

    **Lesson Plan Section 2: Multiple Means of Expression**

    30 points

    **Criteria Description**

    **5. Target**

    30 points

    Planned formative and summative assessments are well-aligned to the stated learning objectives and standards, and they effectively and creatively identify multiple means for response, selection, and composition to accommodate all students. Well-crafted formative assessments are designed to provide data on student performance for monitoring and adjusting instruction and provide students feedback so they can evaluate and adjust their own learning. Summative assessment is comprehensive and cohesive in form and function.

    **4. Acceptable**

    26.1 points

    Planned formative and summative assessments are generally aligned to the stated learning objectives and standards, and they clearly identify multiple means for response, selection, and composition to accommodate all students. Relevant formative assessments are designed to provide data on student performance for monitoring and adjusting instruction and provide students feedback so they can evaluate and adjust their own learning. Summative assessment is cohesive in form and function.

    **No Submission**

    0 points

    Not addressed.

    **Reflection: Culturally Responsive Instructional Strategies (B)**

    30 points

    **Criteria Description**

    (C1.4)

    **5. Target**

    30 points

    Explanation of how a students’ culture and cultural beliefs can affect learning is proficient. Discussion of how the instructional strategies and materials are culturally responsive and how they are used in the lesson to motivate, engage, and meet the diverse and specific needs of students is comprehensive and realistic.

    **4. Acceptable**

    26.1 points

    Explanation of how a students’ culture and cultural beliefs can affect learning is sound. Discussion of how the instructional strategies and materials are culturally responsive and how they are used in the lesson to motivate, engage, and meet the diverse and specific needs of students is complete and reasonable

    **No Submission**

    0 points

    Not addressed.

    **Reflection: Delivering Standards-Based Differentiated Instruction (B)**

    30 points

    **Criteria Description**

    (C2.4)

    **5. Target**

    30 points

    Explanation of how the standards-based instruction and assessment was adapted/differentiated to be culturally responsive and fit the learning needs of all the students is proficient.

    **4. Acceptable**

    26.1 points

    Explanation of how the standards-based instruction and assessment was adapted/differentiated to be culturally responsive and fit the learning needs of all the students is suitable.

    **No Submission**

    0 points

    Not addressed.

    **Reflection: Integrating Listening and Speaking**

    30 points

    **Criteria Description**

    **5. Target**

    30 points

    The activity for the next day’s lesson creatively integrates opportunities for students to practice listening and speaking skills while reviewing the learning objectives from the previous day.

    **4. Acceptable**

    26.1 points

    The activity for the next day’s lesson effectively integrates opportunities for students to practice listening and speaking skills while reviewing the learning objectives from the previous day.

    **No Submission**

    0 points

    Not addressed.

    **Supporting Research and Documentation of Sources**

    15 points

    **Criteria Description**

    Uses appropriate designated style and formatting to document sources in citations and references.

    **5. Target**

    15 points

    Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

    **4. Acceptable**

    13.05 points

    Supporting research is credible and relevant. Sources are documented, as appropriate to assignment and style, and format is mostly correct.

    **No Submission**

    0 points

    Not addressed.

    **Mechanics of Writing**

    30 points

    **Criteria Description**

    Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

    **5. Target**

    30 points

    No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.

    **4. Acceptable**

    26.1 points

    A few mechanical errors are present. Suitable language choice and sentence structure are used.

    **coe-lesson-plan-template.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/coe-lesson-plan-template-docx-10283593)

    **ClassProfile1.docx**

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