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Tag: Pedagogical Methods & Classroom Assessment

  • [Solved] Theology

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    submit a 1100-1500 word on either 1 Thess. 4:13-5:11 or 2 Thess. 2:1-12. include the following: – Identify the author's message to his original audience. In doing so, take the context into consideration (surrounding passages, overall theme of the gospel). Provide references, citations, and/or brief …

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    Assignment Prompt & Instructions

    submit a 1100-1500 word on either 1 Thess. 4:13-5:11 or 2 Thess. 2:1-12.  include the following:

    – Identify the author's message to his original audience. In doing so, take the context into consideration (surrounding passages, overall theme of the gospel). Provide references, citations, and/or brief quotations from the gospel to support your points.
    – Identify any keywords (and their meanings) that contribute to the overall message of the passage.
    – Briefly suggest how this message can be applied to the message of the Kingdom of God today.

    You should consult three to five commentaries (recommend best commentary.com), journal articles, Bible dictionaries, etc., to complete this assignment. Include footnotes and bibliography in Turabian format. No cover page is required.

    – a year ago

  • [Solved] news

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    In-depth study guidance and analytical solution covering news.

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

  • [Solved] Implementation

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    In-depth study guidance and analytical solution covering Implementation.

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    Assignment Prompt & Instructions

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

  • [Solved] Unit 4

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    Unit 4 Project – a year ago **files (1)** – ## Unit4Project.docx **## Unit4Project.docx** **Please read the directions for each option. You must identify the option that you selected. You must cite references (APA) for all information you used to complete the assignment.** **Option A.** · Select a t…

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    Assignment Prompt & Instructions

    Unit 4 Project

    – a year ago

    **files (1)**

    – ## Unit4Project.docx

    **## Unit4Project.docx**

    **Please read the directions for each option. You must identify the option that you selected. You must cite references (APA) for all information you used to complete the assignment.**

    **Option A.**

    · Select a topic of interest on Khan Academy or TED-Ed and complete a module or watch a video.

    · Reflect on how the content enhanced your critical thinking skills and how you could incorporate similar tools in your future classroom.

    **Requirements:**

    · Write a reflective essay of 500-700 words. Include specific examples of the strategies and concepts learned.

    · Record a 3-4 minute audio reflection summarizing your key points.

    **Option E.**

    · Discuss the benefits and challenges of using digital tools for education in a blended or online environment. Provide specific examples from your activities.

    **Requirements:**

    · Write a reflective essay of 300-400 words.

    · Record a 3-4 minute audio reflection summarizing your key points.

    **## Unit4Project.docx**

    **Please read the directions for each option. You must identify the option that you selected. You must cite references (APA) for all information you used to complete the assignment.**

    **Option A.**

    · Select a topic of interest on Khan Academy or TED-Ed and complete a module or watch a video.

    · Reflect on how the content enhanced your critical thinking skills and how you could incorporate similar tools in your future classroom.

    **Requirements:**

    · Write a reflective essay of 500-700 words. Include specific examples of the strategies and concepts learned.

    · Record a 3-4 minute audio reflection summarizing your key points.

    **Option E.**

    · Discuss the benefits and challenges of using digital tools for education in a blended or online environment. Provide specific examples from your activities.

    **Requirements:**

    · Write a reflective essay of 300-400 words.

    · Record a 3-4 minute audio reflection summarizing your key points.

  • [Solved] Final 2 lesson plans

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    – Retrieve your lesson from NT 700.4PBP – **Transfer/Copy** the following sections from your previous project to the [700.5 Template](https://teachersoftomorrow.instructure.com/courses/7682/files/1995865?wrap=1 "700.5PBP Template April 2025-5.docx") For this project, you will plan for differentiatio…

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    Assignment Prompt & Instructions

    – Retrieve your lesson from NT 700.4PBP
    – **Transfer/Copy** the following sections from your previous project to the [700.5 Template](https://teachersoftomorrow.instructure.com/courses/7682/files/1995865?wrap=1 "700.5PBP Template April 2025-5.docx")

    For this project, you will plan for differentiation, accommodations, and modifications with these three students in mind.  These three students must be addressed in both of your lesson plans:

    – **Angelo** – Special Education. He has a learning disability and processes information slowly. He's usually happy and helpful.
    – **Nancy** – English Learner. She’s new from Korea and doesn’t yet speak English fluently. She’s a **beginner** in speaking and writing, and **intermediate** in listening and reading.
    – **Corinne** – Gifted and Talented. She’s bright but has a history of behavioral challenges. She was suspended three times last year for fighting. In class, she is friendly but may escalate if she feels disrespected.

    ### ❓ **Include 6 Formative Questions in Your Lesson Plan**

    Your lesson should clearly show that students are actively engaging with the material and that you are **checking for understanding** throughout.

    Here’s what to do:

    – ✅ Include **at least 6 specific questions** in your lesson plan.
    – ???? These questions should match the require students to go beyond "recall of facts" and **engage in higher-order thinking (Bloom's Taxonomy)**
    – ???? **Highlight each question in green** so your instructor can find them easily

    **Where should you put them?**

    – You don’t need to put all the questions in one place. Spread them out naturally across your lesson, such as:

    – At the **beginning,** to check prior knowledge
    – During **instruction** to guide learning
    – During **activities** or discussions
    – As part of your **assessment**

    – **Next, you will plan for differentiation.  Take time to review differentiation here Download herebefore completing.**
    – **Notice how the template directs you to differentiate in content or process for each of the different groups of students.**

    **The plan should include a brief description of how this assessment either is or can be differentiated for academically challenged and EL learners.**

    Provide **accommodations** that are clearly matched to the specific needs of each student population—Nancy (English Learner), Angelo (Special Education), and Corinne (Gifted and Talented). These should focus on supports that help students access grade-level content without changing the learning goals. Examples may include but are not limited to learning aids, visual supports, oral directions, flexible grouping, or extended time.

    For **modifications**, focus only on Angelo, who receives special education services. Describe any changes to the content, expectations, or materials that would be necessary to meet his individual learning needs—only if grade-level goals are not appropriate, even with accommodations.

    Clearly label accommodations and modifications separately so it is easy to see that you understand the difference. These supports reflect legal and instructional responsibilities for meeting the needs of diverse learners in your classroom.

    Answer the reflection questions that follow the lesson plan template in **1-3 paragraphs each**:

    1. Explain the prerequisite skills students need to be successful in this lesson.
    2. Explain how your answer to the above question influenced your decisions regarding the differentiation strategies used.
    3. Explain how your instructional strategies, accommodations, modifications, and assessments(s) address the needs of English Learners, including Nancy.

    – [\
    \
    700.5PBPTemplateApril2025-4.docx](https://www.sweetstudy.com/files/700-5pbptemplateapril2025-4-docx-10281335 "700.5PBPTemplateApril2025-4.docx")
    – [\
    \
    700.5PBPTemplateApril2025-4.docx](https://www.sweetstudy.com/files/700-5pbptemplateapril2025-4-docx-10281337 "700.5PBPTemplateApril2025-4.docx")
    – [\
    \
    700.4PforLiteracyLessonPlan-4thgradePart3-1.docx](https://www.sweetstudy.com/files/700-4pforliteracylessonplan-4thgradepart3-1-docx-10281339 "700.4PforLiteracyLessonPlan-4thgradePart3-1.docx")
    – [\
    \
    700.4PBPTemplate-ScienceCOMPLETEPart3-1.docx](https://www.sweetstudy.com/files/700-4pbptemplate-sciencecompletepart3-1-docx-10281341 "700.4PBPTemplate-ScienceCOMPLETEPart3-1.docx")
    – [\
    \
    700.5PBPDifferentiationvsAccommodationvsModification.pdf](https://www.sweetstudy.com/files/700-5pbpdifferentiationvsaccommodationvsmodification-pdf "700.5PBPDifferentiationvsAccommodationvsModification.pdf")

    – a year ago

  • [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

    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

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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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    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

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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/)

    [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/)

    **## 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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    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

    ## 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

    **## 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

    **## 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

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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?** |

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    | — | — |
    | 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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