1.. For each special topic PowerPoint,
you and you will write a reflection.
2. Be sure your reflective paper includes a 300-word reflection for each 3 special topics present. 300-word reflections.
2. Expands discussion using additional resources relevant to the topics by making connections.
3. Uses the titles and subtitles related to the indicators in order to give clarity to the discussion. Highlight the indicators that you use in your paper.
4. Must include: An understanding of the stages of English language acquisition for ELLs and how your group would differentiate reading instruction for
students at different levels of English language proficiency applicable to dialogic reading
5. Evidence of understanding and application of current theories of second language acquisition to differentiate instruction for English language
learners of diverse backgrounds and various levels of prior education.
6. Possible factors impeding the student reading development in each of the reading components (phonics, phonological awareness, fluency,
vocabulary, listening or reading comprehension) or the integration of these components.
7. Connections between information from different sources to recognize how characteristics of both language and cognitive development impact
reading proficiency.
8. Examples to recognize the characteristics of proficient readers to more effectively differentiate instruction.
9. Analysis of how to use documentation to monitor student progress and use data to differentiate instruction for all students.
10. Hypothetical implementation of research-based practices in comprehension, oral language, phonological awareness, phonics, fluency and
vocabulary to differentiate instruction for all students.
11. Use of an excellent example to explain how to implement research-based instructional practices for developing students’ higher order thinking.
12. Implications of how to implement research-based instructional practices using writing to develop students’ comprehension of text.
13. How to hypothetically implement appropriate and allowable instructional accommodations as specified in the Individual Education Plan or
504-Plan when differentiating instruction for students with disabilities.
14. Ways to modify assessment and instruction for students with significant cognitive disabilities while maintaining high expectations for
achievement that reflect appropriate levels of access to general education instruction.
15. Keep in mind to use this information in the Dialogic Reading/Research Project. How would you use this information with your focus child? Now, your PLC group will be required to watch all Spe ri19. Keep in mind to use this information in the Dialogic Reading/Research Project. How would you use this information with your focus child?
Last Completed Projects
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