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Hang Out is a coursebook designed specifically for young students of English by a team of experienced authors. Built around a CEFR-based curriculum, this seven-level comprehensive language program takes students gradually from producing simple phrases to complex sentences in a widening range of topic areas and situations. Also, this series allows students to prepare for the CEFR and YLE Tests. Through vivid illustrations, realistic readings, and engaging comics, students follow a family of characters in their daily lives, building their knowledge of high-frequency vocabulary, common grammar structures, and useful expressions. Each unit of Hang Out includes conversations, stories, songs, chants, and activities to improve reading, writing, listening, and speaking skills. Filled with interesting characters, colorful illustrations, and a wide variety of engaging exercises, Hang Out is sure to grab the attention of young learners and help them improve rapidly. Features • Interesting characters and realistic contexts • Engaging activities covering all four skill areas • Systematic coverage of content from CEFR and common children’s tests of English proficiency • Workbook and student’s app for extra practice in class or at home • Teacher’s Guide with extensive classroom notes • Interactive whiteboard with extra classroom activities to enhance learning

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Taking the TOEIC® is a comprehensive guide to taking the TOEIC® Listening and Reading Test. This book can be used as the perfect companion manual for self-learners or as a classroom text. The book is targeted for those who have experience with the TOEIC® test but are looking to improve their basic TOEIC® skills, fix commonly-made errors, and polish their English grammar to avoid simple mistakes. This book is made up of four chapters: three go over each section of the test in detail and one is a practice test. • New mobile app(Class Loop) to enhance learning experience Teachers can create an interactive classroom using Class Loop. Class Loop is a new Classroom Response Application. It shows students answer questions in real-time. Teachers can easily check where students are struggling and excelling. In addition, Class Loop will provide questions based on that question type to drill students. • Examples and explanations of every part, including the new question types • Systemic exercises to drill test-taking strategies for every section • Tips and tricks to help test-takers solve questions even quicker

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School Subject Readings, Second Edition is a three-level course in reading fluency for elementary to high beginner learners of English. Incorporating the important features of a North American textbook, each book captures readers’ interest through fiction and non-fiction readings of various genres: stories, letters, journal entries, and articles. In addition, the readings over a broad range of academic subjects, including history, literature, social studies, astronomy, and more. Each reading is accompanied by illustrated vocabulary words and a variety of exercises that check comprehension and develop essential reading skills. New In Second Edition: - Useful key expressions in each unit that aid in reading fluency - Detachable Workbook with vocabulary, listening, writing, and speaking exercises to reinforce content - Interactive Hybrid CD and free app activities to engage students to practice more vocabulary, sentences, and passage summarizing - Homepage downloadable materials for further practice

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Writing Step-by-Step is a two-book writing series designed for young students of English. Expanding on students’ knowledge of core vocabulary and fundamental structures, this series introduces higher level, more expressive vocabulary, and more complex structures to help emerging writers better express their ideas. Students are also introduced to paragraph form and the basics of the writing process, including essential brainstorming methods. Throughout each unit, activities progress gradually step by step-from vocabulary building and structure practice to writing sentences and their own fully developed paragraphs. The series introduces students to increasingly complex paragraphs-from descriptive and narrative to argumentative to parallel students developing fluency. Features Unit themes and topics that young learners can relate to Carefully leveled vocabulary and structures Wide variety of activity types to maintain interest Guided practice with important steps in the writing process Exposure to different paragraph types

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GCU College of Education LESSON PLAN TEMPLATE © 2018. Grand Canyon University. All Rights Reserved. Section 1: Lesson Preparation Teacher Candidate Name: Larry Lope Grade Level: 3rd Date: April 2, 2018 Unit/Subject: Reading Informational Text Instructional Plan Title: A Medieval Feast Study Lesson Summary and Focus: In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching. The focus of this lesson is reading informational text. Students will use information from illustrations and words in the text of A Medieval Feast by Aliki to demonstrate understanding of the text. Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson. This classroom of thirty students consists of 14 boys and 16 girls. There are four English language learners, five students with IEPs or 504 plans, and three students with a gifted classification. Additionally, six students are Tier 2 or 3 RTI for reading and one or two years below their grade level in reading. These factors affect planning, teaching, and assessing because students with an IEP or 504 plan will need to be accommodated per these plans. Student who are English language learners, but do not have an IEP, will also need to be taken into consideration when teaching and assessing. Whole group instruction for initial reading of the text, followed by small group collaboration for activity. Arturo, Diana, Eduardo, Enrique, Fatma, and GCU College of Education LESSON PLAN TEMPLATE © 2018. Grand Canyon University. All Rights Reserved. Frederick will be pulled out to work in a small group with me. National/State Learning Standards: Review national and state standards to become familiar with the standards you will be working with in the classroom environment. Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments. Include the standards with the performance indicators and the standard language in its entirety. CCSS.ELA-Literacy.RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). Specific Learning Target(s)/Objectives: Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learne ...

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Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.

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CLINICAL SOURCEBOOK (PORTFOLIO): Each student will develop a Clinical Sourcebook of useful neurogenic diagnostic/therapy materials for each disorder, such as readings for collecting language samples, good quality pictures to use in testing for prosopagnosia, therapy techniques for cognitive rehabilitation, etc. This sourcebook is a major class requirement, intended to serve as a professional tool for clinical activities in adult rehabilitation. As you move through your disability’s courses, you will be adding to your sourcebook (e.g., motor speech, voice, communication modalities). You are to find and develop your informational content based on what works for you as a quick reference in preparation for Level 4. So create a booklet with everything that that is Aphasia, including stroke, TbI, motor speech. This needs to include conditions, definitions, pictures, treatments..and so on. GCU College of Education LESSON PLAN TEMPLATE Section 1: Lesson Preparation Teacher Candidate Name: Grade Level: Date: Unit/Subject: Instructional Plan Title: Lesson Summary and Focus: In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching. Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson. National/State Learning Standards: Review national and state standards to become familiar with the standards you will be working with in the classroom environment. Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments. Include the standards with the performance indicators and the standard language in its entirety. Specific Learning Target(s)/Objectives: Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following: · Who is the audience · What action verb will be measured during instruction/assessment · What tools or conditions are being used to meet the learning What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are. For example: Given an unlabeled map outlining the 50 states, students will a ...

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Running Head: DATA USE, COLLECTION, AND APPLICATION 1 DATA USE, COLLECTION, AND APPLICATION 2 Data Use, Collection, and Application Jason Duesler EDU 480 11-29-19 Professor Denny Needs Assessment 1. Demographic profile of the school and student John, a 6-year-old adolescent is a Hispanic student at Poinciana Elementary School, in Mrs. Vollrath’s classroom. Mrs. Vollrath communicated to me that the student uses English, but he cannot effectively communicate because of the stammering problem. Mrs. Vollrath also stated, John is raised up in a single-family since his father and mother had divorced forcing him to live with his mother alone. The mother is working at the nearby shop where she earns $400 monthly. John is currently having an Individual Education Program (GIS) to help him meet his communication goals. Moreover, John has also been recommended for speech therapy. He started stammering at the age of 6. Later, a psychology assessment established that John was suffering from a serious cognitive disorder. In most cases, he was sad and moody, and sometimes he could withdraw from social situations and become irritable even if no one had annoyed him (Morrison, 2009). 2. Use the chart below to assess the student’s English language arts skills. Check the appropriate box for the selected student. Scale Almost Always Sometimes Every once in a While Rarely Never 5 4 3 2 1 The student speaks with the teacher and fellow students with fluency. · The student speaks socially with fluency. · The student can fluently read grade-level texts. · The student can demonstrate comprehension of grade-level texts. · The student writes using grammar and punctuation expected of his or her grade level. · The student has clear handwriting. · The student has no major spelling issues. · The student writes without struggle. · The student listens to the teacher and peers with ease. · The student completes all tasks and homework as assigned. · 3. My observations of the student regarding listening, speaking, writing and reading skills John did not have any listening and writing difficulty as he was able to write using grammar and punctuation expected of his grade level. He was also able to write without struggle, listen to the teacher and peers with ease and complete all tasks and homework as assigned. Nonetheless, the main problem with John was speaking because of stammering. In this respect, John could hardly speak with the teacher and fellow students with fluency. He was also unable to can fluently read grade-level texts and could not demonstrate comprehension of grade-level texts as well. Responding to the Needs Assessment Data 4. John’s short-term and long-term goals would include: · To emphasize the commitment to speak and align words to the standards · To engage the teacher and get the opportunity to pronounce words correctly · To ensure that John learns speaking and readings skills in a manner that reflect ...

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UDL Lesson Plan Subject: English Grade: First Grade Common Core State Standard(s): Common Core State Standards · Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. · With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. · Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. · Add drawings or other visual displays to descriptions as desired to provide additional detail. Objective (*Three components are observable verb, learning outcome, and measurement. *Aligned to state standard and evidence of mastery): · Students will learn comperhension by recalling details. · Will correctly define 9/10 vocabulary words by writing the definition of each. · Following along, reading, and summarizing simple stories with pictures Teaching Procedures (to include introduction of the lesson, and step-by-step procedures for the activites to promote student inquiry and checking for students’ understanding over the course of the activites) Gather the Corduroy books that I plan to use for the lesson (A Pocket for Corduroy by Don Freeman) along with a stuffed bear to use when students are ready to begin writing and piecing their own adventure stories together. This particular lesson will focus on the book, A Pocket for Corduroy. The students will attentively listen to the story and will be asked to create their own stories electronically. Corduroy will allow the students to gain a personal connection by having close interactions with a stuffed bear and develop their own adventures with Corduroy. I will also provide envelopes for children to use as pockets. Tell them to draw a picture of something to place in their pocket. On the outside of the envelope, children write clues about what is inside. The rest of the class reads the clues and tries to guess what the pocket contains. UDL Technology Integration (describe one UDL component and explain how it will be integrated into the lesson): In this particular lesson there is a flexibility and openness that is available to allow the students to demonstrate their knowledge and skills of the content. There are not any strict guidelines for how the student presents their electronic adventure, based on the Corduroy story. The assignment is organized in multiple points for choice of presentation: · Free choice of resource materials, · Free choice of access (text, digital, audio), · Free choice of response style. Instructional Technology (describe one instructional technology device and explain how it will have class-wide incorporation into the lesson): . I would also implement AAC devices. These devices will be particularly ...

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