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Tag: Model Answer

  • [Solved] 2-2 NP

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    In this presentation assignment, you will be utilizing Microsoft PowerPoint to identify your client for your final project and discuss direct and indirect competitors for this client. As you list the competitors, explain why you chose these organizations. When creating a presentation, you have two o…

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    Assignment Prompt & Instructions

    In this presentation assignment, you will be utilizing Microsoft PowerPoint to identify your client for your final project and discuss direct and indirect competitors for this client. As you list the competitors, explain why you chose these organizations. When creating a presentation, you have two options: use the PowerPoint notes section to add your speaker notes—the idea is to include anything you would say for each slide, or do a voiceover recording of the PowerPoint slides.
    **Directions**
    Your presentation should include a 5-6 but no more than 8 slides, including:
    – Title slide
    – Information outlined in the Instructions section
    – Support for the information
    – Reference slide (APA format)
    Hints for a good presentation:
    – Fewer words on slides are better; most written content should be in the notes section.
    – Use appropriate graphics.

  • [Solved] Target Recruitment

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    Many organizations adopt a targeted recruitment strategy. For example, Home Depot has targeted workers 50 and above in its recruitment efforts, which include advertising specifically in media outlets frequented by older individuals. Other organizations target recruitment messages at women, minoritie…

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    Assignment Prompt & Instructions

    Many organizations adopt a targeted recruitment strategy. For example, Home Depot has targeted workers 50 and above in its recruitment efforts, which include advertising specifically in media outlets frequented by older individuals. Other organizations target recruitment messages at women, minorities, or those with desired skills. Do you think targeted recruitment systems are fair? Why or why not?

  • [Solved] Week 7 DB post

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    see attachment In order to earn credit, please be sure to use evidence based, peer-reviewed journals that have been published within the past 3-5 years in addition to your text and course materials in your case study. Avoid website documents as they are not peer reviewed. Please remember not to use …

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    Assignment Prompt & Instructions

    see attachment
    In order to earn credit, please be sure to use evidence based, peer-reviewed journals that have been published within the past 3-5 years in addition to your text and course materials in your case study.  Avoid website documents as they are not peer reviewed. Please remember not to use websites or articles designed for patient use. As an advanced practice nurse, you will need to learn where to find appropriate research and resources that are designed for medical personnel and not patients.
    \
    Week7DBPost.pdf](https://www.sweetstudy.com/files/week7dbpost-pdf "Week7DBPost.pdf")
    \
    SOAPNOTEFORMAT.pdf](https://www.sweetstudy.com/files/soapnoteformat-pdf "SOAPNOTEFORMAT.pdf")

  • [Solved] Human Resource Management Assignment #4

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    Please complete the following questions relating to Chapter 7. Use full sentences, and be sure to cite your sources, even if you only use the textbook. Imagine and describe a staffing system for a job in which there was no measurement used. Describe how you might go about determining scores for appl…

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    Assignment Prompt & Instructions

    Please complete the following questions relating to Chapter 7. Use full sentences, and be sure to cite your sources, even if you only use the textbook.
    Imagine and describe a staffing system for a job in which there was no measurement used.
    Describe how you might go about determining scores for applicants’ responses to: a. interview questions, b. letters of recommendation, and c. question about previous work experience.
    Give examples of when you would want the following for a written job knowledge test: 1. a low coefficient alpha (e.g., alpha = .35), and b. a low test-retest reliability.
    Assume you gave a general ability test, measuring both verbal and computational skills, to a group of applicants for a specific job. Also assume that because of severe hiring pressures, you hired all of the applicants, regardless of their test scores. How would you investigate the criterion-related validity of the test?
    Using the same example as in question four, how would you go about investigating the content validity of the test?
    What information does a selection decision-maker need to collect in making staffing decisions? What are the ways in which this information can be collected?

  • [Solved] 605 topic

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    In-depth study guidance and analytical solution covering 605 topic.

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    Assignment Prompt & Instructions

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

  • [Solved] Discussion board

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    – ## MicrobiologyDiscussionboard1.docx **## MicrobiologyDiscussionboard1.docx** Microbiology is the biological science involved with the study of microscopic organisms and it is often broken into sub-disciplines based on the microbes themselves (bacteriology, mycology, phycology, parasitology, virol…

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    Assignment Prompt & Instructions

    – ## MicrobiologyDiscussionboard1.docx

    **## MicrobiologyDiscussionboard1.docx**

    Microbiology is the biological science involved with the study of microscopic organisms and it is often broken into sub-disciplines based on the microbes themselves (bacteriology, mycology, phycology, parasitology, virology) as well as their impacts (epidemiology, etiology, food microbiology, immunology, medical microbiology, microbial genetics).

    1. For this discussion assignment, you are to define each sub-discipline listed below and give an example of each.

    2. You are then to pick one sub-discipline, find a peer-reviewed article (from the last 3 years) reporting the results of a study in that area, summarize the article, note the most interesting thing you learned from the article, and discuss future implications or directions for study for the area you chose.

    3. To end (and to elicit a lively discussion), without researching the topic, give your personal opinion on mandatory vaccinations for communicable diseases and whether or not you are for or against them and why.

    For your assignment to be considered for full credit, it should be 200-300 words in length, formatted in AMA format, reference at least two sources, and you should respond to at least two (2) of your classmates' posts with insightful feedback that encourages additional thought and/or discussion.

    **DISCUSSION PROMPT**

    Use the template below to build your discussion post (200-300 words in length, formatted in AMA format, and reference at least two sources).

    Define Virology-

    Example:

    Define Epidemiology-

    Example:

    Define Immunology-

    Example:
    Topic Selected: ______________________________ (from the last 3 years)
    Title of Article-
    >
    Report on the article including: a summary, interesting fact(s), and future implications/directions of the research).
    >
    >
    References-
    >
    *What is your personal opinion on vaccination and whether or not you are for or against mandatory vaccination and why?

    **## MicrobiologyDiscussionboard1.docx**

    Microbiology is the biological science involved with the study of microscopic organisms and it is often broken into sub-disciplines based on the microbes themselves (bacteriology, mycology, phycology, parasitology, virology) as well as their impacts (epidemiology, etiology, food microbiology, immunology, medical microbiology, microbial genetics).

    1. For this discussion assignment, you are to define each sub-discipline listed below and give an example of each.

    2. You are then to pick one sub-discipline, find a peer-reviewed article (from the last 3 years) reporting the results of a study in that area, summarize the article, note the most interesting thing you learned from the article, and discuss future implications or directions for study for the area you chose.

    3. To end (and to elicit a lively discussion), without researching the topic, give your personal opinion on mandatory vaccinations for communicable diseases and whether or not you are for or against them and why.

    For your assignment to be considered for full credit, it should be 200-300 words in length, formatted in AMA format, reference at least two sources, and you should respond to at least two (2) of your classmates' posts with insightful feedback that encourages additional thought and/or discussion.

    **DISCUSSION PROMPT**

    Use the template below to build your discussion post (200-300 words in length, formatted in AMA format, and reference at least two sources).

    Define Virology-

    Example:

    Define Epidemiology-

    Example:

    Define Immunology-

    Example:
    Topic Selected: ______________________________ (from the last 3 years)
    Title of Article-
    >
    Report on the article including: a summary, interesting fact(s), and future implications/directions of the research).
    >
    >
    References-
    >
    *What is your personal opinion on vaccination and whether or not you are for or against mandatory vaccination and why?

  • [Solved] 2-3 NP Mkt

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    Executive Solution Overview

    Using a nonprofit organization other than the one you selected for your marketing plan project, complete the following: 1. Create an offer/opportunity matrix using Figure 3-4 on page 81 of _Strategic Marketing for Nonprofit Organizations_ as your model. Explain your rationale for your choices. 2. Us…

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    Assignment Prompt & Instructions

    Using a nonprofit organization other than the one you selected for your marketing plan project, complete the following:
    1. Create an offer/opportunity matrix using Figure 3-4 on page 81 of _Strategic Marketing for Nonprofit Organizations_ as your model. Explain your rationale for your choices.
    2. Using the seven characteristics of successful nonprofits (pp. 83–84 of _Strategic Marketing for Nonprofit Organizations_), describe how these apply to the nonprofit organization and how you would develop these characteristics if you were CEO or executive director.
    3. You may want to use the websites posted in Module One Reading and Resources section, such as Charity Navigator.
    Submission, APA, 2 pages
    \
    Screenshot576.png](https://www.sweetstudy.com/files/screenshot576-png-10325735 "Screenshot576.png")
    \
    Screenshot577.png](https://www.sweetstudy.com/files/screenshot577-png-10325737 "Screenshot577.png")
    \
    Screenshot578.png](https://www.sweetstudy.com/files/screenshot578-png-10325739 "Screenshot578.png")

  • [Solved] 607 topic

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    In-depth study guidance and analytical solution covering 607 topic.

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    Assignment Prompt & Instructions

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

  • [Solved] Psych

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    Executive Solution Overview

    Using the information in Box 11-1 (Wrightsman), choose one area of forensic psychological practice within civil law. Delineate one or more ethical dilemmas or difficulties that mental health professionals working in this area would have to face. Describe the difficulty or conflict. Add recommendatio…

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    Assignment Prompt & Instructions

    Using the information in Box 11-1 (Wrightsman), choose one area of forensic psychological practice within civil law. Delineate one or more ethical dilemmas or difficulties that mental health professionals working in this area would have to face. Describe the difficulty or conflict. Add recommendations about how the professional should proceed.
    References
    Greene, E., & Heilbrun, K. (2019). _Wrightsman’s_ p _sychology and_ _the legal system_ (9th ed.). Cengage.
    – Chapter 11 “Forensic Assessment in Civil Cases”
    – Slobogin, C., Hafemeister, L.T., & Mossman, D. (2020). _Law and the mental health system: Civil and criminal aspects_ (7th ed.). West Academic Publishing.
    – Chapter 8, “Civil Commitment”
    – [Ethical Principles for Psychologists and Code of ConductLinks to an external site.](https://www.apa.org/ethics/code "Link")
    – [Specialty Guidelines for Forensic PsychologistsLinks to an external site.](https://www.apa.org/practice/guidelines/forensic-psychology "Link")

  • [Solved] Education I need help with homework

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    I need help with my homework – ## RequiredResourceforweek5assignmentcasestudy.docx – ## Casestudyforweek5assignment.docx – Week5assignmentandRubric.docx **## RequiredResourceforweek5assignmentcasestudy.docx** Required Resources Read Chapters 8, 10, and 11. **Literacy Assessment and Intervention for …

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    Assignment Prompt & Instructions

    I need help with my homework

    – ## RequiredResourceforweek5assignmentcasestudy.docx

    – ## Casestudyforweek5assignment.docx

    – Week5assignmentandRubric.docx

    **## RequiredResourceforweek5assignmentcasestudy.docx**

    Required Resources

    Read Chapters 8, 10, and 11.

    **Literacy Assessment and Intervention for Classroom Teachers**

    **Required**

    DeVries, B. A. (2023).
    _Literacy Assessment and Intervention for Classroom Teachers_ (6th ed.). Routledge. ISBN-13: 9781032131283

    Words in Context: Looking for Meaning

    **Required**

    Review "Words in Context: Looking for Meaning" used in the “ELM-526 Intervention Case Study,” located on the Florida

    … Read More

    https://fcrr.org/sites/g/files/upcbnu2836/files/media/PDFs/student_center_activities/45_words_in_context/45_v043_looking_for_meaning.pdf

    Incorporating Evidence-Based Literacy Practices into Middle School Content Areas

    **Required**

    Read “Incorporating Evidence-Based Literacy Practices into Middle School Content Areas,” by Shelton et al., from
    _Teaching_

    … Read More

    https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=149148439&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost

    Inside a Dyslexia Intervention: Reading Strategies for Struggling Readers

    **Required**

    Watch “Inside a Dyslexia Intervention: Reading Strategies for Struggling Readers,” located on YouTube (2019).

    https://youtu.be/ex3X3IoPqXg

    Fidelity Tools

    **Required**

    Explore “Fidelity Tools,” located on the National Center on Intensive Intervention website.

    https://intensiveintervention.org/implementation-intervention/fidelity

    Considerations for Effective Implementation: 5 Elements of Fidelity

    **Required**

    Read “Considerations for Effective Implementation: 5 Elements of Fidelity,” located on the National Center on Intensive Inter

    … Read More

    https://intensiveintervention.org/sites/default/files/5_Elements_Fidelity_508.pdf

    Reading Motivation: What the Research Says

    **Required**

    Read “Reading Motivation: What the Research Says,” by Gambrell and Marinak, located on the Reading Rockets website.

    https://www.readingrockets.org/topics/motivation/articles/reading-motivation-what-research-says

    Lexile Framework for Reading

    **Required**

    Explore the Lexile Framework for Reading website.

    https://lexile.com/educators/

    FCRR Student Center Activities

    **Required**

    Explore “FCRR Student Center Activities,” located on the Florida Center for Reading Research website.

    https://fcrr.org/student-center-a

    **## Casestudyforweek5assignment.docx**

    **Student Background:** Claire is a fifth-grade student in a general education classroom. This is her first year at this K-5 elementary school. She is a native English speaker. Claire is the middle child of four, and both of her parents work full-time. She enjoys playing ice hockey and taking care of her pets, a dog and a turtle. She is outgoing and very social with her peers.

    **Formal Assessment:** Claire took the Iowa Test of Basic Skills. On her comprehension subtest, she scored in the 9th percentile. This comprehension assessment identified Claire as needing additional fifth-grade support in comprehension.

    **Informal Reading Inventory (IRI) Assessment**

    | | | | | |
    | — | — | — | — | — |
    | | **Independent**<br>_Word Recognition – 99% or higher_<br>_Comprehension – 90% or higher_ | **Instructional**<br>_Word Recognition – 95% or higher_<br>_Comprehension – 75% or higher_ | **Frustration**<br>_Word Recognition – below 90%_<br>_Comprehension – below 50%_ | **Placement** |
    | **Performance on Graded Word Lists** | **3rd** | **4th** | **5th** | **3rd** |
    | **Performance Levels Based on Oral Passages** | **3rd** | **4th** | **5th** | **3rd** |
    | **Performance Levels Based on Silent Passages** | **2nd** | **3rd** | **4th** | **2nd** |

    **Informational Comprehension Skill Analysis**

    | | | | |
    | — | — | — | — |
    | **Skill** | **Number of Questions** | **Errors** | **Error Percentage** |
    | **Main Idea** | **5** | **1** | **20%** |
    | **Detail** | **5** | **2** | **40%** |
    | **Cause and Effect** | **4** | **1** | **25%** |
    | **Vocabulary** | **10** | **5** | **50%** |

    **Tier 2 Instruction:** Claire is currently receiving Tier 2 instruction three days a week, for 20 minutes per day, over eight weeks. Her reading group consists of seven students with a focus on vocabulary and informational comprehension. Claire’s Tier 2 literacy intervention goal is: When given a fifth-grade informational passage and vocabulary assessment, the student will use context clues and other strategies, such as consulting a dictionary, to determine the meaning of unfamiliar words with 80% accuracy. Claire’s teacher has been utilizing the "Words in Context, Looking for Meaning" graphic organizer as her Tier 2 intervention. Claire’s teacher has assessed this literacy goal weekly, and Claire’s progress is shown in “Claire’s Progress Monitoring Chart.”

    ![Chart, line chart Description automatically generated](https://www.sweetstudy.com/questions/education-i-need-help-with-homework-20922617)

    **Anecdotal Notes:** Claire is a sweet girl who participates in whole group class discussions and small group activities. She states her favorite subject is science. She loves to do science experiments; however, she has trouble comprehending the science text and other handouts, because of the content vocabulary. Whenever asked to discuss content related to text, she struggles with word meaning and comprehension. Last week I noticed that just as I asked students to take out their science text, Claire began to disrupt her peers with off-topic conversations. She took a long time to begin and had difficulty staying on task. Her family has expressed concerns about her comprehension level as she moves into middle school next year.

    **Self-Assessment Attitude Survey:** See results below.

    ![Table Description automatically generated with medium confidence](https://www.sweetstudy.com/questions/education-i-need-help-with-homework-20922617)

    ## image1.jpg

    ## image2.png

    **Week5assignmentandRubric.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week5assignmentandrubric-docx)

    **Week5assignmentandRubric.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week5assignmentandrubric-docx)

    **## RequiredResourceforweek5assignmentcasestudy.docx**

    Required Resources

    Read Chapters 8, 10, and 11.

    **Literacy Assessment and Intervention for Classroom Teachers**

    **Required**

    DeVries, B. A. (2023).
    _Literacy Assessment and Intervention for Classroom Teachers_ (6th ed.). Routledge. ISBN-13: 9781032131283

    Words in Context: Looking for Meaning

    **Required**

    Review "Words in Context: Looking for Meaning" used in the “ELM-526 Intervention Case Study,” located on the Florida

    … Read More

    https://fcrr.org/sites/g/files/upcbnu2836/files/media/PDFs/student_center_activities/45_words_in_context/45_v043_looking_for_meaning.pdf

    Incorporating Evidence-Based Literacy Practices into Middle School Content Areas

    **Required**

    Read “Incorporating Evidence-Based Literacy Practices into Middle School Content Areas,” by Shelton et al., from
    _Teaching_

    … Read More

    https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=149148439&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost

    Inside a Dyslexia Intervention: Reading Strategies for Struggling Readers

    **Required**

    Watch “Inside a Dyslexia Intervention: Reading Strategies for Struggling Readers,” located on YouTube (2019).

    https://youtu.be/ex3X3IoPqXg

    Fidelity Tools

    **Required**

    Explore “Fidelity Tools,” located on the National Center on Intensive Intervention website.

    https://intensiveintervention.org/implementation-intervention/fidelity

    Considerations for Effective Implementation: 5 Elements of Fidelity

    **Required**

    Read “Considerations for Effective Implementation: 5 Elements of Fidelity,” located on the National Center on Intensive Inter

    … Read More

    https://intensiveintervention.org/sites/default/files/5_Elements_Fidelity_508.pdf

    Reading Motivation: What the Research Says

    **Required**

    Read “Reading Motivation: What the Research Says,” by Gambrell and Marinak, located on the Reading Rockets website.

    https://www.readingrockets.org/topics/motivation/articles/reading-motivation-what-research-says

    Lexile Framework for Reading

    **Required**

    Explore the Lexile Framework for Reading website.

    https://lexile.com/educators/

    FCRR Student Center Activities

    **Required**

    Explore “FCRR Student Center Activities,” located on the Florida Center for Reading Research website.

    https://fcrr.org/student-center-a

    **## Casestudyforweek5assignment.docx**

    **Student Background:** Claire is a fifth-grade student in a general education classroom. This is her first year at this K-5 elementary school. She is a native English speaker. Claire is the middle child of four, and both of her parents work full-time. She enjoys playing ice hockey and taking care of her pets, a dog and a turtle. She is outgoing and very social with her peers.

    **Formal Assessment:** Claire took the Iowa Test of Basic Skills. On her comprehension subtest, she scored in the 9th percentile. This comprehension assessment identified Claire as needing additional fifth-grade support in comprehension.

    **Informal Reading Inventory (IRI) Assessment**

    | | | | | |
    | — | — | — | — | — |
    | | **Independent**<br>_Word Recognition – 99% or higher_<br>_Comprehension – 90% or higher_ | **Instructional**<br>_Word Recognition – 95% or higher_<br>_Comprehension – 75% or higher_ | **Frustration**<br>_Word Recognition – below 90%_<br>_Comprehension – below 50%_ | **Placement** |
    | **Performance on Graded Word Lists** | **3rd** | **4th** | **5th** | **3rd** |
    | **Performance Levels Based on Oral Passages** | **3rd** | **4th** | **5th** | **3rd** |
    | **Performance Levels Based on Silent Passages** | **2nd** | **3rd** | **4th** | **2nd** |

    **Informational Comprehension Skill Analysis**

    | | | | |
    | — | — | — | — |
    | **Skill** | **Number of Questions** | **Errors** | **Error Percentage** |
    | **Main Idea** | **5** | **1** | **20%** |
    | **Detail** | **5** | **2** | **40%** |
    | **Cause and Effect** | **4** | **1** | **25%** |
    | **Vocabulary** | **10** | **5** | **50%** |

    **Tier 2 Instruction:** Claire is currently receiving Tier 2 instruction three days a week, for 20 minutes per day, over eight weeks. Her reading group consists of seven students with a focus on vocabulary and informational comprehension. Claire’s Tier 2 literacy intervention goal is: When given a fifth-grade informational passage and vocabulary assessment, the student will use context clues and other strategies, such as consulting a dictionary, to determine the meaning of unfamiliar words with 80% accuracy. Claire’s teacher has been utilizing the "Words in Context, Looking for Meaning" graphic organizer as her Tier 2 intervention. Claire’s teacher has assessed this literacy goal weekly, and Claire’s progress is shown in “Claire’s Progress Monitoring Chart.”

    ![Chart, line chart Description automatically generated](https://www.sweetstudy.com/questions/education-i-need-help-with-homework-20922617)

    **Anecdotal Notes:** Claire is a sweet girl who participates in whole group class discussions and small group activities. She states her favorite subject is science. She loves to do science experiments; however, she has trouble comprehending the science text and other handouts, because of the content vocabulary. Whenever asked to discuss content related to text, she struggles with word meaning and comprehension. Last week I noticed that just as I asked students to take out their science text, Claire began to disrupt her peers with off-topic conversations. She took a long time to begin and had difficulty staying on task. Her family has expressed concerns about her comprehension level as she moves into middle school next year.

    **Self-Assessment Attitude Survey:** See results below.

    ![Table Description automatically generated with medium confidence](https://www.sweetstudy.com/questions/education-i-need-help-with-homework-20922617)

    ## image1.jpg

    ## image2.png

    **Week5assignmentandRubric.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week5assignmentandrubric-docx)

    **## RequiredResourceforweek5assignmentcasestudy.docx**

    Required Resources

    Read Chapters 8, 10, and 11.

    **Literacy Assessment and Intervention for Classroom Teachers**

    **Required**

    DeVries, B. A. (2023).
    _Literacy Assessment and Intervention for Classroom Teachers_ (6th ed.). Routledge. ISBN-13: 9781032131283

    Words in Context: Looking for Meaning

    **Required**

    Review "Words in Context: Looking for Meaning" used in the “ELM-526 Intervention Case Study,” located on the Florida

    … Read More

    https://fcrr.org/sites/g/files/upcbnu2836/files/media/PDFs/student_center_activities/45_words_in_context/45_v043_looking_for_meaning.pdf

    Incorporating Evidence-Based Literacy Practices into Middle School Content Areas

    **Required**

    Read “Incorporating Evidence-Based Literacy Practices into Middle School Content Areas,” by Shelton et al., from
    _Teaching_

    … Read More

    https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=149148439&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost

    Inside a Dyslexia Intervention: Reading Strategies for Struggling Readers

    **Required**

    Watch “Inside a Dyslexia Intervention: Reading Strategies for Struggling Readers,” located on YouTube (2019).

    https://youtu.be/ex3X3IoPqXg

    Fidelity Tools

    **Required**

    Explore “Fidelity Tools,” located on the National Center on Intensive Intervention website.

    https://intensiveintervention.org/implementation-intervention/fidelity

    Considerations for Effective Implementation: 5 Elements of Fidelity

    **Required**

    Read “Considerations for Effective Implementation: 5 Elements of Fidelity,” located on the National Center on Intensive Inter

    … Read More

    https://intensiveintervention.org/sites/default/files/5_Elements_Fidelity_508.pdf

    Reading Motivation: What the Research Says

    **Required**

    Read “Reading Motivation: What the Research Says,” by Gambrell and Marinak, located on the Reading Rockets website.

    https://www.readingrockets.org/topics/motivation/articles/reading-motivation-what-research-says

    Lexile Framework for Reading

    **Required**

    Explore the Lexile Framework for Reading website.

    https://lexile.com/educators/

    FCRR Student Center Activities

    **Required**

    Explore “FCRR Student Center Activities,” located on the Florida Center for Reading Research website.

    https://fcrr.org/student-center-a

    **## Casestudyforweek5assignment.docx**

    **Student Background:** Claire is a fifth-grade student in a general education classroom. This is her first year at this K-5 elementary school. She is a native English speaker. Claire is the middle child of four, and both of her parents work full-time. She enjoys playing ice hockey and taking care of her pets, a dog and a turtle. She is outgoing and very social with her peers.

    **Formal Assessment:** Claire took the Iowa Test of Basic Skills. On her comprehension subtest, she scored in the 9th percentile. This comprehension assessment identified Claire as needing additional fifth-grade support in comprehension.

    **Informal Reading Inventory (IRI) Assessment**

    | | | | | |
    | — | — | — | — | — |
    | | **Independent**<br>_Word Recognition – 99% or higher_<br>_Comprehension – 90% or higher_ | **Instructional**<br>_Word Recognition – 95% or higher_<br>_Comprehension – 75% or higher_ | **Frustration**<br>_Word Recognition – below 90%_<br>_Comprehension – below 50%_ | **Placement** |
    | **Performance on Graded Word Lists** | **3rd** | **4th** | **5th** | **3rd** |
    | **Performance Levels Based on Oral Passages** | **3rd** | **4th** | **5th** | **3rd** |
    | **Performance Levels Based on Silent Passages** | **2nd** | **3rd** | **4th** | **2nd** |

    **Informational Comprehension Skill Analysis**

    | | | | |
    | — | — | — | — |
    | **Skill** | **Number of Questions** | **Errors** | **Error Percentage** |
    | **Main Idea** | **5** | **1** | **20%** |
    | **Detail** | **5** | **2** | **40%** |
    | **Cause and Effect** | **4** | **1** | **25%** |
    | **Vocabulary** | **10** | **5** | **50%** |

    **Tier 2 Instruction:** Claire is currently receiving Tier 2 instruction three days a week, for 20 minutes per day, over eight weeks. Her reading group consists of seven students with a focus on vocabulary and informational comprehension. Claire’s Tier 2 literacy intervention goal is: When given a fifth-grade informational passage and vocabulary assessment, the student will use context clues and other strategies, such as consulting a dictionary, to determine the meaning of unfamiliar words with 80% accuracy. Claire’s teacher has been utilizing the "Words in Context, Looking for Meaning" graphic organizer as her Tier 2 intervention. Claire’s teacher has assessed this literacy goal weekly, and Claire’s progress is shown in “Claire’s Progress Monitoring Chart.”

    ![Chart, line chart Description automatically generated](https://www.sweetstudy.com/questions/education-i-need-help-with-homework-20922617)

    **Anecdotal Notes:** Claire is a sweet girl who participates in whole group class discussions and small group activities. She states her favorite subject is science. She loves to do science experiments; however, she has trouble comprehending the science text and other handouts, because of the content vocabulary. Whenever asked to discuss content related to text, she struggles with word meaning and comprehension. Last week I noticed that just as I asked students to take out their science text, Claire began to disrupt her peers with off-topic conversations. She took a long time to begin and had difficulty staying on task. Her family has expressed concerns about her comprehension level as she moves into middle school next year.

    **Self-Assessment Attitude Survey:** See results below.

    ![Table Description automatically generated with medium confidence](https://www.sweetstudy.com/questions/education-i-need-help-with-homework-20922617)

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    **Week5assignmentandRubric.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week5assignmentandrubric-docx)

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