Written reflection on all other group’s special topic PowerPoints
Reflection Paper on all Special Topic Groups (33 points)
1. Now, your PLC group will be required to watch all Special Topic PowerPoint slides.
3. Be sure your reflective paper includes a 300-word reflection for each of the special topics presented in class. You should have
300-word reflections. Make sure your PLC group:
4. Expands your discussion using material from the textbook and links to the special topics by making connections between the special topics and
the content learned throughout the course.
5. Follows the Special Topics Part II rubric criteria for each of the special topics. Some rubrics cover two or three special topics, make sure to
address those indicators.
6. 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.
7. Works on each topic right after their classmates present the topic. This is a reflection paper not a summary of classmates' presentations. Must
include:
8. 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
9. 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.
10. 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.
11. Connections between information from different sources to recognize how characteristics of both language and cognitive development impact
reading proficiency.
12. Examples to recognize the characteristics of proficient readers to more effectively differentiate instruction.
13. Analysis of how to use documentation to monitor student progress and use data to differentiate instruction for all students.
14. Hypothetical implementation of research-based practices in comprehension, oral language, phonological awareness, phonics, fluency and
vocabulary to differentiate instruction for all students.
15. Use of an excellent example to explain how to implement research-based instructional practices for developing students’ higher order thinking.
16. Implications of how to implement research-based instructional practices using writing to develop students’ comprehension of text.
17. 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.
18. 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.
19. Keep in mind to use this information in the Dialogic Reading/Research Project. How would you use this information with your focus child?
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