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Essay Analysis

Synthesize/Apply/Reflect Assignment (SAR):
Throughout the course you will need to evaluate lessons against specific criteria. There are many sources online for lessons. Some that you might want to consider include:
Share My Lesson http://www.sharemylesson.com/
ReadWriteThink http://www.readwritethink.org/

One of the most important reading strategies is explicit instruction. The following indicators are evident in classrooms that implement explicit instruction effectively.
Purpose of lesson (in terms of measurable outcomes) is clear
Lesson focuses on skills that students are ready to learn-neither too easy nor too hard. An assessment, formal or informal embedded in instruction, is used and data is gathered to determine if students need the skill and are ready to learn it
Teacher presents ideas and models skills clearly and accurately by using language students can understand.
Teacher TELLS the students (in words the students can understand) the following 5 items:
What they are Learning
What it is
Why it is important to reading
When to use the strategy
How to use the strategy
Teacher provides opportunities for guided and independent practice.
Teacher checks for understanding/skill mastery and responds accordingly.
Teacher uses strategies to differentiate instruction in respect to content, process, and product.
Think of a lesson you have taught recently or use one from online. Evaluate your performance by using the explicit instruction indicators. Briefly summarize the lesson, reflect on each of the indicators, and describe one area of strength and one area requiring improvement for effective explicit instruction. Write about how the improvement might affect the reading trajectory of your students.
If you are not currently teaching find a lesson online. Evaluate the teacher performance by using the explicit instruction indicators. Summarize the lesson, reflect on the indicators, and describe one area of strength and one area requiring improvement for effective explicit instruction. Write about how the improvement might affect the reading trajectory of students.
Assignment Guidelines
For your assignment:
Indicate the grade level of your lesson
Provide a summary of the lesson (you do not need to include the lesson) including:
Description of the lesson components
Lesson Objectives
Materials
Activities
An analysis of the lesson corresponding with each indicator of explicit instruction (from above)
A thoughtful, detailed example of one strength of the lesson
One area that requires improvement for effective explicit instruction.
Explain how the improvement might affect the reading trajectory of your students

Sample Solution

Recruitment took place at the beginning of a class period after permission had been granted by the instructor. The researcher then explained the goals of the study and distributed individual sign-up sheet to preserve the anonymity of the participants. Any student who wished to participate was welcome. The researcher hoped to recruit at least 15 participants in each section of the French phonetics course to meet the requirement for representativeness, but due to lack of enrollment, there were only 7 participants per group. The qualitative data from the participants provided rich enough data to obtain a credible picture and ensure saturation. Thus the requirements for the representativeness/saturation trade-off was met. Both groups received the same instruction in French phonetics and pronunciation. The phonetics course was held every Monday, Wednesday, and Friday for fifty minutes. Fridays were dedicated to lab work, while Mondays and Wednesdays were lectures. At the University of Illinois, French pronunciation is taught following an explicit methodology. Each phonological feature is explained in detail according to the manner of pronunciation: tongue position, jaw position, lips, etc. Data Collection Before the first phonological feature was taught, the participants completed the pre-test (Time 1). The post-test (Time 2) was completed after the instruction of the features. Both pre-test and post-test included two types of reading/recording exercises: a short text and short sentences (created by the researcher), targeting specific phonological features of French: /y/ vs. /u/, or the “silent e” (or schwa). While reading the texts and sentences, each participant was required to record themselves at Time 1 and at Time 2. The recordings took place in the phonetics laboratory at the University of Illinois, where participants can be monitored. The researcher asked the students to record themselves only once to control for repeated recordings, which may allow the students to modify their pronunciation.
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