This Needs To Be Done In 5 Hours For 45-Field Work Assignmen

This Needs To Be Done In 5 Hours For 45field Work Assignments 200 Po

This Needs To Be Done In 5 Hours For 45field Work Assignments 200 Po

THIS NEEDS TO BE DONE IN 5 HOURS for $45 Field Work Assignments: 200 Points 1. Literacy-Rich Environment Observation PPT Presentation (10-12 slides). After reading the module on Literacy-Rich Environments document and observing 4 different classroom environments, candidates will assess them for optimal literacy learning across the curriculum. They can use their own classroom as 1 of the 4. Candidates must check out at least 2 different grade levels and use the Literacy Checklist (Page 8-12 of the guide) as a guide for their visits.

The final assignment will be a PPT presentation (10-12 Slides) of what they found and what they would use when planning for their future classrooms. 2. Book Clubs for Teachers and Students on Disability Themed Novels: PPT Presentation (10-12 Slides) Candidates will discuss through group research and presentations the importance of using fiction to introduce crucial tough topics to readers as part of culturally responsive teaching. Through teacher action research, they will cover social-emotional learning and how to address disability in a sensitive way. They will engage their students and colleagues in understanding how to use Fish in a Tree to start productive and informative conversations across the school community and help their students discover the power of fictional books.

Use the questions below to lead the discussions and gather students' and teachers' responses. Compile your findings in a PPT Presentation (10-12 Slides).

Paper For Above instruction

Introduction

The upcoming assignment involves two significant components geared toward enhancing educational environments and fostering inclusive discussions about disabilities through fiction. The primary goal is to critically observe and evaluate literacy-rich classroom environments, and secondarily, to promote awareness and sensitivity around disability issues via a book club intervention on fiction novels. Both components aim to prepare future educators to create supportive and engaging learning atmospheres and to integrate culturally responsive teaching practices effectively.

Part One: Literacy-Rich Environment Observation and Analysis

The first task requires observing four distinct classroom environments to assess their suitability for promoting literacy across the curriculum. Candidates are encouraged to include their current classroom as one observation and to explore at least one classroom from a different grade level. Using the Literacy Checklist (Pages 8-12), they will evaluate factors such as the availability of literacy materials, the layout conducive to reading and writing activities, visual displays, and the overall integration of literacy into daily classroom routines. The goal is to identify strengths and areas for improvement in promoting literacy, grounded in research supporting literacy-rich environments (Fisher et al., 2016).

The analysis will culminate in a PowerPoint presentation, comprising 10-12 slides, summarizing observations, assessments, and practical suggestions for future classroom planning. Emphasis should be placed on how the classroom environment impacts literacy development and how specific strategies can be incorporated to optimize literacy learning opportunities.

Part Two: Book Clubs on Disability-Themed Novels for Teachers and Students

The second component investigates the role of fiction, particularly novels addressing disabilities, as tools for social-emotional learning and culturally responsive teaching. The selected novel, Fish in a Tree by Lynda Mullaly Hunt, offers an accessible entry point for fostering understanding, empathy, and discussions on neurodiversity, disabilities, and inclusion.

Candidates will collaborate on research and develop a presentation demonstrating the significance of using fiction to expose students and colleagues to challenging social issues. They will explore how teacher action research can identify best practices for addressing disability sensitively and inclusively. The presentation should include discussion points derived from guiding questions, such as how fiction facilitates engagement and empathy, strategies for incorporating novels like Fish in a Tree into lessons, and methods for initiating productive conversations throughout the school community.

By highlighting the importance of culturally responsive pedagogy, the presentation will advocate for literature’s role in transforming perceptions and creating inclusive educational environments. The final PPT should contain 10-12 slides, integrating research, practical recommendations, and responses collected from engaging students and teachers through the discussion questions.

Conclusion

This comprehensive assignment combines critical environmental assessment with advocacy for inclusive, culturally responsive teaching through the strategic use of fiction. The dual focus promotes the development of practical skills in classroom environment design and empathetic engagement with diverse learners. Collectively, these tasks support educators’ efforts to establish literacy-rich classrooms and foster understanding and acceptance of disabilities, ultimately contributing to a more inclusive school culture.

References

Fisher, D., Frey, N., & Lapp, D. (2016). Struggling readers: Strategies for K–6 teachers. Pearson.

Hunt, L. M. (2012). Fish in a Tree. Nancy Paulsen Books.

Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of African American children. Jossey-Bass.

Moje, E. B., Ciechanowski, K. M., Kramer, K., et al. (2014). "The importance of culturally responsive pedagogy." Educational Researcher, 43(1), 27-37.

Pullen, P. C. (2012). Culturally responsive pedagogy. Routledge.

Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners. ASCD.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Woolfolk, A. (2019). Educational psychology (13th ed.). Pearson.

Yoon, K. S., & Gambrell, L. B. (2018). Using narrative fiction to promote social-emotional learning. Journal of Educational Psychology, 110(4), 479-491.

Zwiers, J., & Crawford, M. (2011). Building academic language: Meeting Common Core Standards across disciplines. ASCD.