The word-study portfolio is the culminating assignment in this course. This assignment involves designing a 5-day instructional plan OR word study unit that reflects the specific needs of the student who was the focus of your assessment report. You will develop lesson plans using the lesson plan format presented in class. The lesson plan includes five components: 1). introduction/review, 2). word study, 3). word building, 4). reading/writing connection, and 5). game.
Several components will be included in your electronic portfolio.
Organization of Portfolio
- Title Page
- Table of Contents
- Brief summary: Lesson Goals and Rationale
- Assessment report (include graded report)
- Extended daily lesson plans—including materials and resources
- Wrap Up
• Title page should include student name, course title, assignment title, instructor, and date
Table of Contents
• Please list the order of information presented in the portfolio. Page numbers are not required.
Brief Overview: Lesson Goals and Rationale
• Prepare a brief paragraph to explain the focus of the unit and why you have made these decisions
o Lesson Goals and rationale
o Introduce your student
o Identify spelling stage
o Instructional focus for the week
Assessment report (include graded report)
• Add the entire assessment report
• The at-a-glance is a one-page lesson plan that provides a snapshot of the weekly unit. I will use this to determine whether I should continue reviewing the portfolio.
Extended daily lesson plans—including materials and resources
• In this section you will develop the extended lesson plans. Remember, the at-a-glance gives a snapshot of each component of the lesson. The extended lesson plan included elaborating on each activity. Therefore, you will have 1-2 pages for each day of the lesson plan.
• Provide a final comment related to why you believe the student will be successful in this assignment. Explain how your lesson reflects a few of the principles of word study. Finally, identify the “next steps” if you were to teach the student the following week.
Presidents have historically used communications tools to interact with people across the country. The first prevalent form of communication tool used by presidents were public speeches delivered in-person to an audience of spectators who received the speech. An example of this would be Abraham Lincoln’s Gettysburg Address, which demonstrates a key aspect of early Presidential communications: the need to be seen to be communicating directly to the people. Indeed, this helps explain the character of American presidential campaigns in the latter-half of the 19th century: the whistle-stop train tour was done in order to be seen to be directly communicating with Americans. The second communications tool used by Presidents was the newspaper. During the years between 1869 and 1928 newspapers were the prime source of the American public’s news and political information (Gentzkow et al. 2981). The newspaper was the physical embodiment of the spreading of information across the country. Newspapers were the way that the American public could keep up with the president and his dealings, and presidential public images were strongly influenced by the portrayal of presidents in newspapers. At the same time, Presidents could use newspapers to recreate the historic need to directly interact with Americans, but with newspapers the interaction was mediated by both the staff of the newspaper and the staff of the President. Nonetheless, newspapers permitted some semblance of interaction between the President and the public, albeit at a distance. It was through newspapers that presidents tried to introduce his plans for the country. For this reason, the newspaper was a key factor in political campaigns for the presidency; “in the years 1869-1928, one additional newspaper increases presidential turnout by 0.3 percentage points” (Gentzkow et al. 2981). Thus, ne>GET ANSWER