Identify an upcoming grade level ELA lesson or activity to implement applicable interventions from the Clinical Field Experience C intervention plan

Identify an upcoming grade level ELA lesson or activity to implement applicable interventions from the Clinical Field Experience C intervention plan

Identify an upcoming grade level ELA lesson or activity to implement applicable interventions from the Clinical Field Experience C intervention plan

Clinical Field Experience D: Intervention Implementation
Assessment Description
Upon identifying an appropriate intervention tier and aligning intervention strategies for students, teachers are able to begin the implementation process. Implementing identified intervention strategies during instruction will not only help to meet the students’ needs, but also help teachers to identify where to monitor and adjust instruction as needed. Planning, implementing, evaluating, and planning again is an ongoing, cyclical process when working with all students.

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With your mentor teacher, identify an ELA lesson or activity in which interventions from the Clinical Field Experience C intervention plan can be implemented to benefit the previously identified student/s.

Continuing to work with the mentor teacher:

Identify an upcoming grade level ELA lesson or activity to implement applicable interventions from the Clinical Field Experience C intervention plan.( This has Been attached to file below)

Discuss strengths and potential improvement for the student/s.
Implement the identified intervention strategies with the student/s during the agreed upon ELA lesson or activity.
Use any remaining field experience hours to assist the teacher in providing instruction and support to the class.

After the ELA lesson or activity, summarize and reflect upon your experiences in 250-500 words:

Describe how the student/s performed on the ELA activities, and reflect upon your experience implementing the intervention strategies. Include possible changes you would make in the future when implementing these strategies.
Describe how the student/s could utilize one of the intervention strategies at home.
Explain how you will use your findings in your future professional practice.

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

 

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