ESE 697 ASH Course Tutorial / shoptutorial

ESE 697 Week 1 DQ 2 Designing in Mini-LessonFor more course tutorials visit
www.shoptutorial.comDesigning in Mini-Lesson in Reading Comprehension. Create a mini-lesson in reading comprehension to teach a small group of students (group description below) using an evidence-based strategy from the textbook. Plan a 15- to 20-minute mini-lesson that addresses the needs of all four students in the group through effective strategies and accommodations for the learners. Respond briefly to the two reflection questions (in the template) about your lesson. Use the mini-lesson template provided in Week One of your online course to develop your mini-lesson, and then copy and paste it into the discussion forum to obtain feedback from your peers.
Small group description:
There are four students in this group who are in third grade. Two of the students have a learning disability in reading and are both reading at a first-grade level, there is one student with an intellectual disability who reads at a first-grade level, and a student with a visual impairment who reads at a second-grade level.—————————————————————————————————————————————————————————–
ESE 697 Week 1 DQ 1 Aligning InstructionFor more course tutorials visit
www.shoptutorial.comAligning Instruction With Common Core State Standards and the IEP. Read the required text chapters and articles, and watch the video for Week One. Use these resources to inform and support your responses to the prompts below.
a. Describe the special education teacher’s responsibility in planning instruction that is aligned with both Common Core State Standards (CCSS) as well as the needs of a child based on their individual education plan (IEP).
b. What challenges do you anticipate in planning instruction for students with disabilities to meet the CCSS and/or IEP goalsc. Based on your experience and…