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Sarah’s Confusing Behaviors – Case Study

Article Name: Sarah’s Confusing Behaviors

Using the case study titled Sarah’s Confusing Behaviors (in supplemental materials), you are to analyze and address the various ethical issues found within the case study taken from the College of Early Childhood Education; although the study revolves around a student (placement) teacher, the topic of the case study is highly pertinent.  You will be addressing the conflicting ethical responsibilities to the child, family, colleagues, and community during the next two weeks.  You will brainstorm possible resolutions. In each section, you are to cite what ideals or principles within the NAYEC Code you used as guidance for your answers.  

Questions 1 and 2 (2 pages APA format)

1. What are the key facts in this case?
2. What dilemmas exist for the case writer and for Sara?

Assignment 2 Key Assessment – Assessment Packet I have attached an example for directions

For this assignment, you are to create an Assessment Packet.

Elements that are needed in this packet:

• Identity with Common Core / or Ohio/ or California Learning Standards for grades K-5

Example:

• RF.K.3 Phonics and Word Recognition: Know and apply grade-level phonics and word analysis skills in decoding words. c. Read common high-frequently words by sight.
•  W.2.5 Production and Distribution of Writing: With guidance and support from adults and peers, focus on a topic, and strengthen writing as needed by revising and editing.

Creates 4 learning objectives based on Blooms Taxonomy and are level 3 or higher   

Example:

•  Students will be able to identify sight words throughout the text.
•  Students will choose a sight word and write a sentence using the sight word.

Create a list of 10 assessment methods and indicate how each connects with Gardner’s multiple intelligence theory   

Example:

•  Logical-Mathematical – Using letter puzzles to make sight words would be my project for logical-mathematical skilled students. Students with this intelligence learn better with patterns and puzzles because logic is needed to complete them. Therefore, the student using anagrams to make sight words will help them memorize the words and learn to spell sight words. This can also help with recognition.
•  Body-Kinesthetic – A sight word scavenger hunt around the school would be my project for this intelligence. Students who have body-kinesthetic intelligence have great gross and fine motor skills and love to move. This is why I would use movement activities and the scavenger hunt to find sight words would be perfect for students with body-kinesthetic intelligence.

Select 2 of the assessment methods you created and adapt them to ELL learners  

Example:

•  Using anagrams (letter puzzles) to make sight words will help ELL learners with the letter sounds and how to combine sounds to make words.

Select 2 of the assessment methods you related and adapt them to students with special needs of your choice. Provide a list of adaptive devices that could be used to help those students.   

Example:

•  Creating songs for sight words – My students who created the sight word song and rhymes I will record and have my special needs children listen to learn the song. The adaptive devices needed are headphones, a CD, a tape recorder.
• Create 3 open-ended and closed-ended 3 questions that require Bloom’s Taxonomy level 3 or higher.

Example:

•  Do you know your sight words?

Create 3 writing prompts aligned with Ohio Common Core / or Ohio/ or California Learning Standards for grades K-5 AND create a rubric for each prompt.   

Example:

•  W.K.3: Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

Prompt:

• Write what you did over the weekend and how you felt, then circle the sight words you used. After, draw a picture of what you did.

Rubric:

• Wrote on the topic (5pts); Picture of prompt (5pts); Circled all sight words (5pts)
• Select 2 observation methods from the textbook. Include any anecdotal records form and check sheets created.
•  Include textbook and academic sources as evidence.
• 2-page minimum, 12 size font, time new roman font, double spaced, APA format.

Assignment 3 IPv4 Addressing

Research on the Web to find and share the information to answer each of the following questions.

8. What is CIDR (Classless Interdomain Routing) and how is it used?
9. What are VLSM and SLSM and what and when is each used?
10. What is meant by IPv4 summarization?
11. How is IPv4 supernetting different from IPv4 subnetting?
12. What is the difference(s) between classful and classless IPv4 addressing?
13. What is the classful category or purpose of each of the following classless IPv4 addresses?
14. 0.0.0 /8
15. 0.0.0 /5
16. 2.0.0 /16
17. 70.16.0 /20

Assignment 4 IPv6 Addressing

Research on the Web to find and share the information to answer each of the following questions.

1. IPv4 and IPv6 coexistence — what does that mean?
2. Will older versions of Windows OS support IPv6?
3. What is dual-stacking as regards IPv4 and IPv6?
4. What are the standards for IPv6 addressing?
5. Is there any form of IPv6 IP address shorthand?
6. Does IPv6 require DHCP? If so, how is it different from DHCPv4?
7. Are packets fragmented in IPv6? If so, how does it compare to IPv4?
8. What impact will different levels of users experience if they don’t adopt IPv6 in the long run?