CRA Response Paper

I've chosen to speak about the constellation Crux, commonly known as the Southern Cross, since this was the first constellation I learned to recognise in the night sky. Despite being the smallest official constellation, it is one of the easiest to recognize and, on the Southern hemisphere, it's used to locate the South Celestial Pole. The Crux constellation is formed by 4 main stars: Alpha, Beta, Gamma, and Delta Crucis.

For my Field Experience I chose to observe at Krahn Elementary which is a part of Klein Independent School District. After my approval, I was assigned to four teachers and their classrooms. I observed at Krahn Elementary on six Tuesdays between 15 September 2015 and 27 October 2015, and more or less followed the schedule that was given to me by the Assistant Principal Ms. Shannon Strole. From 8:30 am to 9:15 am I observed Ms. Judy Burkes, who is a third grade Math and Science teacher. Her classroom is comprised of twenty students which range from average to below average learners and a student with ADHD and another with autism. For most part of my observation, M. Burkes had been working with her students on fractions and multiple digits addition and subtraction. From 9:15 am to 10:30 am I observed Ms. Lisa Parker who is a Math co-teacher and resource teacher at Krahn Elementary for grades K-5. During my assigned time, Ms. Parker usually joined Mr. Duru’s fifth grade class of twenty three students as a co-teacher and when required would pull out a group of six students after initial instructions from Mr. Duru and would teach them the concepts separately at a slower pace. This particular group of students with special needs was mostly seen to be focusing more and more on mathematical word problems. These students were students with Learning disabilities, behavioral issues and one of them was a student with ADHD. From 10:30 am to 11:15, I was with Ms. Janice Bluhms, who is a

Casey, J., McLaughlin, T. F., Weber, K. P., & Everso, M. (2003). THE EFFECTS OF FIVE MINUTE PRACTICE, UNLIMITED PRACTICE, WITH SAFMED CARDS ON CORRECT AND ERROR RATE IN MATH FACTS FOR TWO ELEMENTARY SCHOOL CHILDREN WITH LEARNING DISABILITIE. International Journal of Special Education, 66-72.

Based on Crystal's current levels of functioning in Mathematics, Crystal has been able to make progress in the general education setting with a limited understanding. Crystals basic math skills and problem solving skills may cause her to not understand mathematic process if they are involved with these essential skills. Based on interaction and informal observations of crystal in both Special and General education settings, Crystal struggles to complete operations such as long division past a decimal, multiplication with regrouping and skip counting by numbers as low as

Students had previously covered the topic of developing fluency in multiplication by 2-digit numbers. After that topic students moved on to cover number sense, dividing by 1-digit divisors using mental math to prepare them for the following topic of my learning segment. The topic of my learning segment consists of developing fluency, dividing by 1-digit divisors. I designed my lesson as a three-day unit focusing on long division by modeling division with place-value blocks, dividing 2-digit by 1-digit numbers, and dividing 3-digit by 1-digit numbers. Students were introduced to division prior to my learning segment but the struggled to understand and comprehend division because students were only introduced to the division algorithm and were not provided with a mnemonic to help them recall the steps. Students also weren’t introduced to division with manipulatives or drawings. Therefore, I

According to Table 1.2, the following categories fell within close range to the mean: number sense, attends to print, basic reading, articulation, communication (receptive), matching, pre-writing, colors, and shapes. It is evident through this data analysis that most students are at the emerging stage of ability levels, implicating that they require some level of prompting to ensure they produce a correct response. It is concluded that students require continued instruction with addition, reading, and working independently are skills that require continued instruction. Division, multiplication, graphing, and telling time were areas that all students found to be the most challenging, thus these findings confirmed my original assumptions,

Specific Learning Disability – the teacher could adapt the direct instructions and maters use during the lesson and practice time. The teacher could incorporate partner work for students to collaborate in small groups.

Listed below are statements about shopping behavior for clothes and clothing fashions. Please check one box for each statement to indicate the extent to which you agree or disagree with each

I declare that this assignment is my individual work. I have not worked collaboratively nor have I copied from any other student’s work or from any other source except where due acknowledgment is made explicitly in the text, nor has any part been written for me by another person.

RVUCOM’s innovation and robust curriculum, specifically the incorporation of ultrasound training is the key reason why I wish to attend RVUCOM. RVUCOM is one of the few osteopathic medical schools in the country that fully integrates the ultrasound training throughout the entire 4 year program. My keen interest for less invasive techniques arose after working the emergency room as a medical scribe. I was under the tutelage of several ER physicians who all happen to complete an ultrasound fellowship. It was through them, did I realize the simplicity and powers of this technology. It has the ability to quickly assess and identify medical ailments in a matter of seconds, especially in trauma situation. This very experience as a medical scribe

Directions: Please answer each of the following questions and provide examples from the text, if applicable. Each response should be at least two paragraphs in length and be written in complete sentences.

You are probably wondering what CAPTA is an acronym that stands for “Child Abuse Prevention and Treatment Act”. With the choice of this act the vulnerable populations is focused on children, you and also their families being that all are affected by the process of Child Welfare in connection with abuse, neglect and maltreatment of the children whose lives are affected. This act was found to be the most dominant policy advocacy start for child welfare for the sake of the children in need. This act was enforced to report the procedure process it was focused towards the health and human service workers, where they were required to notify authorities of suspected or already known cases of current and past child abuse and neglect (Barusch 2006).

Upon my arrival today, the students were silently working on math skills using number lines. Once they finished, they went up to the teacher’s desk and had her to review their work until it was time for recess. When the students returned from recess they changed to Ms. O’Neal’s class for reading and social studies instruction. Prior to beginning the day’s reading lesson, the students completed two worksheet pages. One of them was on main idea and details and the other was on sequencing of events. With the main idea and details worksheet, the students collectively read a passage and determined the main idea along with 3 supporting details. With the sequencing of events worksheet, the students read a passage on Hurricane Katrina and were to fill in a graphic organizer with important events and dates

The purpose of this study is to determine the relationship between the Concrete-Representation-Abstract (CRA) approach to intervention and student achievement in a 6-8 grade Middle School Tier 2 mathematics intervention classroom. The independent variable will be defined as the CRA method. The dependent variable will be defined as student achievement. An additional purpose is the explore the effectiveness of the delivery method of CRA, specifically the delivery by the educator or through the use of technology and the effect on student achievement.

Understanding cognition and how we learn is essential in the developmental stages of children. Not all students learn in the same way, understanding the cognitive process will assist in the development of the students. By modifying my approach when giving instructions I have noticed growth in current students that I am working with. Using concrete materials and giving the opportunity for students to be involved in hands-on activities on a daily basis, is essential in making new material meaningful to learners.. The knowledge gained from this topic has increased my understanding and is benefiting the children I am currently