QRB 501 Entire Course
January 23, 2016 | By FADCD776AED |
For more course tutorials visit www.uophelp.com QRB 501 Week 1 Quiz (New) QRB 501 Week 2 Learning Team Case Studies (5-2 and 6-2) (New) QRB 501 Week 2 Quiz (New) QRB 501 Week 2 Problem Set (New) QRB 501 Week 3 Learning Team Case Studies (8-3 and 9-1) (New) QRB 501 Week 3 Quiz (New) QRB 501 Week 3 Problem Set (New) QRB 501 Week 4 Team Assignment Standard Deviation Abstract (New) QRB 501 Week 4 Quiz (New) QRB 501 Week 4 Problem Set (New) QRB 501 Week 5 Learning Team Case Studies (21-1 and 21-2) (New) QRB 501 Week 5 Quiz (New) QRB 501 Week 5 Problem Set (New) QRB 501 Week 6 Learning Team Capital Budgeting Case Study (New) QRB 501 Week 6 Problem Set (New) QRB 501 Week 2 Learning Team Assignment Inventory Systems Summary QRB 501 Week 2 DQ 1 QRB 501 Week 2 DQ 2 QRB 501 Week 2 Summary QRB 501 Week 3 Individual Assignment Forecasting with Indices QRB 501 Week 3 Learning Team Assignment Inventory Proposal Part I QRB 501 Week 3 DQ 1 QRB 501 Week 3 DQ 2 QRB 501 Week 3 Summary QRB 501 Week 4 Learning Team Assignment Inventory Proposal Part II QRB 501 Week 4 DQ 1 QRB 501 Week 4 DQ 2 QRB 501 Week 4 Summary QRB 501 Week 5 Learning Team Assignment Inventory Proposal Part III QRB 501 Week 5 DQ 1 QRB 501 Week 5 DQ 2 QRB 501 Week 5 Summary QRB 501 Week 6 Learning Team Assignment Executive Management Presentation QRB 501 Week 6 DQ 1 QRB 501 Week 6 DQ 2 QRB 501 Week 6 Summary
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For more course tutorials visit www.uophelp.com Learning Team Assignment: Comprehension Lesson Plans • Choose three comprehension strategies using an instructional approach of guided or shared reading. • Develop three formal lesson plans. • Include objectives, state standards addressed, materials, procedures, and assessments.
For more course tutorials visit www.uophelp.com Individual E-Portfolio Assignment: Integrated Unit • Resource: University of Phoenix Material: TaskStream Assignment: Integrated Unit located on your student Web site. • Develop a primary or intermediate language arts integrated unit that focuses on a theme, topic, novel, or an author. • Upload and submit the Integrated Unit to your e-portfolio.
For more course tutorials visit www.uophelp.com Individual Assignment: Classroom Observation Paper • Select one lesson, if permitted at your field experience placement site, that you developed for this course and teach it to students in a grade-appropriate classroom. • Reflect on your experience as part of the Field Experience Observation Record, including revisions that you would make to the lesson based on the experience. • Write a 700- to 1,050-word reflection summarizing your observations. Include the following: • How the teacher organizes for instruction. o What teaching method theory is being used, as described in Chapter 1 of the text. o Examples of effective teaching practices. o The nature of the print environment; would you consider it print-rich? o If the students appear to be active learners. o Determine what has influenced the teacher’s organization for literacy instruction.
For more course tutorials visit www.uophelp.com RDG410 Week 4 Individual Assignment Directed Reading Thinking Activity Develop a guided reading lesson or a Directed Reading Thinking Activity (DRTA) for a narrative text. Write one to two questions for before, during, and after reading to encourage students’ predictions. Identify 4 to 5 prediction points in a piece of children’s literature. Explain why these points were chosen.
For more course tutorials visit www.uophelp.com What is a plan that a school could implement to provide opportunities for students to share or publish their writing?
For more course tutorials visit www.uophelp.com Individual Assignment: Integrated Unit Matrix or Graphic Organizer Resource: Figures 14-10, 14-11, & 14-12, in Literacy for the 21st Century. Develop a matrix or graphic organizer that identifies or describes the topic and the content areas to be addressed in the integrated unit.
For more course tutorials visit www.uophelp.com Many consider round-robin reading to be an inappropriate oral reading strategy. What other oral reading strategies are more effective?
For more course tutorials visit www.uophelp.com Students should be fluent readers by the third grade. What approaches can be used in the classroom, at home, in the school, and in the community to ensure that this occurs?
For more course tutorials visit www.uophelp.com 1. Learning Team Assignment: Phonemic Awareness and Phonics Minilesson • Develop a minilesson as an individual, using Chapter 4 for an example, and post it to the learning team forum. • Choose one of the minilessons of the team members. • Create a 5- to 7-slide Microsoft® PowerPoint® presentation.
For more course tutorials visit www.uophelp.com 1. Individual Assignment: Phonics Competency Assessment • Resource: University of Phoenix Material: Phonics Competency Pretest Complete the Phonics Competency Pretest found on your student Web site
For more course tutorials visit www.uophelp.com You may remember vocabulary study as getting a list of words, looking up the definition, and then taking a test on the words. This is still a prevalent practice, but research shows it is highly ineffective. What different methods of vocabulary instruction would you use to help students gain and retain vocabulary knowledge?