Description

Use the “Conception, Birth, and the Newborn Worksheet” attached to successfully complete this assignment.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

You are not required to submit this assignment to LopesWrite.

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PSY-355-Child and Adolescent Psychology

Conception, Birth, and the Newborn Worksheet

Part 1

Directions: Provide a 25- to 50- word summary of development during each of the prenatal stages listed below.

1 Month:

7 Weeks:

3 Months:

4 Months:

5 Months:

6 Months:

7 Months:

8 Months:

9 Months/Newborn:

Part 2

Directions: Write a 150- to 300- word response to each of the following questions; include any references and APA citations in your answer:

1. What is a teratogen? How does it affect normal prenatal development? Provide at least two examples to support your response.

2. What are the differences in the roles of mothers and fathers in bonding with a newborn? How can a father be an active participant in raising a newborn?

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.

Description

Use the “Conception, Birth, and the Newborn Worksheet” attached to successfully complete this assignment.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

You are not required to submit this assignment to LopesWrite.

1attachments

Slide 1 of 1

• attachment_1attachment_1

PSY-355-Child and Adolescent Psychology

Conception, Birth, and the Newborn Worksheet

Part 1

Directions: Provide a 25- to 50- word summary of development during each of the prenatal stages listed below.

1 Month:

7 Weeks:

3 Months:

4 Months:

5 Months:

6 Months:

7 Months:

8 Months:

9 Months/Newborn:

Part 2

Directions: Write a 150- to 300- word response to each of the following questions; include any references and APA citations in your answer:

1. What is a teratogen? How does it affect normal prenatal development? Provide at least two examples to support your response.

2. What are the differences in the roles of mothers and fathers in bonding with a newborn? How can a father be an active participant in raising a newborn?

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.

Teachers who use the SIOP Model effectively plan, write, and teach their lessons while connecting them to the standards and accommodating for different ELP levels.

After reading the “SIOP Teaching Case Study,” record each of the SIOP components and at least two features from each component on the “SIOP Teaching Model” worksheet.

The features for each component include: ESL223N SIOP Teaching Model Worksheet

• Lesson Preparation: Content and language objectives, content concepts appropriate for age, supplementary materials used, adaptation of content for all student proficiency levels, meaningful activities that integrate lesson concepts with language practice.
• Building Background: Concepts linked to students’ background experiences, links explicitly made between past learning and new concepts, key vocabulary emphasized.
• Comprehensible Input: Speech appropriate for students’ proficiency levels, clear explanation of academic tasks, and variety of techniques to make content concepts clear
• Strategies: Ample opportunities for students to use learning strategies, scaffolding techniques consistently used, a variety of questions or tasks the promote higher‐order thinking.
• Interaction: Frequent opportunities for interaction and discussion, grouping configurations support language and content objectives, sufficient wait time for student responses, ample opportunity for students to clarify key concepts

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SIOP SUMMARY – COMPONENT 5: INTERACTION

SIOP Component Five: Interactions (4 features):

• Frequent Opportunities for Interaction and Discussion
• Grouping Configurations Support Language and Content Objectives of the Lesson
• Sufficient Wait Time for Student Responses Consistently Provided
• Ample Opportunity for Students to Clarify Key Concepts in L1

Instructional Purposes for SIOP Component Five: Interaction & Features

• Expert teachers analyze and create grouping structures that promote maximum student learning.
• Expert teachers select at least two different grouping structures per academic lesson.
• Expert teachers utilize grouping structures that reduce teacher-talk time and increase student responses.

Grouping Configuration Options

• Whole Class

Used when the entire class input is required

• Partners

Used to provide opportunities for student practice prior to the completion of independent tasks

• Flexible Small Groups

Used to provide/encourage student cooperation

Teaching Strategies to Use for SIOP Component Five Interaction & Features:

• Cooperative Group Strategy – Information Gap

Students form small cooperative groups consisting of 4 to 5 students. The teacher prepares separate worksheets for each student consisting of only one or two answers to the teacher-selected questions. Students in the cooperative groups must interact, using their speaking skills, to discover all of the answers to the questions. This is similar to putting a puzzle together piece-by-piece. Each student possesses a part of the puzzle.

• Cooperative Group Strategy-Jigsaw

The objective of jigsaw reading is to chunk longer readings into smaller manageable parts. The teacher assigns a page or portion of the reading to each cooperative group. Each cooperative group is then considered an expert on that specific page. Each group then shares their portion of the reading with the entire class.

• Cooperative Group Strategy – Numbered Heads

This cooperative group strategy is very similar to jigsaw. The only difference is that each group is not considered an expert group. Here each group completes one part of the task or problem.

• Cooperative Group Strategy – Four Corners

The teacher, on poster paper, writes one question on each of the four posters, based on one topic. The poster paper is then displayed, one in each of the four corners of the class. The class is then divided into four different groups. Each group moves in a clock-wise pattern writing answers to the proposed questions in each corner of the classroom.

• Cooperative Group Strategy – Three Step Interview

Students work in partners. Each partner answers a teacher-created question based on a specific topic. At the end of three minutes, each pair of partners joins another pair and shares their answers. This practices oral language development.

• Cooperative Group Strategy – Writing Headlines

This activity increases the ability of students to summarize. Here, students form groups of four or five. Students then create a headline for a set of pictures, short story, event or video.

• Cooperative Group Strategy-Send a Problem

The teacher creates duplicate sets of problems or questions. Students form groups of 4 or 5. Each student group has a partner group. When each group completes the set of problems or questions, they pass it to their partner group to be checked.

Teaching Material to Use with SIOP Component Five: Interaction & Features

• SIOP Wait Time Buttons

The teacher creates three different circular buttons and distributes one packet to each student. Throughout the lesson, the teacher asks the students if they are ready to proceed to the next problem, step or sequence. Students place their hand on top of the button that answers the teacher questions. The buttons read: I’m ready, I’m almost ready, and I’m not ready.

Teachers who use the SIOP Model effectively plan, write, and teach their lessons while connecting them to the standards and accommodating for different ELP levels.

After reading the “SIOP Teaching Case Study,” record each of the SIOP components and at least two features from each component on the “SIOP Teaching Model” worksheet.

The features for each component include: ESL223N SIOP Teaching Model Worksheet

• Lesson Preparation: Content and language objectives, content concepts appropriate for age, supplementary materials used, adaptation of content for all student proficiency levels, meaningful activities that integrate lesson concepts with language practice.
• Building Background: Concepts linked to students’ background experiences, links explicitly made between past learning and new concepts, key vocabulary emphasized.
• Comprehensible Input: Speech appropriate for students’ proficiency levels, clear explanation of academic tasks, and variety of techniques to make content concepts clear
• Strategies: Ample opportunities for students to use learning strategies, scaffolding techniques consistently used, a variety of questions or tasks the promote higher‐order thinking.
• Interaction: Frequent opportunities for interaction and discussion, grouping configurations support language and content objectives, sufficient wait time for student responses, ample opportunity for students to clarify key concepts

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SIOP SUMMARY – COMPONENT 5: INTERACTION

SIOP Component Five: Interactions (4 features):

• Frequent Opportunities for Interaction and Discussion
• Grouping Configurations Support Language and Content Objectives of the Lesson
• Sufficient Wait Time for Student Responses Consistently Provided
• Ample Opportunity for Students to Clarify Key Concepts in L1

Instructional Purposes for SIOP Component Five: Interaction & Features

• Expert teachers analyze and create grouping structures that promote maximum student learning.
• Expert teachers select at least two different grouping structures per academic lesson.
• Expert teachers utilize grouping structures that reduce teacher-talk time and increase student responses.

Grouping Configuration Options

• Whole Class

Used when the entire class input is required

• Partners

Used to provide opportunities for student practice prior to the completion of independent tasks

• Flexible Small Groups

Used to provide/encourage student cooperation

Teaching Strategies to Use for SIOP Component Five Interaction & Features:

• Cooperative Group Strategy – Information Gap

Students form small cooperative groups consisting of 4 to 5 students. The teacher prepares separate worksheets for each student consisting of only one or two answers to the teacher-selected questions. Students in the cooperative groups must interact, using their speaking skills, to discover all of the answers to the questions. This is similar to putting a puzzle together piece-by-piece. Each student possesses a part of the puzzle.

• Cooperative Group Strategy-Jigsaw

The objective of jigsaw reading is to chunk longer readings into smaller manageable parts. The teacher assigns a page or portion of the reading to each cooperative group. Each cooperative group is then considered an expert on that specific page. Each group then shares their portion of the reading with the entire class.

• Cooperative Group Strategy – Numbered Heads

This cooperative group strategy is very similar to jigsaw. The only difference is that each group is not considered an expert group. Here each group completes one part of the task or problem.

• Cooperative Group Strategy – Four Corners

The teacher, on poster paper, writes one question on each of the four posters, based on one topic. The poster paper is then displayed, one in each of the four corners of the class. The class is then divided into four different groups. Each group moves in a clock-wise pattern writing answers to the proposed questions in each corner of the classroom.

• Cooperative Group Strategy – Three Step Interview

Students work in partners. Each partner answers a teacher-created question based on a specific topic. At the end of three minutes, each pair of partners joins another pair and shares their answers. This practices oral language development.

• Cooperative Group Strategy – Writing Headlines

This activity increases the ability of students to summarize. Here, students form groups of four or five. Students then create a headline for a set of pictures, short story, event or video.

• Cooperative Group Strategy-Send a Problem

The teacher creates duplicate sets of problems or questions. Students form groups of 4 or 5. Each student group has a partner group. When each group completes the set of problems or questions, they pass it to their partner group to be checked.

Teaching Material to Use with SIOP Component Five: Interaction & Features

• SIOP Wait Time Buttons

The teacher creates three different circular buttons and distributes one packet to each student. Throughout the lesson, the teacher asks the students if they are ready to proceed to the next problem, step or sequence. Students place their hand on top of the button that answers the teacher questions. The buttons read: I’m ready, I’m almost ready, and I’m not ready.

After formal assessments for determining eligibility under IDEA’s 13 disability categories are completed, school‐based specialists are charged with summarizing the results to aid team decision making. In turn, specific recommendations are made to ensure school staff and family members fully understand how programming and supports should be implemented to address documented student needs. It is vital that teachers understand how to review assessment results and be an active team member in collaborating with families around the specific recommendations to be implemented. Teachers must be able to advocate for necessary programming and supports while still addressing the questions/needs of family members.

Review the “Report of Psychological Assessment: Scott Smith” to inform the assignment.

As the special education teacher, you have been tasked with summarizing Scott’s psychological report and creating a plan to help him improve his social skills and make better behavior choices in the general education setting.

Using the “Scott Smith Assessment and Recommendations Template” create a plan for Scott.

Include the following:

• Summary: In 100‐200 words, summarize the psychological report. Include specific data and observation information that will help guide Scott’s educational goals.
• Goals: Write one behavioral goal related to classroom behavior and one social/emotional goal related to peer interaction. Goals must be measurable and include how to address the target behaviors with a replacement behavior.
• Assessments: In 150‐250 words, identify one informal or formal assessment method for measuring Scott’s progress with his behavioral and social/emotional goals. Briefly explain why the assessment is appropriate for progress monitoring, including how bias is minimized.
• Recommendations: Based on information and assessment results in the study, in 100‐250 words, include 3‐4 total, specific recommendations to manage Scott’s behavior for the school, teachers, and parent, keeping information about Scott and his best interest in mind and in guiding educational decisions.
• Rationale: In 150‐250 words, justify your choices as an advocate for Scott. Make sure to explain how your summary, goals, assessment methods, and recommendations minimize bias and advocate for Scott’s needs. Support your choices with 2‐3 scholarly resources.
• Parents Collaboration and Conference Plan: Compose a 250‐500 word plan explaining the Summary, Goals, Assessments, and Recommendations sections to Scott’s parents in easy‐to‐understand language. Support your explanations with data analyses, sharing how assessment information led to educational decisions with colleagues, and collaborating with his parents to promote student success. In addition, anticipate possible concerns his parents may have, addressing each with applicable strategies. Conclude your plan with recommendations to meet again with his parents to assess and discuss Scott’s progress.
• Take Home Activity: In addition, create a 125‐250 word take home activity for Scott’s parents, consistent with your recommendations. Using encouraging, supportive language, outline a minimum of two engaging at‐home strategies for student behavior and social/emotional improvement, considering historical and family backgrounds.

APA format is not required, but solid academic writing is expected.

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