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The primary purpose of the two-part written expression assignment is to provide
The primary purpose of the two-part written expression assignment is to provide candidates the opportunity to learn how to improve the written expression knowledge and skills of students with disabilities, including those from culturally and linguistically diverse backgrounds.
To complete the two-part written expression assignment candidates must (a) appropriately design an instructional intervention for specific types of struggling writers (must include three lesson plans and at least three writing strategies—two of the strategies must be for spelling instruction and organization and/or composing) and (b) systematically teach at least two writing strategies to a selected student with a disability (i.e., spelling instruction and organization and/or composing). Toward the end of the semester, candidates are required to orally present on the design features of their interventions and selected students’ performance outcomes. Presentations provide fellow candidates the opportunity to engage in evidence-based discussions and reflect on (a) the effectiveness and limitations of presented interventions and strategies; and (b) the content from course lectures, readings and activities.
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