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Providing corrective feedback to students following assessments is critical to promote continued learning. Discuss at least three ways you can provide corrective feedback for formative or s

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Answer the question with 3-4 sentences and one scholarly reference:

Providing corrective feedback to students following assessments is critical to promote continued learning. Discuss at least three ways you can provide corrective feedback for formative or summative assessments that encourage a student’s critical thinking skills. Ensure your strategies are developmentally appropriate for early childhood students.

TASK #2:

Using the class profile, select one student with exceptionalities and describe two re-teaching activities and two extension activities to meet the needs of that student if their summative assessment was not at grade level or was above grade level.

  • attachment

    ECE-3rd-Grade-Class-Profile.pdf

© 2023-2024 Grand Canyon University. All Rights Reserved.

Class Profile – 3rd Grade

S tu

d en

t N

a m

e

E n

g li

sh

L a n

g u

a g e

L ea

rn er

S o ci

o ec

o n

o m

ic

S ta

tu s

H o m

e

L a n

g u

a g e

IE P

5 0 4 P

la n

R ea

d in

g

P ro

fi ci

en cy

L ev

el (

L ex

il e)

M a th

P ro

fi ci

en cy

L ev

el

O th

er

P a re

n ta

l

In v o lv

em en

t

In te

rn et

A v a il

a b

le

a t

H o m

e

Aaron 4 Low Spanish No No 450-500 Grade

level

Stepfather and

biological

mother

Yes

Aiden N/A Low English

SLI: Sees speech

pathologist 2

times a week, 15

minutes each

No 525-630 Grade

level

Struggles to

self-regulate

emotions.

Biological

mother.

Biological

father lives out

of state.

Yes

Christian 3 Low Spanish No No 450-500 Grade

level

Biological

father.

Biological

mother in the

military.

Yes

Cordarrell N/A High English SLD: Dyslexia 545-600 Grade

level

Biological

father.

Biological

mother travels a

lot for work.

Yes

Derek 4 Low Spanish No No 760-800

Below

grade

level

On list for

gifted testing

for reading.

Both biological

parents Yes

© 2023-2024 Grand Canyon University. All Rights Reserved.

S tu

d en

t N

a m

e

E n

g li

sh

L a n

g u

a g e

L ea

rn er

S o ci

o ec

o n

o m

ic

S ta

tu s

H o m

e

L a n

g u

a g e

IE P

5 0 4 P

la n

R ea

d in

g

P ro

fi ci

en cy

L ev

el (

L ex

il e)

M a th

P ro

fi ci

en cy

L ev

el

O th

er

P a re

n ta

l

In v o lv

em en

t

In te

rn et

A v a il

a b

le

a t

H o m

e

Dereon N/A Low English OHI; ADHD No 610-750

Below

grade

level

Biological

mother. Father

lives out of

state.

Yes

Dulce 5 Low Spanish No No 545-600 Grade

level

Biological

father.

Biological

mother’s work

schedule does

not allow for

much

volunteering.

Yes

Eveyln N/A Low English No No 415-550 Grade

level

Biological

mother.

Biological

father does not

have any

custody rights.

Yes

Isabelle N/A Low English No No 810-950 Grade

level

Gifted in

reading

Biological

father.

Biological

mother does not

have any

custody rights.

Yes

Jennifer 4 Low Spanish No No 610-750 Grade

level

Stepfather and

biological

mother

Yes

Jose 4 Low Spanish No No 415-550 Grade

level

Both biological

parents Yes

© 2023-2024 Grand Canyon University. All Rights Reserved.

S tu

d en

t N

a m

e

E n

g li

sh

L a n

g u

a g e

L ea

rn er

S o ci

o ec

o n

o m

ic

S ta

tu s

H o m

e

L a n

g u

a g e

IE P

5 0 4 P

la n

R ea

d in

g

P ro

fi ci

en cy

L ev

el (

L ex

il e)

M a th

P ro

fi ci

en cy

L ev

el

O th

er

P a re

n ta

l

In v o lv

em en

t

In te

rn et

A v a il

a b

le

a t

H o m

e

Kimberly B. N/A Low English No No 810-950 Grade

level

Neither. Lives

with maternal

grandparents.

Yes

Kimberly

M. N/A Low English

SLI; verbal stutter

and sounds. Sees

speech

pathologists 4

times a week, 15

minutes each

No 450-500 Grade

level

Biological

father and

stepmother

Yes

Leo 3 Low Spanish No No 525-630 Grade

level

Very shy and

withdrawn.

Neither. In

foster care. Yes

Lexis 5 Low Spanish OHI; ADHD No 760-800

Below

grade

level

Biological

father. In

process of

divorce. Mother

has limited

custody as of

now.

No

Luis N/A Low English No No 810-950

Above

grade

level

Gifted in

reading and

math

Stepfather and

biological

mother

Yes

Marshall N/A Low English No No 545-600 Grade

level

Neither. Lives

with paternal

grandparents

No

Martin 3 Low Spanish No No 610-750

Below

grade

level

Stepmother and

biological father Yes

Matthew N/A Low English Hearing

impairment No 610-750

Grade

level

Both biological

parents Yes

© 2023-2024 Grand Canyon University. All Rights Reserved.

S tu

d en

t N

a m

e

E n

g li

sh

L a n

g u

a g e

L ea

rn er

S o ci

o ec

o n

o m

ic

S ta

tu s

H o m

e

L a n

g u

a g e

IE P

5 0 4 P

la n

R ea

d in

g

P ro

fi ci

en cy

L ev

el (

L ex

il e)

M a th

P ro

fi ci

en cy

L ev

el

O th

er

P a re

n ta

l

In v o lv

em en

t

In te

rn et

A v a il

a b

le

a t

H o m

e

Natasha 3 Low Spanish No No 415-550 Grade

level

Biological

father and

stepmother

Yes

Olyvia N/A Low English No No 545-600 Grade

level

Adoptive

parents Yes

Robert C. N/A Low English ED: ODD No 415-550 Grade

level

Provide a

“quiet” place

in the

classroom to

use when a

cool down is

needed.

Neither. In

foster care; in

the process of

adoption.

Yes

Robert L. N/A Low English No Vertigo and

migraines 325-420

Below

grade

level

Retained in

kindergarten;

limited

progress.

Often needs

to go to the

nurse to lie

down.

Both biological

parents No

Vincent 3 Low Spanish No No 525-630 Grade

level

Both biological

parents Yes

Viri 2 Low Spanish No No 760-800 Grade

level

On list for

gifted testing

for reading

Stepmother and

biological

father

Yes

© 2023-2024 Grand Canyon University. All Rights Reserved.

S tu

d en

t N

a m

e

E n

g li

sh

L a n

g u

a g e

L ea

rn er

S o ci

o ec

o n

o m

ic

S ta

tu s

H o m

e

L a n

g u

a g e

IE P

5 0 4 P

la n

R ea

d in

g

P ro

fi ci

en cy

L ev

el (

L ex

il e)

M a th

P ro

fi ci

en cy

L ev

el

O th

er

P a re

n ta

l

In v o lv

em en

t

In te

rn et

A v a il

a b

le

a t

H o m

e

Yara N/A Low English No

Trauma;

difficulty with

maintaining

peer

relationships,

depression, and

self-

confidence.

810-950 Grade

level

Lacks

motivation;

death of

mother last

year. Loves

to be alone

and read.

Biological

father. Mother

has passed

away.

Yes

ELL Levels Scored as:

1 Pre-emergent

2 Emergent

3 Basic

4 Intermediate

5 Proficient

Grade Reader Measures; Lexile

1 120L – 295L

2 170L – 545L

3 415L – 760L

4 635L – 950L

5 770L – 1080L

6 855L – 1165L

7 925L – 1235L

8 985L – 1295L

9 1040L – 1350L

10 1085L – 1400L

11/12 1130L – 1440L

© 2023-2024 Grand Canyon University. All Rights Reserved.

Special Education Key Terms

Acronym/Identification Details Category

504 Plan Plan for students with mental or physical

impairments that presents limitations,

including learning, but not significant enough

to qualify for an IEP. Includes

accommodations.

ADHD Attention deficit hyperactivity disorder is when

an individual has difficulty with focus,

attention to detail, task completion, and/or

controlling impulsive behaviors.

OHI; IEP or 504 Plan based on the

severity of influence on academics

APD Auditory processing disorder is when an

individual has difficulty with how the brain

processes what they hear.

SLD; IEP or 504 Plan based on the

severity of influence on academics

ASD Autism spectrum disorder is a

neurodevelopmental disorder that impairs the

ability to communicate and interact with

others. It also includes restricted repetitive

behaviors, interests, and activities.

IEP

Deaf-Blindness Deaf-Blindness is when an individual has a

hearing and visual impairment. It affects

communication and learning.

IEP

Deafness Deafness is a hearing impairment so severe

that a person is impaired in processing

linguistic information through hearing, with or

without amplification, that adversely affects

educational performance.

504 Plan or IEP based on the severity of

influence on academics

Dyscalculia Dyscalculia is when an individual has

difficulty understanding numbers and math

facts.

SLD; IEP

© 2023-2024 Grand Canyon University. All Rights Reserved.

Dysgraphia Dysgraphia is when an individual has

difficulty with handwriting and fine motor

skills.

SLD; IEP

Dyslexia Dyslexia is when an individual has difficulty

with reading and language. Affects fluency,

comprehension, decoding, writing, and

spelling.

SLD; IEP

Dyspraxia Dyspraxia is when an individual has difficulty

with muscle control and coordination.

SLD; IEP or 504 Plan based on the

severity of influence on academics

ED Emotional disturbance includes various

conditions that adversely affect educational

performance (e.g., anxiety, depression, ODD,

bipolar, OCD, eating disorders, psychotic

disorders).

504 Plan or IEP based on the severity of

influence on academics

Executive Functioning Executive functioning is when an individual

has difficulty organizing and managing tasks,

time management, and remembering details.

504 Plan

Hearing Impairment Hearing impairment is when an individual has

any fluctuating or permanent impairment in

hearing that adversely affects educational

performance. May require the use of assistive

technology or hearing devices.

504 Plan or IEP based on the severity of

influence on academics

IEP Individual Education Plan includes

modifications. Legal document that provides

support and services to students to make

academic progress.

Intellectual Disability Intellectual disability is when an individual has

subaverage general intellectual functioning

concurrent with deficits in adaptive behaviors

and manifested during the developmental

period that adversely affects educational

performance.

IEP

Language Processing

Disorder

Language processing disorder is when an

individual has difficulty associating a meaning

with sounds.

SLD; IEP

© 2023-2024 Grand Canyon University. All Rights Reserved.

SLD Specific learning disability is a disorder in one

or more of the basic psychological processes

involved in understanding spoken or written

language and may present itself as an

imperfect ability to listen, think, speak, read,

write, spell, or do mathematical computations.

IEP

Multiple Disabilities Multiple disabilities are simultaneous

impairments (such as intellectual disability-

blindness, intellectual disability-orthopedic

impairment, etc.), the combination of which

causes such severe educational needs that they

cannot be accommodated in a special

education program solely for one of the

impairments.

IEP

OCD Obsessive compulsive disorder is when an

individual has repetitive behaviors, over-

thinking, and/or anxiety.

ED; IEP or 504 Plan based on the

severity of influence on academics

ODD Oppositional defiant disorder is when an

individual has negative thinking, is defiant of

others’ requests, refuses to follow directions,

and is aggressive.

ED; IEP or 504 Plan based on the

severity of influence on academics

OHI Other health impairment means an individual

has limited strength, vitality, or alertness due

to a chronic or acute health problem that

adversely affects educational performance

(e.g., asthma, epilepsy, diabetes, Tourette

syndrome, lead poisoning, leukemia, rheumatic

fever, sickle cell anemia, hemophilia, ADHD,

heart conditions).

IEP

Orthopedic Impairment Orthopedic impairment is a severe bone, joint,

or muscle-related disability so severe that it

negatively affects educational performance.

The term includes impairments caused by a

congenital anomaly, impairments caused by

disease (e.g., poliomyelitis, bone tuberculosis),

and impairments from other causes.

504 Plan or IEP based on the severity of

influence on academics

© 2023-2024 Grand Canyon University. All Rights Reserved.

SLI Speech or language impairment is when an

individual has a communication disorder such

as stuttering, impaired articulation, or a

language or voice impairment that adversely

affects educational performance.

OHI or LD based on the severity of

influence on academics

TBI Traumatic brain injury is when an individual

has acquired an injury to the brain caused by

external physical force that significantly

affects functionality and impairs one or more

areas such as cognition, language, memory,

attention, reasoning, abstract thinking,

judgment, problem-solving, sensory,

perceptual, motor abilities, psychosocial

behavior, physical functions, information

processing, and/or speech.

IEP

Visual Impairment

Including Blindness

Visual impairment including blindness means

that even with correction, vision adversely

affects educational performance. This includes

partially signed, low vision, legally blind, and

totally blind.

IEP

The post Providing corrective feedback to students following assessments is critical to promote continued learning. Discuss at least three ways you can provide corrective feedback for formative or s first appeared on Writeden.

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