200-300 words

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User Generated

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xraarguevpuvr

Subject

Humanities

Description

Research five different elementary classroom environments. Take note of the materials found in each environment and how the rooms are arranged. Map out three different classroom arrangements that facilitate students working productively individually or in groups. In creating your arrangements, consider ease of flow of traffic consistent with age-appropriate development of motor skills, social and emotional needs, and physical activity of your students from the “Class Profile.” Your arrangements can be hand-drawn or computer generated, but must be submitted in a PDF or Word document.

Include a 250-300 word essay using three scholarly resources regarding appropriate elementary classroom arrangements. Explain your rationale for the space you designed. Justify each item in your designs (e.g., materials, furniture, design elements, how they are arranged).

2nd Grade Classroom

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At grade level Med No At grade level Low Yes At grade level Med Yes Low No Med Yes At grade level Low No At grade level At grade level Med Yes One year below grade level At grade level Low No One year below grade level One year above grade level Two years above grade level Arturo Yes Low SES Bertie No Low SES Asian Female No None Grade level Beryl No Mid SES White Female No NOTE: School does not have gifted program Grade level Brandie No Low SES White Female No Tier 2 RTI for Math Grade level At grade level Dessie No Mid SES White Female No Tier 2 RTI for Math Grade level Grade level Diana Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level Donnie No Mid SES African American Female No Hearing Aids Grade level Yes Low SES No Tier 2 RTI for Reading Grade level Eduardo Hispanic Male Hispanic Male © 2015. Grand Canyon University. All Rights Reserved. One year below grade level One year below grade level Internet Available at Home Parental Involvement Age Grade level Math Performance Level Other No Tier 2 RTI for Reading Reading Performance Level IEP/504 Gender Ethnicity Socio-economic Status English Language Learner Student Name Class Profile Enrique No Low SES Hispanic Fatma Yes Low SES Frances No Francesca No Mid SES Low SES Grade level One year above grade level Male No Tier 2 RTI for Reading White Female No Tier 2 RTI for Reading White Female No Diabetic White Female No None Tier 3 RTI for Reading and Math Grade level Grade level One year above grade level White Male Learning Disabled At grade level At grade level Low Yes At grade level Low No Grade level One year above grade level Low Yes At grade level At grade level Med Yes At grade level At grade level High No Two years below grade level One year below grade level Two years below grade level One year below grade level One year above grade level One year above grade level Very High No Low No High Yes Med Yes One year below grade level One year below grade level Internet Available at Home Parental Involvement Other None Math Performance Level IEP/504 No Reading Performance Level Gender Female Mid SES Age Ethnicity Socio-economic Status English Language Learner Student Name White No Emma Fredrick No Low SES Ines No Low SES Hispanic Female Learning Disabled Tier 2 RTI for Math Grade level Jade No Mid SES African American Female No None Grade level At grade level Kent No High SES White Male Emotionally Disabled None Grade level At grade level Lolita No Mid SES Native American/ Pacific Islander Female No None Grade level At grade level At grade level Med Yes Maria No Mid SES Hispanic Female No NOTE: School does not have gifted program Grade level At grade level Two years above grade level Low Yes © 2015. Grand Canyon University. All Rights Reserved. Parental Involvement At grade level Med No No None Grade level At grade level At grade level Med Yes No None Grade level One year above grade level At grade level Med Med No None Grade level At grade level At grade level Med Yes Male No Allergic to peanuts Grade level One year above grade level At grade level Med Yes White Male No None Grade level At grade level At grade level Med Yes Mid SES White Male No None Grade level At grade level Med Yes No High SES White Male Learning Disabled Tier 3 RTI for Math Grade level High Yes No Mid SES African American Male Learning Disabled Tier 3 RTI for Math Grade level Med Yes No Mid SES No NOTE: School does not have gifted program One year below grade level Low Yes Male No None Grade level Low SES Nick No Low SES White Male Noah No Low SES White Male Sharlene No Mid SES White Female Sophia No Mid SES White Female Stuart No Mid SES White Terrence No Mid SES Wade No Wayne Wendell Yung Asian Male One year below grade level One year below grade level Two years above grade level © 2015. Grand Canyon University. All Rights Reserved. One year above grade level Two years below grade level Two years below grade level Two years above grade level Internet Available at Home Math Performance Level None One year above grade level Age No Grade level Other Yes IEP/504 Med Gender At grade level Ethnicity Reading Performance Level Socio-economic Status English Language Learner Student Name At grade level White No Mason © 2014. Grand Canyon University. All Rights Reserved. © 2015. Grand Canyon University. All Rights Reserved.
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Explanation & Answer

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Running head: CLASS ARRANGEMENT

1

Class arrangement
Name
Institution
Course
Tutor
Date

CLASS ARRANGEMENT

2

How a classroom is arranged can have a great impact on the ability of students in the
elementary level to learn. It will also be easier for the teachers to manage these students
effectively. Class arrangement is just as important as ...