Week 1: How have reading expectations in U.S. schools expanded over the last few decades? Give examples from recent literacy demands, including those related to academic language, expectations of state standards, and the STEM professions. Describe new insights you have about dyslexia and working with students who struggle with reading, based on this topic’s readings. What are common attributes of effective interventions for struggling readers? Which are you most likely to use in your classroom and why? Provide references in support of your answer. Week 2: Not every assessment can be utilized with every student. Give three examples of students and their reading skills. For each of these students, identify the types of assessments you would administer and explain why.Describe the importance of using assessment tools to measure student literacy skills. How will these measurements drive your classroom instruction? How will you be sure to meet individual student needs based on the assessment information you receive? Be specific. Week 3: Explain how a lesson in systematic and explicit phonics instruction would look different than a lesson using non-systematic instruction. Provide specific examples of both.How does segmentation differ from blending? Provide an example of each. Why do children often struggle with these phonemic awareness skills? What is a specific strategy you can utilize to help students in this area? Provide details in your example. Week 4: Explain how a lesson in systematic and explicit phonics instruction would look different than a lesson using non-systematic instruction. Provide specific examples of both.Identify and describe two recommended strategies to teach word recognition and two recommended strategies to teach spelling. In addition, identify technology tools available to use in instruction for both areas. Why do you find these particularly effective or useful? Week 5: Select an exemplar text from Common Core ELA Standards, Appendix B for third graders and apply the Fry readability formula. Discuss how the calculated grade level from the Fry readability formula compared to the assigned grade level in Appendix B.How will you deal with anxiety or self-esteem issues among students who have difficulty reading, specifically when reading aloud? http://www.corestandards.org/assets/Appendix_B.pdf Week 6: What is the benefit of developing academic language vocabulary in math, science, and other content areas? Support your answer with scholarly research. In addition, provide three examples of how you can encourage content-based vocabulary development in your future classroom. What role does parental involvement play in literacy development? Discuss two ways you will encourage parental involvement in your classroom, particularly how you will help parents to build confidence in teaching their students in this aspect of literacy. Week 7: Identify three techniques to teach reading comprehension that are being advocated by current research. Which do you believe are the most viable? Why? Which strategies would you most likely use in your first year of teaching? In what way and why?Compare and contrast close reading strategies to effective reading comprehension strategies discussed in this topic’s readings. Which of these do you feel most comfortable implementing at this time? http://www.readingrockets.org/article/seven-strategies-teach-students-text-comprehension Week 8: Describe the structure of the writing workshop. How can teachers be certain that students are learning the skills they need in writing while making good use of their time?Part of the Christian worldview includes honoring God by serving others in ways that promote human flourishing. How do teachers promote human flourishing when they assist students who struggle with foundational literacy skills? How can teachers help students thrive in their faith and life to be able to communicate and minister to others through their writing? https://www.youtube.com/watch?v=uI2LBpCwyOE

APA FormatTimes New RomanCover and Reference Page Double Space 12 font Cite if needed WEEK 3 ASSIGNMENT Assignment: Conducting a Diagnostic Interview With a Mental Status ExamBefore moving through diagnostic decision making, a social worker needs to conduct an interview that builds on a biopsychosocial assessment. New parts are added that clarify the timing, nature, and sequence of symptoms in the diagnostic interview. The Mental Status Exam (MSE) is a part of that process.The MSE is designed to systematically help diagnosticians recognize patterns or syndromes of a person’s cognitive functioning. It includes very particular, direct observations about affect and other signs of which the client might not be directly aware.When the diagnostic interview is complete, the diagnostician has far more detail about the fluctuations and history of symptoms the patient self-reports, along with the direct observations of the MSE. This combination greatly improves the chances of accurate diagnosis. Conducting the MSE and other special diagnostic elements in a structured but client-sensitive manner supports that goal. In this Assignment, you take on the role of a social worker conducting an MSE.To prepare:Watch the video describing an MSE. Then watch the Sommers-Flanagan (2014) “Mental Status Exam” video clip. Make sure to take notes on the nine domains of the interview.Review the Morrison (2014) reading on the elements of a diagnostic interview.Review the 9 Areas to evaluate for a Mental Status Exam and example diagnostic summary write-up provided in this Week’s resources.Review the case example of a diagnostic summary write-up provided in this Week’s resources.Write up a Diagnostic Summary including the Mental Status Exam for Carl based upon his interview with Dr. Sommers-Flanagan.By Day 7Submit a 2 page case presentation paper in which you complete both parts outlined below: Part I: Diagnostic Summary and MSEProvide a diagnostic summary of the client, Carl. Within this summary include:Identifying Data/Client demographicsChief complaint/Presenting ProblemPresent illnessPast psychiatric illnessSubstance use historyPast medical historyFamily historyMental Status Exam (Be professional and concise for all nine areas)AppearanceBehavior or psychomotor activityAttitudes toward the interviewer or examinerAffect and moodSpeech and thoughtPerceptual disturbancesOrientation and consciousnessMemory and intelligenceReliability, judgment, and insightPart II: Analysis of MSEAfter completing Part I of the Assignment, provide an analysis and demonstrate critical thought (supported by references) in your response to the following:Identify any areas in your MSE that require follow-up data collection.Explain how using the cross-cutting measure would add to the information gathered.Do Carl’s answers add to your ability to diagnose him in any specific way? Why or why not?Would you discuss a possible diagnosis with Carl at this point in time? Why?DOCUMENTS THAT IS NEEDED FOR THIS ASSIGNMENT Morrison, J. (2014). Diagnosis made easier: Principles and techniques for mental health clinicians (2nd ed.). New York, NY: Guilford Press.Chapter 10, “Diagnosis and the Mental Status Exam” (pp. 119–126)Chapter 17, “Beyond Diagnosis: Compliance, Suicide, Violence” (pp. 271–280)Mental status exam - YouTubeClinical Interviewing: Intake, Assessment & Therapeutic Alliance | KanopyWatch the “Suicide Assessment Interview” segment starting at 01:44:37. This is the interview with Tommi, which will be used for the Discussion.Watch the “Mental Status Examination” segment starting at 01:22:23. This is the case of Carl, which will be used for the Application.Document: Diagnostic Summary Example (Word document) Note: This is an example of a diagnostic summary that can be used as a template for Part I of the Assignment. (laureate.net)