(Second Grade) I’m in a gifted class For the Week 5 Assignment, you create a Thi

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(Second Grade) I’m in a gifted class For the Week 5 Assignment, you create a Thi

(Second Grade) I’m in a gifted class For the Week 5 Assignment, you create a Thinglink using very specific elements as outlined in the directions for the assignment. Working with your host teachers, you present a Thinglink or work with a small group of students to create one. You incorporate reading comprehension strategies into the process. Be sure to submit the URL address for your Thinglink in a Word document. Reference Ambitious Science Teaching. (2013). Tools for Ambitious Science Teaching. Links to an external site. Retrieved from ——————//—— The Web 2.0 tool, Thinglink, can be used to create a dynamic interactive image that could be used for any content area to be learned. A Thinglink can be enhanced with notes, photos, videos, and other multimedia content. For the Week 5 Assignment, you use Thinglink to represent science content. You also have the option to submit a Powerpoint presentation or a similar online tool. The required components should still be included regardless of which tool is selected. The final product also needs to be shared and uploaded here or as a public link. Review the Thinglink tutorial to learn about three ways to use Thinglink in the classroom. Consider some of the Thinglink examples that illustrate the interdisciplinary nature of Thinglink, such as the Amazon rainforest, Antarctica, five elements of a short story, and the letter H. ———————————— For this assignment, you present a Thinglink or other presentation in your field experience classroom or work with a small group of students to create a Thinglink. Discuss with your host teacher which option would fit best with the classroom schedule. Research a habitat using an expository text or website your students can use to create a Thinglink. Work through the structures and features of expository text and use reading comprehension strategies to maximize learning. After reviewing the information, create a Thinglink to illustrate knowledge about the science content. You need to conduct research on your habitat about nonliving things, animals, and plants in the habitat and the climate.You need to also document at least three interesting things you found about your habitat. Remember to use your information literacy skills as you complete this assignment. Create a Thinglink about the habitat you selected and include the following within your Thinglink: Image Descriptive paragraph about the topic (cannot be copied from the source, remember to follow copyright, do not plagiarize) Link to a webpage Web or YouTube video The four requirements listed above are only minimal requirements, you can add multiple tags with additional information. Make sure you cite sources for the materials you use. —————————————————————————— Part2 Our strategies for enhancing their writing and helping them see the connections between writing and reading are endless. In the Week 5 Assignment, you explore and design one strategy. ———- Review this week’s Virtual Field Experience video that demonstrates the use of Writer’s Workshop. Work collaboratively with your host teacher, in your field setting, to design a writing activity in a content area. This activity should support identity development through self-expression using ideas presented in the Week 5 Learning Resources. TO COMPLETE: Design a writing activity that includes multimodal text in a content area and requires the student to communicate visually and orally. This activity must foster student self-expression. Implement the activity with your focus child, and reflect on the implementation as follows: (Second grade ) How did the writing activity support and extend the previous reading activity? How might it support future reading in this and other content areas? How did the student respond to using multimodal text to learn and demonstrate learning? What benefits and challenges did the student experience by communicating learning both visually and orally? Why is writing to foster self-expression and student identity development critical? Would this activity work the same way in a remote learning environment, or would you need to make adjustments? If so, what might those adjustments be?

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