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
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.
© 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
Collepals.com Plagiarism Free Papers
Are you looking for custom essay writing service or even dissertation writing services? Just request for our write my paper service, and we'll match you with the best essay writer in your subject! With an exceptional team of professional academic experts in a wide range of subjects, we can guarantee you an unrivaled quality of custom-written papers.
Get ZERO PLAGIARISM, HUMAN WRITTEN ESSAYS
Why Hire Collepals.com writers to do your paper?
Quality- We are experienced and have access to ample research materials.
We write plagiarism Free Content
Confidential- We never share or sell your personal information to third parties.
Support-Chat with us today! We are always waiting to answer all your questions.
