Tag: Homework Solution

  • [Solved] Nursing Clinical Assignment: Quality Improvement Project Part 1

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  • [Solved] student reply week 6

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    total of 2 replies due in 5 hours. APA format. Minimum one paragraph per reply – 2 years ago **files (1)** – ## week6studentreplypeds.docx **## week6studentreplypeds.docx** **Victoria** **Case Scenario 1:** 1. **What more should you know about Brenda?** Inquire about the onset, duration, and nature…

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    total of 2 replies due in 5 hours. APA format. Minimum one paragraph per reply

    – 2 years ago

    **files (1)**

    – ## week6studentreplypeds.docx

    **## week6studentreplypeds.docx**

    **Victoria**

    **Case Scenario 1:**

    1.
    **What more should you know about Brenda?**

    Inquire about the onset, duration, and nature of her limp and pain, as well as recent weight gain or alteration in activity. Clarify whether pain is increased by movement or by rest and if it is referred. I should also inquire about systemic symptoms such as fever, fatigue, or weight loss, which could indicate infection or malignancy. Explore the menstrual history and endocrine or orthopedic family history. Ask about psychosocial problems like activity level, lifestyle, and school attendance. Having this information further narrows down the differential diagnoses, like slipped capital femoral epiphysis (SCFE), which is seen frequently in obese adolescents.

    2.
    **What specific exam techniques should you perform and why?**

    Begin with inspection for asymmetry, swelling, or deformity of the hip and leg. Observe her gait for an antalgic or Trendelenburg pattern. Palpate the hip, groin, and knee to locate tenderness. Perform range of motion (ROM) tests, especially internal rotation of the hip, which is limited and painful in SCFE. Conduct the Thomas test to assess hip flexor contracture and the log roll test for intra-articular hip pathology. Assess leg length and muscle strength. A thorough neurovascular exam is essential to rule out other causes. These targeted maneuvers help differentiate SCFE from other causes of musculoskeletal or referred pain.

    3.
    **What diagnostic tests should you order and why?**

    Order bilateral anteroposterior (AP) and frog-leg lateral X-rays of the hips and pelvis to assess for slipped capital femoral epiphysis (SCFE), as SCFE is frequently bilateral. X-rays are helpful in seeing the displacement of the epiphysis, which can be subtle in the initial stage of the disease (Johns & Tavarez, 2023). If X-rays are equivocal but have high suspicion, utilize MRI for early detection. Infection may be suspected on basic labs like CBC, ESR, and CRP if infection is suspected (e.g., septic arthritis or osteomyelitis). Imaging is very important in the early diagnosis of SCFE to avoid progression, avascular necrosis, and long-term effects like osteoarthritis or hip deformity.

    Kathy

    **Case Scenario 3: Robert**

    **Case Scenario 3: Robert is a 14-year-old undergoing a rapid growth spurt who complains of a tender mass over the anterior tubercle of one knee. He says the pain improves with rest and worsens with activities like squatting, kneeling, jumping, and climbing stairs.**

    **What does the evidence suggest about the etiology of his condition?**

    **How should you manage this condition?**

    **What type of anticipatory guidance should you share with Robert and his parents?**

    Robert is a 14-year-old adolescent with a tender mass over the anterior tubercle of one knee that worsens with activities (like squatting, kneeling, jumping, and climbing stairs) and improves with rest. Based on Robert’s presentation in this case scenario, he most likely is experiencing Osgood-Schlatter disease (also known as osteochondritis of the tibial tubercle) is a traction apophysitis of the proximal tibial tubercle at the insertion of the patellar tendon.

    **Etiology**

    Osgood-Schlatter disease is an overuse injury commonly seen in physically active adolescents. It occurs secondary to repetitive strain and microtrauma from the force applied by the strong patellar tendon at its insertion into the relatively soft apophysis of the tibial tubercle. This stress leads to inflammation and in more severe cases, can cause a partial avulsion of the apophysis. The mechanical strain is heightened during periods of rapid growth and with increased physical activity. Although rare, a direct trauma may result in a complete avulsion fracture. Contributing risk factors include tightness in the quadriceps or hamstring muscles and misalignment of the extensor mechanism (Smith & Varacallo, 2023). Osgood-Schlatter clinically presents with pain and localized swelling over the tibial tubercle. Pain is typically reproduced by resisted knee extension or squatting. The condition is self-limiting and usually resolves once skeletal maturity is reached and the growth plate closes (Kienstra & Macias, 2024).

    **Risk factors:**

    · Male gender

    · Ages: male 12-15, girls 8-12

    · Sudden skeletal growth

    · Repetitive activities like jumping and sprinting (Smith & Varacallo, 2023).

    **Clinical Presentation:** The most common presenting complaint is anterior knee pain that increases gradually over time, from a low-grade ache to pain that causes a limp and/or impairs activity. Pain is exacerbated by direct trauma, kneeling, running, jumping, squatting, climbing stairs, or walking uphill, and is relieved by rest. Involvement usually is asymmetric, although both knees are involved in 25 to 50 percent of cases (Kienstra & Macias, 2024).

    **Diagnosis** is based on history and examination. Radiographs are not necessary unless the patient has atypical complaints (pain at night, pain that is unrelated to activity, acute onset of pain, associated systemic complaints) or pain that is not directly over the tibial tubercle. Upon physical examination, tenderness and soft tissue or bony prominence of the tibial tubercle can be noted. Pain may be reproduced by extending the knee against resistance, stressing the quadriceps, or squatting with the knee in full flexion. Straight-leg raising usually is painless. Pain that is more prominent in the patellar tendon than the bony prominence, is suggestive of patellar tendinopathy (jumper's knee). The hamstrings may be shortened and the quadriceps taut. Quadriceps flexibility is assessed by passively flexing the knee with the patient prone (ie, the Ely test). The range of motion of the knee is not affected, and the knee and patellofemoral joints are stable. The remainder of the knee examination is usually normal. The range of motion of the hip should also be evaluated to make sure that the knee pain is not related to referred pain from pathology in the hip (eg, due to slipped capital femoral epiphysis, Legg-Calvé-Perthes disease). Most patients can be diagnosed and managed without a point-of-care ultrasound. However, the US can potentially aid in diagnosis in more complicated cases. If needed, plain lateral radiographs are appropriate to help exclude other conditions (e.g., tibial apophyseal fracture, tumors, or osteomyelitis) in patients who have atypical features (Kienstra & Macias, 2024).

    Erythema and warmth of the tibial tubercle, which suggest an acute inflammatory process, require additional evaluation (eg, for osteomyelitis). However, these findings must be interpreted with caution in patients who have used an ace wrap or heating pad before presenting for evaluation. MRI has been proposed as a means of classifying the staging of Osgood-Schlatter disease, which may help with prognosis, but it is usually not indicated (Kienstra & Macias, 2024).

    **Management**

    The condition is self-limiting but may persist for up to 2 years until the apophysis fuses. The management of Osgood-Schlatter disease has not been studied in randomized controlled trials. Observational studies suggest that most patients respond to nonsurgical treatment and that those with persistent symptoms may benefit from surgical therapy (eg, ossicle excision). Osgood-Schlatter disease is managed conservatively, focusing on pain relief and activity modification (Kienstra & Macias, 2024):

    **1. Pain Management**

    **Non-pharmacological Treatment:**

    · Applying ice packs (for 20–30 minutes at a time at least twice per day) after physical activity to reduce swelling.

    · Wearing a tibial tubercle pad or patellar strap during activity to relieve tension on the tibial tubercle (Kienstra & Macias, 2024).

    **Pharmacological Treatment:**

    · Using NSAIDs (e.g., ibuprofen) or acetaminophen for short-term pain control (3–4 days as needed).

    · Patients with persistent pain that alters their ability to participate in sports for more than three months may benefit from an injection of hyperosmolar dextrose (e.g., 12.5 percent dextrose) by a sports medicine specialist or orthopedic surgeon.

    · Glucocorticoid injections generally are not recommended because of complications, primarily related to subcutaneous atrophy (Kienstra & Macias, 2024).

    **2. Rest and Activity Modification**

    · Rest from painful activities (that exacerbate the pain such as squatting, kneeling, jumping, and climbing stairs) but complete avoidance of sports is not necessary.

    · Robert can continue sports if the pain is mild and resolves within 24 hours.

    · Avoid kneeling, squatting, or positions that aggravate symptoms.

    · Crutches are rarely indicated, and knee immobilizers are contraindicated. Extended periods of casting worsen the ultimate outcome because they lead to atrophy of the quadriceps and hamstring muscles (Kienstra & Macias, 2024).

    **3. Physical Therapy**

    · Begin quadriceps and hamstring stretching and strengthening exercises once the pain is adequately controlled.

    · PT helps relieve tension at the tibial tubercle and prevents recurrence (Kienstra & Macias, 2024).

    **4. Advanced Therapy (for refractory cases)**

    · In persistent pain (>3 months) despite conservative care, hyperosmolar dextrose injection (12.5% with lidocaine) has shown benefit.

    ·
    **Corticosteroid injections are avoided** due to risk of skin and soft tissue atrophy.

    ·
    **Surgery** (e.g., ossicle excision) is rarely needed and only considered after growth plate closure (Kienstra & Macias, 2024).

    **Anticipatory Guidance for Robert and His Parents**

    **## week6studentreplypeds.docx**

    **Victoria**

    **Case Scenario 1:**

    1.
    **What more should you know about Brenda?**

    Inquire about the onset, duration, and nature of her limp and pain, as well as recent weight gain or alteration in activity. Clarify whether pain is increased by movement or by rest and if it is referred. I should also inquire about systemic symptoms such as fever, fatigue, or weight loss, which could indicate infection or malignancy. Explore the menstrual history and endocrine or orthopedic family history. Ask about psychosocial problems like activity level, lifestyle, and school attendance. Having this information further narrows down the differential diagnoses, like slipped capital femoral epiphysis (SCFE), which is seen frequently in obese adolescents.

    2.
    **What specific exam techniques should you perform and why?**

    Begin with inspection for asymmetry, swelling, or deformity of the hip and leg. Observe her gait for an antalgic or Trendelenburg pattern. Palpate the hip, groin, and knee to locate tenderness. Perform range of motion (ROM) tests, especially internal rotation of the hip, which is limited and painful in SCFE. Conduct the Thomas test to assess hip flexor contracture and the log roll test for intra-articular hip pathology. Assess leg length and muscle strength. A thorough neurovascular exam is essential to rule out other causes. These targeted maneuvers help differentiate SCFE from other causes of musculoskeletal or referred pain.

    3.
    **What diagnostic tests should you order and why?**

    Order bilateral anteroposterior (AP) and frog-leg lateral X-rays of the hips and pelvis to assess for slipped capital femoral epiphysis (SCFE), as SCFE is frequently bilateral. X-rays are helpful in seeing the displacement of the epiphysis, which can be subtle in the initial stage of the disease (Johns & Tavarez, 2023). If X-rays are equivocal but have high suspicion, utilize MRI for early detection. Infection may be suspected on basic labs like CBC, ESR, and CRP if infection is suspected (e.g., septic arthritis or osteomyelitis). Imaging is very important in the early diagnosis of SCFE to avoid progression, avascular necrosis, and long-term effects like osteoarthritis or hip deformity.

    Kathy

    **Case Scenario 3: Robert**

    **Case Scenario 3: Robert is a 14-year-old undergoing a rapid growth spurt who complains of a tender mass over the anterior tubercle of one knee. He says the pain improves with rest and worsens with activities like squatting, kneeling, jumping, and climbing stairs.**

    **What does the evidence suggest about the etiology of his condition?**

    **How should you manage this condition?**

    **What type of anticipatory guidance should you share with Robert and his parents?**

    Robert is a 14-year-old adolescent with a tender mass over the anterior tubercle of one knee that worsens with activities (like squatting, kneeling, jumping, and climbing stairs) and improves with rest. Based on Robert’s presentation in this case scenario, he most likely is experiencing Osgood-Schlatter disease (also known as osteochondritis of the tibial tubercle) is a traction apophysitis of the proximal tibial tubercle at the insertion of the patellar tendon.

    **Etiology**

    Osgood-Schlatter disease is an overuse injury commonly seen in physically active adolescents. It occurs secondary to repetitive strain and microtrauma from the force applied by the strong patellar tendon at its insertion into the relatively soft apophysis of the tibial tubercle. This stress leads to inflammation and in more severe cases, can cause a partial avulsion of the apophysis. The mechanical strain is heightened during periods of rapid growth and with increased physical activity. Although rare, a direct trauma may result in a complete avulsion fracture. Contributing risk factors include tightness in the quadriceps or hamstring muscles and misalignment of the extensor mechanism (Smith & Varacallo, 2023). Osgood-Schlatter clinically presents with pain and localized swelling over the tibial tubercle. Pain is typically reproduced by resisted knee extension or squatting. The condition is self-limiting and usually resolves once skeletal maturity is reached and the growth plate closes (Kienstra & Macias, 2024).

    **Risk factors:**

    · Male gender

    · Ages: male 12-15, girls 8-12

    · Sudden skeletal growth

    · Repetitive activities like jumping and sprinting (Smith & Varacallo, 2023).

    **Clinical Presentation:** The most common presenting complaint is anterior knee pain that increases gradually over time, from a low-grade ache to pain that causes a limp and/or impairs activity. Pain is exacerbated by direct trauma, kneeling, running, jumping, squatting, climbing stairs, or walking uphill, and is relieved by rest. Involvement usually is asymmetric, although both knees are involved in 25 to 50 percent of cases (Kienstra & Macias, 2024).

    **Diagnosis** is based on history and examination. Radiographs are not necessary unless the patient has atypical complaints (pain at night, pain that is unrelated to activity, acute onset of pain, associated systemic complaints) or pain that is not directly over the tibial tubercle. Upon physical examination, tenderness and soft tissue or bony prominence of the tibial tubercle can be noted. Pain may be reproduced by extending the knee against resistance, stressing the quadriceps, or squatting with the knee in full flexion. Straight-leg raising usually is painless. Pain that is more prominent in the patellar tendon than the bony prominence, is suggestive of patellar tendinopathy (jumper's knee). The hamstrings may be shortened and the quadriceps taut. Quadriceps flexibility is assessed by passively flexing the knee with the patient prone (ie, the Ely test). The range of motion of the knee is not affected, and the knee and patellofemoral joints are stable. The remainder of the knee examination is usually normal. The range of motion of the hip should also be evaluated to make sure that the knee pain is not related to referred pain from pathology in the hip (eg, due to slipped capital femoral epiphysis, Legg-Calvé-Perthes disease). Most patients can be diagnosed and managed without a point-of-care ultrasound. However, the US can potentially aid in diagnosis in more complicated cases. If needed, plain lateral radiographs are appropriate to help exclude other conditions (e.g., tibial apophyseal fracture, tumors, or osteomyelitis) in patients who have atypical features (Kienstra & Macias, 2024).

    Erythema and warmth of the tibial tubercle, which suggest an acute inflammatory process, require additional evaluation (eg, for osteomyelitis). However, these findings must be interpreted with caution in patients who have used an ace wrap or heating pad before presenting for evaluation. MRI has been proposed as a means of classifying the staging of Osgood-Schlatter disease, which may help with prognosis, but it is usually not indicated (Kienstra & Macias, 2024).

    **Management**

    The condition is self-limiting but may persist for up to 2 years until the apophysis fuses. The management of Osgood-Schlatter disease has not been studied in randomized controlled trials. Observational studies suggest that most patients respond to nonsurgical treatment and that those with persistent symptoms may benefit from surgical therapy (eg, ossicle excision). Osgood-Schlatter disease is managed conservatively, focusing on pain relief and activity modification (Kienstra & Macias, 2024):

    **1. Pain Management**

    **Non-pharmacological Treatment:**

    · Applying ice packs (for 20–30 minutes at a time at least twice per day) after physical activity to reduce swelling.

    · Wearing a tibial tubercle pad or patellar strap during activity to relieve tension on the tibial tubercle (Kienstra & Macias, 2024).

    **Pharmacological Treatment:**

    · Using NSAIDs (e.g., ibuprofen) or acetaminophen for short-term pain control (3–4 days as needed).

    · Patients with persistent pain that alters their ability to participate in sports for more than three months may benefit from an injection of hyperosmolar dextrose (e.g., 12.5 percent dextrose) by a sports medicine specialist or orthopedic surgeon.

    · Glucocorticoid injections generally are not recommended because of complications, primarily related to subcutaneous atrophy (Kienstra & Macias, 2024).

    **2. Rest and Activity Modification**

    · Rest from painful activities (that exacerbate the pain such as squatting, kneeling, jumping, and climbing stairs) but complete avoidance of sports is not necessary.

    · Robert can continue sports if the pain is mild and resolves within 24 hours.

    · Avoid kneeling, squatting, or positions that aggravate symptoms.

    · Crutches are rarely indicated, and knee immobilizers are contraindicated. Extended periods of casting worsen the ultimate outcome because they lead to atrophy of the quadriceps and hamstring muscles (Kienstra & Macias, 2024).

    **3. Physical Therapy**

    · Begin quadriceps and hamstring stretching and strengthening exercises once the pain is adequately controlled.

    · PT helps relieve tension at the tibial tubercle and prevents recurrence (Kienstra & Macias, 2024).

    **4. Advanced Therapy (for refractory cases)**

    · In persistent pain (>3 months) despite conservative care, hyperosmolar dextrose injection (12.5% with lidocaine) has shown benefit.

    ·
    **Corticosteroid injections are avoided** due to risk of skin and soft tissue atrophy.

    ·
    **Surgery** (e.g., ossicle excision) is rarely needed and only considered after growth plate closure (Kienstra & Macias, 2024).

    **Anticipatory Guidance for Robert and His Parents**

  • [Solved] Worldview Analysis and Personal Inventory

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    This assignment will introduce you to the concept of worldview. It will also provide you with a fundamental understanding of Christian spirituality that looks to the union of body, mind, soul, and spirit, along with how those beliefs inform a unique ethical awareness and decision-making in professio…

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    This assignment will introduce you to the concept of worldview. It will also provide you with a fundamental understanding of Christian spirituality that looks to the union of body, mind, soul, and spirit, along with how those beliefs inform a unique ethical awareness and decision-making in professional practice. In addition, you will gain knowledge about your own personal beliefs, according to your own worldview.

    After reading topic Resources, you will complete the "Worldview Analysis and Personal Inventory" document, which includes prompts related to the following:

    – Christian perspective of the nature of spirituality and ethics
    – Scientism and two of the main arguments against it
    – Ultimate reality
    – Nature (origin) of the universe
    – What it means to be a human being and purpose in your existence
    – What knowledge is and sources of knowledge
    – Ethics and where the knowledge of right and wrong comes from
    – Purpose of human life and existence
    – Influence of personal worldview values in decision-making within current or future professional practice

    Support your response using only Chapter 1 from the textbook _Practicing Dignity:_ _An Introduction to Christian Values and Decision-Making in Health (_ _**attached**_ _) Care_ and two other Topic 1 Resources.

    While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

    This assignment uses a rubric ( **attached**). Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

    – [\
    \
    PHI-413Rubric-WorldviewAnalysisandPersonalInventory.pdf](https://www.sweetstudy.com/files/phi-413rubric-worldviewanalysisandpersonalinventory-pdf "PHI-413Rubric-WorldviewAnalysisandPersonalInventory.pdf")
    – [\
    \
    PracticingDignityAnIntroductiontoChristianValuesandDecision-MakinginHealthCare-Chapter1.pdf](https://www.sweetstudy.com/files/practicingdignityanintroductiontochristianvaluesanddecision-makinginhealthcare-chapter1-pdf "PracticingDignityAnIntroductiontoChristianValuesandDecision-MakinginHealthCare-Chapter1.pdf")

    – 2 years ago

  • [Solved] REVISE FINAL HUMAN RIGHTS

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  • [Solved] discussion 5 pharm

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    – [\ \ module5discussionpharm.png](https://www.sweetstudy.com/files/module5discussionpharm-png "module5discussionpharm.png") – [\ \ pharmrubricdiscussions.png](https://www.sweetstudy.com/files/pharmrubricdiscussions-png-10261333 "pharmrubricdiscussions.png") – 2 years ago

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    – [\
    \
    module5discussionpharm.png](https://www.sweetstudy.com/files/module5discussionpharm-png "module5discussionpharm.png")
    – [\
    \
    pharmrubricdiscussions.png](https://www.sweetstudy.com/files/pharmrubricdiscussions-png-10261333 "pharmrubricdiscussions.png")

    – 2 years ago

  • [Solved] Research Paper – 500 Words (With Zero Plagiarism) In APA Format with references Deadline 12hrs

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    Research Optical Fiber. Identify two everyday examples of Optical Fiber use. For each of these examples, show how Optical Fiber is used and how it works. Summarize your findings in a brief paper. – 2 years ago

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    Research Optical Fiber. Identify two everyday examples of Optical Fiber use. For each of these examples, show how Optical Fiber is used and how it works. Summarize your findings in a brief paper.

    – 2 years ago

  • [Solved] Nursing help

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    i am in my last couple of weeks of nursing school – 2 years ago

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    i am in my last couple of weeks of nursing school

    – 2 years ago

  • [Solved] Workplace Environment Assessment

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    Clearly, diagnosis is a critical aspect of healthcare. However, the ultimate purpose of a diagnosis is the development and application of a series of treatments or protocols. Isolated recognition of a health issue does little to resolve it. In this module’s Discussion, you applied the Clark Healthy …

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    Clearly, diagnosis is a critical aspect of healthcare. However, the ultimate purpose of a diagnosis is the development and application of a series of treatments or protocols. Isolated recognition of a health issue does little to resolve it.

    In this module’s Discussion, you applied the Clark Healthy Workplace Inventory to diagnose potential problems with the civility of your organization. In this Portfolio Assignment, you will continue to analyze the results and apply published research to the development of a proposed treatment for any issues uncovered by the assessment.

    – 2 years ago

  • [Solved] Need tutoring

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    [>Accounting homework help](https://www.sweetstudy.com/fields/business-finance-accounting) Need tutoring – 2 years ago

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    [>Accounting homework help](https://www.sweetstudy.com/fields/business-finance-accounting)

    Need tutoring

    – 2 years ago

  • [Solved] Education I need help with homework

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    I need help with my homework – 2 years ago **files (4)** – ## RequiredResources.docx – ## week2SmallGroupInstruction1.docx – ## week2instructionforweek2worksheetwithRubric.docx – week-1-PlanningReadingInstruction.docx **## RequiredResources.docx** Required Resources **Teaching Reading in Today’s Ele…

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    I need help with my homework

    – 2 years ago

    **files (4)**

    – ## RequiredResources.docx

    – ## week2SmallGroupInstruction1.docx

    – ## week2instructionforweek2worksheetwithRubric.docx

    – week-1-PlanningReadingInstruction.docx

    **## RequiredResources.docx**

    Required Resources

    **Teaching Reading in Today’s Elementary Schools**

    **Required**

    Roe, B. D., Smith, S. H., & Kolodziej, N. J. (2019).
    _Teaching reading in today’s elementary schools_(12th ed.). Cengage. ISBN-13: 9781337566292

    How to Set Up Interest-Based Reading Groups

    **Required**

    Read “How to Set Up Interest-Based Reading Groups” by Wright and Hoonan on the Edutopia website (2019).

    [https://www.edutopia.org/arti](https://www.edutopia.org/arti)

    How to Use Data to Create Small Reading Groups

    **Required**

    Read “How to Use Data to Create Small Reading Groups,” by Schmidt, on the NWEA website (2017).

    https://www.nwea.org/blog/2017/use-data-create-small-reading-groups/

    Strategies for Improving Small Group Instruction

    **Required**

    You can read Miller's “Strategies for Improving Small Group Instruction " on the Edutopia website (2020).

    https://www.edutopia.org/article/strategies-improving-small-group-instruction

    Grouping Students Who Struggle with Reading

    **Required**

    Read “Grouping Students Who Struggle with Reading” by Vaughn et al. on the Reading Rockets website.

    https://www.readingrockets.or

    **## week2SmallGroupInstruction1.docx**

    _![](https://www.sweetstudy.com/questions/education-i-need-help-with-homework-20899321)_

    **Small Group Reading Instruction**

    **Part 1: Standards-Based Small Group Support**

    | | |
    | — | — |
    | **National/State Reading Standard** |
    | |
    | **Learning Target/Objective (LO)** |
    | |
    | **Instructional Strategy**<br>_In 75-100 words describe a strategy or activity to support each group’s learning._ | **Progress Monitoring Tool**<br>_Identify one progress monitoring tool you can use throughout the small group activity._ |
    | **Group 1: Exceeded the Standard and LO (Enrichment)** |
    | | |
    | **Group 2: Met the Standard and LO (Reinforcement)** |
    | | |
    | **Group 3: Did Not Meet the Standard and/or LO (Reteach)** |
    | | |

    **Part 2: Research and Reflect on Approaches to Small Group Instruction**

    | |
    | — |
    | **Reflection** |
    | |

    **References**

    © 2023. Grand Canyon University. All Rights Reserved.

    **image1.jpeg**

    **## week2instructionforweek2worksheetwithRubric.docx**

    Small group reading instruction allows teachers to differentiate learning based on the students’ needs and interests and allows for flexibility. There are a variety of methods for grouping students and potential benefits in each type of grouping. Student progress must be monitored during small group instruction to determine proper grouping, check for mastery, and assess lesson effectiveness.

    **Part 1:** **Standards-Based Small Group Support**

    Imagine that you have taught the whole class reading lesson from Topic 1 and given the summative assessment. Based on the data collected, some of the students in your class need reteaching, some need reinforcement, and some need enrichment. In Part 1 of the “Small Group Reading Instruction” template, describe the instructional strategy or activity you would use with each small group of students and the progress monitoring tool you would use throughout the small group lesson. Use the same standard and learning objective used in the Topic 1 Part 3 lesson and apply any instructor feedback you have received.

    **Part 2: Research and Reflect on Approaches to Small Group Instruction**

    Using the topic Resources and your own research, reflect in 250-500 words on approaches to small group instruction. In your reflection include the following information:

    · Explain the purpose of guided reading and best practices when providing guided reading instruction, including an appropriate approach to grouping students.

    · Describe one method for structuring guided reading lessons.

    · Explain how guided reading can fit into a literacy block and how it connects to whole group instruction.

    · There are many ways to group students for small reading group instruction. Describe one additional approach to grouping students, explain the purpose of that grouping approach, and discuss the benefits to student learning.

    Support the assignment with 2-3 scholarly resources.

    While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

    This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

    You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

    **Rubric Criteria**

    expand all Rubric CriteriaExpand All

    **Part 1: Group 1**

    9.75 points

    **Criteria Description**

    Part 1: Group 1

    **5. Target**

    9.75 points

    The strategy or activity to support a group of students needing enrichment is novel. The progress monitoring tool identified is ideal.

    **4. Acceptable**

    8.48 points

    The strategy or activity to support a group of students needing enrichment is appropriate. The progress monitoring tool identified is suitable.

    **No Submission**

    0 points

    Not addressed.

    **Part 1: Group 2**

    9.75 points

    **Criteria Description**

    Part 1: Group 2

    **5. Target**

    9.75 points

    The strategy or activity to support a group of students needing reinforcement is novel. The progress monitoring tool identified is ideal.

    **4. Acceptable**

    8.48 points

    The strategy or activity to support a group of students needing reinforcement is appropriate. The progress monitoring tool identified is suitable.

    **No Submission**

    0 points

    Not addressed.

    **Part 1: Group 3**

    9.75 points

    **Criteria Description**

    Part 1: Group 3

    **5. Target**

    9.75 points

    The strategy or activity to support a group of students needing reteaching is novel. The progress monitoring tool identified is ideal.

    **4. Acceptable**

    8.48 points

    The strategy or activity to support a group of students needing reteaching is appropriate. The progress monitoring tool

    **No Submission**

    0 points

    Not addressed.

    **Part 2: Purpose and Best Practices of Guided Reading**

    6.5 points

    **Criteria Description**

    Part 2: Purpose and Best Practices of Guided Reading

    **5. Target**

    6.5 points

    The explanation of the purpose of guided reading is in-depth. Best practices when providing guided reading instruction are expertly identified.

    **4. Acceptable**

    5.66 points

    An explanation of the purpose of guided reading is complete. Best practices when providing guided reading instruction are

    **No Submission**

    0 points

    Not addressed.

    **Part 2: Structuring and Scheduling Guided Reading Lessons**

    6.5 points

    **Criteria Description**

    Part 2: Structuring and Scheduling Guided Reading Lessons

    **5. Target**

    6.5 points

    Description of one method for structuring guided reading lessons is superior. Explanation of how guided reading fits into a literacy block and connects to whole group instruction is insightful.

    **4. Acceptable**

    5.66 points

    Description of one method for structuring guided reading lessons is practical. An explanation of how guided reading fits into a literacy block and connects to whole group instruction is logical.

    **No Submission**

    0 points

    Not addressed.

    **Part 2: Approach to Grouping Students**

    6.5 points

    **Criteria Description**

    Part 2: Approach to Grouping Students

    **5. Target**

    6.5 points

    Description of an additional approach to grouping students for small group reading instruction is sophisticated. Explanation of the purpose of the grouping approach and benefits to student learning is thought-provoking.

    **4. Acceptable**

    5.66 points

    Description of an additional approach to grouping students for small group reading instruction is concise. Explanation of the purpose of the grouping approach and benefits to student learning is significant.

    **No Submission**

    0 points

    Not addressed.

    **Template Format**

    3.25 points

    **Criteria Description**

    Template Format

    **5. Target**

    3.25 points

    Content is well-presented and easy to read. All template and format elements are correct.

    **4. Acceptable**

    2.83 points

    Content is clear. Appropriate template is fully used. There are very few errors in formatting style.

    **No Submission**

    0 points

    Not addressed.

    **Supporting Research and Documentation of Sources**

    6.5 points

    **Criteria Description**

    Uses appropriate designated style and formatting to document sources in citations and references.

    **5. Target**

    6.5 points

    Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

    **4. Acceptable**

    5.66 points

    Supporting research is credible and relevant. Sources are documented, as appropriate to assignment and style, and format is mostly correct.

    **No Submission**

    0 points

    Not addressed.

    **Mechanics of Writing**

    6.5 points

    **Criteria Description**

    Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

    **5. Target**

    6.5 points

    No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.

    **4. Acceptable**

    5.66 points

    Few mechanical errors are present. Suitable language choice and sentence structure are used.

    **week-1-PlanningReadingInstruction.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week-1-planningreadinginstruction-docx-10261587)

    **week-1-PlanningReadingInstruction.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week-1-planningreadinginstruction-docx-10261587)

    **## RequiredResources.docx**

    Required Resources

    **Teaching Reading in Today’s Elementary Schools**

    **Required**

    Roe, B. D., Smith, S. H., & Kolodziej, N. J. (2019).
    _Teaching reading in today’s elementary schools_(12th ed.). Cengage. ISBN-13: 9781337566292

    How to Set Up Interest-Based Reading Groups

    **Required**

    Read “How to Set Up Interest-Based Reading Groups” by Wright and Hoonan on the Edutopia website (2019).

    [https://www.edutopia.org/arti](https://www.edutopia.org/arti)

    How to Use Data to Create Small Reading Groups

    **Required**

    Read “How to Use Data to Create Small Reading Groups,” by Schmidt, on the NWEA website (2017).

    https://www.nwea.org/blog/2017/use-data-create-small-reading-groups/

    Strategies for Improving Small Group Instruction

    **Required**

    You can read Miller's “Strategies for Improving Small Group Instruction " on the Edutopia website (2020).

    https://www.edutopia.org/article/strategies-improving-small-group-instruction

    Grouping Students Who Struggle with Reading

    **Required**

    Read “Grouping Students Who Struggle with Reading” by Vaughn et al. on the Reading Rockets website.

    https://www.readingrockets.or

    **## week2SmallGroupInstruction1.docx**

    _![](https://www.sweetstudy.com/questions/education-i-need-help-with-homework-20899321)_

    **Small Group Reading Instruction**

    **Part 1: Standards-Based Small Group Support**

    | | |
    | — | — |
    | **National/State Reading Standard** |
    | |
    | **Learning Target/Objective (LO)** |
    | |
    | **Instructional Strategy**<br>_In 75-100 words describe a strategy or activity to support each group’s learning._ | **Progress Monitoring Tool**<br>_Identify one progress monitoring tool you can use throughout the small group activity._ |
    | **Group 1: Exceeded the Standard and LO (Enrichment)** |
    | | |
    | **Group 2: Met the Standard and LO (Reinforcement)** |
    | | |
    | **Group 3: Did Not Meet the Standard and/or LO (Reteach)** |
    | | |

    **Part 2: Research and Reflect on Approaches to Small Group Instruction**

    | |
    | — |
    | **Reflection** |
    | |

    **References**

    © 2023. Grand Canyon University. All Rights Reserved.

    **image1.jpeg**

    **## week2instructionforweek2worksheetwithRubric.docx**

    Small group reading instruction allows teachers to differentiate learning based on the students’ needs and interests and allows for flexibility. There are a variety of methods for grouping students and potential benefits in each type of grouping. Student progress must be monitored during small group instruction to determine proper grouping, check for mastery, and assess lesson effectiveness.

    **Part 1:** **Standards-Based Small Group Support**

    Imagine that you have taught the whole class reading lesson from Topic 1 and given the summative assessment. Based on the data collected, some of the students in your class need reteaching, some need reinforcement, and some need enrichment. In Part 1 of the “Small Group Reading Instruction” template, describe the instructional strategy or activity you would use with each small group of students and the progress monitoring tool you would use throughout the small group lesson. Use the same standard and learning objective used in the Topic 1 Part 3 lesson and apply any instructor feedback you have received.

    **Part 2: Research and Reflect on Approaches to Small Group Instruction**

    Using the topic Resources and your own research, reflect in 250-500 words on approaches to small group instruction. In your reflection include the following information:

    · Explain the purpose of guided reading and best practices when providing guided reading instruction, including an appropriate approach to grouping students.

    · Describe one method for structuring guided reading lessons.

    · Explain how guided reading can fit into a literacy block and how it connects to whole group instruction.

    · There are many ways to group students for small reading group instruction. Describe one additional approach to grouping students, explain the purpose of that grouping approach, and discuss the benefits to student learning.

    Support the assignment with 2-3 scholarly resources.

    While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

    This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

    You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

    **Rubric Criteria**

    expand all Rubric CriteriaExpand All

    **Part 1: Group 1**

    9.75 points

    **Criteria Description**

    Part 1: Group 1

    **5. Target**

    9.75 points

    The strategy or activity to support a group of students needing enrichment is novel. The progress monitoring tool identified is ideal.

    **4. Acceptable**

    8.48 points

    The strategy or activity to support a group of students needing enrichment is appropriate. The progress monitoring tool identified is suitable.

    **No Submission**

    0 points

    Not addressed.

    **Part 1: Group 2**

    9.75 points

    **Criteria Description**

    Part 1: Group 2

    **5. Target**

    9.75 points

    The strategy or activity to support a group of students needing reinforcement is novel. The progress monitoring tool identified is ideal.

    **4. Acceptable**

    8.48 points

    The strategy or activity to support a group of students needing reinforcement is appropriate. The progress monitoring tool identified is suitable.

    **No Submission**

    0 points

    Not addressed.

    **Part 1: Group 3**

    9.75 points

    **Criteria Description**

    Part 1: Group 3

    **5. Target**

    9.75 points

    The strategy or activity to support a group of students needing reteaching is novel. The progress monitoring tool identified is ideal.

    **4. Acceptable**

    8.48 points

    The strategy or activity to support a group of students needing reteaching is appropriate. The progress monitoring tool

    **No Submission**

    0 points

    Not addressed.

    **Part 2: Purpose and Best Practices of Guided Reading**

    6.5 points

    **Criteria Description**

    Part 2: Purpose and Best Practices of Guided Reading

    **5. Target**

    6.5 points

    The explanation of the purpose of guided reading is in-depth. Best practices when providing guided reading instruction are expertly identified.

    **4. Acceptable**

    5.66 points

    An explanation of the purpose of guided reading is complete. Best practices when providing guided reading instruction are

    **No Submission**

    0 points

    Not addressed.

    **Part 2: Structuring and Scheduling Guided Reading Lessons**

    6.5 points

    **Criteria Description**

    Part 2: Structuring and Scheduling Guided Reading Lessons

    **5. Target**

    6.5 points

    Description of one method for structuring guided reading lessons is superior. Explanation of how guided reading fits into a literacy block and connects to whole group instruction is insightful.

    **4. Acceptable**

    5.66 points

    Description of one method for structuring guided reading lessons is practical. An explanation of how guided reading fits into a literacy block and connects to whole group instruction is logical.

    **No Submission**

    0 points

    Not addressed.

    **Part 2: Approach to Grouping Students**

    6.5 points

    **Criteria Description**

    Part 2: Approach to Grouping Students

    **5. Target**

    6.5 points

    Description of an additional approach to grouping students for small group reading instruction is sophisticated. Explanation of the purpose of the grouping approach and benefits to student learning is thought-provoking.

    **4. Acceptable**

    5.66 points

    Description of an additional approach to grouping students for small group reading instruction is concise. Explanation of the purpose of the grouping approach and benefits to student learning is significant.

    **No Submission**

    0 points

    Not addressed.

    **Template Format**

    3.25 points

    **Criteria Description**

    Template Format

    **5. Target**

    3.25 points

    Content is well-presented and easy to read. All template and format elements are correct.

    **4. Acceptable**

    2.83 points

    Content is clear. Appropriate template is fully used. There are very few errors in formatting style.

    **No Submission**

    0 points

    Not addressed.

    **Supporting Research and Documentation of Sources**

    6.5 points

    **Criteria Description**

    Uses appropriate designated style and formatting to document sources in citations and references.

    **5. Target**

    6.5 points

    Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

    **4. Acceptable**

    5.66 points

    Supporting research is credible and relevant. Sources are documented, as appropriate to assignment and style, and format is mostly correct.

    **No Submission**

    0 points

    Not addressed.

    **Mechanics of Writing**

    6.5 points

    **Criteria Description**

    Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

    **5. Target**

    6.5 points

    No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.

    **4. Acceptable**

    5.66 points

    Few mechanical errors are present. Suitable language choice and sentence structure are used.

    **week-1-PlanningReadingInstruction.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week-1-planningreadinginstruction-docx-10261587)

    **## RequiredResources.docx**

    Required Resources

    **Teaching Reading in Today’s Elementary Schools**

    **Required**

    Roe, B. D., Smith, S. H., & Kolodziej, N. J. (2019).
    _Teaching reading in today’s elementary schools_(12th ed.). Cengage. ISBN-13: 9781337566292

    How to Set Up Interest-Based Reading Groups

    **Required**

    Read “How to Set Up Interest-Based Reading Groups” by Wright and Hoonan on the Edutopia website (2019).

    [https://www.edutopia.org/arti](https://www.edutopia.org/arti)

    How to Use Data to Create Small Reading Groups

    **Required**

    Read “How to Use Data to Create Small Reading Groups,” by Schmidt, on the NWEA website (2017).

    https://www.nwea.org/blog/2017/use-data-create-small-reading-groups/

    Strategies for Improving Small Group Instruction

    **Required**

    You can read Miller's “Strategies for Improving Small Group Instruction " on the Edutopia website (2020).

    https://www.edutopia.org/article/strategies-improving-small-group-instruction

    Grouping Students Who Struggle with Reading

    **Required**

    Read “Grouping Students Who Struggle with Reading” by Vaughn et al. on the Reading Rockets website.

    https://www.readingrockets.or

    **## week2SmallGroupInstruction1.docx**

    _![](https://www.sweetstudy.com/questions/education-i-need-help-with-homework-20899321)_

    **Small Group Reading Instruction**

    **Part 1: Standards-Based Small Group Support**

    | | |
    | — | — |
    | **National/State Reading Standard** |
    | |
    | **Learning Target/Objective (LO)** |
    | |
    | **Instructional Strategy**<br>_In 75-100 words describe a strategy or activity to support each group’s learning._ | **Progress Monitoring Tool**<br>_Identify one progress monitoring tool you can use throughout the small group activity._ |
    | **Group 1: Exceeded the Standard and LO (Enrichment)** |
    | | |
    | **Group 2: Met the Standard and LO (Reinforcement)** |
    | | |
    | **Group 3: Did Not Meet the Standard and/or LO (Reteach)** |
    | | |

    **Part 2: Research and Reflect on Approaches to Small Group Instruction**

    | |
    | — |
    | **Reflection** |
    | |

    **References**

    © 2023. Grand Canyon University. All Rights Reserved.

    **image1.jpeg**

    **## week2instructionforweek2worksheetwithRubric.docx**

    Small group reading instruction allows teachers to differentiate learning based on the students’ needs and interests and allows for flexibility. There are a variety of methods for grouping students and potential benefits in each type of grouping. Student progress must be monitored during small group instruction to determine proper grouping, check for mastery, and assess lesson effectiveness.

    **Part 1:** **Standards-Based Small Group Support**

    Imagine that you have taught the whole class reading lesson from Topic 1 and given the summative assessment. Based on the data collected, some of the students in your class need reteaching, some need reinforcement, and some need enrichment. In Part 1 of the “Small Group Reading Instruction” template, describe the instructional strategy or activity you would use with each small group of students and the progress monitoring tool you would use throughout the small group lesson. Use the same standard and learning objective used in the Topic 1 Part 3 lesson and apply any instructor feedback you have received.

    **Part 2: Research and Reflect on Approaches to Small Group Instruction**

    Using the topic Resources and your own research, reflect in 250-500 words on approaches to small group instruction. In your reflection include the following information:

    · Explain the purpose of guided reading and best practices when providing guided reading instruction, including an appropriate approach to grouping students.

    · Describe one method for structuring guided reading lessons.

    · Explain how guided reading can fit into a literacy block and how it connects to whole group instruction.

    · There are many ways to group students for small reading group instruction. Describe one additional approach to grouping students, explain the purpose of that grouping approach, and discuss the benefits to student learning.

    Support the assignment with 2-3 scholarly resources.

    While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

    This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

    You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

    **Rubric Criteria**

    expand all Rubric CriteriaExpand All

    **Part 1: Group 1**

    9.75 points

    **Criteria Description**

    Part 1: Group 1

    **5. Target**

    9.75 points

    The strategy or activity to support a group of students needing enrichment is novel. The progress monitoring tool identified is ideal.

    **4. Acceptable**

    8.48 points

    The strategy or activity to support a group of students needing enrichment is appropriate. The progress monitoring tool identified is suitable.

    **No Submission**

    0 points

    Not addressed.

    **Part 1: Group 2**

    9.75 points

    **Criteria Description**

    Part 1: Group 2

    **5. Target**

    9.75 points

    The strategy or activity to support a group of students needing reinforcement is novel. The progress monitoring tool identified is ideal.

    **4. Acceptable**

    8.48 points

    The strategy or activity to support a group of students needing reinforcement is appropriate. The progress monitoring tool identified is suitable.

    **No Submission**

    0 points

    Not addressed.

    **Part 1: Group 3**

    9.75 points

    **Criteria Description**

    Part 1: Group 3

    **5. Target**

    9.75 points

    The strategy or activity to support a group of students needing reteaching is novel. The progress monitoring tool identified is ideal.

    **4. Acceptable**

    8.48 points

    The strategy or activity to support a group of students needing reteaching is appropriate. The progress monitoring tool

    **No Submission**

    0 points

    Not addressed.

    **Part 2: Purpose and Best Practices of Guided Reading**

    6.5 points

    **Criteria Description**

    Part 2: Purpose and Best Practices of Guided Reading

    **5. Target**

    6.5 points

    The explanation of the purpose of guided reading is in-depth. Best practices when providing guided reading instruction are expertly identified.

    **4. Acceptable**

    5.66 points

    An explanation of the purpose of guided reading is complete. Best practices when providing guided reading instruction are

    **No Submission**

    0 points

    Not addressed.

    **Part 2: Structuring and Scheduling Guided Reading Lessons**

    6.5 points

    **Criteria Description**

    Part 2: Structuring and Scheduling Guided Reading Lessons

    **5. Target**

    6.5 points

    Description of one method for structuring guided reading lessons is superior. Explanation of how guided reading fits into a literacy block and connects to whole group instruction is insightful.

    **4. Acceptable**

    5.66 points

    Description of one method for structuring guided reading lessons is practical. An explanation of how guided reading fits into a literacy block and connects to whole group instruction is logical.

    **No Submission**

    0 points

    Not addressed.

    **Part 2: Approach to Grouping Students**

    6.5 points

    **Criteria Description**

    Part 2: Approach to Grouping Students

    **5. Target**

    6.5 points

    Description of an additional approach to grouping students for small group reading instruction is sophisticated. Explanation of the purpose of the grouping approach and benefits to student learning is thought-provoking.

    **4. Acceptable**

    5.66 points

    Description of an additional approach to grouping students for small group reading instruction is concise. Explanation of the purpose of the grouping approach and benefits to student learning is significant.

    **No Submission**

    0 points

    Not addressed.

    **Template Format**

    3.25 points

    **Criteria Description**

    Template Format

    **5. Target**

    3.25 points

    Content is well-presented and easy to read. All template and format elements are correct.

    **4. Acceptable**

    2.83 points

    Content is clear. Appropriate template is fully used. There are very few errors in formatting style.

    **No Submission**

    0 points

    Not addressed.

    **Supporting Research and Documentation of Sources**

    6.5 points

    **Criteria Description**

    Uses appropriate designated style and formatting to document sources in citations and references.

    **5. Target**

    6.5 points

    Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

    **4. Acceptable**

    5.66 points

    Supporting research is credible and relevant. Sources are documented, as appropriate to assignment and style, and format is mostly correct.

    **No Submission**

    0 points

    Not addressed.

    **Mechanics of Writing**

    6.5 points

    **Criteria Description**

    Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

    **5. Target**

    6.5 points

    No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.

    **4. Acceptable**

    5.66 points

    Few mechanical errors are present. Suitable language choice and sentence structure are used.

    **week-1-PlanningReadingInstruction.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week-1-planningreadinginstruction-docx-10261587)