SPD week 3 assignment
honuysed4y
spd_560_week_3_assignment.docxTopic Material:
Textbook1. Introduction to Children with Language Disorders
Read chapters 8, 9, 10, and 11 in Introduction to Children with Language Disorders.
http://gcumedia.com/digital-resources/pearson/2012/introduction-to-children-with-language-disorders_ebook_4e.php
Electronic Resource1. Word Study and Fluency
View Dr. Paratore's lecture "Word Study and Fluency," available on the Annenberg Learner website.
http://www.learner.org/workshops/readingk2/session3/wtv1.html 2. Phonics and Word Recognition Instruction in Early Reading Programs: Guidelines for Accessibility
Read "Phonics and Word Recognition Instruction in Early Reading Programs: Guidelines for Accessibility," by Chard and Osborn, available on the Reading Rockets website.
http://www.readingrockets.org/article/6316 3. The Critical Role of Oral Language in Reading for Title I Students and English Language Learners
Read "The Critical Role of Oral Language in Reading for Title I Students and English Language Learners," by Crawford-Brook, available on the Lexia Learning website.
http://lexialearning.com/lexiaresearch/whitepapers/oral-language-whitepaper 4. Common Core English Language Arts Standards
Review the Common Core English Language Arts Standards, available on the Common Core State Standards Initiative website.
http://www.corestandards.org/ELA-Literacy/
Additional Material1. Class Profile
Review the "Class Profile."
Assignments
Word Study and Fluency
After viewing the "Word Study and Fluency" video, address the following in a 250-300-word summary:
Describe the major concepts of beginning word study.
Identify the elements of phonemic awareness.
Describe the components of phonics.
What strategies from the video do you plan on applying to your instruction within the special education classroom? Providing specific examples, explain.
APA format is not required, but solid academic writing is expected.
Phonological Awareness Strategies and Activity
Part 1: Strategies
Research and summarize, in 250-300 words, a minimum of five strategies for teaching phonological awareness, identifying the conditions under which they are intended to be delivered (e.g., content area, class setting, required resources, if intended for a specific type of disability) for students with exceptionalities
Include a minimum of 2-3 scholarly resources to support your findings.
Part 2: Activity
Identify a group of 2-3 students, using the “Class Profile,” who would benefit from phonological awareness review.
Upon identifying your group, review the foundational skills within the Common Core English Language Standards.
Create a worksheet that emphasizes phonological awareness and is aligned with the Common Core foundational skills standards. Your worksheet should also emphasize at least one of the identified strategies from Part 1 of this assignment, and be appropriate for your chosen small group.
Include a 250-300-word rationale for your instructional decisions, applicable to the chosen small group.
Week 3 DQ 1 word count 200
Describe at least three pre-reading strategies and learning activities teachers can use to increase early literacy, awareness of sounds and print, and facilitate conversations about books and stories.
Week 3 DQ 2 word count 200
How can educators make a distinction between differences that are the result of language learning and those that are the result of a language disorder? What are some specific considerations for intervention and assessment for students who are language learners that also have a language disorder?
.
.
