29 Jan Strategies Research and summarize, in 250-500 words, a minimum of five strategies for teaching word recognition and print concepts to elementary students with language de
Part 1: Strategies
Research and summarize, in 250-500 words, a minimum of five strategies for teaching word recognition and print concepts to elementary students with language delays or disabilities. Keep in mind strategies that help students monitor for their own errors. Within your summary, identify the conditions under which the identified strategies are intended to be delivered (e.g., content area, class setting, required resources, if intended for a specific type of disability).
Support your findings with 2-3 scholarly resources.
Part 2: Activities
Identify a small group of 2-3 kindergarten students, using the “Class Profile,” who would benefit from further development of their word recognition or print concepts skills. Identify a text appropriate to use with the small group identified.
Draft a 250-500 word outline summarizing three activities to reinforce word recognition and print concepts, utilizing the identified text. Be sure to incorporate at least three of the strategies from Part 1 into your activities.
Part 3: Rationale
In 250-500 words, rationalize your instructional decisions from Part 2. Be sure to explain how the identified strategies and activities enhance the language development of the students in the identified small group. Cite the “Class Profile” where appropriate.
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.
Recognizing Words in Print Template
Part 1: Strategies
· Strategy 1:
· Strategy 2:
· Strategy 3:
· Strategy 4:
· Strategy 5:
References:
Part 2: Activities
· Activity 1:
· Activity 2:
· Activity 3:
Part 3: Rationale
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Class Profile
|
Student Name |
English Language Learner |
Gender |
Other |
Age |
Oral Language Development |
Uses Phonics and Morphology to Decode Words |
Reading Lexile/ Grade Performance Level |
Written Expression Level |
Social/Pragmatic/Communication Skills |
|
Arturo |
Yes |
Male |
Tier 2 RTI for reading |
Grade level |
Below grade level |
No |
Below grade level |
Below grade level |
Good |
|
Bertie |
No |
Female |
None |
Grade level |
Above grade level |
Yes |
Above grade level |
Below grade level-writing simple sentences |
Needs help resolving conflicts |
|
Beryl |
No |
Female |
NOTE: School does not have gifted program |
Grade level |
Above grade level |
Yes |
Above grade level |
Above grade level |
Good |
|
Brandie |
No |
Female |
Tier 2 RTI for math |
Grade level |
Below grade level |
No; reads sight words only |
Below grade level |
Below grade level-only writes name and sight words |
Needs help with verbal and nonverbal signals |
|
Dessie |
No |
Female |
Tier 2 RTI for math |
Grade level |
At grade level |
Yes |
At grade level |
Below grade level |
Good |
|
Diana |
Yes |
Female |
Tier 2 RTI for reading |
Grade level |
Below grade level |
No |
Below grade level |
Below grade level |
Good |
|
Donnie |
No |
Female |
Hearing aids |
Grade level |
Below grade level |
No |
At grade level |
Above grade level |
Good |
|
Eduardo |
Yes |
Male |
Tier 2 RTI for reading |
Grade level |
At grade level |
Yes |
Below grade level |
Below grade level-writing simple sentences |
Good |
|
Emma |
No |
Female |
None |
Grade level |
Above grade level |
Yes |
At grade level |
Above grade level |
Good |
|
Enrique |
No |
Male |
Tier 2 RTI for reading |
One year above grade level |
At grade level |
No; reads sight words only |
Below grade level |
Below grade level |
Good |
|
Fatma |
Yes |
Female |
Tier 2 RTI for reading |
Grade level |
At grade level |
Yes |
Below grade level |
Below grade level-only writes name and sight words |
Needs help rephrasing when misunderstood |
|
Frances |
No |
Female |
Diabetic |
Grade level |
At grade level |
Yes |
At grade level |
At grade level |
Good |
|
Francesca |
No |
Female |
None |
Grade level |
Above grade level |
Yes |
At grade level |
Above grade level |
Needs help staying on topic |
|
Fredrick |
No |
Male |
Tier 3 RTI for reading and math |
One year above grade level |
Below grade level |
No; reads sight words only |
Below grade level |
Below grade level-writing simple sentences |
Needs help with verbal and nonverbal signals |
|
Ines |
No |
Female |
Tier 2 RTI for math |
Grade level |
Above grade level |
Yes |
Below grade level |
At grade level |
Good |
|
Jade |
No |
Female |
None |
Grade level |
At grade level |
Yes |
At grade level |
Below grade level |
Good |
|
Kent |
No |
Male |
None |
Grade level |
Above grade level |
Yes |
At grade level |
Above grade level |
Good |
|
Lolita |
No |
Female |
None |
Grade level |
Below grade level |
Yes |
At grade level |
At grade level |
Good |
|
Maria |
No |
Female |
NOTE: School does not have gifted program |
Grade level |
Above grade level |
Yes |
At grade level |
Above grade level |
Good |
|
Mason |
No |
Male |
None |
Grade level |
At grade level |
Yes |
At grade level |
At grade level |
Needs help staying on topic |
|
Nick |
No |
Male |
NOTE: School does not have gifted program |
Grade level |
Above grade level |
Yes |
Above grade level |
Above grade level |
Needs help taking turns in conversation |
|
Noah |
No |
Male |
None |
Grade level |
At grade level |
Yes |
At grade level |
At great level |
Good |
|
Sharlene |
No |
Female |
None |
Grade level |
Below grade level |
No; reads sight words only |
Above grade level |
At great level |
Good |
|
Sophia |
No |
Female |
None |
Grade level |
Above grade level |
Yes |
At grade level |
At grade level |
Good |
|
Stuart |
No |
Male |
Allergic to peanuts |
Grade level |
At grade level |
Yes |
Above grade lev At grade level el |
At grade level |
Good |
|
Terrence |
No |
Male |
None |
Grade level |
At grade level |
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