ELM 305 FULL COURSE ASSIGNMENTS GCU
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ELM 305 FULL COURSE ASSIGNMENTS GCU
ELM 305 TOPIC 1 DIGITAL PRESENTATION: THE IMPORTANCE OF LITERACE
Early literacy relies on appropriately preparing young children for reading. As young children are exposed to letters and sounds, they begin to build a foundation for phonemic awareness. This step is critical in preparing for the sequential order of reading instruction. Phonemic awareness, phonics, fluency, vocabulary, and comprehension build off each other to provide appropriate development for literacy.
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ELM 305 FULL COURSE ASSIGNMENTS GCU
ELM 305 TOPIC 1 DIGITAL PRESENTATION: THE IMPORTANCE OF LITERACE
Early literacy relies on appropriately preparing young children for reading. As young children are exposed to letters and sounds, they begin to build a foundation for phonemic awareness. This step is critical in preparing for the sequential order of reading instruction. Phonemic awareness, phonics, fluency, vocabulary, and comprehension build off each other to provide appropriate development for literacy.
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ELM 305 FULL COURSE DISCUSSIONS GCU
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ELM 305 TOPIC 1 DQ 1
Recommend two support strategies and interventions for struggling readers. Justify your choices, making sure to describe why you plan to use your chosen strategies and interventions in your future professional practice.
ELM 305 TOPIC 1 DQ 2
Some literacy experts have said, “A dyslexic child should be educated at their ability level, rather than their literacy level.” What does this mean? Based on this week’s readings and at least one additional resource, do you agree or disagree with the quote? How will your opinion translate into your classroom teaching?
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ELM 305 TOPIC 1 DQ 1
Recommend two support strategies and interventions for struggling readers. Justify your choices, making sure to describe why you plan to use your chosen strategies and interventions in your future professional practice.
ELM 305 TOPIC 1 DQ 2
Some literacy experts have said, “A dyslexic child should be educated at their ability level, rather than their literacy level.” What does this mean? Based on this week’s readings and at least one additional resource, do you agree or disagree with the quote? How will your opinion translate into your classroom teaching?
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ELM 305 FULL COURSE GCU
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ELM 305 FULL COURSE DISCUSSIONS GCU
ELM 305 TOPIC 1 DQ 1
Recommend two support strategies and interventions for struggling readers. Justify your choices, making sure to describe why you plan to use your chosen strategies and interventions in your future professional practice.
ELM 305 TOPIC 1 DQ 2
Some literacy experts have said, “A dyslexic child should be educated at their ability level, rather than their literacy level.” What does this mean? Based on this week’s readings and at least one additional resource, do you agree or disagree with the quote? How will your opinion translate into your classroom teaching?
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ELM 305 FULL COURSE DISCUSSIONS GCU
ELM 305 TOPIC 1 DQ 1
Recommend two support strategies and interventions for struggling readers. Justify your choices, making sure to describe why you plan to use your chosen strategies and interventions in your future professional practice.
ELM 305 TOPIC 1 DQ 2
Some literacy experts have said, “A dyslexic child should be educated at their ability level, rather than their literacy level.” What does this mean? Based on this week’s readings and at least one additional resource, do you agree or disagree with the quote? How will your opinion translate into your classroom teaching?
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ELM 305 TOPIC 1 DIGITAL PRESENTATION GCU
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ELM 305 TOPIC 1 DIGITAL PRESENTATION: THE IMPORTANCE OF LITERACE
Early literacy relies on appropriately preparing young children for reading. As young children are exposed to letters and sounds, they begin to build a foundation for phonemic awareness. This step is critical in preparing for the sequential order of reading instruction. Phonemic awareness, phonics, fluency, vocabulary, and comprehension build off each other to provide appropriate development for literacy.
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ELM 305 TOPIC 1 DIGITAL PRESENTATION: THE IMPORTANCE OF LITERACE
Early literacy relies on appropriately preparing young children for reading. As young children are exposed to letters and sounds, they begin to build a foundation for phonemic awareness. This step is critical in preparing for the sequential order of reading instruction. Phonemic awareness, phonics, fluency, vocabulary, and comprehension build off each other to provide appropriate development for literacy.
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ELM 305 TOPIC 1 DISCUSSIONS GCU
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ELM 305 TOPIC 1 DQ 1
Recommend two support strategies and interventions for struggling readers. Justify your choices, making sure to describe why you plan to use your chosen strategies and interventions in your future professional practice.
ELM 305 TOPIC 1 DQ 2
Some literacy experts have said, “A dyslexic child should be educated at their ability level, rather than their literacy level.” What does this mean? Based on this week’s readings and at least one additional resource, do you agree or disagree with the quote? How will your opinion translate into your classroom teaching?
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ELM 305 TOPIC 1 DQ 1
Recommend two support strategies and interventions for struggling readers. Justify your choices, making sure to describe why you plan to use your chosen strategies and interventions in your future professional practice.
ELM 305 TOPIC 1 DQ 2
Some literacy experts have said, “A dyslexic child should be educated at their ability level, rather than their literacy level.” What does this mean? Based on this week’s readings and at least one additional resource, do you agree or disagree with the quote? How will your opinion translate into your classroom teaching?
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ELM 305 TOPIC 2 ASSESSMENTS FOR READING GCU
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Complete the “Assessments for Reading” chart by defining and describing details and examples related to the following types of literacy assessments.
General screening assessments
•Diagnostic testing assessments
•Progress monitoring assessments
•Outcome assessments
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Complete the “Assessments for Reading” chart by defining and describing details and examples related to the following types of literacy assessments.
General screening assessments
•Diagnostic testing assessments
•Progress monitoring assessments
•Outcome assessments
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ELM 305 TOPIC 2 CLINICAL FIELD EXPERIENCE A GCU
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ELM 305 TOPIC 2 CLINICAL FIELD EXPERIENCE A GCU
ELM 305 TOPIC 2 CLINICAL FIELD EXPERIENCE A: LITERACY ASSESSMENT AND FRAMEWORK
This field experience will provide you practical experience and modeled application regarding how teachers assess literacy, as well as explicit information about how data collection drives further instruction. You will also be exposed to how the cognitive, emotional, social, and developmental needs of students are factored into instruction choices.
Allocate at least 5 hours in the field to support this field experience.
Observe, interview, and collaborate with a Grade 1‐3 certified general education teacher, focusing on literacy assessment.
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ELM 305 TOPIC 2 CLINICAL FIELD EXPERIENCE A GCU
ELM 305 TOPIC 2 CLINICAL FIELD EXPERIENCE A: LITERACY ASSESSMENT AND FRAMEWORK
This field experience will provide you practical experience and modeled application regarding how teachers assess literacy, as well as explicit information about how data collection drives further instruction. You will also be exposed to how the cognitive, emotional, social, and developmental needs of students are factored into instruction choices.
Allocate at least 5 hours in the field to support this field experience.
Observe, interview, and collaborate with a Grade 1‐3 certified general education teacher, focusing on literacy assessment.
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ELM 305 TOPIC 2 DISCUSSIONS GCU
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ELM 305 TOPIC 2 DQ 1
Not every assessment should be utilized with every student. Suppose you have three students: one reads below grade level, one on grade level, and one above grade level. For each of these students, identify the types of assessments you would administer and why you chose one over another.
ELM 305 TOPIC 2 DQ 2
Describe the importance of using assessment tools to measure student literacy skills. How will assessment data collected from these tools drive your classroom instruction? How will you be sure to meet individual student needs based on the assessment information you receive? Be specific.
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ELM 305 TOPIC 2 DQ 1
Not every assessment should be utilized with every student. Suppose you have three students: one reads below grade level, one on grade level, and one above grade level. For each of these students, identify the types of assessments you would administer and why you chose one over another.
ELM 305 TOPIC 2 DQ 2
Describe the importance of using assessment tools to measure student literacy skills. How will assessment data collected from these tools drive your classroom instruction? How will you be sure to meet individual student needs based on the assessment information you receive? Be specific.
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ELM 305 TOPIC 3 DISCUSSIONS GCU
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ELM 305 TOPIC 3 DQ 1
What is the difference between phonological awareness, phonemic awareness, and phonics? How do these concepts build upon each other? Provide two examples that show the progression of these literacy concepts.
ELM 305 TOPIC 3 DQ 2
What are concepts of print and why are they important in teaching reading? Identify and describe three recommended strategies for developing concepts of print.
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ELM 305 TOPIC 3 DQ 1
What is the difference between phonological awareness, phonemic awareness, and phonics? How do these concepts build upon each other? Provide two examples that show the progression of these literacy concepts.
ELM 305 TOPIC 3 DQ 2
What are concepts of print and why are they important in teaching reading? Identify and describe three recommended strategies for developing concepts of print.
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ELM 305 TOPIC 3 PHONEMIC AWARENESS SKILLS GCU
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ELM 305 TOPIC 3 PHONEMIC AWARENESS SKILLS GCU
Phonemic awareness is crucial to both reading and spelling success. Using a question and answer format when teaching phonemic awareness is a common and useful strategy. Scripting the questions you will pose to your future students and their potential responses can help prepare you for implementing your future literacy lessons.
Complete the “Phonemic Awareness Table,” by identifying and using words from the “Birthday Soup” excerpt. Script phonemic awareness practice activities, the description and purpose of the task, and the alignment to state standards for each of the g phoneme tasks.
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ELM 305 TOPIC 3 PHONEMIC AWARENESS SKILLS GCU
Phonemic awareness is crucial to both reading and spelling success. Using a question and answer format when teaching phonemic awareness is a common and useful strategy. Scripting the questions you will pose to your future students and their potential responses can help prepare you for implementing your future literacy lessons.
Complete the “Phonemic Awareness Table,” by identifying and using words from the “Birthday Soup” excerpt. Script phonemic awareness practice activities, the description and purpose of the task, and the alignment to state standards for each of the g phoneme tasks.
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ELM 305 TOPIC 4 CLINICAL FIELD EXPERIENCE C GCU
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ELM 305 TOPIC 4 CLINICAL FIELD EXPERIENCE C: LITERACY PRE ASSESSMENT
Developing activities based on assessment data is integral to meeting students’ learning needs. Small group instruction is a great way to practice the skill of using assessment data to drive instruction. In collaboration with your mentor, identify a small group (3‐5 students) to work with for this clinical field experience.
Allocate at least 4 hours in the field to support this field experience.
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ELM 305 TOPIC 4 CLINICAL FIELD EXPERIENCE C: LITERACY PRE ASSESSMENT
Developing activities based on assessment data is integral to meeting students’ learning needs. Small group instruction is a great way to practice the skill of using assessment data to drive instruction. In collaboration with your mentor, identify a small group (3‐5 students) to work with for this clinical field experience.
Allocate at least 4 hours in the field to support this field experience.
Tags: ELM 305, ELM 305 TOPIC 4, ELM 305 TOPIC 4 CLINICAL FIELD EXPERIENCE C GCU
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ELM 305 TOPIC 4 DISCUSSIONS GCU
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ELM 305 TOPIC 4 DQ 1
Explain how a lesson in systematic and explicit phonics instruction would look different than a lesson using non-systematic instruction. Provide specific examples of both and why one method might be more beneficial than another.
ELM 305 TOPIC 4 DQ 2
Identify and describe two recommended strategies to teach word recognition and two recommended strategies to teach spelling. What technology tools are available to use in instruction for both areas? How do you expect these tools to be useful in your future classroom and how might you adapt if this technology is not available to you?
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ELM 305 TOPIC 4 DQ 1
Explain how a lesson in systematic and explicit phonics instruction would look different than a lesson using non-systematic instruction. Provide specific examples of both and why one method might be more beneficial than another.
ELM 305 TOPIC 4 DQ 2
Identify and describe two recommended strategies to teach word recognition and two recommended strategies to teach spelling. What technology tools are available to use in instruction for both areas? How do you expect these tools to be useful in your future classroom and how might you adapt if this technology is not available to you?
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ELM 305 TOPIC 4 SCRIPTING DIALOGUES GCU
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Scripting dialogues between teacher and student is a strategy used to intentionally teach the integration of written and spoken language. Scripted dialogues are used in a variety of contexts, and are especially helpful when students are practicing phonics, word recognition, and spelling.
Part 1: Scripting Dialogues Table
Using the “Scripting Dialogues Table” with the “Birthday Soup” excerpt, create teacher‐student dialogues specific to using single‐letter and consonant digraphs, short vowel and long vowel sounds, and appropriate use of word building and word building‐spelling. Review the examples in your text as a guide.
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Scripting dialogues between teacher and student is a strategy used to intentionally teach the integration of written and spoken language. Scripted dialogues are used in a variety of contexts, and are especially helpful when students are practicing phonics, word recognition, and spelling.
Part 1: Scripting Dialogues Table
Using the “Scripting Dialogues Table” with the “Birthday Soup” excerpt, create teacher‐student dialogues specific to using single‐letter and consonant digraphs, short vowel and long vowel sounds, and appropriate use of word building and word building‐spelling. Review the examples in your text as a guide.
Tags: ELM 305, ELM 305 TOPIC 4, ELM 305 TOPIC 4 SCRIPTING DIALOGUES GCU
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ELM 305 TOPIC 5 DISCUSSIONS GCU
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ELM 305 TOPIC 5 DQ 1
Describe three fluency exercises that can be utilized in the classroom to reach the diverse needs of students. With support from with one or more sources, justify why these exercises are beneficial for meeting these student needs.
ELM 305 TOPIC 5 DQ 2
How will you deal with anxiety or self-esteem issues among students who have difficulty reading, specifically when reading aloud? Identify three ways of fostering a safe classroom environment and providing support for such students.
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ELM 305 TOPIC 5 DQ 1
Describe three fluency exercises that can be utilized in the classroom to reach the diverse needs of students. With support from with one or more sources, justify why these exercises are beneficial for meeting these student needs.
ELM 305 TOPIC 5 DQ 2
How will you deal with anxiety or self-esteem issues among students who have difficulty reading, specifically when reading aloud? Identify three ways of fostering a safe classroom environment and providing support for such students.
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ELM 305 TOPIC 5 FLUENCY STRATEGIES GCU
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It is important to practice the process of reviewing, analyzing, and modifying instruction based on student information. “Case Studies Focusing on Fluency Strategies” provides you the opportunity to practice the cycle of reviewing, analyzing, and modifying, with a specific focus on building students’ fluency skills.
Review “Case Studies: Focusing on Fluency Strategies.”
For each of the three case studies, write a separate 250‐500 word analysis that:
•States the academic goal for the case study student.
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It is important to practice the process of reviewing, analyzing, and modifying instruction based on student information. “Case Studies Focusing on Fluency Strategies” provides you the opportunity to practice the cycle of reviewing, analyzing, and modifying, with a specific focus on building students’ fluency skills.
Review “Case Studies: Focusing on Fluency Strategies.”
For each of the three case studies, write a separate 250‐500 word analysis that:
•States the academic goal for the case study student.
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ELM 305 TOPIC 6 CLINICAL FIELD EXPERIENCE E GCU
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ELM 305 TOPIC 6 CLINICAL FIELD EXPERIENCE E: LITERACY POST ASSESSMENT
Analyzing pre‐assessment data to help you adjust your future instruction to reach students who may not have mastered the concept. Re‐teaching a concept to a small group is a great way to practice the skill of using assessment data to drive instruction.
Allocate at least 3 hours in the field to support this field experience.
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ELM 305 TOPIC 6 CLINICAL FIELD EXPERIENCE E: LITERACY POST ASSESSMENT
Analyzing pre‐assessment data to help you adjust your future instruction to reach students who may not have mastered the concept. Re‐teaching a concept to a small group is a great way to practice the skill of using assessment data to drive instruction.
Allocate at least 3 hours in the field to support this field experience.
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ELM 305 TOPIC 6 DISCUSSIONS GCU
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ELM 305 TOPIC 6 DQ 1
What is the benefit of incorporating academic vocabulary into other content areas such as math and science? Provide three examples of how you can encourage content-based vocabulary development in your future classroom.
ELM 305 TOPIC 6 DQ 2
What role does family involvement play in literacy development? Discuss how you could encourage families to build confidence in supporting their student in developing their literacy skills. How might this be affected if the parents/guardians are not confident of their own literacy skills?c
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ELM 305 TOPIC 6 DQ 1
What is the benefit of incorporating academic vocabulary into other content areas such as math and science? Provide three examples of how you can encourage content-based vocabulary development in your future classroom.
ELM 305 TOPIC 6 DQ 2
What role does family involvement play in literacy development? Discuss how you could encourage families to build confidence in supporting their student in developing their literacy skills. How might this be affected if the parents/guardians are not confident of their own literacy skills?c
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Kartensatzinfo:
Autor: CoboCards-User
Oberthema: Education
Thema: Education
Schule / Uni: devry university
Ort: UK
Veröffentlicht: 12.02.2020
Tags: INTERNATIONAL STUDY, COMPUTER SCiENCE, ENGINEERING & TECHNOLOGY, Accounting, Business, PSCYCHOLOGY, SOCIAL SCIENCE, POLITICAL Science, Social Science, Project Risk Management, ARTS & HUMANITIES, RELIGIOUS STUDIES SOCIOLOGY
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HCA 827 (32)
HCA 827 Full (2)
HCA 827 Topic 1 (2)
HCA 827 Topic 2 (4)
HCA 827 Topic 3 (4)
HCA 827 Topic 4 (2)
HCA 827 Topic 5 (4)
HCA 827 Topic 6 (2)
HCA 827 Topic 7 (4)
HCA 827 Topic 8 (4)
HCI 600 (17)
HCI 600 Topic 1 (2)
HCI 600 Topic 2 (1)
HCI 600 Topic 3 (2)
HCI 600 Topic 4 (2)
HCI 600 Topic 5 (2)
HCI 600 Topic 6 (2)
HCI 600 Topic 7 (1)
HCI 600 Topic 8 (2)
IDENTIFY TWO GCU (1)
if at all (1)
LDR 804 (14)
LDR 804 TOPIC 2 (2)
LDR 804 TOPIC 3 (1)
LDR 804 TOPIC 4 (1)
LDR 804 TOPIC 5 (2)
LDR 804 TOPIC 6 (2)
LDR 804 TOPIC 7 (2)
LDR 804 TOPIC 8 (2)
MAT 150 (12)
MAT 150 TOPIC 1 (1)
MAT 150 TOPIC 2 (2)
MAT 150 TOPIC 3 (1)
MAT 150 TOPIC 4 (1)
MAT 150 TOPIC 5 (2)
MAT 150 TOPIC 6 (1)
MAT 150 TOPIC 7 (2)
MGT 410 (38)
MGT 410 Full (3)
MGT 410 Topic 1 (4)
MGT 410 Topic 2 (4)
MGT 410 Topic 3 (4)
MGT 410 Topic 4 (4)
MGT 410 Topic 5 (6)
MGT 410 Topic 6 (4)
MGT 410 Topic 8 (6)
MIN 822 (15)
MIN 822 Topic 1 (1)
MIN 822 Topic 2 (1)
MIN 822 Topic 3 (3)
MIN 822 Topic 4 (1)
MIN 822 Topic 5 (2)
MIN 822 Topic 6 (1)
MIN 822 Topic 7 (2)
MIN 822 Topic 8 (1)
MIS 600 (19)
MIS 600 Full (1)
MIS 600 Topic 1 (2)
MIS 600 Topic 2 (3)
MIS 600 Topic 3 (1)
MIS 600 Topic 4 (2)
MIS 600 Topic 5 (2)
MIS 600 Topic 6 (3)
MIS 600 Topic 7 (2)
MIS 600 Topic 8 (1)
MIS 660 (19)
MIS 660 Topic 1 (2)
MIS 660 Topic 2 (2)
MIS 660 Topic 3 (2)
MIS 660 Topic 4 (2)
MIS 660 Topic 5 (2)
MIS 660 Topic 6 (2)
MIS 660 Topic 7 (2)
MIS 660 Topic 8 (2)
MIS 690 (20)
MIS 690 All Week (1)
MIS 690 Topic 1 (3)
MIS 690 Topic 2 (1)
MIS 690 Topic 3 (2)
MIS 690 Topic 4 (2)
MIS 690 Topic 5 (2)
MIS 690 Topic 6 (2)
MIS 690 Topic 7 (2)
MIS 690 Topic 8 (3)
NRS 493 (34)
NRS 493 Topic 1 (4)
NRS 493 Topic 10 (6)
NRS 493 Topic 2 (2)
NRS 493 Topic 3 (3)
NRS 493 Topic 4 (3)
NRS 493 Topic 5 (5)
NRS 493 Topic 6 (2)
NRS 493 Topic 7 (2)
NRS 493 Topic 8 (2)
NRS 493 Topic 9 (2)
NUR 647E (14)
NUR 647E Week 1 (1)
NUR 647E Week 2 (2)
NUR 647E Week 3 (1)
NUR 647E Week 4 (2)
NUR 647E Week 5 (1)
NUR 647E Week 6 (2)
NUR 647E Week 7 (2)
NUR 647E Week 8 (2)
RES 885 (18)
RES 885 Topic 1 (2)
RES 885 Topic 2 (1)
RES 885 Topic 3 (2)
RES 885 Topic 4 (2)
RES 885 Topic 5 (2)
RES 885 Topic 6 (2)
RES 885 Topic 7 (2)
RES 885 Topic 8 (2)
solid academic (1)
SPD 300 (21)
SPD 300 Topic 1 (2)
SPD 300 Topic 2 (2)
SPD 300 TOPIC 3 (1)
SPD 300 Topic 3 (2)
SPD 300 Topic 4 (2)
SPD 300 Topic 5 (3)
SPD 300 Topic 6 (2)
SPD 300 Topic 7 (2)
SPD 300 Topic 8 (3)
SPD 320 (22)
SPD 320 Topic 1 (2)
SPD 320 Topic 2 (3)
SPD 320 Topic 3 (3)
SPD 320 Topic 4 (2)
SPD 320 Topic 5 (2)
SPD 320 Topic 6 (3)
SPD 320 Topic 7 (1)
SPD 320 Topic 8 (3)
STRAYER ACC 556 (12)
STRAYER BUS 309 (1)
STRAYER BUS 322 (2)
STRAYER BUS 377 (1)
STRAYER BUS 430 (9)
STRAYER BUS 520 (14)
SUBMIT A SUMMARY (1)
TCH 539 (16)
TCH 539 Full (1)
TCH 539 Week 1 (2)
TCH 539 Week 2 (2)
TCH 539 Week 3 (2)
TCH 539 Week 4 (2)
TCH 539 Week 5 (2)
TCH 539 Week 6 (2)
To what extent (1)
TSL 550 (15)
TSL 550 FULL (1)
TSL 550 TOPIC 1 (2)
TSL 550 TOPIC 2 (2)
TSL 550 TOPIC 3 (2)
TSL 550 TOPIC 4 (2)
TSL 550 TOPIC 5 (2)
TSL 550 TOPIC 6 (2)
TSL 552 (14)
TSL 552 TOPIC 1 (2)
TSL 552 TOPIC 2 (2)
TSL 552 TOPIC 3 (2)
TSL 552 TOPIC 4 (2)
TSL 552 TOPIC 5 (2)
TSL 552 TOPIC 6 (2)
TSL 558 (9)
TSL 558 TOPIC 1 (1)
TSL 558 Topic 2 (1)
TSL 558 Topic 3 (1)
TSL 558 TOPIC 3 (1)
TSL 558 TOPIC 4 (2)
TSL 558 TOPIC 5 (2)
TSL 558 TOPIC 6 (1)
TSL 565 (11)
TSL 565 Topic 1 (2)
TSL 565 Topic 2 (1)
TSL 565 TOPIC 2 (1)
TSL 565 Topic 4 (2)
TSL 565 Topic 5 (1)
TSL 565 Topic 6 (1)
