Discussion Questions

docx

School

Grand Canyon University *

*We aren’t endorsed by this school

Course

545

Subject

Communications

Date

Apr 3, 2024

Type

docx

Pages

Uploaded by ChiefRockWren9316

Discussion 1 I am a preschool public-school teacher. My students come to the program with low income. There must be some type of need for them to enter. My preschool program is an intervention program to get the students successfully ready for kindergarten. So, when students enter our program, we as teachers must monitor the students. If I suspect a student that has a language delay, I am required to fill out a speech screener. The speech screener is very specific on what to expect for speech. Especially if the students are English Language Learners. I also collect data with the speech screener. I must have reasons why I think the student is eligible for a speech. Also, the data will help me at the eligibility meeting and IEP meetings. Teachers at my school do not mention anything to the parents. The Special Education Coordinator talks with the Speech Pathologist. Then the Special Education Coordinator sets up an eligibility meeting with the parents. That is where the parent or guardian are present and then the Special Education Coordinator, Speech and Language Pathologist, and teacher get to express their concerns about the child. The parent or guardian makes the request to follow through with the eligibility. No one can force the parent/guardian to make the decision. But with all the data the parent or guardian should want to help the student. After the Eligibility meeting if the parent or guardian agrees the Special Education Coordinator sets up an IEP meeting. After the IEP meeting that is why the Speech Pathologist will start working with the student. Discussion 2 The main element of Concept of Print is the awareness of how print works (Concept of Print, n.d.). The concept of print also includes having the knowledge of the concepts of what books, print, and written language is and how they function (Concepts of Print, n.d.). Students need to learn the concept of a text (how the text conveys a message), concept of the book (how a book works, how different texts are organized), and the idea of directionality (read from left to right, top to bottom) (Concept of Print, n.d.). The Scarborough reading rope was created by Dr. Hollis Scarborough in 2001 (Scarborough’s Reading Rope | Really Great Reading, n.d.). The reading rope uses different strands of reading. The different strands of reading are all interconnected yet independent of one another (Scarborough’s Reading Rope | Really Great Reading, n.d.). Scarborough’s rope helps to capture the entanglement of learning to read. There are two strands to Scarborough’s reading rope. Upper and lower strands. When all the strands are intertwined it results in skilled and accurate, fluent reading and strong comprehension (Scarborough’s Reading Rope | Really Great Reading, n.d.). I use in my class emergent readers. We sit down as a small group and each student has a small print out book. We talked about the front cover, back cover, and the

spine. We refer the spine of the book to the spine of our backs. Giving them background knowledge. Then we flip back to the front cover of the book and talk about what we see on the front cover. “We see a picture.” “We see letters.” We talked about the picture. We count the letters and then we talk about the letters make words. Then we count the words. Then we talk about the words that make a title. So, we read the Title together. Then we open the emergent reader to the first page. We discuss what we see. “I see letters.” “I see pictures.” Then we talk about the picture. Then we talk about the letters. We count the letters. Then we talk about the punctuation. “A period at the end of a sentence means we have a group of words that have a meaning.” We do this throughout our emergent reader. In my classroom we do a Morning Message. In the morning message we point to the words in each sentence. I also have dots underneath each word in the sentence. We talk about the spaces in the morning message. We also talked about punctuation. If it has a period, we talk about the meaning of the period. If it has a question mark, we talk about the question mark. Then I leave out some letters in the morning message and see if students can come up with the missing letter. The kid of the day reads the morning message with a pointer as the other students are reading along with the Kid of the Day. The students Love reading the Morning Message. Reference Concepts of print . (n.d.). Www.education.vic.gov.au. https://www.education.vic.gov.au/school/teachers/teachingresources/ discipline/english/literacy/readingviewing/Pages/litfocusconcept Scarborough’s Reading Rope | Really Great Reading . (n.d.). Www.reallygreatreading.com. Retrieved February 24, 2024, from https://www.reallygreatreading.com/scarboroughs-reading-rope#:~:text=Print %20Concepts%20%2D%20letters%20vs.

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

Discussion Questions

Related Documents