Assignment due
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Recognizing Words in Print: Strategies and Activities |
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When teaching students to recognize words in print, teachers can use a variety of activities before, during, and after reading to help students understand words, word meanings, and how words go together. Utilizing appropriate strategies that incorporate print concepts will help increase students’ word recognition skills.
Use the “Recognizing Words in Print Template” to complete this assignment.
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. You may use Appendix B of the Common Core English Language Arts Standards to help you determine an appropriate text for the lesson.
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 format is not required for the body of this assignment, solid academic writing is expected, and in‐text citations and references should be presented using APA documentation 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. Refer to the LopesWrite Technical Support articles for assistance.
Rubic_Print_Format
| Course Code | Class Code | Assignment Title | Total Points | ||||||||
| Recognizing Words in Print: Strategies and Activities | |||||||||||
| Criteria | Percentage | No Submission (0.00%) | Insufficient (69.00%) | Approaching (74.00%) | Acceptable (87.00%) | Target (100.00%) | Comments | Points Earned | |||
| 100.0% | |||||||||||
| Part 1: Strategies | 3 | 5.0% | Not addressed. | Summary insufficiently identifies word recognition and print concepts strategies. | Marginal summary of word recognition and print concepts strategies is provided, weakly identifying conditions under which each is to be delivered for elementary students with language delays or disabilities. | Sound summary of word recognition and print concepts strategies is provided, identifying conditions under which each is to be delivered for elementary students with language delays or disabilities. | Comprehensive summary of word recognition and print concepts strategies is provided, clearly identifying conditions under which each is to be delivered for elementary students with language delays or disabilities. | ||||
| Part 2: Activities | 30.0% | Activities outlined unconvincingly reinforce word recognition skills and print concepts for small group identified. Activities erroneously incorporate a developmentally appropriate CCSS text and at least three of the strategies presented in Part 1. | Activities outlined ambiguously reinforce word recognition skills and print concepts for small group identified. Activities weakly incorporate a developmentally appropriate CCSS text and at least three of the strategies presented in Part 1. | Activities outlined are sufficient for reinforcing word recognition skills and print concepts for small group identified. Activities adequately incorporate a developmentally appropriate CCSS text and at least three of the strategies presented in Part 1. | Activities outlined are ideal for reinforcing word recognition skills and print concepts for small group identified. Activities realistically incorporate a developmentally appropriate CCSS text and at least three of the strategies presented in Part 1. | ||||||
| Part 3: Rationale | 20.0% | Rationale erroneously describes how instructional choices meet the needs of the chosen small group. | Rationale ambiguously describes how instructional choices meet the needs of the chosen small group. | Rationale is effective in explaining how instructional choices meet the needs of the chosen small group. | Rationale is comprehensive and professional in explaining how instructional choices meet the needs of the chosen small group. | ||||||
| Research | Sources provided do not support the claims of the presentation or are not credible. Required number of sources may not be met. | Submission includes only 1 source, sources do not fully support claims, or sources are not all credible. | Research is relevant and generally supports the information presented. All of the criteria stated in the assignment are addressed. | Research is supportive of the information presented. Sources are timely, distinctive and clearly address all of the criteria stated in the assignment. | |||||||
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) | 10.0% | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. | Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) and/or word choice are present. Sentence structure is correct but not varied. | Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. | Writer is clearly in command of standard, written, academic English. | ||||||
| Total Weightage | 100% |