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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?
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.
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.
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?
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.
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
ELM 305 TOPIC 7 DQ 1
Identify three techniques to teach reading
comprehension that are being advocated by current research. Which do you
believe are the most viable? Why? Which strategies would you most likely use in
your first year of teaching? In what way and why?
ELM 305 TOPIC 7 DQ 2
Many districts employ reading specialists (also
known as a literacy coach or reading coach) to assist students who are
struggling with their reading, as well as teachers who have struggling readers
in their class. Specifically, what are some of the things a reading specialist
does or might do? What specialized knowledge and skills should a reading
specialist have? Why would working with a reading specialist be an advantage
for students or teachers? What might be some of the difficulties or barriers to
working with a reading specialist?
ELM 305 TOPIC 8 DQ 1
Describe the structure of the writing workshop. How
can teachers be certain that students are learning the skills they need in
writing while making good use of their time?
ELM 305 TOPIC 8 DQ 2
Part of the Christian worldview includes honoring
God by serving others in ways that promote human flourishing. How do teachers promote
human flourishing when they assist students who struggle with foundational
literacy skills?How can teachers help students thrive in their faith and life
to be able to communicate and minister to others through their writing?
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