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ECS 570 Full Course GCU
ECS 570 Language literature and communication
in early childhood/special education
ECS 570
Full Course Discussions GCU
ECS 570 Topic 1 DQ 1
After reading about how oral language is
developed in the early years, identify one strategy to develop oral
language. Reflect on that strategy and how it supports the development of
language in young children. Then describe how you will implement the use
of this strategy within your classroom to increase the development of oral
communication.
ECS 570 Topic 1 DQ 2
There are many things that affect a child’s
oral communication development. Discuss the importance of family
influences on a child’s oral communication development. Reflect on this
and how you, as an early childhood teacher, can educate parents on their role
in their child’s oral communication development.
ECS 570 Topic 2 DQ 1
A teacher is required to understand child
development. Why is understanding the typical patterns of speech
development relevant to an early childhood educator? Explain how this
knowledge will be used as you develop your lesson plans in the classroom.
ECS 570 Topic 2 DQ 2
Children’s literature can be used to foster a
child’s early speech development. Name two children’s books you could use
in your classroom to build a child’s articulation skills and language
development. Describe how the books you reference can enhance your
instruction in these areas.
ECS 570 Topic 3 DQ 1
Describe a game you could use in your early
childhood class to facilitate the development of articulation skills.
Discuss in what ways you would use this game, and how it encourages development
of articulation skills.
ECS 570 Topic 3 DQ 2
A child’s speech development affects his or
her emergent literacy skills. Discuss the importance of exposure to
language-rich activities in the early years and their effects on emerging
literacy and becoming readers.
ECS 570 Topic 4 DQ 1
As with all things, teachers and students may
face challenges when utilizing assistive technology in the classroom.
Discuss challenges one might face when assistive technology is used, and how
you as the teacher will handle such situations.
ECS 570 Topic 4 DQ 2
After reading “Emerging Literacy through Assistive
Technology’” reflect on the importance of pictures and picture schedules for
children who are non-verbal or limited in their speech. Describe how
picture schedules can be used at school. Discuss other settings to which
this skill can be transferred.
ECS 570 Topic 5 DQ 1
Identify a local resource center and how it
could be beneficial to a child with special needs, as well as to his or her
family. Based on the information that you gathered, what do you consider
to be the most valuable service offered through the center? Please explain your
reasoning.
ECS 570 Topic 5 DQ 2
Special education services are funded through
different sources and agencies. Describe services available for children in
three different age groups: Birth-3, 3-5, and 5-8. Which age group has
the most access to services and discuss why you think it is that way.
ECS 570 Topic 6 DQ 1
Over the years, there has been much
discussion about the best order in which to introduce young children to letters
and letter sounds. What do you feel is the best order in which to introduce
letters in the classroom and why?
ECS 570 Topic 6 DQ 2
How can environmental print be used to build pre-reading skills?
Give an example of an environmental print and your proposed plan to use it.
ECS 570
Full Course Assignments GCU
ECS 570 Topic 1 Developmental Milestones Brochure
Children entering into a developmental preschool program might have
delays in the area of oral communication. Many parents find themselves
uneducated about how to help their youngsters in this area.
Part 1: Brochure
Create a brochure that can be shared with parents as well as general
education teachers that describes:
- Developmental milestones in the area of oral communication for
children birth to 8 years old.
- Two strategies for children aged birth through Pre-K that would
embed learning opportunities that encourage communication in everyday
routines, relationships, activities, and places for the home setting.
- Three strategies for children aged Birth-Pre-K that would embed
learning opportunities that encourage communication in everyday routines,
relationships, activities, and places, inside the classroom.
- Four strategies that can be used to encourage oral communication
development for Birth-Pre-K students with exceptionalities; 2 for children
with disabilities and 2 for children with giftedness. Make sure to include
both a home strategy and a classroom strategy for children with
disabilities and for children with giftedness.
- Two services available in the community for birth through Pre-K
children and their families related to developing oral communication and
literacy.
Support your information with 3-5 scholarly resources.
Part 2: Reflection
In a 250-300 word reflection, discuss why it is important to have
information related to developmental milestones for oral communication
available for parents. Additionally, explain the validity of the information
you placed in the brochure.
Submit your brochure and reflection as two separate deliverables.
Prepare this assignment according to the guidelines found in the APA
Style Guide, located in the Student Success Center. An abstract is not
required.
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.
ECS 570 Topic 2 Speech Development Graphic Organizer
Create a graphic organizer to share with families and colleagues that
illustrates the typical and atypical patterns of speech and language
development in children ages 4-8 years.
The graphic organizer should:
- Describe typical and atypical patterns of speech and language
development.
- Show which sounds are appropriate at each age from ages 4-8 years.
- Include how speech affects literacy.
- Include an educational activity or exercise that could be used at
home to foster the development of those sounds at each age from ages 4-8.
- Additional local/community resources for families to support speech
and language development.
Support your information with 3-5 scholarly resources.
Include a 250-350 word description of how you would present this graphic
organizer to your general education colleagues.
Submit your graphic organizer and description as one deliverable.
Prepare this assignment according to the guidelines found in the APA
Style Guide, located in the Student Success Center. An abstract is not
required.
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.
ECS 570 Topic 3 Phoneme /k/ Lesson Plan
Design a whole group lesson on the phoneme /k/ appropriate for “Class Profile”
kindergarten students using the “COE Lesson Plan Template.” The lesson should
focus on reading aloud basic sight words beginning with the phoneme /k/ and
include differentiation for language development and communication skills of
individuals with exceptionalities for students who have IEPs in the “Class
Profile.”
In addition, compose a 250-350 word reflection, rationalizing your
differentiation strategies based on the “Class Profile” students.
Support your rationale with 2-3 scholarly resources.
Submit both the lesson plan and summary as one submission.
Prepare this assignment according to the guidelines found in the APA
Style Guide, located in the Student Success Center. An abstract is not
required.
This assignment uses a rubric. Review the rubric prior to beginning the
assignment to become familiar with the exceptions for successful completion.
You are required to submit this assignment to
LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
ECS 570 Topic 4 Assistive Technology Essay
There are a variety of assistive technologies (AT) available for early
childhood teachers to incorporate into instruction for students with learning
disabilities.
For this assignment, choose an assistive technology device that can be
used to support the development of language, literacy or communication skills
in either an early childhood inclusive preschool setting, or a K-3 inclusive
classroom. In a 750-1,000 word essay:
- Include a description of the setting you have selected.
- Include a picture or illustration of the AT device you have chosen.
- Describe the device and its uses.
- Explain how it is beneficial to children with development delays.
- Describe how you could implement the device in your classroom.
- Reflect on the challenges of implementing assistive technologies in
the classroom. Consider how you will seek resources or assistance in
learning the device and how to best use it to help the students be
successful in their learning environment.
Support your essay with 3-5 scholarly resources.
Prepare this assignment according to the guidelines 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 exceptions for successful completion.
You are required to submit this assignment to
LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
ECS 570 Topic 5 Benchmark – Literacy Beyond the Classroom
For this assignment, you will use the knowledge you have gained in this
course to create a digital presentation describing five at-home activities for
developing language, literacy, and communication skills that are appropriate
for children described in the provided “1st grade Class Profile.”
Design a 10-15 slide digital presentation to show to parents that
explains five at-home activities that can be used to develop language,
literacy, and communication skills, based on the ELA standards, for their
child. Your presentation should include a title slide, references slide,
detailed speaker’s notes, and include the following:
- Title and brief description of each activity. Each activity should
be developmentally appropriate and engaging. Include two activities
to develop reading skills, two for writing skills, and one for speaking
skills. Include 1-2 adaptations for children who may be struggling in each
area, as well as 1-2 adaptations for those who are above grade level,
based on data from the “Class Profile.”
- The activities should teach cross-disciplinary knowledge and skills
such as critical thinking and problem solving.
- A research-based explanation of how each activity will benefit the
children, relating it back to the data provided in the “Class Profile.”
- Ways that each activity can be remediated for students with
development delays, as well as how it can be enriched for gifted students,
based on the needs of students outlined in the “Class Profile.”
- A closing slide summarizing key points in your presentation.
Although you will be making instructional choices based on data from the
“Class Profile,” remember not to call out individual children or use children’s
names in this parent presentation.
Support your information with 3-5 scholarly resources.
Prepare this assignment according to the guidelines found in the APA
Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please 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.
Program competencies and national standards
assessed in the benchmark assignment:
COE 2.5: Use strategies to enhance language development
and communication skills of individuals with exceptionalities. [CEC 5.4; InTASC
2(e)]
COE 3.7: Use data to select, develop, and
adapt learning experiences for individuals with exceptionalities that are
reflective of their abilities, interests, and cultural, and linguistic factors.
[CEC 5.1; InTASC 1(b), 7(b)]
COE 3.8: Use augmentative and alternative
communication systems and a variety of assistive technologies to support the
communication and learning of individuals with exceptionalities. [CEC 5.3;
InTASC 3(h), 8(h); ISTE 1d]
COE 3.10: Teach cross-disciplinary knowledge
and skills such as critical thinking and problem solving to individuals with
exceptionalities. [CEC 5.7; InTASC 5(a), 7(h)]
ECS 570 Topic 6 Effects of Oral Language
Oral language forms the foundation of reading comprehension and affects
our understanding of the symbol systems that are used for reading and writing.
Teachers have opportunities to promote reading and writing through various
activities that involve oral language such as group activities that engage
students in conversations about what they read and write.
Review the following case study to inform the assignment below:
Student: Raymond
Age: 6.1
Grade: K
Raymond is having difficulty mastering basic reading skills and his
teacher is concerned. Most of the students are able to rhyme CVC
(consonant-vowel-consonant) words. However, Raymond is having difficulty
identifying rhyming words. He can match all upper and lower case letters and
can identify all upper case letters. Raymond has trouble with lower case
letters, he mixes up /b/ and /d/, /g/ and /j/, /m/ and /n/, and /p/ and /q/.
His teacher is also concerned about Raymond’s comprehension skills. He
enjoys listening to stories and is able to identify the characters and setting
of the story. He is able to identify what happened at the beginning and at the
end of the story, but has difficulty sequencing the middle of a story.
His teacher has spoken with his parents about the possible need for
additional support and his parents have agreed to help at home with any
activity the teacher sends home. The following are goals for Raymond to
achieve:
- Given a list of CVC words, Raymond will match the rhyming words.
- Given a CVC word, Raymond will produce rhyming words.
- Identify lower case letters.
- After listening to a story, Raymond will identify the main ideas.
- After listening to a story, Raymond will sequence three or four
events.
Case scenario used with permission from The Iris Center.
http://iris.peabody.vanderbilt.edu/wp-content/uploads/pdf_case_studies/ics_earrd.pdf
In a 500-750 word essay, describe the effect of oral language on
decoding, reading comprehension, and written expression. In addition,
describe communicative strategies that teachers can use to improve Raymond’s
reading and written expression skills. Your essay should include:
- A discussion with examples about how oral language affects
decoding, reading comprehension, and written expression.
- Describe at least two communicative strategies that can be used to
develop Raymond’s reading skills. Explain how these strategies improve
decoding and comprehension.
- Describe at least two communicative strategies that can be used to
develop Raymond’s written expression skills. Explain how these strategies
improve the quality of writing samples.
- At least two examples of assistive technology that could be used to
support the development of Raymond’s reading and writing skills.
Include at least three scholarly sources to support your essay.
Prepare this assignment according to the guidelines found in the APA
Style Guide, located in the Student Success Center. An abstract is not
required.
You are required to submit this assignment to
LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
This assignment uses a rubric. Review the rubric prior to beginning the
assignment to become familiar with the expectations for successful completion.
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