Active Notes- Chapter 2

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Sam Houston State University *

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4314

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Communications

Date

Apr 3, 2024

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docx

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Uploaded by Kaemshoff

Active Reading Notes SPED 4314 Purpose : Providing scaffolded supports, using strategies to promote active student engagement, and adapting curriculum materials for specific learning goals are all considered high leverage practices for inclusive classrooms (CEC, 2019) . Having students take active reading notes by using a teacher-constructed guide is an example of how these practices can be implemented in your future classrooms. Directions : Using the guide below, take active reading notes. You can type directly into the document, or you can re-create your own version. It is acceptable to submit a handwritten version of your active notes if that works better for you. If you are a skilled and confident note-taker, you can use your own format. The guide below is designed to scaffold the active reading and note-taking process. If you are confident that you already have these skills, feel free to use your own format and submit those notes. 1) Learning objectives: In your own words, write 2-3 sentences that summarize the learning objectives for the chapter. Tip: Look at the opening of the chapter.  Multisensory structured language education (MSLE) is commonly endorsed and practiced by teachers of students with a wide range of learning difficulties. This chapter defines MSLE, discusses the role of multisensory strategies in effective instruction of language skills, describes how these strategies have been implemented in the past, identifies the instructional practices that are consistently supported by research, and reviews recent findings from neuroscience. 2) Closing thoughts: In your own words, write 2-3 sentences that summarize the closing thoughts for the chapter. Tip: Look at the conclusion of the chapter.  Multisensory teaching links listening, speaking, reading, and writing. The simultaneous deployment of visual, auditory, kinesthetic, and tactile sensory modalities used in multisensory instruction has traditionally been a staple of remedial and preventive intervention for students with learning disabilities and/or dyslexia. Multisensory methods support the connection of oral language with visual language in all academic areas. 3) Headers in all-capital letters: Throughout the chapter, there are section headers written in all-capital letters. List these headers. Tip: Start at the beginning of the chapter and work toward the conclusion.  A COMMON FRAMEWORK  STRUCTURED LITERACY  MULTISENSORY INSTURCTIONAL STRATEGIES  WHY PHONICS WORKS  EFFICACY OF SIMULTANEOUS MULTISENSORY INSTRUCTIONAL

STRATEGIES 4) Key vocabulary and concepts: Throughout the chapter, key vocabulary and concepts are written in bolded or italicized font. For each of the headers that you listed in #3, write 3-5 key vocabulary terms or concepts that are related to that header. Tip: Look for bolded or italicized terms. You can include other terms that are not bolded or italicized. A COMMON FRAMEWORK  Phonemic Awareness: Awareness of the smallest units of sound in the speech stream and the ability to isolate or manipulate the individual sounds in words. Phonemic awareness is on aspect of the larger category of phonological awareness. Also called phoneme awareness.  Multisensory: Teaching strategies to guide students in linking eye, ear, voice, and hand to bolster learning in the carefully sequenced teaching of language structure. STRUCTURED LITERACY  Morphology: The internal structure of the meaningful units within words and the relationships among words in a language. The study of word formation patterns.  Etymology: The study of the origins and historical development of words.  Phonemes: An individual sound unit and spoken words; first the smallest unit of speech that makes one word distinguishable from another in a phonetic language such as English (e.g., /f/ makes fat distinguishable from vat; /j/ makes jump distinguishable from chump.)  Visual word form area: is among the most studied and deliberated brain regions in the cognitive neuroscience literature.  Recognition: Of the type of vowel grapheme and the vowel phoneme associated with that vowel grapheme expedites accurate pronunciation of longer unfamiliar words, especially critical content words in academic text.  Prefixes: precede base elements within words; a single base element may have multiple prefixes (e.g., ac- and com- are different prefixes in accommodate).  Suffixes: follow base elements within words; a single base element may have multiple suffixes (e.g., -ion and -al are suffixes in conventional.  Morphological awareness:  Morphophonemic: of or relating to a class of phonemes that belong to the same morpheme or to the relations among them and the conditions that determine their occurrences a morphophonemic alteration of long vowel in open syllable and short vowel in closed syllable.  Closed syllable: A syllable ending with one or more consonants (e.g., mat, hand). The vowel is usually short.  Open syllable: A syllable ending with a long vowel sound (e.g., the first

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