sed 607 Literary Graphic Organizer Mod 1 (1)

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Linguistics

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Dec 6, 2023

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LITERACY GRAPHIC ORGANIZER MODULE 1 Assignment 2A: Literacy Graphic Organizer: Definition & CCSS & Assessment Domain Define the domain Terms used for this element CCSS – list the standard associated with this domain NOTE: only write the numbers Identify an assessment for each domain and provide a rationale for the selection 1 for Extensive Support Needs 1 for Mild /Moderate Support Needs ORAL LANGUAGE Receptive /expressive Receptive language is the comprehension of spoken and written language, including written and signed forms, as the "input" of language, enabling the understanding and comprehension of spoken language. Expressive language is a crucial developmental milestone that aids children in effectively communicating their needs and ideas through meaningful language use. English Language learners (ELL), Deaf and Hard of hearing learners (DHH), Disabled learners, Learners with Dyslexia, and Specific Language Impairment students. CCSS: SL K-5. 2a. Understand and follow one- and two- step oral directions. Assessing students with oral language impairment in a mild to moderate classroom setting can be a complex process. According to the National Institute on Deafness and Other Communication Disorders (NIDCD), an evaluation for developmental language disorder typically includes direct observation of the child, interviews and questionnaires completed by parents and/or teachers, assessments of the child’s learning ability, and standardized tests of current language performance. Assessing students with oral language impairment in a moderate/severe classroom setting can be challenging. According to the National Institute on Deafness and Other Communication Disorders (NIDCD), the evaluation process for developmental language disorder (DLD) includes direct observation of the child, interviews and questionnaires completed by parents and/or teachers, assessments of the child’s learning ability, and standardized tests of current language performance. (National Institute on Deafness and Other Communication

Disorder). LANGUAGE DIFFERENCES, Language Delays, Language Disorders “Language difference is having the ability to speak another language that is different from the language used for instruction or used by the majority of people. Language differences are not an indication of a language disorder” (Lecture 1: Language Development, n.d). “Language delay refers to a delay in the development or use of the knowledge of the language. -The child fails to meet the developmental milestones for: FOUR Domains: phonological - sound production/ articulation, lexical - morphemes, grammar – syntax, pragmatics - conversations. Disorder that involves the processing of linguistic information -Language disorders may be expressive, receptive, or a combination of both -Examples include specific language impairment and aphasia, Dyslexia, Apraxia -Can affect written, spoken, and sign language” (Lecture 1: Language Development, n.d). English Language Learners, dialect, deaf and hard hearing, students who use signing to communicate. CCSS: Language K- 5. 2.c-Write a letter or letters for most. consonant and short- vowel sounds (phonemes). ELPAC, Alternative ELPAC, and the CELDT

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