Week 1 Graphic Organizer

Graphic Organizer: Language, Early Literacy, Concepts of Print, Alphabetic Principle Madison Cavanagh National University: SPD 514 Professor Dinkel June 4 th , 2023

WEEK 1 DOMA INS DEFINE IT Define the domains found in column one TERMS USED IN DOMAIN List all the terms that would be used in each domain CCSS List the Common Core State Standard numbers for each domain. You do not need to write the full standard BEHAVIOR OF STRUGGLING STUDENT How would you recognize a student who is struggling in the domain? ASSESSMENTS USED List the specific assessments you would use to determine mastery in each domain. ASSISTIVE TECHNOLOG Y List the specific assistive technology tools that could used LITERATURE APPS LINKS What apps, websites, etc. would you use to improve a student’s mastery in the domain? INSTRUCTI ONAL STRATEGIE S What specific instructional strategies would you use to teach each domain? ORAL LANG UAGE Recepti ve /expres sive & Comm unicati on Oral Language is how humans and other animals communicate with each other. Language includes the words we use, the syntax and semantics of how we pair those words and the meaning we intend. Expressive Language is the ability to communicate ideas through words, symbols and gestures. Listening and understanding oral language (and body language) is receptive language. Oral Language Receptive Language Expressive Language CCSS.ELALITE RACY.SL.1.2: Ask and answer questions about key details in a text read aloud or information presented orally or through other -Difficulty following simple directions -Not communicating wants or needs well -Not sequencing stories correctly -Hard time answering comprehension questions CASL-2 Comprehensive Assessment of Spoken Language-will measure Oral Language- comprehension, expressive and receptive language skills, lexical/semantic, syntactic, supralinguistic and pragmatic skills are measured. -Speech to text - Augmentati ve and alternative communicat ion (AAC) -Visual word walls -Gestures -Pictures Splingo- Speech and language therapy designed for schools Epic!-online library for kids Phonics Ninja- gamified letter, sound and word recognition skill building -Modeling Desired Behavior -Play and social interactions -Sentence Starters -Daily Routines - Summarizi ng and retelling stories -Practice Joint Attention LANG UAGE DIFFE RENC ES In the US we use English as our instructional language, but many students have “Language English Language Learner Communicatio n Command CCSS.ELALITE RACY.SL.1.1: Participate in collaborative conversations with diverse partners about grade 1 topics -Has an accent -pronounces words different than peers -nonstandard sentence formation BICS Basic Interpersonal communication skills ELPAC English Language Proficiency -Visual Word Walls -Text to Speech -Audio recorders -Pocket Translator FluentU Busuu Rosetta Stone Pre- teaching Visuals Sentence Starters

Differences” because they know and speak other languages at home. Speaking Listening and texts with peers and adults in small and larger groups. -limited vocabulary Assessments for California Teaching language across curriculum Multiple modalities LANG UAGE DISOR DERS Language disorders can occur in the category of either expressive or receptive language. This occurs when a child has a hard time with specific forms of language that does not get better over time. Dyslexia Apraxia Dysphagia Aphasia CCSS.ELALITE RACY.L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. All CCSS standards would be linked back to aa RTI or an IEP to ensure student is cared for and hitting their own goals. -Reading problems -Disorganized storytelling and writing -Difficulty understanding figurative lanuage -Substitution/ Omission errors -Below developmental norms -Peabody Picture Vocabulary Test -(CELF-5 Screening) Clinical Evaluation of Language Fundamentals -Apraxia Therapy App -My PlayHome -Text to Speech -Audio recorders AAC Augmentati ve and alternative communicat ion. Assistive listening device Splingo- Speech and language therapy designed for schools Epic!-online library for kids Phonics Ninja- gamified letter, sound and word recognition skill building Extra time to answer questions -Play and social interactions -Daily Routines LANG UAGE DISAB A language disability refers to -verbal language CCSS.ELALITE RACY.L.K.1 Demonstrate -simple sentences -using filler words Bayley Scales of Infant and Toddler -Apraxia Therapy App -Play and social interactions

ILITIE S -non-verbal language -Sign Language command of the conventions of standard English grammar and usage when writing or speaking. All CCSS standards would be linked back to aa RTI or an IEP to ensure student is cared for and hitting their own goals. instead of specific words for understanding Development (Bayley-III) -(CELF-5 Screening) Clinical Evaluation of Language Fundamentals -Differential Ability Scales Assessment (DAS-II) -My PlayHome -Text to Speech -Audio recorders AAC Augmentati ve and alternative communicat ion. Assistive listening device -Daily Routines -Extra time on tests to answer questions -multiple modalities -visual prompts EARL Y LITER ACY Early literacy provides opportunities for educators to talk with children about print materials, and for children to develop reading and writing skills. It is what students know about reading and writing before they have the ability to read and write. Encoding Decoding Vocabulary Sight Words Sequencing CCSS.ELALITE RACY.RF.K.1 Demonstrate understanding of the organization and basic features of print. -difficulty rhyming -difficulty retelling a story -Avoids reading out loud -Early Reading Diagnostic Assessment -District Issued Assessment Ex: STAR 360 Early Literacy Data or Curriculum Based Measurement (CBM) -TTS audiobooks/ digital books -Sticky notes/highli ghters -Optical Character Recognition -Epic! -Storyline Online -IXL.com -iReady -Play and social interactions -Focus on rhyming -Follow the beat CONC EPTS OF Awareness of written communication -Books -Title -Sentence LITERACY.RL.2 .1: Ask and answer such -Students holds a book upside down -Turns pages from Concepts of Print Assessment Observation -TTS audiobooks/ digital Epic! Books -Play and social interactions

PRINT and how it works. For example, students have to be taught to read left to right, top to bottom,. -Words questions as who, what, where, when, why, and how to demonstrate understanding of key detail the back to the front books -Sticky notes/highli ghters -Optical Character Recognition -Read to students with a giant book Concept of Word Game Shared reading activities ALPH ABETI C PRINC IPLE Letters represent sounds, and are combines to make words. Then, students should understand that written words represent words we say out loud and are another form of communication . -letters -words -reading -phonics -sequencing CCSS.ELALITE RACY.RF.1.2. B Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. -Difficulty naming letters -unable to decode single syllable words -below grade level norms in reading and spelling -Not recognizing the sound a letter makes One-on-one assessment student reads the letter and models the sound -TTS audiobooks/ digital books -Voice recorder -Optical Character Recognition Epic! iReady -Play and social interactions -multiple modalities -singing, keeping the rhyme -reading to students