Recognizing Words In Print: Strategies And Activities

hen teaching students to recognize words in print, teachers can use a variety of activities before, during, and after reading to help students understand words, word meanings, and how words go together. Utilizing appropriate strategies that incorporate print concepts will help increase students’ word recognition skills.

Use the “Recognizing Words in Print Template” to complete this assignment.

Part 1: Strategies

Research and summarize, in 250-500 words, a minimum of five strategies for teaching word recognition and print concepts to elementary students with language delays or disabilities. Keep in mind strategies that help students monitor for their own errors. Within your summary, identify the conditions under which the identified strategies are intended to be delivered (e.g., content area, class setting, required resources, if intended for a specific type of disability).

Class Profile

Student Name English Language Learner Gender Other Age Oral Language Development Uses Phonics and Morphology to Decode Words Reading Lexile/ Grade

Performance Level

Written Expression Level Social/Pragmatic/Communication Skills
Arturo Yes Male Tier 2 RTI for reading Grade level  

Below grade level

 

 

No

Below grade level  

Below grade level

 

Good

Bertie No Female None Grade level  

Above grade level

 

Yes

Above grade level Below grade level-writing simple sentences Needs help resolving conflicts
Beryl No Female NOTE: School does not have gifted program Grade level  

Above grade level

 

Yes

Above grade level Above grade level

 

 

Good

Brandie No Female Tier 2 RTI for math Grade level  

Below grade level

 

No; reads sight words only

Below grade level Below grade level-only writes name and sight words Needs help with verbal and nonverbal signals
Dessie No Female Tier 2 RTI for math Grade level  

At grade level

 

Yes

At grade level  

Below grade level

 

Good

Diana Yes Female Tier 2 RTI for reading Grade level Below grade level No

 

Below grade level Below grade level Good
Donnie No Female Hearing aids  

Grade level

 

Below grade level

 

No

At grade level  

Above grade level

 

 

Good

Eduardo Yes Male Tier 2 RTI for reading Grade level  

At grade level

 

Yes

Below grade level Below grade level-writing simple sentences  

Good

Emma No Female None  

Grade level

 

Above grade level

 

Yes

At grade level  

Above grade level

 

 

Good

Enrique No Male Tier 2 RTI for reading  

One year above grade level

 

At grade level

 

No; reads sight words only

 

Below grade level  

Below grade level

 

Good

Fatma Yes Female Tier 2 RTI for reading Grade level  

 

At grade level

 

 

Yes

 

Below grade level  

Below grade level-only writes name and sight words

 

 

Needs help rephrasing when misunderstood

Frances No Female Diabetic  

Grade level

 

At grade level

 

Yes

 

At grade level  

At grade level

 

Good

Francesca No Female None Grade level  

Above grade level

 

Yes

 

At grade level  

Above grade level

 

Needs help staying on topic

Fredrick No Male Tier 3 RTI for reading and math One year above grade level  

Below grade level

 

No; reads sight words only

Below grade level  

Below grade level-writing simple sentences

 

Needs help with verbal and nonverbal signals

Ines No Female Tier 2 RTI for math Grade level  

Above grade level

 

Yes

 

Below grade level  

At grade level

 

Good

Jade No Female None Grade level  

At grade level

 

Yes

 

At grade level  

Below grade level

 

Good

Kent No Male None Grade level  

Above grade level

 

Yes

 

At grade level  

Above grade level

 

Good

Lolita No Female None Grade level  

Below grade level

 

Yes

 

At grade level  

At grade level

 

Good

Maria No Female NOTE: School does not have gifted program Grade level  

Above grade level

 

Yes

At grade level  

Above grade level

 

Good

Mason No Male None Grade level  

 

At grade level

 

 

Yes

At grade level  

 

At grade level

 

Needs help staying on topic

Nick No Male NOTE: School does not have gifted program Grade level  

Above grade level

 

Yes

Above grade level  

Above grade level

 

Needs help taking turns in conversation

Noah No Male None Grade level  

At grade level

 

Yes

 

At grade level  

At great level

 

Good

Sharlene No Female None Grade level Below grade level  

No; reads sight words only

Above grade level  

At great level

 

Good

Sophia No Female None Grade level  

Above grade level

 

Yes

At grade level  

At grade level

 

Good

Stuart No Male Allergic to peanuts Grade level  

At grade level

 

Yes

Above grade lev At grade level el  

At grade level

 

Good

Terrence No Male None Grade level  

At grade level

 

Yes

At grade level  

Below grade level

Needs help resolving conflicts
Wade No Male None Grade level  

Below grade level

 

Yes

At grade level At grade level  

Good

Wayne No Male Tier 3 RTI for math Grade level  

Below grade level

 

 

Yes

Below grade level At grade level Needs help rephrasing when misunderstood
Wendell No Male Tier 3 RTI for math Grade level  

At grade level

Yes Below grade level  

Below grade level

 

Good

Yung No Male NOTE: School does not have gifted program One year below grade level  

At grade level

 

Yes

Above grade level  

Below grade level

 

Good

 

 

 

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Support your findings with 2-3 scholarly resources.

Part 2: Activities

Identify a small group of 2-3 kindergarten students, using the “Class Profile,” who would benefit from further development of their word recognition or print concepts skills.

Identify a text appropriate to use with the small group identified.

Draft a 250-500 word outline summarizing three activities to reinforce word recognition and print concepts, utilizing the identified text.

Be sure to incorporate at least three of the strategies from Part 1 into your activities.

Part 3: Rationale

In 250-500 words, rationalize your instructional decisions from Part 2. Be sure to explain how the identified strategies and activities enhance the language development of the students in the identified small group. Cite the “Class Profile” where appropriate.

While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be 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 expectations for successful completion.

 

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