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Assignment: ELM305 Topic1 DQ1

Assignment: ELM305 Topic1 DQ1
Assignment: ELM305 Topic1 DQ1
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ELM 305 Topic 1 DQ 1
Recommend two support strategies and interventions for struggling readers. Justify your choices, making sure to describe why you plan to use your chosen strategies and interventions in your future professional practice.
ELM 305 Topic 1 DQ 2
Some literacy experts have said, “A dyslexic child should be educated at their ability level, rather than their literacy level.” What does this mean? Based on this week’s readings and at least one additional resource, do you agree or disagree with the quote? How will your opinion translate into your classroom teaching?

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ELM 305 Topic 2 DQ 1
Not every assessment should be utilized with every student. Suppose you have three students: one reads below grade level, one on grade level, and one above grade level. For each of these students, identify the types of assessments you would administer and why you chose one over another.
ELM 305 Topic 2 DQ 2
Describe the importance of using assessment tools to measure student literacy skills. How will assessment data collected from these tools drive your classroom instruction? How will you be sure to meet individual student needs based on the assessment information you receive? Be specific.
ELM 305 Topic 3 DQ 1
What is the difference between phonological awareness, phonemic awareness, and phonics? How do these concepts build upon each other? Provide two examples that show the progression of these literacy concepts.
ELM 305 Topic 3 DQ 2
What are concepts of print and why are they important in teaching reading? Identify and describe three recommended strategies for developing concepts of print.
You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.
Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.
The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

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