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Assignment: ELM305 Topic3 DQ1

Assignment: ELM305 Topic3 DQ1
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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.

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ELM 305 Topic 4 DQ 1
Explain how a lesson in systematic and explicit phonics instruction would look different than a lesson using non-systematic instruction. Provide specific examples of both and why one method might be more beneficial than another.
ELM 305 Topic 4 DQ 2
Identify and describe two recommended strategies to teach word recognition and two recommended strategies to teach spelling. What technology tools are available to use in instruction for both areas? How do you expect these tools to be useful in your future classroom and how might you adapt if this technology is not available to you?
ELM 305 Topic 5 DQ 1
Describe three fluency exercises that can be utilized in the classroom to reach the diverse needs of students. With support from with one or more sources, justify why these exercises are beneficial for meeting these student needs.
ELM 305 Topic 5 DQ 2
How will you deal with anxiety or self-esteem issues among students who have difficulty reading, specifically when reading aloud? Identify three ways of fostering a safe classroom environment and providing support for such students.
ELM 305 Topic 6 DQ 1
What is the benefit of incorporating academic vocabulary into other content areas such as math and science? Provide three examples of how you can encourage content-based vocabulary development in your future classroom.
ELM 305 Topic 6 DQ 2
What role does family involvement play in literacy development? Discuss how you could encourage families to build confidence in supporting their student in developing their literacy skills. How might this be affected if the parents/guardians are not confident of their own literacy skills?c
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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