Helping Children Build Vocabulary Skills Assignment

December 7, 2022

Helping Children Build Vocabulary Skills Assignment

Order Number	636738393092
Type of Project	ESSAY
Writer Level	PHD VERIFIED
Format	APA
Academic Sources	10
Page Count	3-12 PAGES

Instructions/Descriptions

Helping Children Build Vocabulary Skills Assignment

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Topic Question 1 (200 words)

What can an educator do to help parents understand the importance of helping to build their child’s vocabulary skills at home? Provide two recommended strategies for families of young learners to use at home to help increase vocabulary skills. Rationalize your choices.

Topic Question 2 (200 words)

As an educator, why is it beneficial to know about the unique aspects of each student to include his or her abilities, interests, cultural background, social abilities, etc. in your instruction? Describe how you plan to elicit these details from your students.

Topic Question 3 (200 words)

Difficulties with fluency affects comprehension. This becomes even more challenging in the intermediate Grades 4-6, when students begin to notice how differently they learn. How will you promote self-confidence in middle and high school students who are struggling with their reading so that they may develop fluency to better comprehend text?

Topic Question 4 (200 words)

Helping students learn to enjoy reading can pose a challenge, especially for those who struggle with reading. Share your thoughts on building student interest in reading through alternative texts such as comic books, magazines, blogs, etc. Do you feel alternative texts still build reading fluency and comprehension? Should they be encouraged in the classroom setting? Why or why not?

Topic Question 5 (200 words)

What is the importance of having before reading, during reading, and after reading learning activities? How does this structure benefit students?

Topic Question 6 (200 words)

Explain why reading and writing integration is vital across all content areas. Describe what this integration may look like in an early childhood, elementary school, and at the high school setting.

Topic Question 7 (200 words)

Describe two reading strategies from this course that are new to you and that you plan to implement in the classroom. Why are these strategies appealing? How can the strategies benefit students with disabilities?

Topic Question 8 (200 words)

Why is it essential to teach cognitive strategies to students? What role does metacognition have in students’ reading and written language acquisition?

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Topic 6 DQ 1

Research technology associated with Blooms Taxonomy and recommend two apps that teachers can use within the classroom to increase reading comprehension and skills for individuals with disabilities. Explain the correlation between the apps and Blooms Taxonomy.

Topic 6 DQ 2

Name two state standards that could be better met through technology. How will you address these standards with technology for students who struggle with reading and written language?

Helping Children Build Vocabulary Skills Assignment

RUBRIC

Excellent Quality

95-100%

Introduction

45-41 points

The context and relevance of the issue, as well as a clear description of the study aim, are presented. The history of searches is discussed.

Literature Support

91-84 points

The context and relevance of the issue, as well as a clear description of the study aim, are presented. The history of searches is discussed.

Methodology

58-53 points

With titles for each slide as well as bulleted sections to group relevant information as required, the content is well-organized. Excellent use of typeface, color, images, effects, and so on to improve readability and presenting content. The minimum length criterion of 10 slides/pages is reached.

Average Score

50-85%

40-38 points

More depth/information is required for the context and importance, otherwise the study detail will be unclear. There is no search history information supplied.

83-76 points

There is a review of important theoretical literature, however there is limited integration of research into problem-related ideas. The review is just partly focused and arranged. There is research that both supports and opposes. A summary of the material given is provided. The conclusion may or may not include a biblical integration.

52-49 points

The content is somewhat ordered, but there is no discernible organization. The use of typeface, color, graphics, effects, and so on may sometimes distract from the presenting substance. It is possible that the length criteria will not be reached.

Poor Quality

0-45%

37-1 points

The context and/or importance are lacking. There is no search history information supplied.

75-1 points

There has been an examination of relevant theoretical literature, but still no research concerning problem-related concepts has been synthesized. The review is just somewhat focused and organized. The provided overview of content does not include any supporting or opposing research. The conclusion has no scriptural references.

48-1 points

There is no logical or apparent organizational structure. There is no discernible logical sequence. The use of typeface, color, graphics, effects, and so on often detracts from the presenting substance. It is possible that the length criteria will not be reached.