question archive Wk 4 Discussion - Speaking and Listening [due Thurs] Supporting Activities Wk 4 - Language and Literacy Charts Worksheet Discussion Topic Post a total of 3 substantive responses over 2 separate days during week 4 MST (Tuesday – Monday) for full participation
Wk 4 Discussion - Speaking and Listening [due Thurs] Supporting Activities Wk 4 - Language and Literacy Charts Worksheet Discussion Topic Post a total of 3 substantive responses over 2 separate days during week 4 MST (Tuesday – Monday) for full participation
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Wk 4 Discussion - Speaking and Listening [due Thurs]
Supporting Activities
Wk 4 - Language and Literacy Charts Worksheet
Discussion Topic
Post a total of 3 substantive responses over 2 separate days during week 4 MST (Tuesday – Monday) for full participation. This includes your initial post and 2 replies to other students.
Building on the topics of phonemic awareness and phonics in the reading development process from Weeks 1 and 3, we will shift the focus to the role of communication in literacy development. Speaking and listening are important skills when it comes to reading and writing, but often the hardest elements to build into lessons.
Due Thursday
Respond to the following in a minimum of 175 words. Explain and provide specific examples to support your response. NOTE: Cite the course readings for this week with in-text and end reference citations. Revise for conventions.
- How can you help a student who struggles with speaking and listening in the classroom?
- What strategies can be used to identify academic language with students who have exceptional learning needs?
Due Monday
Supporting Activities
Wk 4 - Language and Literacy Charts Worksheet [due Mon]
Discussion Topic
Post a total of 3 substantive responses over 2 separate days during week 4 MST (Tuesday – Monday) for full participation. This includes your initial post and 2 replies to other students.
Building on the topics of phonemic awareness and phonics in the reading development process from Weeks 1 and 3, we will shift the focus to the role of communication in literacy development. Speaking and listening are important skills when it comes to reading and writing, but often the hardest elements to build into lessons.
Due Thursday
Respond to the following in a minimum of 175 words. Explain and provide specific examples to support your response. NOTE: Cite the course readings for this week with in-text and end reference citations. Revise for conventions.
- How can you help a student who struggles with speaking and listening in the classroom?
- What strategies can be used to identify academic language with students who have exceptional learning needs?
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Speaking and Listening Discussion.
Traditionally, the classroom teachers discouraged students from speaking or listening during class. Significantly, the students are encouraged to listen and even talk during these sessions as some of them might find it challenging to do so in front of their peers. Some of the strategies to achieve these could include encouraging the students to paraphrase or restate but not repeat what their peers are saying (Gu, 2019). Secondly, give opportunities and encourage the students to explain their ideas by asking them “why” to ensure students get a better chance of understanding and building self-confidence.
Stakeholders can apply various strategies to identify students with exceptional learning needs. Lastly, step by step learning encourages students to get a channel to understand the English language. It can be achieved by equipping the learners with better opportunities through speaking, listening, writing and reading. Secondly, lexical array ensures that the teachers identify a word letting the students repeat it and read it in the context by which it has been applied.
Lastly, coming up with a concept definition map. The strategy requires that the teacher states a word, make the students repeat it, and fill the boxes provided (Gu, 2019). The above techniques are considered significant to assist learners as they help them improve their communication and comprehension of the English language.
