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As a teacher, you may be working with students that have characteristics or are in the process of being identified as having exceptionalities that affect reading. Some exceptionalities include dyslexia, learning disabilities, ADHD, and gifted and talented. It is important to understand what research says about exceptionalities, how they affect students in literacy instruction, research-based intervention strategies, and classroom support for students with exceptionalities.
Choose three reading exceptionalities that teachers in the classroom can encounter, include dyslexia as one of your exceptionalities. Using the textbook, topic Resources, and your own research create a 500-750 word Frequently Asked Question (FAQ) sheet to share with fellow teachers on exceptionalities that affect reading. Include the following information in your FAQ sheet for each exceptionality:
Describe the exceptionality, including common characteristics, and explain how the exceptionality affects students during literacy instruction.
Discuss how students with exceptionalities are identified through the RTI process.
Identify and briefly explain at least one classroom accommodation or modification that can be provided to students with the exceptionality to support Tier 1 literacy instruction.
Identify and briefly explain at least one research-based intervention or remediation instructional strategy that can support students with the exceptionality in Tier 2 or Tier 3 instruction.
Identify and briefly explain at least one multisensory instructional technique that can support students with the exceptionality.
Share one way to provide social-emotional support to students by building on their strengths and promoting motivation and confidence.
Identify at least one technology tool that can be used in the classroom to support students with the exceptionality.
Support your FAQ sheet with 2-3 scholarly resources.
Rubric Criteria
Descriiption of Exceptionality
7 points
Criteria Descriiption
Descriiption of Exceptionality
5. Target
7 points
Descriiptions of exceptionalities are in-depth. Common characteristics of the exceptionalities are advanced. Explanations of how the exceptionalities affect students during literacy instruction are sophisticated.
4. Acceptable
6.09 points
Descriiptions of exceptionalities are complete. Common characteristics of the exceptionalities are accurate. Explanations of how the exceptionalities affect students during literacy instruction are logical.
3. Approaching
5.18 points
Descriiptions of exceptionalities are partially complete. Common characteristics of the exceptionalities are somewhat inaccurate. Explanations of how the exceptionalities affect students during literacy instruction are shallow.
2. Insufficient
4.83 points
Descriiptions of exceptionalities are incomplete. Common characteristics of the exceptionalities are flawed. Explanations of how the exceptionalities affect students during literacy instruction are inadequate.
1. No Submission
0 points
Not addressed.
Identification Through the RTI Process
7 points
Criteria Descriiption
Identification Through the RTI Process
5. Target
7 points
Discussion of how students are identified through the RTI process is comprehensive.
4. Acceptable
6.09 points
Discussion of how students are identified through the RTI process is detailed.
3. Approaching
5.18 points
Discussion of how students are identified through the RTI process is missing key details.
2. Insufficient
4.83 points
Discussion of how students are identified through the RTI process is insufficient.
1. No Submission
0 points
Not addressed.
Classroom Accommodations and Modifications
7 points
Criteria Descriiption
Classroom Accommodations and Modifications
5. Target
7 points
Classroom accommodations and/or modifications that support students during Tier 1 instruction are meaningful.
4. Acceptable
6.09 points
Classroom accommodations and/or modifications that support students during Tier 1 instruction are appropriate.
3. Approaching
5.18 points
Classroom accommodations and/or modifications that support students during Tier 1 instruction are artificial.
2. Insufficient
4.83 points
Classroom accommodations and/or modifications that support students during Tier 1 instruction are inappropriate.
1. No Submission
0 points
Not addressed.
Intervention and Remediation Instructional Strategies
14 points
Criteria Descriiption
Intervention and Remediation Instructional Strategies
5. Target
14 points
Research-based intervention and/or remediation instructional strategies are ideal.
4. Acceptable
12.18 points
Research-based intervention and/or remediation instructional strategies are suitable.
3. Approaching
10.36 points
Research-based intervention and/or remediation instructional strategies are cursory.
2. Insufficient
9.66 points
Research-based intervention and/or remediation instructional strategies are unfitting.
1. No Submission
0 points
Not addressed.
Multisensory Instructional Technique
7 points
Criteria Descriiption
Multisensory Instructional Technique
5. Target
7 points
The multisensory instructional techniques identified are realistic and substantially support the students’ needs.
4. Acceptable
6.09 points
The multisensory instructional techniques identified are sound and competently support the students’ needs.
3. Approaching
5.18 points
The multisensory instructional techniques identified are cursory and marginally support the students’ needs.
2. Insufficient
4.83 points
The multisensory instructional techniques identified are unrealistic and fail to support students’ needs.
1. No Submission
0 points
Not addressed.
Social-Emotional Supports
7 points
Criteria Descriiption
Social-Emotional Supports
5. Target
7 points
A novel way to provide social-emotional support to students that skillfully builds on their strengths and promotes motivation and confidence is provided.
4. Acceptable
6.09 points
A reasonable way to provide social-emotional support to students that effectively builds on their strengths and promotes motivation and confidence is provided.
3. Approaching
5.18 points
A simplistic way to provide social-emotional support to students that minimally builds on their strengths and promotes motivation and confidence is provided.
2. Insufficient
4.83 points
An unreasonable way to provide social-emotional support to students that ineffectively builds on their strengths and promotes motivation and confidence is provided.
1. No Submission
0 points
Not addressed.
Technology Tools
7 points
Criteria Descriiption
Technology Tools
5. Target
7 points
Technology tools that support students with exceptionalities demonstrate best practices.
4. Acceptable
6.09 points
Technology tools that support students with exceptionalities are noteworthy.
3. Approaching
5.18 points
Technology tools that support students with exceptionalities do not demonstrate best practices.
2. Insufficient
4.83 points
Technology tools that support students with exceptionalities are poor.
1. No Submission
0 points
Not addressed.
Organization
7 points
Criteria Descriiption
Organization
5. Target
7 points
The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea.
4. Acceptable
6.09 points
The content is logically organized. The ideas presented relate to each other. The content provides the audience with a clear sense of the main idea.
3. Approaching
5.18 points
The content is not well organized even though it provides the audience with a sense of the main idea.
2. Insufficient
4.83 points
An attempt is made to organize the content, but the sequence is indiscernible. The ideas presented are compartmentalized and may not relate to each other.
1. No Submission
0 points
Not addressed.
Supporting Research and Documentation of Sources
3.5 points
Criteria Descriiption
Uses appropriate designated style and formatting to document sources in citations and references.
5. Target
3.5 points
Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
4. Acceptable
3.05 points
Supporting research is credible and relevant. Sources are documented, as appropriate to assignment and style, and format is mostly correct.
3. Approaching
2.59 points
Supporting research is minimal and somewhat inaccurate. Sources are documented, as appropriate to assignment and style, although several minor formatting errors are present.
2. Insufficient
2.42 points
Supporting research is ineffective. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.
1. No Submission
0 points
Not addressed.
Mechanics of Writing
3.5 points
Criteria Descriiption
Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.
5. Target
3.5 points
No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.
4. Acceptable
3.05 points
Few mechanical errors are present. Suitable language choice and sentence structure are used.
3. Approaching
2.59 points
Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.
2. Insufficient
2.42 points
Errors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout.
1. No Submission
0 points
Not addressed.
Total
70 points
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