Assignment Prompt & Instructions
I need help with my homework
– ## RequiredResourceforweek3assignments.docx
– ## InstructionsandRubricforweek3assignment.docx
**## RequiredResourceforweek3assignments.docx**
Required Resources
**Literacy Assessment and Intervention for Classroom Teachers**
**Required**
DeVries, B. A. (2023).
_Literacy Assessment and Intervention for Classroom Teachers_ (6th ed.). Routledge. ISBN-13: 9781032131283
View Resource
Page 5: Exceptionalities
**Required**
Read “Page 5: Exceptionalities” located on the IRIS Center website.
https://iris.peabody.van
8 Multisensory Techniques for Teaching Reading
**Required**
Read “8 Multisensory Techniques for Teaching Reading,” by Morin, located on the Understood website.
https://www.understood.org/en/articles/8-multisensory-techniques-for-teaching-reading
The IMSE Story: Orton-Gillingham in Every Classroom: Multi-Sensory Literacy
**Required**
Watch “The IMSE Story: Orton-Gillingham in Every Classroom: Multi-Sensory Literacy,” located on YouTube (2019).
https://youtu.be/zzb3KX6qt68
Orton-Gillingham in Every Classroom Part 1
**Required**
Watch “Orton-Gillingham in Every Classroom Part 1,” located on YouTube (2019).
https://youtu.be/PaDVigxWk30
Elevating Instruction: Enhancing Literacy Practices for Advanced Readers in Primary Grades
**Required**
Read “Elevating Instruction: Enhancing Literacy Practices for Advanced Readers in Primary Grades,” by Kreamer et al., from
… Read More
https://files.eric.ed.gov/fulltext/EJ1237992.pdf
Differentiated Reading Instruction with Technology for Advanced Middle School Students’ Reading Achievement
**Required**
Read “Differentiated Reading Instruction with Technology for Advanced Middle School Students’ Reading Achievement,” by
… Read More
https://files.eric.ed.gov/fulltext/EJ1255867.pdf
Types of Reading Disabilities
**Required**
Read “Types of Reading Disabilities,” by Vierstra, located on the Understood website.
https://www.understood.org/en/articles/types-of-reading-disabilities
Fear of Reading: Dyslexia and the Fear Factor in the Brain
**Early Red Flags of Learning Disabilities: Warning Signs and Other Indicators**
**Required**
**Read “Early Red Flags of Learning Disabilities: Warning Signs and Other Indicators,” by Selznick, from**
**_Exceptional Parent_**
**… Read More**
**https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=156309762&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost**
****About Reading Disabilities, Learning Disabilities, and Reading Difficulties****
****Required****
****Read “About Reading Disabilities, Learning Disabilities, and Reading Difficulties,” by Drummond, located on the Reading Rocke****
****… Read More****
****https://www.readingrockets.org/topics/struggling-readers/articles/about-reading-disabilities-learning-disabilities-and-reading****
****Twice Exceptional: Definition, Characteristics & Identification****
****Required****
****Read “Twice Exceptional: Definition, Characteristics & Identification,” located on the Davidson Institute website (2021).****
****… Read More****
****https://www.davidsongifted****
****Required****
**Watch “Fear of Reading: Dyslexia and the Fear Factor in the Brain,” located on YouTube (2018).**
**https://youtu.be/5SGqM7YK5GQ**
**State of Dyslexia**
****Required****
**Explore “State of Dyslexia,” located on the National Center on Improving Literacy website.**
**https://improvingliteracy.org/stat**
**## InstructionsandRubricforweek3assignment.docx**
Requires Lopeswrite
Assessment Description
As a teacher, you may be working with students who have characteristics or are in the process of being identified as having exceptionalities that impact their reading abilities. Some exceptionalities include dyslexia, learning disabilities, ADHD, and gifted and talented. It is essential to understand the research on exceptionalities, their impact on students in literacy instruction, research-based intervention strategies, and classroom support for students with exceptional needs.
Choose three reading exceptionalities that teachers in the classroom can encounter, including dyslexia as one of your exceptionalities. Using the textbook, topic Resources, and your research, create a 500-750 word Frequently Asked Questions (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 an MTSS/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 exceptionalities in Tier 2 or Tier 3 instruction.
· Identify and briefly explain at least one multisensory instructional technique that can support students with exceptionalities.
· 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 exceptionality.
Support your FAQ sheet with 2-3 scholarly resources.
While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric before beginning the assignment to familiarize yourself with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is in Class Resources if you need assistance.
**Rubric Criteria**
expand all Rubric CriteriaExpand All
**Description of Exceptionality**
7 points
**Criteria Description**
Description of Exceptionality
**5. Target**
7 points
Descriptions 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
Descriptions 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
**No Submission**
0 points
Not addressed.
**Identification Through the MTSS/RTI Process**
7 points
**Criteria Description**
Identification Through the MTSS/RTI Process
**5. Target**
7 points
Discussion of how students are identified through the MTSS/RTI process is comprehensive.
**4. Acceptable**
6.09 points
Discussion of how students are identified through the MTSS/RTI process is detailed.
**3. Approaching**
5.18 points
Discussion of how students are identified through the MTSS/RTI process is missing key details.
Descriptions 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.
**No Submission**
0 points
Not addressed.
**Classroom Accommodations and Modifications**
7 points
**Criteria Description**
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.
**No Submission**
0 points
Not addressed.
**Intervention and Remediation Instructional Strategies**
14 points
**Criteria Description**
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.
**No Submission**
0 points
Not addressed.
**Multisensory Instructional Technique**
7 points
**Criteria Description**
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.
**No Submission**
0 points
Not addressed.
**Social-Emotional Supports**
7 points
**Criteria Description**
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.
**No Submission**
0 points
Not addressed.
**Technology Tools**
7 points
**Criteria Description**
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.
**No Submission**
0 points
Not addressed.
**Organization**
7 points
**Criteria Description**
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.
**No Submission**
0 points
Not addressed.
**Supporting Research and Documentation of Sources**
3.5 points
**Criteria Description**
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.
**No Submission**
0 points
Not addressed.
**Mechanics of Writing**
3.5 points
**Criteria Description**
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.
**## InstructionsandRubricforweek3assignment.docx**
Requires Lopeswrite
Assessment Description
As a teacher, you may be working with students who have characteristics or are in the process of being identified as having exceptionalities that impact their reading abilities. Some exceptionalities include dyslexia, learning disabilities, ADHD, and gifted and talented. It is essential to understand the research on exceptionalities, their impact on students in literacy instruction, research-based intervention strategies, and classroom support for students with exceptional needs.
Choose three reading exceptionalities that teachers in the classroom can encounter, including dyslexia as one of your exceptionalities. Using the textbook, topic Resources, and your research, create a 500-750 word Frequently Asked Questions (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 an MTSS/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 exceptionalities in Tier 2 or Tier 3 instruction.
· Identify and briefly explain at least one multisensory instructional technique that can support students with exceptionalities.
· 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 exceptionality.
Support your FAQ sheet with 2-3 scholarly resources.
While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric before beginning the assignment to familiarize yourself with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is in Class Resources if you need assistance.
**Rubric Criteria**
expand all Rubric CriteriaExpand All
**Description of Exceptionality**
7 points
**Criteria Description**
Description of Exceptionality
**5. Target**
7 points
Descriptions 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
Descriptions 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
**No Submission**
0 points
Not addressed.
**Identification Through the MTSS/RTI Process**
7 points
**Criteria Description**
Identification Through the MTSS/RTI Process
**5. Target**
7 points
Discussion of how students are identified through the MTSS/RTI process is comprehensive.
**4. Acceptable**
6.09 points
Discussion of how students are identified through the MTSS/RTI process is detailed.
**3. Approaching**
5.18 points
Discussion of how students are identified through the MTSS/RTI process is missing key details.
Descriptions 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.
**No Submission**
0 points
Not addressed.
**Classroom Accommodations and Modifications**
7 points
**Criteria Description**
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.
**No Submission**
0 points
Not addressed.
**Intervention and Remediation Instructional Strategies**
14 points
**Criteria Description**
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.
**No Submission**
0 points
Not addressed.
**Multisensory Instructional Technique**
7 points
**Criteria Description**
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.
**No Submission**
0 points
Not addressed.
**Social-Emotional Supports**
7 points
**Criteria Description**
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.
**No Submission**
0 points
Not addressed.
**Technology Tools**
7 points
**Criteria Description**
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.
**No Submission**
0 points
Not addressed.
**Organization**
7 points
**Criteria Description**
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.
**No Submission**
0 points
Not addressed.
**Supporting Research and Documentation of Sources**
3.5 points
**Criteria Description**
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.
**No Submission**
0 points
Not addressed.
**Mechanics of Writing**
3.5 points
**Criteria Description**
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.
**## RequiredResourceforweek3assignments.docx**
Required Resources
**Literacy Assessment and Intervention for Classroom Teachers**
**Required**
DeVries, B. A. (2023).
_Literacy Assessment and Intervention for Classroom Teachers_ (6th ed.). Routledge. ISBN-13: 9781032131283
View Resource
Page 5: Exceptionalities
**Required**
Read “Page 5: Exceptionalities” located on the IRIS Center website.
https://iris.peabody.van
8 Multisensory Techniques for Teaching Reading
**Required**
Read “8 Multisensory Techniques for Teaching Reading,” by Morin, located on the Understood website.
https://www.understood.org/en/articles/8-multisensory-techniques-for-teaching-reading
The IMSE Story: Orton-Gillingham in Every Classroom: Multi-Sensory Literacy
**Required**
Watch “The IMSE Story: Orton-Gillingham in Every Classroom: Multi-Sensory Literacy,” located on YouTube (2019).
https://youtu.be/zzb3KX6qt68
Orton-Gillingham in Every Classroom Part 1
**Required**
Watch “Orton-Gillingham in Every Classroom Part 1,” located on YouTube (2019).
https://youtu.be/PaDVigxWk30
Elevating Instruction: Enhancing Literacy Practices for Advanced Readers in Primary Grades
**Required**
Read “Elevating Instruction: Enhancing Literacy Practices for Advanced Readers in Primary Grades,” by Kreamer et al., from
… Read More
https://files.eric.ed.gov/fulltext/EJ1237992.pdf
Differentiated Reading Instruction with Technology for Advanced Middle School Students’ Reading Achievement
**Required**
Read “Differentiated Reading Instruction with Technology for Advanced Middle School Students’ Reading Achievement,” by
… Read More
https://files.eric.ed.gov/fulltext/EJ1255867.pdf
Types of Reading Disabilities
**Required**
Read “Types of Reading Disabilities,” by Vierstra, located on the Understood website.
https://www.understood.org/en/articles/types-of-reading-disabilities
Fear of Reading: Dyslexia and the Fear Factor in the Brain
**Early Red Flags of Learning Disabilities: Warning Signs and Other Indicators**
**Required**
**Read “Early Red Flags of Learning Disabilities: Warning Signs and Other Indicators,” by Selznick, from**
**_Exceptional Parent_**
**… Read More**
**https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=156309762&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost**
****About Reading Disabilities, Learning Disabilities, and Reading Difficulties****
****Required****
****Read “About Reading Disabilities, Learning Disabilities, and Reading Difficulties,” by Drummond, located on the Reading Rocke****
****… Read More****
****https://www.readingrockets.org/topics/struggling-readers/articles/about-reading-disabilities-learning-disabilities-and-reading****
****Twice Exceptional: Definition, Characteristics & Identification****
****Required****
****Read “Twice Exceptional: Definition, Characteristics & Identification,” located on the Davidson Institute website (2021).****
****… Read More****
****https://www.davidsongifted****
****Required****
**Watch “Fear of Reading: Dyslexia and the Fear Factor in the Brain,” located on YouTube (2018).**
**https://youtu.be/5SGqM7YK5GQ**
**State of Dyslexia**
****Required****
**Explore “State of Dyslexia,” located on the National Center on Improving Literacy website.**
**https://improvingliteracy.org/stat**
**## InstructionsandRubricforweek3assignment.docx**
Requires Lopeswrite
Assessment Description
As a teacher, you may be working with students who have characteristics or are in the process of being identified as having exceptionalities that impact their reading abilities. Some exceptionalities include dyslexia, learning disabilities, ADHD, and gifted and talented. It is essential to understand the research on exceptionalities, their impact on students in literacy instruction, research-based intervention strategies, and classroom support for students with exceptional needs.
Choose three reading exceptionalities that teachers in the classroom can encounter, including dyslexia as one of your exceptionalities. Using the textbook, topic Resources, and your research, create a 500-750 word Frequently Asked Questions (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 an MTSS/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 exceptionalities in Tier 2 or Tier 3 instruction.
· Identify and briefly explain at least one multisensory instructional technique that can support students with exceptionalities.
· 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 exceptionality.
Support your FAQ sheet with 2-3 scholarly resources.
While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric before beginning the assignment to familiarize yourself with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is in Class Resources if you need assistance.
**Rubric Criteria**
expand all Rubric CriteriaExpand All
**Description of Exceptionality**
7 points
**Criteria Description**
Description of Exceptionality
**5. Target**
7 points
Descriptions 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
Descriptions 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
**No Submission**
0 points
Not addressed.
**Identification Through the MTSS/RTI Process**
7 points
**Criteria Description**
Identification Through the MTSS/RTI Process
**5. Target**
7 points
Discussion of how students are identified through the MTSS/RTI process is comprehensive.
**4. Acceptable**
6.09 points
Discussion of how students are identified through the MTSS/RTI process is detailed.
**3. Approaching**
5.18 points
Discussion of how students are identified through the MTSS/RTI process is missing key details.
Descriptions 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.
**No Submission**
0 points
Not addressed.
**Classroom Accommodations and Modifications**
7 points
**Criteria Description**
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.
**No Submission**
0 points
Not addressed.
**Intervention and Remediation Instructional Strategies**
14 points
**Criteria Description**
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.
**No Submission**
0 points
Not addressed.
**Multisensory Instructional Technique**
7 points
**Criteria Description**
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.
**No Submission**
0 points
Not addressed.
**Social-Emotional Supports**
7 points
**Criteria Description**
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.
**No Submission**
0 points
Not addressed.
**Technology Tools**
7 points
**Criteria Description**
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.
**No Submission**
0 points
Not addressed.
**Organization**
7 points
**Criteria Description**
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.
**No Submission**
0 points
Not addressed.
**Supporting Research and Documentation of Sources**
3.5 points
**Criteria Description**
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.
**No Submission**
0 points
Not addressed.
**Mechanics of Writing**
3.5 points
**Criteria Description**
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.
**## RequiredResourceforweek3assignments.docx**
Required Resources
**Literacy Assessment and Intervention for Classroom Teachers**
**Required**
DeVries, B. A. (2023).
_Literacy Assessment and Intervention for Classroom Teachers_ (6th ed.). Routledge. ISBN-13: 9781032131283
View Resource
Page 5: Exceptionalities
**Required**
Read “Page 5: Exceptionalities” located on the IRIS Center website.
https://iris.peabody.van
8 Multisensory Techniques for Teaching Reading
**Required**
Read “8 Multisensory Techniques for Teaching Reading,” by Morin, located on the Understood website.
https://www.understood.org/en/articles/8-multisensory-techniques-for-teaching-reading
The IMSE Story: Orton-Gillingham in Every Classroom: Multi-Sensory Literacy
**Required**
Watch “The IMSE Story: Orton-Gillingham in Every Classroom: Multi-Sensory Literacy,” located on YouTube (2019).
https://youtu.be/zzb3KX6qt68
Orton-Gillingham in Every Classroom Part 1
**Required**
Watch “Orton-Gillingham in Every Classroom Part 1,” located on YouTube (2019).
https://youtu.be/PaDVigxWk30
Elevating Instruction: Enhancing Literacy Practices for Advanced Readers in Primary Grades
**Required**
Read “Elevating Instruction: Enhancing Literacy Practices for Advanced Readers in Primary Grades,” by Kreamer et al., from
… Read More
https://files.eric.ed.gov/fulltext/EJ1237992.pdf
Differentiated Reading Instruction with Technology for Advanced Middle School Students’ Reading Achievement
**Required**
Read “Differentiated Reading Instruction with Technology for Advanced Middle School Students’ Reading Achievement,” by
… Read More
https://files.eric.ed.gov/fulltext/EJ1255867.pdf
Types of Reading Disabilities
**Required**
Read “Types of Reading Disabilities,” by Vierstra, located on the Understood website.
https://www.understood.org/en/articles/types-of-reading-disabilities
Fear of Reading: Dyslexia and the Fear Factor in the Brain
**Early Red Flags of Learning Disabilities: Warning Signs and Other Indicators**
**Required**
**Read “Early Red Flags of Learning Disabilities: Warning Signs and Other Indicators,” by Selznick, from**
**_Exceptional Parent_**
**… Read More**
**https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=156309762&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost**
****About Reading Disabilities, Learning Disabilities, and Reading Difficulties****
****Required****
****Read “About Reading Disabilities, Learning Disabilities, and Reading Difficulties,” by Drummond, located on the Reading Rocke****
****… Read More****
****https://www.readingrockets.org/topics/struggling-readers/articles/about-reading-disabilities-learning-disabilities-and-reading****
****Twice Exceptional: Definition, Characteristics & Identification****
****Required****
****Read “Twice Exceptional: Definition, Characteristics & Identification,” located on the Davidson Institute website (2021).****
****… Read More****
****https://www.davidsongifted****
****Required****
**Watch “Fear of Reading: Dyslexia and the Fear Factor in the Brain,” located on YouTube (2018).**
**https://youtu.be/5SGqM7YK5GQ**
**State of Dyslexia**
****Required****
**Explore “State of Dyslexia,” located on the National Center on Improving Literacy website.**
**https://improvingliteracy.org/stat**
**## InstructionsandRubricforweek3assignment.docx**
Requires Lopeswrite
Assessment Description
As a teacher, you may be working with students who have characteristics or are in the process of being identified as having exceptionalities that impact their reading abilities. Some exceptionalities include dyslexia, learning disabilities, ADHD, and gifted and talented. It is essential to understand the research on exceptionalities, their impact on students in literacy instruction, research-based intervention strategies, and classroom support for students with exceptional needs.
Choose three reading exceptionalities that teachers in the classroom can encounter, including dyslexia as one of your exceptionalities. Using the textbook, topic Resources, and your research, create a 500-750 word Frequently Asked Questions (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 an MTSS/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 exceptionalities in Tier 2 or Tier 3 instruction.
· Identify and briefly explain at least one multisensory instructional technique that can support students with exceptionalities.
· 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 exceptionality.
Support your FAQ sheet with 2-3 scholarly resources.
While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric before beginning the assignment to familiarize yourself with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is in Class Resources if you need assistance.
**Rubric Criteria**
expand all Rubric CriteriaExpand All
**Description of Exceptionality**
7 points
**Criteria Description**
Description of Exceptionality
**5. Target**
7 points
Descriptions 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
Descriptions 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
**No Submission**
0 points
Not addressed.
**Identification Through the MTSS/RTI Process**
7 points
**Criteria Description**
Identification Through the MTSS/RTI Process
**5. Target**
7 points
Discussion of how students are identified through the MTSS/RTI process is comprehensive.
**4. Acceptable**
6.09 points
Discussion of how students are identified through the MTSS/RTI process is detailed.
**3. Approaching**
5.18 points
Discussion of how students are identified through the MTSS/RTI process is missing key details.
Descriptions 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.
**No Submission**
0 points
Not addressed.
**Classroom Accommodations and Modifications**
7 points
**Criteria Description**
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.
**No Submission**
0 points
Not addressed.
**Intervention and Remediation Instructional Strategies**
14 points
**Criteria Description**
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.
**No Submission**
0 points
Not addressed.
**Multisensory Instructional Technique**
7 points
**Criteria Description**
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.
**No Submission**
0 points
Not addressed.
**Social-Emotional Supports**
7 points
**Criteria Description**
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.
**No Submission**
0 points
Not addressed.
**Technology Tools**
7 points
**Criteria Description**
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.
**No Submission**
0 points
Not addressed.
**Organization**
7 points
**Criteria Description**
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.
**No Submission**
0 points
Not addressed.
**Supporting Research and Documentation of Sources**
3.5 points
**Criteria Description**
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.
**No Submission**
0 points
Not addressed.
**Mechanics of Writing**
3.5 points
**Criteria Description**
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.
– 1
– 2