ECS 570 Full Course GCU

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ECS 570 Full Course GCU

ECS 570 Language literature and communication in early childhood/special education

ECS 570 Full Course Discussions GCU

ECS 570 Topic 1 DQ 1

After reading about how oral language is developed in the early years, identify one strategy to develop oral language.  Reflect on that strategy and how it supports the development of language in young children.  Then describe how you will implement the use of this strategy within your classroom to increase the development of oral communication.

ECS 570 Topic 1 DQ 2

There are many things that affect a child’s oral communication development.  Discuss the importance of family influences on a child’s oral communication development.  Reflect on this and how you, as an early childhood teacher, can educate parents on their role in their child’s oral communication development.

ECS 570 Topic 2 DQ 1

A teacher is required to understand child development.  Why is understanding the typical patterns of speech development relevant to an early childhood educator?  Explain how this knowledge will be used as you develop your lesson plans in the classroom.

ECS 570 Topic 2 DQ 2

Children’s literature can be used to foster a child’s early speech development.  Name two children’s books you could use in your classroom to build a child’s articulation skills and language development.  Describe how the books you reference can enhance your instruction in these areas.

ECS 570 Topic 3 DQ 1

Describe a game you could use in your early childhood class to facilitate the development of articulation skills.  Discuss in what ways you would use this game, and how it encourages development of articulation skills.

ECS 570 Topic 3 DQ 2

A child’s speech development affects his or her emergent literacy skills.  Discuss the importance of exposure to language-rich activities in the early years and their effects on emerging literacy and becoming readers.

ECS 570 Topic 4 DQ 1

As with all things, teachers and students may face challenges when utilizing assistive technology in the classroom.  Discuss challenges one might face when assistive technology is used, and how you as the teacher will handle such situations.

ECS 570 Topic 4 DQ 2

After reading “Emerging Literacy through Assistive Technology’” reflect on the importance of pictures and picture schedules for children who are non-verbal or limited in their speech.  Describe how picture schedules can be used at school.  Discuss other settings to which this skill can be transferred.

ECS 570 Topic 5 DQ 1

Identify a local resource center and how it could be beneficial to a child with special needs, as well as to his or her family.  Based on the information that you gathered, what do you consider to be the most valuable service offered through the center? Please explain your reasoning.

ECS 570 Topic 5 DQ 2

Special education services are funded through different sources and agencies. Describe services available for children in three different age groups:  Birth-3, 3-5, and 5-8. Which age group has the most access to services and discuss why you think it is that way.

ECS 570 Topic 6 DQ 1

Over the years, there has been much discussion about the best order in which to introduce young children to letters and letter sounds. What do you feel is the best order in which to introduce letters in the classroom and why?

ECS 570 Topic 6 DQ 2

How can environmental print be used to build pre-reading skills?  Give an example of an environmental print and your proposed plan to use it.

 

ECS 570 Full Course Assignments GCU

ECS 570 Topic 1 Developmental Milestones Brochure

Children entering into a developmental preschool program might have delays in the area of oral communication.  Many parents find themselves uneducated about how to help their youngsters in this area.

Part 1: Brochure

Create a brochure that can be shared with parents as well as general education teachers that describes:

  1. Developmental milestones in the area of oral communication for children birth to 8 years old.
  2. Two strategies for children aged birth through Pre-K that would embed learning opportunities that encourage communication in everyday routines, relationships, activities, and places for the home setting.
  3. Three strategies for children aged Birth-Pre-K that would embed learning opportunities that encourage communication in everyday routines, relationships, activities, and places, inside the classroom.
  4. Four strategies that can be used to encourage oral communication development for Birth-Pre-K students with exceptionalities; 2 for children with disabilities and 2 for children with giftedness. Make sure to include both a home strategy and a classroom strategy for children with disabilities and for children with giftedness.
  5. Two services available in the community for birth through Pre-K children and their families related to developing oral communication and literacy.

Support your information with 3-5 scholarly resources.

Part 2: Reflection 

In a 250-300 word reflection, discuss why it is important to have information related to developmental milestones for oral communication available for parents. Additionally, explain the validity of the information you placed in the brochure.

Submit your brochure and reflection as two separate deliverables.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

 

ECS 570 Topic 2 Speech Development Graphic Organizer

Create a graphic organizer to share with families and colleagues that illustrates the typical and atypical patterns of speech and language development in children ages 4-8 years.

The graphic organizer should:

  • Describe typical and atypical patterns of speech and language development.
  • Show which sounds are appropriate at each age from ages 4-8 years.
  • Include how speech affects literacy.
  • Include an educational activity or exercise that could be used at home to foster the development of those sounds at each age from ages 4-8.
  • Additional local/community resources for families to support speech and language development.

Support your information with 3-5 scholarly resources.

Include a 250-350 word description of how you would present this graphic organizer to your general education colleagues.

Submit your graphic organizer and description as one deliverable.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

 

ECS 570 Topic 3 Phoneme /k/ Lesson Plan

Design a whole group lesson on the phoneme /k/ appropriate for “Class Profile” kindergarten students using the “COE Lesson Plan Template.” The lesson should focus on reading aloud basic sight words beginning with the phoneme /k/ and include differentiation for language development and communication skills of individuals with exceptionalities for students who have IEPs in the “Class Profile.”

In addition, compose a 250-350 word reflection, rationalizing your differentiation strategies based on the “Class Profile” students.

Support your rationale with 2-3 scholarly resources.

Submit both the lesson plan and summary as one submission.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the exceptions for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

 

ECS 570 Topic 4 Assistive Technology Essay

There are a variety of assistive technologies (AT) available for early childhood teachers to incorporate into instruction for students with learning disabilities.

For this assignment, choose an assistive technology device that can be used to support the development of language, literacy or communication skills in either an early childhood inclusive preschool setting, or a K-3 inclusive classroom. In a 750-1,000 word essay:

  1. Include a description of the setting you have selected.
  2. Include a picture or illustration of the AT device you have chosen.
  3. Describe the device and its uses.
  4. Explain how it is beneficial to children with development delays.
  5. Describe how you could implement the device in your classroom.
  6. Reflect on the challenges of implementing assistive technologies in the classroom. Consider how you will seek resources or assistance in learning the device and how to best use it to help the students be successful in their learning environment.

Support your essay with 3-5 scholarly resources.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the exceptions for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

 

ECS 570 Topic 5 Benchmark – Literacy Beyond the Classroom

For this assignment, you will use the knowledge you have gained in this course to create a digital presentation describing five at-home activities for developing language, literacy, and communication skills that are appropriate for children described in the provided “1st grade Class Profile.”

Design a 10-15 slide digital presentation to show to parents that explains five at-home activities that can be used to develop language, literacy, and communication skills, based on the ELA standards, for their child. Your presentation should include a title slide, references slide, detailed speaker’s notes, and include the following:

  1. Title and brief description of each activity. Each activity should be developmentally appropriate and engaging.  Include two activities to develop reading skills, two for writing skills, and one for speaking skills. Include 1-2 adaptations for children who may be struggling in each area, as well as 1-2 adaptations for those who are above grade level, based on data from the “Class Profile.”
  2. The activities should teach cross-disciplinary knowledge and skills such as critical thinking and problem solving.
  3. A research-based explanation of how each activity will benefit the children, relating it back to the data provided in the “Class Profile.”
  4. Ways that each activity can be remediated for students with development delays, as well as how it can be enriched for gifted students, based on the needs of students outlined in the “Class Profile.”
  5. A closing slide summarizing key points in your presentation.

Although you will be making instructional choices based on data from the “Class Profile,” remember not to call out individual children or use children’s names in this parent presentation.

Support your information with 3-5 scholarly resources.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Program competencies and national standards assessed in the benchmark assignment:

COE 2.5: Use strategies to enhance language development and communication skills of individuals with exceptionalities. [CEC 5.4; InTASC 2(e)]

COE 3.7: Use data to select, develop, and adapt learning experiences for individuals with exceptionalities that are reflective of their abilities, interests, and cultural, and linguistic factors. [CEC 5.1; InTASC 1(b), 7(b)]

COE 3.8: Use augmentative and alternative communication systems and a variety of assistive technologies to support the communication and learning of individuals with exceptionalities. [CEC 5.3; InTASC 3(h), 8(h); ISTE 1d]

COE 3.10: Teach cross-disciplinary knowledge and skills such as critical thinking and problem solving to individuals with exceptionalities. [CEC 5.7; InTASC 5(a), 7(h)]

 

ECS 570 Topic 6 Effects of Oral Language

Oral language forms the foundation of reading comprehension and affects our understanding of the symbol systems that are used for reading and writing. Teachers have opportunities to promote reading and writing through various activities that involve oral language such as group activities that engage students in conversations about what they read and write.

Review the following case study to inform the assignment below:

Student: Raymond

Age: 6.1

Grade: K

Raymond is having difficulty mastering basic reading skills and his teacher is concerned. Most of the students are able to rhyme CVC (consonant-vowel-consonant) words. However, Raymond is having difficulty identifying rhyming words. He can match all upper and lower case letters and can identify all upper case letters. Raymond has trouble with lower case letters, he mixes up /b/ and /d/, /g/ and /j/, /m/ and /n/, and /p/ and /q/.

His teacher is also concerned about Raymond’s comprehension skills. He enjoys listening to stories and is able to identify the characters and setting of the story. He is able to identify what happened at the beginning and at the end of the story, but has difficulty sequencing the middle of a story.

His teacher has spoken with his parents about the possible need for additional support and his parents have agreed to help at home with any activity the teacher sends home. The following are goals for Raymond to achieve:

  • Given a list of CVC words, Raymond will match the rhyming words.
  • Given a CVC word, Raymond will produce rhyming words.
  • Identify lower case letters.
  • After listening to a story, Raymond will identify the main ideas.
  • After listening to a story, Raymond will sequence three or four events.

Case scenario used with permission from The Iris Center.

http://iris.peabody.vanderbilt.edu/wp-content/uploads/pdf_case_studies/ics_earrd.pdf

In a 500-750 word essay, describe the effect of oral language on decoding, reading comprehension, and written expression.  In addition, describe communicative strategies that teachers can use to improve Raymond’s reading and written expression skills. Your essay should include:

  • A discussion with examples about how oral language affects decoding, reading comprehension, and written expression.
  • Describe at least two communicative strategies that can be used to develop Raymond’s reading skills. Explain how these strategies improve decoding and comprehension.
  • Describe at least two communicative strategies that can be used to develop Raymond’s written expression skills. Explain how these strategies improve the quality of writing samples.
  • At least two examples of assistive technology that could be used to support the development of Raymond’s reading and writing skills.

Include at least three scholarly sources to support your essay.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

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ECS 570 Full Course GCU

Best ECS 570 Full Course GCU

ECS 570 Full Course GCU

ACCT 553 DeVryBIAM 500 DeVryCIS 500 STRCIS 558 STRENG 105 GCUFIN 390 DeVryFIN 504 GCUHCA 545 GCUHCA 699 GCUHLT 306 GCUHLT 362 GCUHLT 555 GCUHLT 610 GCUHLT 665 GCUHOSP 594 DeVryHRM 600 DeVryMAT 144 GCUMGMT 600MGT 599 STRMGT 655 GCUMKT 373 GCUPSY 362 GCUPSY 565 GCUPSY 575 GCUPSY 665 GCUSOC 102 GCUSOC 320 GCUSOC 372 GCUSOC 412 GCUNSG 6440 SUHIM 515 GCUNSG 4029 SUHIM 615 GCUNSG 3029 SUNSG 4055 SUNSG 6630 SUNSG 6005 SUCRMJ 310PSY 510 GCUCRMJ 300 DevryCRMJ 425SPD 200 GCU, HLT 490 GCU ,ECH 340 GCU , ECH 440 GCU , ECH 355 GCU ,ECH 350 GCU ,LDR 461 GCU ,ECH 425 GCU ,REL 212 STR ,SCI 115 STR ,CIS 505 STR ,JUS 652 GCUMGT 640 GCUCIS 527 STRSOC 436 GCU,ACC 502 GCUFIN 504 GCU , MATH 260 DeVry ,ETHC 445 DeVry ,ECET 220 DeVry , CARD 405 DeVryNETW 203 DeVryNETW 205 DeVryECET 365 DeVry ,MATH 270 DeVry ,PHYS 310 DeVry, BIB 106 GCU ,CIS 512 STR ,SYM 506 GCU ,ECN 601 GCU  ,BIAM 570 DeVryPSY 402 GCU , SOC 480 GCU , BIAM 530 DeVry,  DNP 810 GCU , DNP 820 GCU , DNP 825 GCU , ECN 450 GCU , DNP 830 GCU , LDR 804 GCU , MAT 105 GCU , ECS 501 GCUECS 555 GCU , TSL 552 GCU , ECS 560 GCU , NRS 493 GCU , ECS 570 GCU

 

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