Phonological Awareness In Early Childhood Education
Dallas is a vibrant and active year old boy at Magee Elementary School. Dallas's likes soccer and his favorite color is green. In school, Dallas enjoys math class best. Dallas wants to be a teacher when he grows up and attend Copiah Lincoln Community College so he can stay close to home. In his free-time, Dallas enjoys watching “How it's Made” on television and dining on cheese and Fox's Pizza. Dallas has an eligibility ruling of Developmental Delay and Language/Speech Articulation. In reading, current I-Ready data indicates Dallas has a maximum score of 519 in the area of phonological awareness. He can distinguish long and short vowel sounds, blend words with four to five phonemes, and isolate and identify initial and final sounds.
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For a preschool child, describe the effect of this child’s disability on involvement in developmentally appropriate activities. If 14 years of age or older, describe the effect of this child’s disability on the pursuit of post-secondary expectations (education, employment/training and daily living if appropriate).
Dallas's disability effects involvement and progression in the areas of math and reading. In reading, progress monitoring data indicates difficulty asking and answering such questions as who, what, when, where, why and how to demonstrate understanding of key details in an informational text, (RI.2.1) and understanding and implementing the use of text features ( e.g. captions, bold print subheadings, glossaries, and indexes) in an informational text to locate key facts or information in a text efficiently. (RI.2.5) In math, Dallas struggles with telling and writing time with analog and digital clocks to the nearest five minutes, ( 2.MD.7) and solving word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and
For a preschool child, describe the effect of this child’s disability on involvement in developmentally appropriate activities. If 14 years of age or older, describe the effect of this child’s disability on the pursuit of post-secondary expectations (education, employment/training and daily living if appropriate).
Dallas's disability effects involvement and progression in the areas of math and reading. In reading, progress monitoring data indicates difficulty asking and answering such questions as who, what, when, where, why and how to demonstrate understanding of key details in an informational text, (RI.2.1) and understanding and implementing the use of text features ( e.g. captions, bold print subheadings, glossaries, and indexes) in an informational text to locate key facts or information in a text efficiently. (RI.2.5) In math, Dallas struggles with telling and writing time with analog and digital clocks to the nearest five minutes, ( 2.MD.7) and solving word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and