Exploring SSP Purple, Yellow and Blue Level Concepts
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Ideas for exploring concepts as Speech Sound Detectives using the speech sound clouds eg that some speech sounds can be represented in more than one way (eg the sound ay has at least 9) and that some sound pics can represent more than one speech sound eg ow, ea
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Week 3 - AssignmentDevelopmental MilestonesThe purpose o.docx
Week 3 - Assignment
Developmental Milestones
The purpose of this assignment is to creatively demonstrate an understanding of infant developmental milestones as they pertain to cognition, motor skills, sensation, and perception. Using information from Chapter 5 of your text, write a short story about a child’s journey from birth to age 1. This can be a fictional child, or can be based on a real child. The story should be three to five pages in addition to the title page and the reference page. Use at least one reference in addition to your text. Your paper should also be formatted according to APA style as outlined in the Ashford Writing Center.
a. Describe the child’s sensory experiences at birth (e.g. sight, hearing, movement).
b. Analyze how these senses develop and become more evolved? At the age of 6 months, identify what this same child can hear, see, and do?
c. Describe what a day in this child’s life might look like by age 1. Include pictures in your Word document or compose your story using
Storybird (Links to an external site.)Links to an external site.
. Watch the video,
Storybird Quick Tour (Links to an external site.)Links to an external site.
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If you choose to create your story in Storybird, you may collaborate with a partner in class by using the collaboration tool. Make sure to notify your instructor of your collaboration and make sure both of you submit your Storybird link in a Word document for grading.
Include the following developmental milestones in your story:
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Enjoys imitating people in his play.
Shows specific preferences for certain people and toys.
Tests parental responses to his actions during feedings.
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Repeats sounds or gestures for attention.
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Cognitive
Explores objects in many different ways (shaking, banging, throwing, dropping).
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The Little People of Tomorrow PreschoolAshley Covington, Cassa.docx
The Little People of Tomorrow Preschool
Ashley Covington, Cassandra Fredrick, David Gould, Shannon Kline, & April Underwood
Preschool Age
Preschool boys and girls are between the ages of 2 to five years old. They are very active and curious.
The Preschool Classroom
A preschool classroom needs to be organized, and the materials need to be accessible to all children,
Safety is the number one priority when it comes to preschoolers.
The furniture needs to be oversized and cushy.
The classroom should be divided into centers that are labeled so the children will associate the word with the activity.
All centers need to be visually accessible
Preschool Centers
Preschools need a classroom that is inviting and safe for the children to explore. It need to be spacious and provides a lot of room for them to explore.
Diverse Population
Read books that contain diverse characters
Look at magazines and photos that contain different cultures
Play games and use dolls that are of different diversities
Watch shows or videos that feature diverse population
Allow guest speakers to come in and share with the students
Talk and introduce about other languages
Teach about Geography
Make different foods for them to try
Play dress up to different customs
Decorate your room to incorporate diversity
Language Development
We as teachers and most of all parents, must never assume that a child is a certain age is just like everyone else. If you are a parent and are concerned about your child’s development, speak to the teacher and also consult with your child’s primary care provider.
Developmental Activities for Preschoolers
Make a scrapbook of favorite or familiar things by cutting out pictures. Group them into categories, such as things to ride on, things to eat, things for dessert, fruits, things to play with. Create silly pictures by mixing and matching pictures. Glue a picture of a dog behind the wheel of a car. Talk about what is wrong with the picture and ways to "fix" it. Count items pictured in the book.
Read to the child. Sometimes "reading" is simply describing the pictures in a book without following the written words. Choose books that are sturdy and have large colorful pictures that are not too detailed. Ask your child, "What's this?" and encourage naming and pointing to familiar objects in the book. Sing simple songs and recite nursery rhymes to show the rhythm and pattern of speech. The American Speech-Language-Hearing Association (ASHA) is the professional, scientific, and credentialing association for more than 150,000 members and affiliates who are audiologists, speech-language pathologists and speech, language, and hearing scientist.
...
The Little People of Tomorrow PreschoolAshley Covington, Cassa.docx
The Little People of Tomorrow Preschool
Ashley Covington, Cassandra Fredrick, David Gould, Shannon Kline, & April Underwood
Preschool Age
Preschool boys and girls are between the ages of 2 to five years old. They are very active and curious.
The Preschool Classroom
A preschool classroom needs to be organized, and the materials need to be accessible to all children,
Safety is the number one priority when it comes to preschoolers.
The furniture needs to be oversized and cushy.
The classroom should be divided into centers that are labeled so the children will associate the word with the activity.
All centers need to be visually accessible
Preschool Centers
Preschools need a classroom that is inviting and safe for the children to explore. It need to be spacious and provides a lot of room for them to explore.
Diverse Population
Read books that contain diverse characters
Look at magazines and photos that contain different cultures
Play games and use dolls that are of different diversities
Watch shows or videos that feature diverse population
Allow guest speakers to come in and share with the students
Talk and introduce about other languages
Teach about Geography
Make different foods for them to try
Play dress up to different customs
Decorate your room to incorporate diversity
Language Development
We as teachers and most of all parents, must never assume that a child is a certain age is just like everyone else. If you are a parent and are concerned about your child’s development, speak to the teacher and also consult with your child’s primary care provider.
Developmental Activities for Preschoolers
Make a scrapbook of favorite or familiar things by cutting out pictures. Group them into categories, such as things to ride on, things to eat, things for dessert, fruits, things to play with. Create silly pictures by mixing and matching pictures. Glue a picture of a dog behind the wheel of a car. Talk about what is wrong with the picture and ways to "fix" it. Count items pictured in the book.
Read to the child. Sometimes "reading" is simply describing the pictures in a book without following the written words. Choose books that are sturdy and have large colorful pictures that are not too detailed. Ask your child, "What's this?" and encourage naming and pointing to familiar objects in the book. Sing simple songs and recite nursery rhymes to show the rhythm and pattern of speech. The American Speech-Language-Hearing Association (ASHA) is the professional, scientific, and credentialing association for more than 150,000 members and affiliates who are audiologists, speech-language pathologists and speech, language, and hearing scientist.
...
Developmental MilestonesThe purpose of this assignment is to cre
Developmental Milestones
The purpose of this assignment is to creatively demonstrate an understanding of infant developmental milestones as they pertain to cognition, motor skills, sensation, and perception. Using information from Chapter 5 of your text, write a short story about a child’s journey from birth to age 1. This can be a fictional child, or can be based on a real child. The story should be three to five pages in addition to the title page and the reference page. Use at least one reference in addition to your text. Your paper should also be formatted according to APA style as outlined in the Ashford Writing Center.
a. Describe the child’s sensory experiences at birth (e.g. sight, hearing, movement).
b. Analyze how these senses develop and become more evolved? At the age of 6 months, identify what this same child can hear, see, and do?
c. Describe what a day in this child’s life might look like by age 1. Include pictures in your Word document or compose your story using
Storybird (Links to an external site.)Links to an external site.
. Watch the video,
Storybird Quick Tour (Links to an external site.)Links to an external site.
, for assistance.
If you choose to create your story in Storybird, you may collaborate with a partner in class by using the collaboration tool. Make sure to notify your instructor of your collaboration and make sure both of you submit your Storybird link in a Word document for grading.
Include the following developmental milestones in your story:
Social and Emotional
Enjoys imitating people in his play.
Shows specific preferences for certain people and toys.
Tests parental responses to his actions during feedings.
Tests parental responses to his behavior.
Prefers mother and/or regular caregiver over all others.
Repeats sounds or gestures for attention.
Finger-feeds himself.
Extends arm or leg to help when being dressed.
Cognitive
Explores objects in many different ways (shaking, banging, throwing, dropping).
Finds hidden objects easily.
Looks at correct picture when the image is named.
Imitates gestures.
Begins to use objects correctly (drinking from cup, brushing hair, dialing phone, listening to receiver).
Language
Pays increasing attention to speech.
Responds to simple verbal requests.
Responds to “no.”
Uses simple gestures, such as shaking head for “no.
Babbles with inflection (changes in tone).
Says “dada” and “mama.”
Uses exclamations, such as “Oh-oh!”
Tries to imitate words.
Motor
Reaches sitting position without assistance.
Crawls forward on belly.
Assumes hands-and-knees position.
Creeps on hands and knees.
Gets from sitting to crawling or prone (lying on stomach) position.
Pulls self up to stand.
Walks holding on to furniture.
Stands momentarily without support.
May walk two or three steps without support.
Hand and Finger Skills
Uses pincer grasp.
Bangs two objects together.
Puts objects into container.
Tak ...
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www.myspeedyssp.comMore SSP Green, Purple, Yellow, Blue Resources
This document provides resources for teaching phonics and early reading using speech sound picture (SSP) cards. It includes:
1) Instructions and songs for classroom activities using the SSP cards to develop sound recognition, blending, and word building.
2) Lists of SSP words for different levels arranged in chants to practice fluency.
3) Tips for using the resources at home and information on purchasing SSP materials.
4) Recommendations for apps, videos, and readers that incorporate the SSP method.
5) Suggestions for expanding on the SSP concept such as linking sounds to objects and exploring multiple representations of sounds.
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SSP Green Level Phonemic Awareness & Phonics Activity
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Letter to schools-Speech to Spelling - Speech Sound Pics SSP) Approach and Pr...
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Critical Thinking Activity - they're, their, there / your you're/ to, two, too
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SSP Green Level - Examples of Activities from Miss Em
SSP Green Level - Examples of Activities from Miss Em
SSP Green Code Level Reader - Book 7 - Ants in Pants
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Prep SSP Structure - Literacy Planning from Week 4
Prep SSP Structure - Literacy Planning from Week 4
Learning to Read using a Skills Acquisition Process - The Speech Sound Pics A...
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Daily 5 Tasks - How they fit with the Speech Sound Pics (SSP) Approach
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SSP Spelling Strategies for Dyslexic Brains (and other brains)
SSP Spelling Strategies for Dyslexic Brains (and other brains)
SSP Assessment Powerpoint- Tracking Reading & Spelling Brain Progress
SSP Assessment Powerpoint- Tracking Reading & Spelling Brain Progress
Similar to Exploring SSP Purple, Yellow and Blue Level Concepts
Tom's TEFL - Hong Kong Parent's Phonics Workshop
A Powerpoint workshop on 'Reading Strategies & Phonics at Home' designed specifically for Hong Kong primary parents.
*Creating a Positive Home Reading Culture.
*The Importance of Phonics.
*‘Decoding’ New Words.
*Ideas and Resources.
*Conclusion.
*Questions & Answers.
Week 3 - AssignmentDevelopmental MilestonesThe purpose o.docx
Week 3 - Assignment
Developmental Milestones
The purpose of this assignment is to creatively demonstrate an understanding of infant developmental milestones as they pertain to cognition, motor skills, sensation, and perception. Using information from Chapter 5 of your text, write a short story about a child’s journey from birth to age 1. This can be a fictional child, or can be based on a real child. The story should be three to five pages in addition to the title page and the reference page. Use at least one reference in addition to your text. Your paper should also be formatted according to APA style as outlined in the Ashford Writing Center.
a. Describe the child’s sensory experiences at birth (e.g. sight, hearing, movement).
b. Analyze how these senses develop and become more evolved? At the age of 6 months, identify what this same child can hear, see, and do?
c. Describe what a day in this child’s life might look like by age 1. Include pictures in your Word document or compose your story using
Storybird (Links to an external site.)Links to an external site.
. Watch the video,
Storybird Quick Tour (Links to an external site.)Links to an external site.
, for assistance.
If you choose to create your story in Storybird, you may collaborate with a partner in class by using the collaboration tool. Make sure to notify your instructor of your collaboration and make sure both of you submit your Storybird link in a Word document for grading.
Include the following developmental milestones in your story:
Social and Emotional
Enjoys imitating people in his play.
Shows specific preferences for certain people and toys.
Tests parental responses to his actions during feedings.
Tests parental responses to his behavior.
Prefers mother and/or regular caregiver over all others.
Repeats sounds or gestures for attention.
Finger-feeds himself.
Extends arm or leg to help when being dressed.
Cognitive
Explores objects in many different ways (shaking, banging, throwing, dropping).
Finds hidden objects easily.
Looks at correct picture when the image is named.
Imitates gestures.
Begins to use objects correctly (drinking from cup, brushing hair, dialing phone, listening to receiver).
Language
Pays increasing attention to speech.
Responds to simple verbal requests.
Responds to “no.”
Uses simple gestures, such as shaking head for “no.
Babbles with inflection (changes in tone).
Says “dada” and “mama.”
Uses exclamations, such as “Oh-oh!”
Tries to imitate words.
Motor
Reaches sitting position without assistance.
Crawls forward on belly.
Assumes hands-and-knees position.
Creeps on hands and knees.
Gets from sitting to crawling or prone (lying on stomach) position.
Pulls self up to stand.
Walks holding on to furniture.
Stands momentarily without support.
May walk two or three steps without support.
Hand and Finger Skills
Uses pincer grasp.
Bangs two objects together.
Puts objects into ...
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This document discusses different approaches to defining words and determining their meaning. It begins by explaining prototypes and mental images, noting that while useful for determining common associations, they do not fully capture a word's meaning. Dictionaries are then discussed, pointing out their limitations in relying on other defined words and being influenced by those who write them. The document advocates for usage-based definitions, using examples of different meanings of the word "fine" based on context. It concludes by introducing corpus linguistics as a way to study language usage through large databases to better inform definitions.
Supporting and reinforcing your child's language growth
This document discusses strategies for supporting a child's language growth through shared reading experiences and vocabulary development. It recommends reading to children from an early age to help build their vocabulary both receptively and expressively. Specific tips include choosing books with interesting words and pictures, asking questions about the story, acting out parts of the story, and making connections to the child's own experiences. Establishing a regular reading routine can help children learn to listen and expand their understanding of language.
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The document provides tips for building vocabulary, including using context clues to determine word meanings, learning word parts like prefixes and suffixes, reading widely to be exposed to new words, testing your knowledge of words, and using new words. It emphasizes the importance of reading regularly from various materials to continuously improve vocabulary over time.
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The document discusses strategies for promoting early language and literacy skills in young children through storytime activities at libraries. It recommends incorporating phonological awareness activities, language enrichment, and hands-on learning. Specific ideas are provided for adapting books to make them accessible for children with different abilities and needs.
The Little People of Tomorrow PreschoolAshley Covington, Cassa.docx
The Little People of Tomorrow Preschool
Ashley Covington, Cassandra Fredrick, David Gould, Shannon Kline, & April Underwood
Preschool Age
Preschool boys and girls are between the ages of 2 to five years old. They are very active and curious.
The Preschool Classroom
A preschool classroom needs to be organized, and the materials need to be accessible to all children,
Safety is the number one priority when it comes to preschoolers.
The furniture needs to be oversized and cushy.
The classroom should be divided into centers that are labeled so the children will associate the word with the activity.
All centers need to be visually accessible
Preschool Centers
Preschools need a classroom that is inviting and safe for the children to explore. It need to be spacious and provides a lot of room for them to explore.
Diverse Population
Read books that contain diverse characters
Look at magazines and photos that contain different cultures
Play games and use dolls that are of different diversities
Watch shows or videos that feature diverse population
Allow guest speakers to come in and share with the students
Talk and introduce about other languages
Teach about Geography
Make different foods for them to try
Play dress up to different customs
Decorate your room to incorporate diversity
Language Development
We as teachers and most of all parents, must never assume that a child is a certain age is just like everyone else. If you are a parent and are concerned about your child’s development, speak to the teacher and also consult with your child’s primary care provider.
Developmental Activities for Preschoolers
Make a scrapbook of favorite or familiar things by cutting out pictures. Group them into categories, such as things to ride on, things to eat, things for dessert, fruits, things to play with. Create silly pictures by mixing and matching pictures. Glue a picture of a dog behind the wheel of a car. Talk about what is wrong with the picture and ways to "fix" it. Count items pictured in the book.
Read to the child. Sometimes "reading" is simply describing the pictures in a book without following the written words. Choose books that are sturdy and have large colorful pictures that are not too detailed. Ask your child, "What's this?" and encourage naming and pointing to familiar objects in the book. Sing simple songs and recite nursery rhymes to show the rhythm and pattern of speech. The American Speech-Language-Hearing Association (ASHA) is the professional, scientific, and credentialing association for more than 150,000 members and affiliates who are audiologists, speech-language pathologists and speech, language, and hearing scientist.
...
The Little People of Tomorrow PreschoolAshley Covington, Cassa.docx
The Little People of Tomorrow Preschool
Ashley Covington, Cassandra Fredrick, David Gould, Shannon Kline, & April Underwood
Preschool Age
Preschool boys and girls are between the ages of 2 to five years old. They are very active and curious.
The Preschool Classroom
A preschool classroom needs to be organized, and the materials need to be accessible to all children,
Safety is the number one priority when it comes to preschoolers.
The furniture needs to be oversized and cushy.
The classroom should be divided into centers that are labeled so the children will associate the word with the activity.
All centers need to be visually accessible
Preschool Centers
Preschools need a classroom that is inviting and safe for the children to explore. It need to be spacious and provides a lot of room for them to explore.
Diverse Population
Read books that contain diverse characters
Look at magazines and photos that contain different cultures
Play games and use dolls that are of different diversities
Watch shows or videos that feature diverse population
Allow guest speakers to come in and share with the students
Talk and introduce about other languages
Teach about Geography
Make different foods for them to try
Play dress up to different customs
Decorate your room to incorporate diversity
Language Development
We as teachers and most of all parents, must never assume that a child is a certain age is just like everyone else. If you are a parent and are concerned about your child’s development, speak to the teacher and also consult with your child’s primary care provider.
Developmental Activities for Preschoolers
Make a scrapbook of favorite or familiar things by cutting out pictures. Group them into categories, such as things to ride on, things to eat, things for dessert, fruits, things to play with. Create silly pictures by mixing and matching pictures. Glue a picture of a dog behind the wheel of a car. Talk about what is wrong with the picture and ways to "fix" it. Count items pictured in the book.
Read to the child. Sometimes "reading" is simply describing the pictures in a book without following the written words. Choose books that are sturdy and have large colorful pictures that are not too detailed. Ask your child, "What's this?" and encourage naming and pointing to familiar objects in the book. Sing simple songs and recite nursery rhymes to show the rhythm and pattern of speech. The American Speech-Language-Hearing Association (ASHA) is the professional, scientific, and credentialing association for more than 150,000 members and affiliates who are audiologists, speech-language pathologists and speech, language, and hearing scientist.
...
Developmental MilestonesThe purpose of this assignment is to cre
Developmental Milestones
The purpose of this assignment is to creatively demonstrate an understanding of infant developmental milestones as they pertain to cognition, motor skills, sensation, and perception. Using information from Chapter 5 of your text, write a short story about a child’s journey from birth to age 1. This can be a fictional child, or can be based on a real child. The story should be three to five pages in addition to the title page and the reference page. Use at least one reference in addition to your text. Your paper should also be formatted according to APA style as outlined in the Ashford Writing Center.
a. Describe the child’s sensory experiences at birth (e.g. sight, hearing, movement).
b. Analyze how these senses develop and become more evolved? At the age of 6 months, identify what this same child can hear, see, and do?
c. Describe what a day in this child’s life might look like by age 1. Include pictures in your Word document or compose your story using
Storybird (Links to an external site.)Links to an external site.
. Watch the video,
Storybird Quick Tour (Links to an external site.)Links to an external site.
, for assistance.
If you choose to create your story in Storybird, you may collaborate with a partner in class by using the collaboration tool. Make sure to notify your instructor of your collaboration and make sure both of you submit your Storybird link in a Word document for grading.
Include the following developmental milestones in your story:
Social and Emotional
Enjoys imitating people in his play.
Shows specific preferences for certain people and toys.
Tests parental responses to his actions during feedings.
Tests parental responses to his behavior.
Prefers mother and/or regular caregiver over all others.
Repeats sounds or gestures for attention.
Finger-feeds himself.
Extends arm or leg to help when being dressed.
Cognitive
Explores objects in many different ways (shaking, banging, throwing, dropping).
Finds hidden objects easily.
Looks at correct picture when the image is named.
Imitates gestures.
Begins to use objects correctly (drinking from cup, brushing hair, dialing phone, listening to receiver).
Language
Pays increasing attention to speech.
Responds to simple verbal requests.
Responds to “no.”
Uses simple gestures, such as shaking head for “no.
Babbles with inflection (changes in tone).
Says “dada” and “mama.”
Uses exclamations, such as “Oh-oh!”
Tries to imitate words.
Motor
Reaches sitting position without assistance.
Crawls forward on belly.
Assumes hands-and-knees position.
Creeps on hands and knees.
Gets from sitting to crawling or prone (lying on stomach) position.
Pulls self up to stand.
Walks holding on to furniture.
Stands momentarily without support.
May walk two or three steps without support.
Hand and Finger Skills
Uses pincer grasp.
Bangs two objects together.
Puts objects into container.
Tak ...
Leisure Time Essay
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F1 f2curriculumstatementterm1201415
This document provides an overview of the curriculum for terms 1 and 2 at F1 and F2. In term 1, the main topics are settling into the new classroom environment and getting to know themselves, their families, and basic body parts. Key vocabulary, books, and websites are listed. Term 2 focuses on learning about zoo, farm, and pet animals. Communication in English and Vietnamese is emphasized daily. The document also outlines how personal, social, emotional, physical, mathematical, and literacy skills will be developed throughout the terms. Suggestions are provided for how parents can support learning at home.
Ashley bench fccla
This is a power point that I made for the FCCLA competition, detailing what I learned in Intro to Early Childhood Education. FHS 2600
3605_2 Final.pdf
This document provides guidance on teaching the English alphabet to children with mild intellectual disabilities. It outlines a lesson plan with 5 activities: 1) Singing alphabet songs, 2) Letter matching games, 3) Opening an "alphabet box" each week, 4) Using interdisciplinary learning with each letter, and 5) Eating foods shaped like letters. The plan employs strategies like repetition, visual aids, relating letters to real-world objects, and making it fun.
Early Literacy Workshop at Proud fo My Culture 2020
This document provides information on developing early literacy skills in young children. It discusses how hands-on experiences and play are crucial for building the foundation needed for reading. During the ages of 0-3, brain development occurs rapidly through interactions with caring adults. Reading aloud together, talking, singing, writing and playing are highlighted as key ways to develop skills like print motivation, phonological awareness, vocabulary and narrative skills. The document emphasizes that symbolic thought and reading comprehension are built upon a base of concrete, sensory experiences. It encourages caregivers to incorporate literacy-rich activities into everyday routines and play to help children's brains form connections for future school success.
Need to be a minimum of a 250-word in APA style. The subject .docx
Need to be a
minimum of a 250-word in APA style.
The subject line of your discussion should be the title of the video that you watched. Be sure to include a minimum of a 250-word response using your observations and a minimum of one source to support your claims. Your reference(s) should appear at the end of your discussion and be formatted according to APA.
-------------------------------------------------------------------------------------------------------------------
Video Observation Discussion
We have learned in Chapters 5 and 6 that we are able to understand children's language development stages by observing their processes and interactions. Preview the three videos listed below from Chapter 6 of your text, which are focused on children’s language interactions. The children shown are in various stages of language development. Choose one of the three videos to conduct an observation and identify the child's language development stage.
Write your observations of the child, which should support your conclusion of developmental stage. Support your responses with the evidence from the textbook.
Chapter 6.2 Babbling
Babbling If the earliest vocalizations are the warm-up, babbling can be thought of as “dress rehearsal” for language (see The Impor- tance of Babbling). “Although precisely how babbling relates to language development is not yet clearly understood, psychol- ogists and linguists have sug- gested that babbling serves at least two functions: as practice for later speech and as a social
Crawling is an important developmental stage; it helps infants develop muscular strength and large motor skills. It also provides a way of expanding their experiences.
Pixland/Thinkstock
CHAPTER 6Section 6.2 From 6 Months to 1 Year
reward” (Mihalicek & Wilson, 2011, p. 324). At first, infants’ babbling may sound like ran- dom noises with only a few of the sounds resembling language, but gradually the noises start to take on the characteristics of the language or languages around them. In fact, over the next months and extending into the stage when first words appear, it is possible to see steady growth toward real words.
By the time they are 6 months old, babies begin to produce recognizable syllables such as ba, ma, and da. Within 2 months, most babies will begin to reduplicate these sounds, creat- ing baba, mama, and dada. Many parents will hear these combinations of sounds as words, but it is unlikely at this point that babies intend any meaning. Rather, they are rehears- ing the sounds they hear and are beginning to differentiate those that correspond to the language around them from those that do not. During the final stage of babbling, babies begin to create two-syllable utterances (some of which may be words) by adding one syl- lable to an entirely different one, thus producing forms such as ma me. In most children, this final stage of babbling occurs around 10 months and is coincident with first words.
The .
Unit 4 Assignment Checklist 2Unit 4 Assignment.docx
Unit 4 Assignment Checklist
2
Unit 4 Assignment: Multidisciplinary Team
Group Name (Ex. “Group A) _______C_____
Each team member will submit this form to the Unit 4 Assignment Dropbox.
This form will document how you collaborated to create the child care center for the Unit 4 Assignment. Additionally, this form will be partly used to grade the group on the Professional Competency Outcome PC-1.1: Engage in a team setting with professional integrity and respect.
Team Members (assigned by faculty member):
1. Nida Memon
2. Ashona Fisher
3. Brandi Ortiz
4. Camille Guy
5. Rachel Arevalo
6.
7.
How did the team decide on multidisciplinary team roles?
We all picked it for ourselves. We decided for ourselves and other members approved.
Enter the names of the students who completed each portion of the Assignment.
(If you are NOT assigned to a team of 7, then not all positions will be filled however, each team should utilize an Introduction and a Conclusion.)
· Introduction (name): _____Camille Guy____
· Speech-language therapist(name): ____Brandi Ortiz_____
· Physical therapist (name): _________
· Developmental psychologist (name): ___Ashona Fisher______
· Cognitive psychologist (name): __Nida Memon_______
· Family Psychologist (name): ______Rachel Arevalo___
· Conclusion (name): _________
How did your team decide on how deadlines were met?
How did the team communicate in the Team Area? Was the collaboration process useful? Did each members of the team engage with the team with integrity and respect? Explain your answers.
Speech & Language Development
Brandi Ortiz
PS220: Child & Adolescent Psychology
Unit 4 Group Project
Speech/Language within Cognitive Development
Children just want to be heard. They want to communicate and be understood. This immense need to communicate is what drives them to learn to speak. Often, children become frustrated and can appear to be grumpy or acting out but simply put, they just want something and cannot adequately tell you. As cute as those baby cooing sounds are, language development is a huge step in a positive direction for the infant.
According to the Bayley Scales of Infant and Toddler Development (as cited in Bukatko, 2008, pp. 227) , the following skills should be in use around the corresponding age:
2 months- Turns head to sound, plays with rattle, reacts to disappearance of face
6 months- Lifts cup by handle, looks for fallen spoon, looks at pictures in book
12 months- Builds tower of 2 cubes, turns pages of book
17-19 months- imitates crayon stroke, identifies objects in photograph
23-25 months- Matches pictures, uses pronouns, imitates a 2-word sentence
38-42 months – Names 4 colors, uses past tense, identifies gender
Speech/Language within Social Development
We tend to speak to children in motherese at this early stage of their lives. Motherese (parentese) is defined as “simple, repetitive, high-pitched speech of caregiver ...
Feltboard & fingerplay fun
This document summarizes a workshop on using feltboards and fingerplays to teach early literacy skills to children. The workshop will demonstrate how to make feltboard pieces and fingerplay props to use with rhymes and stories. Participants will learn the educational benefits of using props, such as developing phonological awareness, vocabulary, and narrative skills. They will also learn tips for finding and adapting patterns to make their own feltboard sets inexpensively. Hands-on activities will allow participants to make sample props to take with them.
What Can An Educator Do And Interactive Strategies
The document discusses various strategies that educators can use to engage learners, including modifying activities, rearranging content, combining ideas, and using different teaching methods like direct instruction, group work, questioning techniques, discussions, and interactive activities. It also covers the concept of multiple intelligences and different types of learners such as verbal/linguistic, logical/mathematical, visual/spatial, musical, bodily/kinesthetic, interpersonal, intrapersonal, and naturalist learners.
10 ways to build your vocabulary
The document provides 10 ways to build vocabulary in a foreign language. These include using language learning software, studying cognates and false cognates, learning synonyms and prefixes/suffixes, reading extensively, keeping a journal in the target language, investigating word origins, following native speakers on social media, learning a "word of the day", and listening to music in the target language. The author emphasizes the importance of repetition and active learning to help commit new vocabulary to memory.
Similar to Exploring SSP Purple, Yellow and Blue Level Concepts (20)
Week 3 - AssignmentDevelopmental MilestonesThe purpose o.docx
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Supporting and reinforcing your child's language growth
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The Little People of Tomorrow PreschoolAshley Covington, Cassa.docx
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Developmental MilestonesThe purpose of this assignment is to cre
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Early Literacy Workshop at Proud fo My Culture 2020
Early Literacy Workshop at Proud fo My Culture 2020
Need to be a minimum of a 250-word in APA style. The subject .docx
Need to be a minimum of a 250-word in APA style. The subject .docx
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Why use SSP and not 'Whole Word' Approach with II Students
A lack of reading limits one’s quality of life (Bradford, Shippen, Alberto, Houschins, & Flores, 2006) and yet only 1 in 5 students with intellectual disabilities reaches minimal literacy levels (Katims, 2001). Slow development of reading skills may affect more than just one academic subject but may also delay language acquisition, general knowledge, vocabulary, and even social acceptance.
However, “Literacy and reading instruction for students with significant intellectual disabilities is in its infancy….there is a dearth of information regarding complete instructional programs that might help these children learn to read and write” (Erickson et al., 2009, p. 132).
Decodable Readers - SSP- Read Australia
This document provides information about sorting decodable readers according to the Synthetic Phonics Spelling program (SSP). It recommends free readers from SPELD SA and Oxford Owl that have been sorted into SSP levels. It also lists the order of letters and sounds taught in the SSP program and notes that one decodable reader only contains words using the letters s, a, t, i, m, n, o, p. Instructions are given to look at the SSP teaching order to determine which code level box a reader belongs in, with examples provided.
Changes to the F-10 Australian Curriculum 2016 - Phonemic Awareness - Phonics...
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Changes to the Australian Curriculum, including specific reference to decodable readers.
Free decodable, scaffolded readers - www.SSPReaders.com
Meeting and exceeding the new expectations
www.ReadAustralia.comSSP School Flier 2016 - Class Pack and Tutoring Pack
Immunisation Against Illiteracy Pack- All reading for pleasure before Year 2.
This shows what is included in the new teacher class pack for P- 2, and the tutor pack.
Working out pricing.
25 Posters
1 set clouds
5 keyrings
5 table top posters
400+ coded sight words booklet (7 duck levels)
1 green, 1 purple book
Handbook (pdf)
Training DVD
6 month access to members area.
Tutor pack- as above, 5 posters, 1 keyring and 1 table top cloud poster.
Video showing the phonics elements here https://www.youtube.com/watch?v=cWNw2BvijCk
Speech Sound Pics (SSP) Overview for Schools Doc October 2015 .
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This document provides guidance for implementing the Speech Sound Pics (SSP) reading program in schools. It outlines resources needed for each classroom, including printed materials, apps, and displays. It describes the three phases of SSP: Phase 1 focuses on phonemic awareness without letters; Phase 2 teaches the four code levels to develop reading, writing, and spelling; Phase 3 supports independent literacy. Key aspects of SSP are explicitly teaching the speech sounds and their connections to graphemes using visual prompts and a left-to-right approach.Changing Literacy Practices In Australia
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- There is disagreement between advocates of SSP and those who believe only programs with published research should be used in schools. Published research is unrealistic as an initial requirement for education programs.
- Teachers are looking for evidence like student achievement data and testimonials from schools that have successfully used programs like SSP. Published research is only one useful piece of information and should not be the sole criteria for determining an education program's effectiveness.
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According to Reid Lyon and James Wendorf, ninety-five percent of the children that are struggling with reading are instructional casualties. That means THERE IS NOTHING WRONG WITH THE CHILD, THE ISSUE IS HOW THEY ARE BEING TAUGHT.
"It’s a consequence of an unnatural, overwhelming ambiguity forced upon the child while nobody is giving them a stairway through it before they shame-out to the process. The shame itself then impedes their cognitive ability to process it, as well as diminishes their self-esteem in general with all of its transferred effects.
So we have this massive problem that when we cut it down has to do with the social-educational paradigm-inertia."
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Reading Whisperer Advice: Three Cueing System, Guided Reading, Levelled Readers, PM benchmarking - all have to go, if every Australian student is to learn to read and spell with confidence by 6 (before grade 2)
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The document is a list of words and concepts related to the Speech Sound Pics (SSP) Approach. It includes days of the week, months, colors, shapes, animals, and other common nouns. The approach involves using pictures to represent speech sounds and teach literacy.
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Recent research shows that retaining students is generally not the best option and does more harm than good. While a temporary boost in performance may occur, benefits do not tend to last and retained students are 60% less likely to graduate high school. Instead of retention, schools should focus on implementing new interventions, teaching strategies, and learning supports tailored to students' needs. As a parent, it's important to be involved in discussions with the school about retention or alternative options that may help a struggling child succeed.School SSP Information Brochure - What is the Speech Sound Pics Approach?
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2) It provides suggestions for alternative assessments that test phonics skills more appropriately for different reading levels, such as the Motif, Castles and Coltheart, and TERC tests.
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Let It Go (Frozen)
Let It Go (Frozen) - Song, Code Mapped, Coming very soon !! youtube.com/soundpics
If the kids know the words (my next door neighbour's 3 year old knows them very well) then USE this to help their brains link the speech sounds to sound pics. They can 'hear' the words in order along with the music, in their minds, so get mapping ! Play Speech Sound Pic Detective. Follow the words along with the music, and stop at one. Ask what the next word is, and then use Duck Hands, Lines and Numbers, and map the lines with the sound pics. They are already coded so doesn't matter what code level they are at, they will figure it out.
Kids LOVE doing this.
Miss Emma
www.wiringbrains.com
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This document discusses the importance of phonemic awareness in learning to read and spells. It notes that without adequate phonemic awareness, readers must rely on guessing and visual memory rather than understanding sounds in words. Approximately 10-33% of people have difficulty with phonemic awareness, which can limit their ability to decode words and benefit from phonics instruction. The document stresses that phonemic awareness is the best predictor of early reading success more than other factors like IQ. It questions why Australia continues to use instructional approaches that have been shown to limit literacy development and notes alarming rates of functional illiteracy in the country.Minecraft : Code Mapping with SSP - Learning to Read and Spell with Minecraft...
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Learn to read, write and spell using SSP with Minecraft.
www.wiringbrainsWhy Support Wiring Brains Education and use SSP with The Reading Whisperer
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What is the Speech Sound Pics (SSP) Approach to Wiring Brains for Reading, Writing and Spelling?
Join us as we shift the way we teach and learn literacy, based on the power of neuroplasticity.
Playful, child centred, inquiry learning that gets the best academic outcomes. A win, win for all.
Developed by Miss Emma, The Reading Whisperer, and incorporating a range of fabulous external resources.
Miss Emma
BEd Hons. MA Special Educational Needs (Dyslexia, Behaviour Management, PSED)
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Exploring SSP Purple, Yellow and Blue Level Concepts
- 1. Look at everyday objects and link the speech sounds with the sound pics, and record in album. Download all clouds from slideshare.net/readingwhisperer
- 4. Some sound pics represent more than one speech sound eg ow, c, g. Create clouds like this (there may be more than 2 clouds) to explore the variations
- 5. fantastic fish black bags chicken legs little green boat spoon
- 8. Some speech sounds are represented by more than one sound pic. Explore this concept by drawing something in the middle that makes you think of that speech sound, and then organise words around it, into clouds. (You know how many there are by looking at your speech sound clouds.)
- 11. Exploring speech sound pics for ‘ay’ also reinforces the concept that some sound pics represent more than one speech sound as they will see ‘eigh’ and ‘ea’. Talk about eight / height head / lead (dog lead) etc. The more they explore and self-discover (with careful guidance) the more easily their brains will ‘get’ these concepts, and work out new words (for spelling and also reading) themselves. It is important to help children learn these skills early, and to become confident readers early on, as the more they read and write, the more they will discover about the code, as well as about the meaning of the whole words. They need to be able to do what ‘readers’ so when they scan words ie the code changes as they decode from left to right, depending on how the word is said orally. reindeer reinforce Sometimes it changes in context The lead balloon wouldn’t rise. The dog lead was hanging on the post.
- 12. look at a book spoon on a moon eight green frogs man in a pan
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