Business > CASE STUDY > ELM305FluencyStrategies.docx ELM 305 Fluency Strategies Case Study For Marys case I b (All)
ELM305FluencyStrategies.docx ELM 305 Fluency Strategies Case Study For Marys case I b
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ELM305FluencyStrategies.docx ELM 305 Fluency Strategies Case Study For Marys case I believe her goal as well as her other classmate should be something simple like being baled to decode or break ... down multiple syllable words. The time frame we are working with is by the end of the quarter, however I would break it down to 5 words a week and then having an accumulative assessment in the middle and end of the quarter. Some approaches or strategies I would use for decorating and understanding syllables would be having each student watch how their mouth moves when saying these multisyllable words. Clapping the word to determine the syllable may also help. Another activity could be writing a bunch of words on the white board and having each student come up and break the word into the syllable chunks. Either drawing a line or using their body to “slice†where the syllables would split the word and ask the class if that is correct or not. I would also love to either work with Mary one on one or in a small group having her and some other student put together words by using a base word and having prefixes and suffixes to add or take away. Each time a student adds a new suffix or prefix I would make sure to teach them what new one they created means and if it is an actual word. Luckily to me this isnt a hard concept to teach and to break down. I think Mary as well as her classmates are going to pick up on this concept fast. In the case with Emma, as student who is shy most of the time the best option is . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . . [Show More]
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