Literacy and Language Difficulties Notebook
Chance Moorman
Supportive Language and Communication
Dr. Christy
30 April 2021
Disability Area of Origin Identifying Two Evidence-based Method for Assessing
Behaviors Interventions Progress
Dyslexia Neurological Difficulty -Allow student to type Observing the student’s
manipulating sounds, rather than hand-write phonemic awareness in the
low phonemic responses classroom
awareness, messy -Visual cues such as
handwriting, and images, videos, and
switched letters in checklists
words
Dysgraphia Neurological Difficulty with -Allow student to use Observing the student’s
writing ability pencil grips and/or a writing ability in
(including spelling, larger pencil comparison to his or her
legibility, word -Allow student to type speaking ability
spacing and sizing, responses or use
expression) and fine speech-to-text software
motor skills
Awkward pencil grip
Stuttering Physiological Frequent and -Speech therapy Observing the student
significant issues with -Electronics, such as speaking in the classroom
word fluency read-aloud technology, to
help the child mimic the
words being sounded out
Dyscalculia Neurological Difficulty -Allow student to use a Look for improvement in
manipulating numbers calculator the area of math
(including trouble -Hands-on assignments comprehension after the
with subitizing- that involve the use of student is introduced to the
recognizing quantities manipulatives (ex: play use of tangible objects to
without counting) money, base ten and solve math problems as
Relying on hundred blocks) well as visual posters
finger-counting -Visual cues such as
mathematical posters (ex:
A multiplication table
with basic facts)
English as a Behavioral Difficulty with -Pre-reading Activities: Look for improved speech
Second language-related tasks Allow the student to view and improved reading
Language (NOT Incomplete sentences images related to the text comprehension levels, with
a disability, but and incorrect before reading it, and the use of both informal
the student will grammar usage have him/her make (observing the student from
likely need predictions about the text day to day) and formal
assistance in -Using graphic assessments (graded
the area of organizers: Gives the assignments, tests)
literacy and student a purpose for
language) reading and provides
him/her with an outline so
they are able to make
more connections within
the text
Dyspraxia Neurological Difficulty with both -Occupational therapy The student should be more
fine and gross motor and speech therapy engaged in class given the
skills, hand-eye -Flexible seating: Allow proper accommodations
coordination the student to move
Short attention span around and/or change
positions during class
Orthographic Neurological Difficulty with word -Alphabetic knowledge: Observe the student’s
Processing and Cognitive recognition Have the student practice speech progress in the
Deficit The student may rely letter formation classroom
too heavily on -Teaching
sounding out words syllable-division patterns
that should be
memorized, which
leads to
choppy-sounding
speech
ADHD Behavioral Difficulty with -Allowing extra time on Observing the student’s
focusing on one task assignments classroom behavior after
at a time -Allowing brief “brain implementing
breaks” for the students to accommodations
be able to walk around
the classroom and move
around
Apraxia Neurological Difficulty with skilled -Speech therapy and Observing the child’s
and movements (including occupational therapy progress communication
physiological difficulty making -Alternative development in the
accurate movements communication methods classroom
when speaking) to be used in class (ex:
text-to-speech devices,
allowing the child to write
a paper instead of giving
a presentation where
he/she has to speak in
front of the class)
Dysarthria Physiological Slowed or slurred -Speech therapy and Observing the child’s
speech caused by occupational therapy progress communication
muscle weakness -Alternative development in the
Unable to control communication methods classroom
tongue or voice box to be used in class (ex:
text-to-speech devices,
allowing the child to write
a paper instead of giving
a presentation where
he/she has to speak in
front of the class)
Echolalia (A Behavioral The student -Sentence stems: Having regular
common continuously repeats a Prompting the student to conversations with the
behavior few specific words or complete the sentence student to assess his/her
associated with phrases that he/she (ex: “I want ____”) communication skills
autism after hears from someone -Scripting: Have the
toddler years) else student use a script to
practice having
conversations with others)
Down Physiological, Intellectual disability, -Physical therapy and Observe student’s speech
Syndrome cognitive developmental delay, speech therapy and academic progress in
distinct facial features -Using audiobooks to the classroom
read along with text,
using visual cues such as
images to help students
understand textual
concepts
Visual Physiological The student has -Braille or large print Check regularly for
Impairment impaired eyesight -Teacher may verbalize comprehension after
everything displayed on implementing these
the board; the student accommodations
may receive his/her own
paper copy of whatever
text is shown on the board
Mutism Physiological Inability to speak -Allow the child to utilize Ensure that the child is able
speech technology to perform tasks/understand
-Allow the student to do the given material
an alternate assignment, adequately given these
such as an essay when accommodations
asked to give a
presentation, or, allow
either another student or
an electronic device to
read the text that the
student types on the
PowerPoint.
Selective Psychological Inability to speak in -Allow the child to utilize Ensure that the child is able
Mutism certain settings, speech technology to perform tasks/understand
typically triggered by -Allow the student to do the given material
anxiety an alternate assignment, adequately given these
such as an essay when accommodations
asked to give a
presentation, or, allow
either another student or
an electronic device to
read the text that the
student types on the
PowerPoint.
Deafness Physiological Inability to hear -Give specific written Ensure that the child
instructions for every understands the material
assignment given these
-Use visual aids when accommodations
speaking to the class or
have an interpreter in the
classroom if possible
Oppositional Behavioral Defiant and -Offer choices to the Observe the student’s
Defiant disobedient behavior student so that he/she behavior and interactions
Disorder to authority figures feels more in control with others in the classroom
such as teachers and (example: Would you
administrators rather read a chapter of
the book or complete the
grammar worksheet
first?)
-Allow the student “brain
breaks” between activities
Cleft Palate Physiological Difficulty speaking -Speech therapy Observe the student’s
and feeding -Surgery speech in the classroom
Scripting (a Behavioral Reciting lines from -Speech therapy Observe what is triggering
common previous -Reduce stressors from the child to script and try to
behavior conversations, books, the environment eliminate or reduce it.
associated with movies, commercials, Observe the student’s
autism) etc. that a student has progress after implementing
heard when it does this strategy.
not apply
Lisp Physiological Pronouncing “s” and -Speech therapy Observe the student’s
“z” sounds like “th” -Practice making “s” and speech in the classroom
“z” sounds in words
correctly
-The lisp may go away
on its own
Hard of Hearing Physiological Lack of clarity in -Allow the student Observing the student in the
sounds heard by the regular “listening breaks” classroom
student, sensitivity to since sounds can be
background noise overwhelming for these
students.
-Ensure that your full
face is visible to the
student when speaking so
that he/she is able to read
your lips
Tourette Neurological Repetitive movements -Allow the student to Observe the student in the
Syndrome or unwanted sounds type or use speech-to-text classroom after discovering
technology instead of what is causing the student’s
writing for assignments tics
-Remove any stressors
that may trigger the
student’s tics
Learned Behavioral Believing that one’s -Encourage and reward Observe the child’s effort on
Helplessness behavior does not effort rather than solely assignments, look for a
affect the outcome of success higher level of confidence
an event (ex: giving -Allow the student
up on assignments additional time on
because the student assignments
believes that no matter
what he/she does,
he/she will not
succeed)
Language Physiological A child’s language -Give simple and concise Ensure that the child’s
(Receptive or develops slower than instructions that are easy classroom communication is
Expressive) his/her classmates’ to understand improving-- observe the
Delay Receptive: The child -Speech student’s interactions in the
has trouble therapy/language classroom
comprehending assessment
speech
Expressive: The child
has trouble with
speaking
Emotional Behavioral Excesses, -Offer choices to the Observe the student’s
Behavioral disturbances, or student so that he/she behavior and interactions
Disorder disturbances of feels more in control with others in the classroom
behavior, (example: Would you
inappropriate behavior rather read a chapter of
under normal the book or complete the
circumstances grammar worksheet
first?)
-Allow the student “brain
breaks” between
activities
Lesson 1: Phoneme-Grapheme Matching
State Standard:
ELAGSE1RF2: Demonstrate understanding of spoken words, syllables, and sounds.
ELAGSE1RF3: Know and apply grade-level phonics and word analysis skills in decoding
words.
Objectives: (include strategy name)
When hearing a consonant-vowel-consonant word read aloud and sounded out, the students
will be able to spell the word and separate it into 3 sections (consonant sound, vowel sound,
consonant sound) with 80% accuracy.
Materials Needed:
A writing utensil, Phoneme-Grapheme Mapping worksheet, Projector to display song lyrics
Hook into lesson:
The students will listen to a song, written by me, involving consonant-vowel-consonant words
that rhyme or have similar sounds. These words will be used to fill out the worksheet.
Model: (How will you explain what they are to do, then demonstrate it)
Students will listen to me sing the song to them as the introduction for the lesson.
Then, students will be given the Phoneme-Grapheme Mapping worksheet. I will explain that
the chart on the worksheet is separated into three columns for each letter sound of each word.
We will complete the first half of the chart together as a class.
Shared Practice:
The students will listen to the song and then I will present the lyrics on the board and ask them
to sing it with me a second time. This will help introduce the concept that the worksheet covers
to the students.
We will complete the first half of the worksheet as a class.
Independent practice:
The students will complete the second half of the worksheet on their own. I will say a word out
loud, and then ask the students to write the word into the chart and separate it by letter.
Assessment of success in meeting objective: (What you will use, how will you know if it is
successful)
I will observe whether students are singing along with the song.
I will grade the Phoneme-Grapheme Mapping worksheet for accuracy.
Example of Phoneme-Grapheme Mapping Chart:
Source: https://dyslexiaida.org/heres-why-schools-should-use-structured-literacy/
Lesson 2: Separate by Syllable
State Standard:
ELAGSE1RF2: Demonstrate understanding of spoken words, syllables, and sounds.
Objectives: (include strategy name)
When given a set of words and hearing the words read aloud, students will be able to separate
the words by syllables with 80% accuracy.
Materials Needed:
Sticky notes, markers, lists of sight words
Hook into lesson:
The students will be told that they are to work in groups to do a hands-on activity involving
sticky notes and markers.
Model: (How will you explain what they are to do, then demonstrate it)
I will do a short review over syllables to ensure that the students have a strong grasp on the
concept. Then, I will introduce the activity by directing the students to separate into their
assigned groups. I will give each group a different list of 10 sight words (that they are familiar
with). Each group will then be given a pad of sticky notes. I will instruct them to discuss, as a
group, how to separate each of the sight words into syllables. They will write each syllable on a
sticky note, and stick them on the board. Then, each group will present their results to the class
and we will discuss whether we agree or disagree with the way they separated their words.
Shared Practice:
This assignment involves team work and collaboration. The students will work together in their
groups of 5 to figure out how to accurately break down their given sight words by syllables.
Independent practice:
I will walk around and monitor each groups’ progress.
I will grade each student based on his/her level of participation in the activity.
Assessment of success in meeting objective: (What you will use, how will you know if it is
successful)
Each group will present their work to the class, and we will all discuss whether we agree or
disagree with their responses. If a word is broken down incorrectly, I will break down the word
correctly and explain why their answer was incorrect.
I will continuously monitor the class during this activity to ensure that all students are
participating.
Example of Student Work:
wa ter
sun flow er
back pack
Lesson 3: Unscramble the Sentence
State Standard:
ELAGSE4L1f: Produce complete sentences, recognizing and correcting inappropriate
fragments and run-ons
Objectives: (include strategy name)
When given a scrambled sentence, students will be able to put the groups of words in the
correct order to form a complete sentence with 80% accuracy.
Materials Needed:
Strips of paper with parts of a sentence written on them, magnets, dry erase board,
Hook into lesson:
The students will be told that they are playing an “Unscramble the Sentence” game where they
get to figure out how to correctly order the parts of a sentence. Students will be rewarded with
a piece of candy for correctly organizing each sentence.
Model: (How will you explain what they are to do, then demonstrate it)
I will demonstrate an example on the board. I will then instruct each student to come up to the
board, one by one, and try to unscramble a sentence. (I will talk them through it if they need
assistance; their classmates are also free to raise their hand and help them out if needed.)
Shared Practice:
Students will observe me unscramble a sentence on the board.
Students will be able to help their classmates if they need help.
Independent practice:
Each student will come up to the board and unscramble a sentence.
Assessment of success in meeting objective: (What you will use, how will you know if it is
successful)
I will observe students’ ability to correctly organize parts of a sentence. I will ask each student
questions to ensure comprehension, such as “how did you know that “I bought” was the first
part of this sentence?
Example of Student Work:
I bought a pair of boots at the store.
Lesson 4: What am I?
State Standard:
ELAGSE1RF2: Demonstrate understanding of spoken words, syllables, and sounds.
ELAGSE1RF3: Know and apply grade-level phonics and word analysis skills in decoding
words.
Objectives: (include strategy name)
When given an object, students will be able to identify it, spell the word, and identify its
syllables.
Materials Needed:
Various toys, paper, pencil
Hook into lesson:
The students will see all of the toys sitting in the front of the classroom, then they will be told
that they are doing an activity involving them.
Model: (How will you explain what they are to do, then demonstrate it)
I will tell the class that each person is getting an object that they must identify. They must spell
the word correctly and then figure out how many syllables it has.
I will show the class an example. I will grab a stuffed animal frog. I will ask the class “what is
it?” They will respond, “Frog!” I will ask the class how to sound out the word together and
then I will see if anyone wants to raise their hand and tell me how the word is spelled. Then I
will ask someone how many syllables it has.
Shared Practice:
The class will participate together as I am giving them my “frog” example.
Independent practice:
Each student gets a toy and he/she must identify what it is, give the correct spelling, and count
its syllables.
Assessment of success in meeting objective: (What you will use, how will you know if it is
successful)
Each student’s responses will be turned in for a grade.
Example of Student Work:
Tennis ball
Tenn-is-ball (3 syllables)
I have reviewed Chance Moorman’s Language and Literacy Difficulties Notebook.
Signature: Irazu Lara
Date: April 22, 2021
Signature: Hallie Benson
Date: April 22, 2021
Signature: Katy McKellar
Date: April 22, 2021
Signature: Grace Miller
Date: April 22, 2021
