Recognizing Words in Print: Strategies and Activities When teaching students to recognize words in print, teachers can use a variety of activities before, during, and after reading to help students understand words, word meanings, and how words go together. Utilizing appropriate strategies that incorporate print concepts will help increase students’ word recognition skills. Use the “Recognizing Words in Print Template” to complete this assignment. Part 1: Strategies Research and summarize, in 250‐500 words, a minimum of five strategies for teaching word recognition and print concepts to elementary students with language delays or disabilities. Keep in mind strategies that help students monitor for their own errors. Within your summary, identify the conditions under which the identified strategies are intended to be delivered (e.g., content area, class setting, required resources, if intended for a specific type of disability). Support your findings with 2‐3 scholarly resources. Part 2: Activities Identify a small group of 2‐3 kindergarten students, using the “Class Profile,” who would benefit from further development of their word recognition or print concepts skills. Identify a text appropriate to use with the small group identified. You may use Appendix B of the Common Core English Language Arts Standards to help you determine an appropriate text for the lesson. Draft a 250‐500 word outline summarizing three activities to reinforce word recognition and print concepts, utilizing the identified text. Be sure to incorporate at least three of the strategies from Part 1 into your activities. Part 3: Rationale In 250‐500 words, rationalize your instructional decisions from Part 2. Be sure to explain how the identified strategies and activities enhance the language development of the students in the identified small group. Cite the “Class Profile” where appropriate. While APA format is not required for the body of this assignment, solid academic writing is expected, and in‐text citations and references should be presented using APA documentation guidelines, which can be 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 expectations for successful completion. You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance. Rubic_Print_FormatCourse CodeClass CodeAssignment TitleTotal PointsRecognizing Words in Print: Strategies and ActivitiesCriteriaPercentageNo Submission (0.00%)Insufficient (69.00%)Approaching (74.00%)Acceptable (87.00%)Target (100.00%)CommentsPoints EarnedCriteria100.0%Part 1: Strategies35.0%Not addressed.Summary insufficiently identifies word recognition and print concepts strategies.Marginal summary of word recognition and print concepts strategies is provided, weakly identifying conditions under which each is to be delivered for elementa ...

1. Recognizing Words in Print: Strategies and Activities
When teaching students to recognize words in print, teachers
can use a variety of activities before, during, and after reading
to help students understand words, word meanings, and how
words go together. Utilizing appropriate strategies that
incorporate print concepts will help increase students’ word
recognition skills.
Use the “Recognizing Words in Print Template” to complete
this assignment.
Part 1: Strategies
Research and summarize, in 250‐500 words, a minimum of five
strategies for teaching word recognition and print concepts to
elementary students with language delays or disabilities. Keep
in mind strategies that help students monitor for their own
errors. Within your summary, identify the conditions under
which the identified strategies are intended to be delivered
(e.g., content area, class setting, required resources, if intended
for a specific type of disability).
Support your findings with 2‐3 scholarly resources.
Part 2: Activities
Identify a small group of 2‐3 kindergarten students, using the
“Class Profile,” who would benefit from further development of
their word recognition or print concepts skills.
Identify a text appropriate to use with the small group
identified. You may use Appendix B of the Common Core
English Language Arts Standards to help you determine an
appropriate text for the lesson.
Draft a 250‐500 word outline summarizing three activities to
reinforce word recognition and print concepts, utilizing the
identified text.
Be sure to incorporate at least three of the strategies from Part 1
into your activities.
Part 3: Rationale

2. In 250‐500 words, rationalize your instructional decisions from
Part 2. Be sure to explain how the identified strategies and
activities enhance the language development of the students in
the identified small group. Cite the “Class Profile” where
appropriate.
While APA format is not required for the body of this
assignment, solid academic writing is expected, and in‐text
citations and references should be presented using APA
documentation guidelines, which can be 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
expectations for successful completion.
You are required to submit this assignment to LopesWrite.
Refer to the LopesWrite Technical Support articles for
assistance.
Rubic_Print_FormatCourse CodeClass CodeAssignment
TitleTotal PointsRecognizing Words in Print: Strategies and
ActivitiesCriteriaPercentageNo Submission (0.00%)Insufficient
(69.00%)Approaching (74.00%)Acceptable (87.00%)Target
(100.00%)CommentsPoints EarnedCriteria100.0%Part 1:
Strategies35.0%Not addressed.Summary insufficiently identifies
word recognition and print concepts strategies.Marginal
summary of word recognition and print concepts strategies is
provided, weakly identifying conditions under which each is to
be delivered for elementary students with language delays or
disabilities.Sound summary of word recognition and print
concepts strategies is provided, identifying conditions under
which each is to be delivered for elementary students with
language delays or disabilities.Comprehensive summary of word
recognition and print concepts strategies is provided, clearly
identifying conditions under which each is to be delivered for
elementary students with language delays or disabilities.Part 2:
Activities30.0%Not addressed.Activities outlined

3. unconvincingly reinforce word recognition skills and print
concepts for small group identified. Activities erroneously
incorporate a developmentally appropriate CCSS text and at
least three of the strategies presented in Part 1.Activities
outlined ambiguously reinforce word recognition skills and
print concepts for small group identified. Activities weakly
incorporate a developmentally appropriate CCSS text and at
least three of the strategies presented in Part 1.Activities
outlined are sufficient for reinforcing word recognition skills
and print concepts for small group identified. Activities
adequately incorporate a developmentally appropriate CCSS
text and at least three of the strategies presented in Part
1.Activities outlined are ideal for reinforcing word recognition
skills and print concepts for small group identified. Activities
realistically incorporate a developmentally appropriate CCSS
text and at least three of the strategies presented in Part 1.Part
3: Rationale20.0%Not addressed.Rationale erroneously
describes how instructional choices meet the needs of the
chosen small group.Rationale ambiguously describes how
instructional choices meet the needs of the chosen small
group.Rationale is effective in explaining how instructional
choices meet the needs of the chosen small group.Rationale is
comprehensive and professional in explaining how instructional
choices meet the needs of the chosen small
group.Research5.0%Not addressed.Sources provided do not
support the claims of the presentation or are not credible.
Required number of sources may not be met.Submission
includes only 1 source, sources do not fully support claims, or
sources are not all credible.Research is relevant and generally
supports the information presented. All of the criteria stated in
the assignment are addressed.Research is supportive of the
information presented. Sources are timely, distinctive and
clearly address all of the criteria stated in the
assignment.Mechanics of Writing (includes spelling,
punctuation, grammar, language use)10.0%Not
addressed.Surface errors are pervasive enough that they impede

4. communication of meaning. Inappropriate word choice and/or
sentence construction are used.Frequent and repetitive
mechanical errors distract the reader. Inconsistencies in
language choice (register) and/or word choice are present.
Sentence structure is correct but not varied.Some mechanical
errors or typos are present, but are not overly distracting to the
reader. Correct and varied sentence structure and audience-
appropriate language are employed.Writer is clearly in
command of standard, written, academic English.Total
Weightage100%