Create A Digital Presentation Describing Five At-Home Activi

Create A Digital Presentation Describing Five At Home Activities For D

Create a digital presentation describing five at-home activities for developing language, literacy, and communication skills that are appropriate for children described in the provided “1st grade Class Profile.” Design a 10-15 slide digital presentation to show to parents that explains five at-home activities that can be used to develop language, literacy, and communication skills, based on the ELA standards, for their child. Your presentation should include a title slide, references slide, detailed speaker’s notes, and include the following: Title and brief description of each activity. Each activity should be developmentally appropriate and engaging. Include two activities to develop reading skills, two for writing skills, and one for speaking skills. Include 1-2 adaptations for children who may be struggling in each area, as well as 1-2 adaptations for those who are above grade level, based on data from the “Class Profile.” The activities should teach cross-disciplinary knowledge and skills such as critical thinking and problem solving. A research-based explanation of how each activity will benefit the children, relating it back to the data provided in the “Class Profile.” Ways that each activity can be remediated for students with development delays, as well as how it can be enriched for gifted students, based on the needs of students outlined in the “Class Profile.” A closing slide summarizing key points in your presentation. Although you will be making instructional choices based on data from the “Class Profile,” remember not to call out individual children or use children’s names in this parent presentation. Support your information with 3-5 scholarly resources. Prepare this assignment according to the guidelines found in the APA Style Guide.

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Create A Digital Presentation Describing Five At Home Activities For D

This presentation aims to guide parents in fostering their first-grade children's language, literacy, and communication skills at home through engaging, developmentally appropriate activities. Based on the provided “1st grade Class Profile,” which identifies areas of need and strengths among students, these activities are aligned with the English Language Arts (ELA) standards and are designed to promote cross-disciplinary skills such as critical thinking and problem solving. The presentation is structured into ten slides, including a title, five activity slides, a summary, and a references slide, all supported by scholarly research.

Introduction

Early childhood is a critical period for developing foundational language and literacy skills essential for academic success and effective communication. First-grade students exhibit diverse needs; some struggle with decoding and writing, while others demonstrate above-grade-level proficiency. Tailoring activities to these varying needs ensures inclusive growth. This presentation introduces five practical, research-based activities that parents can implement at home to reinforce classroom learning, foster confidence, and cultivate essential skills in a fun, engaging manner.

At-Home Reading Activities

1. Shared Reading and Questioning

Brief Description: Parents select age-appropriate picture books and read aloud with their children, pausing to ask predictive and inferential questions that promote comprehension and critical thinking.

Adaptations: For children struggling with decoding, use picture books with simple vocabulary and provide visual supports. For advanced readers, incorporate higher-level questions that encourage analysis and prediction, such as “What do you think will happen next and why?”

Benefits: This activity enhances vocabulary, comprehension, and critical thinking skills, which are fundamental for reading development (National Reading Panel, 2000). It also fosters a love of reading and boosts confidence in interpretive skills.

Remediation and Enrichment: Use multisensory strategies like pointing to words and pictures for struggling readers; challenge gifted children with discussions on themes, author's intent, and story connections.

2. Sight Word Scavenger Hunt

Brief Description: Parents create a list of common sight words, and children find these words in books, around the house, or written on cards hidden in various locations.

Adaptations: For children with delayed recognition, use a smaller word list and repeat activities frequently. Gifted learners can be challenged by creating sentences with sight words or finding words in more complex texts.

Benefits: Reinforces word recognition, fluency, and automaticity, essential for fluent reading (Ehri, 2005). It also promotes visual scanning and problem solving as children locate words.

Remediation and Enrichment: Use tactile cards or technology apps for multisensory engagement; extend with sentence-building activities for advanced learners.

At-Home Writing Activities

3. Daily Journaling with Prompts

Brief Description: Children keep a daily journal responding to simple prompts about their day, feelings, or interests, encouraging expressive writing.

Adaptations: For children with writing delays, provide sentence starters and visual cues. For gifted students, encourage creative stories or reflections connecting to personal experiences or current events.

Benefits: Facilitates development of handwriting, sentence structure, and vocabulary, while also nurturing self-expression, critical thinking, and narrative skills (Graham & Perin, 2007).

Remediation and Enrichment: Incorporate scaffolded supports for struggling writers; challenge advanced writers with editing and peer-review activities.

4. Word Construction and Sentences

Brief Description: Using magnetic letters or letter tiles, children practice constructing words and sentences based on phonics patterns or vocabulary themes, fostering spelling and syntax skills.

Adaptations: Simplify with focus on fewer words and provide visual aids; offer more complex words or sentence structures for gifted students.

Benefits: Supports phonemic awareness, spelling, and syntactic knowledge crucial for fluent writing and comprehension (Bear et al., 2011). It also enhances problem-solving by decoding unfamiliar words.

Remediation and Enrichment: Use multisensory activities for genetics and phonics delays; encourage creative sentence-building for advanced learners.

At-Home Speaking Activity

5. Show and Tell

Brief Description: Children select an item from home to describe and share with family members, practicing oral communication and presentation skills.

Adaptations: For children with speech delays or shyness, start with describing the item to a sibling or using visual supports; for those above grade level, include question-and-answer sessions or storytelling extensions.

Benefits: Enhances expressive language, organization of ideas, and confidence in public speaking (Light et al., 2014). It also promotes critical thinking through explaining choices and practicing social communication.

Remediation and Enrichment: Use visual or tactile cues for communication delays; challenge gifted children to incorporate descriptive details and storytelling elements.

Summary and Closing Remarks

In summary, these five activities—shared reading, sight word hunts, journaling, word construction, and show-and-tell—are designed to develop key language and literacy skills while promoting critical thinking and problem solving. Tailoring these activities through adaptations ensures inclusivity and supports diverse learner needs identified in the “Class Profile.” Engaging parents with practical, research-based strategies can significantly enhance children’s readiness for future academic success and lifelong learning.

References

• Bear, D. R., Invernizzi, M., Templeton, S., & Johnston, R. (2011). Words Their Way: Word Study for Phonics, Vocabulary, and Spelling. Pearson.
• Ehri, L. C. (2005). Learning to read words: Theory, findings, and issues. Scientific Studies of Reading, 9(2), 167–188.
• Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high schools. Alliance for Excellent Education.
• Light, D., McNaughton, S., & Williams, S. (2014). The importance of oral language in early childhood literacy development. Early Child Development and Care, 184(11), 1635–1648.
• National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. National Institute of Child Health and Human Development.