The etymology of modern English vocabulary. Content introduction

The etymology of modern English vocabulary.
CONTENT
Introduction
Chapter I. Speech and language services

1. 
   Using the curriculum to formulate IEP goals for communication
   
2. 
   Sample IEP Goals for Oral Communication
   
3. 
   Measuring Pupil Abilities
   

Chapter II. Educating ourselves and the court on the true nature
2.1 The science of implicit bias
2.2 TEACHING AND LEARNING VOCABULARY
2.3 The rate of new word learning in children
Conclusion
Used literature

INTRODUCTION
Oral language forms the foundation of reading/language arts. Listening and speaking proficiently prepares the individual to communicate articulately in society.
As stated in the Maryland Voluntary State Curriculum English/Language Arts Content Standards:
Listening is an active, purposeful part of the communication process that goes well beyond hearing. Receiving, attending to, assigning meaning for, responding to, and remembering aural messages are important aspects of listening. Speaking is a powerful oral communication tool used for personal, academic, professional, and social purposes.
Actuality of the work: This current document is an effort to illustrate examples of IEP goals that address foundational oral communication skills. This document represents the belief that focus on oral communication skills will enable students to become engaged with the MCPS Curriculum. Ideally, this approach will lessen the impact of oral communication weaknesses as the student meets the challenges of the curriculum standards and indicators.
Aim of the work: SLPs should write IEP goals that support the MCPS Curriculum. As stated in the English/Language Arts Curriculum Framework:
Oral language forms the foundation of reading/language arts. Listening and speaking proficiently prepares the individual to communicate articulately in society.
Subject of the work: The student will explain groupings of people, objects, places, events, and actions from story contexts to demonstrate likenesses and differences among items. The student’s explanations will include sentences which are meaningful to the context. The student will use strategies to facilitate recall of words from his/her personal repertoire during interactions with peers and adults (e.g., describing word in question, accessing phonological cues, using a picture, using a synonym).
Task of the work: This course work is an effort to illustrate examples of IEP goals that address foundational oral communication skills. This document represents the belief that focus on oral communication skills will enable students to become engaged with the MCPS Curriculum. Ideally, this approach will lessen the impact of oral communication weaknesses as the student meets the challenges of the curriculum standards and indicators.
Student will use strategy/strategies with no more than one cue or reminder. The student will explain groupings of people, objects, places, events, and actions from story contexts to demonstrate likenesses and differences among items. The student’s explanations will include (X-word) sentences which are meaningful to the context. In today’s policy environment, testing has become a critical component of education reform. Policy makers and education administrators often view test scores as a measure of educational quality and use test scores to hold schools accountable for teacher performance. Continuous assessment, an alternative or supplement to high stakes testing of pupil achievement, offers a methodology for measuring pupil performance and using those findings to improve the success of pupils.
Continuous assessment is a classroom strategy implemented by teachers to ascertain the knowledge, understanding, and skills attained by pupils. Teachers administer assessments in a variety of ways over time to allow them to observe multiple tasks and to collect information about what pupils know, understand, and can do. These assessments are curriculum-based tasks previously taught in class. Continuous assessment occurs frequently during the school year and is part of regular teacher-pupil interactions. Pupils receive feedback from teachers based on their performance that allows them to focus on topics they have not yet mastered. Teachers learn which students need review and remediation and which pupils are ready to move on to more complex work. Whether conscious or unconscious, the various meanings communicated through body movements (and the frequency with which body movements are made) can sometimes vary from culture to culture. This can lead to cross-cultural misunderstandings, as the examples below demonstrate.
 Emblems. The meaning of emblems can differ from culture to culture. For example, the American OK sign means 'zero' in France and has a potentially obscene meaning in some Latin American cultures.