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Tag: Model Answer

  • [Solved] peer responses must be between 100-150 words.

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    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) Response 1 Part 1: A multisensory experience occurs when someone applies multiple senses such as sight, sound, touch, taste, and smell to a presentation. Using this method can be the difference between your au…

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    Assignment Prompt & Instructions

    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management)

    Response 1 Part 1:

    A multisensory experience occurs when someone applies multiple senses such as sight, sound, touch, taste, and smell to a presentation. Using this method can be the difference between your audience simply hearing you, and your audience actually learning and taking in what you're presenting. According to Gallo, using multisensory experience enhances learning. due to it allowing the brain to build two models, visual and verbal. This makes learning much more effective. This method goes beyond just presentations. Using this method can also be very effective when it comes to being a good leader. A multi-sensory approach can significantly enhance team building, communication strategies, and overall a better stimulating work environment. According to the article "Multi-sensory Approach to Managing Information Overload at Work" by Cauvery Bhalla, using this method helps ensure your employees retain the information that is given to them. Using this method can also prove to be more fun and creative. "Eighty-one percent of employees at companies ranked as "great" described their office environments as fun." Some examples of how to use this method in an office environment as a manager are using chart papers, colorful post-its, playing music, having smell-good plug-ins, field trips, role play, and presentations with pictures as said by Gallo. These are all just a few reasons why using the multisensory method is beneficial and important in today's day and age and how you can implement it.

    Part 2:

    The first thing I noticed in this video was the use of the apples and bananas to help visualize the math problem that Roberto was working on, even down to eating the bananas. Another thing they used was sound by reading the problem aloud. These two senses being stimulated will help the brain process the problem a lot easier.

    References:

    Great Manager Institute. (n.d.). Multi-sensory approach to managing information overload at work. Retrieved March 2, 2025, from https://www.greatmanagerinstitute.com/multi-sensory-approach-to-managing-information-overload/Links to an external site.

    Gallo, C. (2014). Talk Like TED: The 9 Public-Speaking Secrets of the World’s Top Minds. St. Martin’s Press.

    Response 2

    For this discussion, I focused on the purpose of the multisensory experience in education. Multisensory instruction involves children using more than one sense at a time. When you incorporate more than one way to make connections and learn concepts it leads to better understanding. The five senses are taste, smell, touch, sight, hearing, and movement. Some benefits of multisensory experience in education are better memory of the skill, improved concentration, support for different learning styles, encouraged active learning, improved cognitive development and critical thinking skills, boost to student's confidence, and helps to make it easier for children with learning disabilities. Multisensory instruction is not only used in reading but also in math and science. For example, a math instructor may use interlocking cubes or shape blocks to create a visual for students. As an instructor you can you images and video to convey your message.

    In the video, the mom and son used exaggerated gestures to display their frustration with the principal such as hand movements and raised voices. Mr. Sanford used his tone and descriptive language to express his concern for Roberto. He focused on creating an emotional connection with the principal to persuade him to tutor the student. In the end of the meeting, the principal stood up and shook Mr. Sanford's hand as a sign of friendship and trust. At the end of the video, Mr. Sanford and Roberto are shown working on math problems through the use of props to create a visual of the problem.

    Morin, A. (2022). What is multisensory instruction? Understood. https://www.understood.org/en/articles/multisensory-instruction-what-you-need-to-know

    – 2 years ago

  • [Solved] s edwards

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    Policy Issue and Solution Assignment feedback from literature review assignment: Overall, this submission met the criteria for the grade awarded. However, there are some opportunities for improvement. See my rubric comments and markup file attachment for errors. Be certain that the instructions and …

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    Assignment Prompt & Instructions

    Policy Issue and Solution Assignment

    feedback from literature review assignment:  Overall,  this submission met the criteria for the grade awarded. However, there  are some opportunities for improvement. See my rubric comments and  markup file attachment for errors. Be certain that the instructions and  rubric are well understood before beginning work. Review the proper  citation format (and rules) in the current APA Publication Manual or a  similar, reliable reference. Added review time and/or Online Writing  Center assistance is recommended. Errors aside, this was a readily  useful submission

    attached are the instructions for current assignment as well as the literature review

    – [\
    \
    edwardsshaquanna_MKUP1.docx](https://www.sweetstudy.com/files/edwardsshaquanna-mkup1-docx "edwardsshaquanna_MKUP1.docx")
    – [\
    \
    ResearchPaperAssignmentInstructions2.docx](https://www.sweetstudy.com/files/researchpaperassignmentinstructions2-docx-10213275 "ResearchPaperAssignmentInstructions2.docx")

    – 2 years ago

  • [Solved] Discussion

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    Anonymous. (2017). May smartphones help to maintain memory in patients with mild Alzheimer’s disease? Science News, March 1, 2017. This article discusses the success of using Google Calendar to maintain prospective memory in a patient with mild Alzheimer’s disease. Please answer each question with a…

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    Assignment Prompt & Instructions

    Anonymous. (2017). May smartphones help to maintain memory in patients with mild Alzheimer’s disease? Science News, March 1, 2017. This article discusses the success of using Google Calendar to maintain prospective memory in a patient with mild Alzheimer’s disease. Please answer each question with at least 3 sentences.

    – What strategy was used to help the patient with memory tasks?
    – What other potential benefits could be gained with smartphone technology to help Alzheimer’s patients with memory?
    – How do you use your smartphone/tablet/fitness monitoring device to help you with memory?

    [https://www.sciencedaily.com/releases/2017/03/170301105526.htm](https://www.sciencedaily.com/releases/2017/03/170301105526.htm)

    – 2 years ago

  • [Solved] I need help with home work

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    I need help with homework – 2 years ago **files (3)** – ## RequiredReferencesforweek2topic2assignment.docx – ## PhonologicalandPhonemicAwarenessInstructions.docx – ## PhonologicalAwarenessTemplateforweektwoassignment.docx **## RequiredReferencesforweek2topic2assignment.docx** Required Refences: Phon…

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    Assignment Prompt & Instructions

    I need help with homework

    – 2 years ago

    **files (3)**

    – ## RequiredReferencesforweek2topic2assignment.docx

    – ## PhonologicalandPhonemicAwarenessInstructions.docx

    – ## PhonologicalAwarenessTemplateforweektwoassignment.docx

    **## RequiredReferencesforweek2topic2assignment.docx**

    Required Refences:

    Phonological Awareness and its Connection to Reading: Science of Reading

    **Required**

    Watch “Phonological Awareness and its Connection to Reading: Science of Reading,” by Side by Side Consulting, located on YouT

    … Read More

    https://youtu.be/OIesTCGsA3g

    Basics: Phonological and Phonemic Awareness

    **Required**

    Explore “Basics: Phonological and Phonemic Awareness," located on the Reading Rockets website.

    https://www.readingrockets.org/reading-101/reading-and-writing-basics/phonological-and-phonemic-awareness

    What Is Scarborough’s Reading Rope and How Do Teachers Use It?

    **Required**

    Read "What Is Scarborough’s Reading Rope and How do Teachers Use it?" by Staake, located on the We Are Teachers website (2023).&nbs

    … Read More

    https://www.weareteachers.com/scarboroughs-rope/

    44 Phonemes

    **Required**

    Watch “44 Phonemes,” by Rollins Center for Language, located on YouTube (2017).

    https://youtu.be/wBuA589kfMg

    The Development of Phonological Skills

    **Required**

    Read “The Development of Phonological Skills,” by Moats and Tolman, located on the Reading Rockets website.

    https://www.readingrockets.org/topics/developmental-milestones/articles/development-phonological-skills

    Phonemic Awareness vs. Phonics

    **Required**

    Read “Phonemic Awareness vs. Phonics,” from
    _Institute for Multi-Sensory Education Journal_ (2019).

    https://journal.imse.com/phonemic-awareness-vs-phonics/

    Structured Literacy: Effective Instruction for Students with Dyslexia and Related Reading Difficulties

    **Required**

    Read “Structured Literacy: Effective Instruction for Students with Dyslexia and Related Reading Difficulties,” located

    … Read More

    https://dyslexiaida.org/structured-literacy-effective-instruction-for-students-with-dyslexia-and-related-reading-difficulties/

    Orton Gillingham Coaching: “Hearing-It” in Multi-Sensory. Using Phonemic Awareness in Lessons

    **Required**

    Watch “Orton Gillingham Coaching: “Hearing-It” in Multi-Sensory. Using Phonemic Awareness in Lessons,” located on

    … Read More

    https://youtu.be/TRzXYtf

    **## PhonologicalandPhonemicAwarenessInstructions.docx**

    Requires Lopeswrite

    Assessment Description

    As a teacher of emergent readers, it is essential to understand the foundation of successful reading instruction. The science of reading tells us daily, explicit, and systematic instruction in phonological awareness is key to future reading achievement. Phonological awareness is the ability to identify and manipulate various units of sounds in speech, including syllables, onsets, and rhymes (DeVries, 2021). While phonemic awareness falls under the umbrella of phonological awareness its emphasis is primarily on the manipulation of individual sounds or phonemes.

    **Part 1: Phonological and Phonemic Awareness Strategies Chart**

    Complete Part 1 of the “Phonological Awareness and Phonemic Template” by defining the importance of each phonological skill, identifying your state standards the skills align to, and identifying two strategies to support the teaching of each.

    **Part 2: Multisensory Integration**

    Complete Part 2 of the “Phonological Awareness and Phonemic Template” by choosing two skills from Part 1 and in 100-200 words describing how the instructional strategies include multisensory techniques or how they could be modified to include multisensory techniques. In addition, explain how multisensory techniques support the Science of Reading and discuss how implementing them into instruction supports students with exceptionalities, such as dyslexia.

    **Part 3: Technology Integration**

    Complete Part 3 of the “Phonological Awareness and Phonemic Template” by identifying and explaining in 100-150 words two technology tools that can be used to support and practice phonological awareness and phonemic awareness.

    Support your assignment with a minimum of two scholarly resources.

    While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting 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. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

    **Rubric Criteria**

    expand all Rubric CriteriaExpand All

    **Phonological Awareness**

    18 points

    **Criteria Description**

    Phonological Awareness

    **5. Target**

    18 points

    Definitions for word awareness, rhyming and alliteration, syllable awareness, and onset-rime manipulation are thorough. Explanation of the importance of each skill is insightful. Alignment to state standards is advanced. Strategies identified demonstrate best practices as they support each skill.

    **4. Acceptable**

    15.66 points

    Definitions for word awareness, rhyming and alliteration, syllable awareness, and onset-rime manipulation are complete. Explanation of the importance of each skill is noteworthy. Alignment to state standards is accurate. Strategies identified appropriately support each skill.

    **No Submission**

    0 points

    Not addressed.

    **Phonemic Awareness**

    18 points

    **Criteria Description**

    Phonemic Awareness

    **5. Target**

    18 points

    Definitions for phoneme blending, segmentation, isolation, discrimination, deletion, and substitution are thorough. Explanation of the importance of each skill is insightful. Alignment to state standards is advanced. Strategies identified demonstrate best practices as they support each skill.

    **4. Acceptable**

    15.66 points

    Definitions for phoneme blending, segmentation, isolation, discrimination, deletion, and substitution are complete. Explanation of the importance of each skill is noteworthy. Alignment to state standards is accurate. Strategies identified appropriately support each skill.

    **No Submission**

    0 points

    Not addressed.

    **Multisensory Integration**

    6 points

    **Criteria Description**

    Multisensory Integration

    **5. Target**

    6 points

    Description of how the instructional strategies include multisensory techniques or could be modified to include multisensory techniques is sophisticated. Meaningful explanation of how multisensory techniques support the science of reading and how implementing them into instruction supports students with exceptionalities, such as dyslexia.

    **4. Acceptable**

    5.22 points

    Description of how the instructional strategies include multisensory techniques or could be modified to include multisensory techniques is sound. Significant explanation of how multisensory techniques support the science of reading and how implementing them into instruction supports students with exceptionalities, such as dyslexia.

    **No Submission**

    0 points

    Not addressed.

    **Technology Integration**

    6 points

    **Criteria Description**

    Technology Integration

    **5. Target**

    6 points

    Technology tools proficiently provide support and opportunities to practice phonological and phonemic awareness skills.

    **4. Acceptable**

    5.22 points

    Technology tools effectively provide support and opportunities to practice phonological and phonemic awareness skills.

    **No Submission**

    0 points

    Not addressed.

    **Mechanics of Writing**

    6 points

    **Criteria Description**

    Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

    **5. Target**

    6 points

    No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.

    **4. Acceptable**

    5.22 points

    Few mechanical errors are present. Suitable language choice and sentence structure are used.

    **## PhonologicalAwarenessTemplateforweektwoassignment.docx**

    _![](https://www.sweetstudy.com/questions/i-need-help-with-home-work-20888621)_

    **ELM-545 Phonological and Phonemic Awareness Template**

    **Part 1: Phonological and Phonemic Awareness Strategies Chart**

    | | | | | |
    | — | — | — | — | — |
    | **Phonological Awareness** _(identifying and manipulating units of sound)_ |
    | | **Define Skill and Explain the Importance** | **Alignment to State Standards (K-3)** | **Strategy 1** | **Strategy 2** |
    | **Word Awareness** | | | | |
    | **Rhyming and Alliteration** | | | | |
    | **Syllable Awareness** | | | | |
    | **Onset-Rime Manipulation** | | | | |
    | **Phonemic Awareness** _(identifying and manipulating individual sounds (phonemes) in a word)_ |
    | **Phoneme Blending** | | | | |
    | **Phoneme Segmentation** | | | | |
    | **Phoneme Isolation** | | | | |
    | **Phoneme Discrimination** | | | | |
    | **Phoneme Deletion** | | | | |
    | **Phoneme Substitution** | | | | |

    **Part 2: Multisensory Integration**

    | |
    | — |
    | |

    **Part 3: Technology Integration**

    | |
    | — |
    | |

    **References**

    © 2023. Grand Canyon University. All Rights Reserved.

    ## image1.jpeg

    **## PhonologicalAwarenessTemplateforweektwoassignment.docx**

    _![](https://www.sweetstudy.com/questions/i-need-help-with-home-work-20888621)_

    **ELM-545 Phonological and Phonemic Awareness Template**

    **Part 1: Phonological and Phonemic Awareness Strategies Chart**

    | | | | | |
    | — | — | — | — | — |
    | **Phonological Awareness** _(identifying and manipulating units of sound)_ |
    | | **Define Skill and Explain the Importance** | **Alignment to State Standards (K-3)** | **Strategy 1** | **Strategy 2** |
    | **Word Awareness** | | | | |
    | **Rhyming and Alliteration** | | | | |
    | **Syllable Awareness** | | | | |
    | **Onset-Rime Manipulation** | | | | |
    | **Phonemic Awareness** _(identifying and manipulating individual sounds (phonemes) in a word)_ |
    | **Phoneme Blending** | | | | |
    | **Phoneme Segmentation** | | | | |
    | **Phoneme Isolation** | | | | |
    | **Phoneme Discrimination** | | | | |
    | **Phoneme Deletion** | | | | |
    | **Phoneme Substitution** | | | | |

    **Part 2: Multisensory Integration**

    | |
    | — |
    | |

    **Part 3: Technology Integration**

    | |
    | — |
    | |

    **References**

    © 2023. Grand Canyon University. All Rights Reserved.

    ## image1.jpeg

    **## RequiredReferencesforweek2topic2assignment.docx**

    Required Refences:

    Phonological Awareness and its Connection to Reading: Science of Reading

    **Required**

    Watch “Phonological Awareness and its Connection to Reading: Science of Reading,” by Side by Side Consulting, located on YouT

    … Read More

    https://youtu.be/OIesTCGsA3g

    Basics: Phonological and Phonemic Awareness

    **Required**

    Explore “Basics: Phonological and Phonemic Awareness," located on the Reading Rockets website.

    https://www.readingrockets.org/reading-101/reading-and-writing-basics/phonological-and-phonemic-awareness

    What Is Scarborough’s Reading Rope and How Do Teachers Use It?

    **Required**

    Read "What Is Scarborough’s Reading Rope and How do Teachers Use it?" by Staake, located on the We Are Teachers website (2023).&nbs

    … Read More

    https://www.weareteachers.com/scarboroughs-rope/

    44 Phonemes

    **Required**

    Watch “44 Phonemes,” by Rollins Center for Language, located on YouTube (2017).

    https://youtu.be/wBuA589kfMg

    The Development of Phonological Skills

    **Required**

    Read “The Development of Phonological Skills,” by Moats and Tolman, located on the Reading Rockets website.

    https://www.readingrockets.org/topics/developmental-milestones/articles/development-phonological-skills

    Phonemic Awareness vs. Phonics

    **Required**

    Read “Phonemic Awareness vs. Phonics,” from
    _Institute for Multi-Sensory Education Journal_ (2019).

    https://journal.imse.com/phonemic-awareness-vs-phonics/

    Structured Literacy: Effective Instruction for Students with Dyslexia and Related Reading Difficulties

    **Required**

    Read “Structured Literacy: Effective Instruction for Students with Dyslexia and Related Reading Difficulties,” located

    … Read More

    https://dyslexiaida.org/structured-literacy-effective-instruction-for-students-with-dyslexia-and-related-reading-difficulties/

    Orton Gillingham Coaching: “Hearing-It” in Multi-Sensory. Using Phonemic Awareness in Lessons

    **Required**

    Watch “Orton Gillingham Coaching: “Hearing-It” in Multi-Sensory. Using Phonemic Awareness in Lessons,” located on

    … Read More

    https://youtu.be/TRzXYtf

    **## PhonologicalandPhonemicAwarenessInstructions.docx**

    Requires Lopeswrite

    Assessment Description

    As a teacher of emergent readers, it is essential to understand the foundation of successful reading instruction. The science of reading tells us daily, explicit, and systematic instruction in phonological awareness is key to future reading achievement. Phonological awareness is the ability to identify and manipulate various units of sounds in speech, including syllables, onsets, and rhymes (DeVries, 2021). While phonemic awareness falls under the umbrella of phonological awareness its emphasis is primarily on the manipulation of individual sounds or phonemes.

    **Part 1: Phonological and Phonemic Awareness Strategies Chart**

    Complete Part 1 of the “Phonological Awareness and Phonemic Template” by defining the importance of each phonological skill, identifying your state standards the skills align to, and identifying two strategies to support the teaching of each.

    **Part 2: Multisensory Integration**

    Complete Part 2 of the “Phonological Awareness and Phonemic Template” by choosing two skills from Part 1 and in 100-200 words describing how the instructional strategies include multisensory techniques or how they could be modified to include multisensory techniques. In addition, explain how multisensory techniques support the Science of Reading and discuss how implementing them into instruction supports students with exceptionalities, such as dyslexia.

    **Part 3: Technology Integration**

    Complete Part 3 of the “Phonological Awareness and Phonemic Template” by identifying and explaining in 100-150 words two technology tools that can be used to support and practice phonological awareness and phonemic awareness.

    Support your assignment with a minimum of two scholarly resources.

    While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting 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. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

    **Rubric Criteria**

    expand all Rubric CriteriaExpand All

    **Phonological Awareness**

    18 points

    **Criteria Description**

    Phonological Awareness

    **5. Target**

    18 points

    Definitions for word awareness, rhyming and alliteration, syllable awareness, and onset-rime manipulation are thorough. Explanation of the importance of each skill is insightful. Alignment to state standards is advanced. Strategies identified demonstrate best practices as they support each skill.

    **4. Acceptable**

    15.66 points

    Definitions for word awareness, rhyming and alliteration, syllable awareness, and onset-rime manipulation are complete. Explanation of the importance of each skill is noteworthy. Alignment to state standards is accurate. Strategies identified appropriately support each skill.

    **No Submission**

    0 points

    Not addressed.

    **Phonemic Awareness**

    18 points

    **Criteria Description**

    Phonemic Awareness

    **5. Target**

    18 points

    Definitions for phoneme blending, segmentation, isolation, discrimination, deletion, and substitution are thorough. Explanation of the importance of each skill is insightful. Alignment to state standards is advanced. Strategies identified demonstrate best practices as they support each skill.

    **4. Acceptable**

    15.66 points

    Definitions for phoneme blending, segmentation, isolation, discrimination, deletion, and substitution are complete. Explanation of the importance of each skill is noteworthy. Alignment to state standards is accurate. Strategies identified appropriately support each skill.

    **No Submission**

    0 points

    Not addressed.

    **Multisensory Integration**

    6 points

    **Criteria Description**

    Multisensory Integration

    **5. Target**

    6 points

    Description of how the instructional strategies include multisensory techniques or could be modified to include multisensory techniques is sophisticated. Meaningful explanation of how multisensory techniques support the science of reading and how implementing them into instruction supports students with exceptionalities, such as dyslexia.

    **4. Acceptable**

    5.22 points

    Description of how the instructional strategies include multisensory techniques or could be modified to include multisensory techniques is sound. Significant explanation of how multisensory techniques support the science of reading and how implementing them into instruction supports students with exceptionalities, such as dyslexia.

    **No Submission**

    0 points

    Not addressed.

    **Technology Integration**

    6 points

    **Criteria Description**

    Technology Integration

    **5. Target**

    6 points

    Technology tools proficiently provide support and opportunities to practice phonological and phonemic awareness skills.

    **4. Acceptable**

    5.22 points

    Technology tools effectively provide support and opportunities to practice phonological and phonemic awareness skills.

    **No Submission**

    0 points

    Not addressed.

    **Mechanics of Writing**

    6 points

    **Criteria Description**

    Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

    **5. Target**

    6 points

    No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.

    **4. Acceptable**

    5.22 points

    Few mechanical errors are present. Suitable language choice and sentence structure are used.

    **## PhonologicalAwarenessTemplateforweektwoassignment.docx**

    _![](https://www.sweetstudy.com/questions/i-need-help-with-home-work-20888621)_

    **ELM-545 Phonological and Phonemic Awareness Template**

    **Part 1: Phonological and Phonemic Awareness Strategies Chart**

    | | | | | |
    | — | — | — | — | — |
    | **Phonological Awareness** _(identifying and manipulating units of sound)_ |
    | | **Define Skill and Explain the Importance** | **Alignment to State Standards (K-3)** | **Strategy 1** | **Strategy 2** |
    | **Word Awareness** | | | | |
    | **Rhyming and Alliteration** | | | | |
    | **Syllable Awareness** | | | | |
    | **Onset-Rime Manipulation** | | | | |
    | **Phonemic Awareness** _(identifying and manipulating individual sounds (phonemes) in a word)_ |
    | **Phoneme Blending** | | | | |
    | **Phoneme Segmentation** | | | | |
    | **Phoneme Isolation** | | | | |
    | **Phoneme Discrimination** | | | | |
    | **Phoneme Deletion** | | | | |
    | **Phoneme Substitution** | | | | |

    **Part 2: Multisensory Integration**

    | |
    | — |
    | |

    **Part 3: Technology Integration**

    | |
    | — |
    | |

    **References**

    © 2023. Grand Canyon University. All Rights Reserved.

    ## image1.jpeg

    **## RequiredReferencesforweek2topic2assignment.docx**

    Required Refences:

    Phonological Awareness and its Connection to Reading: Science of Reading

    **Required**

    Watch “Phonological Awareness and its Connection to Reading: Science of Reading,” by Side by Side Consulting, located on YouT

    … Read More

    https://youtu.be/OIesTCGsA3g

    Basics: Phonological and Phonemic Awareness

    **Required**

    Explore “Basics: Phonological and Phonemic Awareness," located on the Reading Rockets website.

    https://www.readingrockets.org/reading-101/reading-and-writing-basics/phonological-and-phonemic-awareness

    What Is Scarborough’s Reading Rope and How Do Teachers Use It?

    **Required**

    Read "What Is Scarborough’s Reading Rope and How do Teachers Use it?" by Staake, located on the We Are Teachers website (2023).&nbs

    … Read More

    https://www.weareteachers.com/scarboroughs-rope/

    44 Phonemes

    **Required**

    Watch “44 Phonemes,” by Rollins Center for Language, located on YouTube (2017).

    https://youtu.be/wBuA589kfMg

    The Development of Phonological Skills

    **Required**

    Read “The Development of Phonological Skills,” by Moats and Tolman, located on the Reading Rockets website.

    https://www.readingrockets.org/topics/developmental-milestones/articles/development-phonological-skills

    Phonemic Awareness vs. Phonics

    **Required**

    Read “Phonemic Awareness vs. Phonics,” from
    _Institute for Multi-Sensory Education Journal_ (2019).

    https://journal.imse.com/phonemic-awareness-vs-phonics/

    Structured Literacy: Effective Instruction for Students with Dyslexia and Related Reading Difficulties

    **Required**

    Read “Structured Literacy: Effective Instruction for Students with Dyslexia and Related Reading Difficulties,” located

    … Read More

    https://dyslexiaida.org/structured-literacy-effective-instruction-for-students-with-dyslexia-and-related-reading-difficulties/

    Orton Gillingham Coaching: “Hearing-It” in Multi-Sensory. Using Phonemic Awareness in Lessons

    **Required**

    Watch “Orton Gillingham Coaching: “Hearing-It” in Multi-Sensory. Using Phonemic Awareness in Lessons,” located on

    … Read More

    https://youtu.be/TRzXYtf

    **## PhonologicalandPhonemicAwarenessInstructions.docx**

    Requires Lopeswrite

    Assessment Description

    As a teacher of emergent readers, it is essential to understand the foundation of successful reading instruction. The science of reading tells us daily, explicit, and systematic instruction in phonological awareness is key to future reading achievement. Phonological awareness is the ability to identify and manipulate various units of sounds in speech, including syllables, onsets, and rhymes (DeVries, 2021). While phonemic awareness falls under the umbrella of phonological awareness its emphasis is primarily on the manipulation of individual sounds or phonemes.

    **Part 1: Phonological and Phonemic Awareness Strategies Chart**

    Complete Part 1 of the “Phonological Awareness and Phonemic Template” by defining the importance of each phonological skill, identifying your state standards the skills align to, and identifying two strategies to support the teaching of each.

    **Part 2: Multisensory Integration**

    Complete Part 2 of the “Phonological Awareness and Phonemic Template” by choosing two skills from Part 1 and in 100-200 words describing how the instructional strategies include multisensory techniques or how they could be modified to include multisensory techniques. In addition, explain how multisensory techniques support the Science of Reading and discuss how implementing them into instruction supports students with exceptionalities, such as dyslexia.

    **Part 3: Technology Integration**

    Complete Part 3 of the “Phonological Awareness and Phonemic Template” by identifying and explaining in 100-150 words two technology tools that can be used to support and practice phonological awareness and phonemic awareness.

    Support your assignment with a minimum of two scholarly resources.

    While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting 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. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

    **Rubric Criteria**

    expand all Rubric CriteriaExpand All

    **Phonological Awareness**

    18 points

    **Criteria Description**

    Phonological Awareness

    **5. Target**

    18 points

    Definitions for word awareness, rhyming and alliteration, syllable awareness, and onset-rime manipulation are thorough. Explanation of the importance of each skill is insightful. Alignment to state standards is advanced. Strategies identified demonstrate best practices as they support each skill.

    **4. Acceptable**

    15.66 points

    Definitions for word awareness, rhyming and alliteration, syllable awareness, and onset-rime manipulation are complete. Explanation of the importance of each skill is noteworthy. Alignment to state standards is accurate. Strategies identified appropriately support each skill.

    **No Submission**

    0 points

    Not addressed.

    **Phonemic Awareness**

    18 points

    **Criteria Description**

    Phonemic Awareness

    **5. Target**

    18 points

    Definitions for phoneme blending, segmentation, isolation, discrimination, deletion, and substitution are thorough. Explanation of the importance of each skill is insightful. Alignment to state standards is advanced. Strategies identified demonstrate best practices as they support each skill.

    **4. Acceptable**

    15.66 points

    Definitions for phoneme blending, segmentation, isolation, discrimination, deletion, and substitution are complete. Explanation of the importance of each skill is noteworthy. Alignment to state standards is accurate. Strategies identified appropriately support each skill.

    **No Submission**

    0 points

    Not addressed.

    **Multisensory Integration**

    6 points

    **Criteria Description**

    Multisensory Integration

    **5. Target**

    6 points

    Description of how the instructional strategies include multisensory techniques or could be modified to include multisensory techniques is sophisticated. Meaningful explanation of how multisensory techniques support the science of reading and how implementing them into instruction supports students with exceptionalities, such as dyslexia.

    **4. Acceptable**

    5.22 points

    Description of how the instructional strategies include multisensory techniques or could be modified to include multisensory techniques is sound. Significant explanation of how multisensory techniques support the science of reading and how implementing them into instruction supports students with exceptionalities, such as dyslexia.

    **No Submission**

    0 points

    Not addressed.

    **Technology Integration**

    6 points

    **Criteria Description**

    Technology Integration

    **5. Target**

    6 points

    Technology tools proficiently provide support and opportunities to practice phonological and phonemic awareness skills.

    **4. Acceptable**

    5.22 points

    Technology tools effectively provide support and opportunities to practice phonological and phonemic awareness skills.

    **No Submission**

    0 points

    Not addressed.

    **Mechanics of Writing**

    6 points

    **Criteria Description**

    Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

    **5. Target**

    6 points

    No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.

    **4. Acceptable**

    5.22 points

    Few mechanical errors are present. Suitable language choice and sentence structure are used.

    **## PhonologicalAwarenessTemplateforweektwoassignment.docx**

    _![](https://www.sweetstudy.com/questions/i-need-help-with-home-work-20888621)_

    **ELM-545 Phonological and Phonemic Awareness Template**

    **Part 1: Phonological and Phonemic Awareness Strategies Chart**

    | | | | | |
    | — | — | — | — | — |
    | **Phonological Awareness** _(identifying and manipulating units of sound)_ |
    | | **Define Skill and Explain the Importance** | **Alignment to State Standards (K-3)** | **Strategy 1** | **Strategy 2** |
    | **Word Awareness** | | | | |
    | **Rhyming and Alliteration** | | | | |
    | **Syllable Awareness** | | | | |
    | **Onset-Rime Manipulation** | | | | |
    | **Phonemic Awareness** _(identifying and manipulating individual sounds (phonemes) in a word)_ |
    | **Phoneme Blending** | | | | |
    | **Phoneme Segmentation** | | | | |
    | **Phoneme Isolation** | | | | |
    | **Phoneme Discrimination** | | | | |
    | **Phoneme Deletion** | | | | |
    | **Phoneme Substitution** | | | | |

    **Part 2: Multisensory Integration**

    | |
    | — |
    | |

    **Part 3: Technology Integration**

    | |
    | — |
    | |

    **References**

    © 2023. Grand Canyon University. All Rights Reserved.

    ## image1.jpeg

  • [Solved] 2 reply’s needed

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    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) I need help in 1 hour – 2 years ago **files (1)** – ## Replybacknosourcesneeded.pdf **## Replybacknosourcesneeded.pdf** Reply back no sources needed Just 150 words each reply 1st reply e: Coaching Vs Mentoring…

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    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management)

    I need help in 1 hour

    – 2 years ago

    **files (1)**

    – ## Replybacknosourcesneeded.pdf

    **## Replybacknosourcesneeded.pdf**

    Reply back no sources needed

    Just 150 words each reply

    1st reply

    e: Coaching Vs Mentoring
    from Griffin, Eric
    posted 02/25/2025
    updated N/A

    In the field of Organizational Development (OD), coaching and mentoring are vital
    developmental programs that contribute to the growth and effectiveness of OD professionals.
    According to Anita, Survaningsih, Suhendra, and Gani (2024), “Organizational Development is
    essential for helping people grow”. However, the choice of which program is more effective
    largely depends on the individual's career stage, learning needs, and the organizational
    context.
    Coaching is generally seen as more effective for OD professionals in need of immediate,
    specific, and goal-oriented development. It is a focused, often short-term process in which a
    coach works with an individual to address specific challenges or enhance particular skills. As
    Anderson (2020) stated, “Coaching helps an individual to improve themselves in a one-on-one
    interaction”. This could mean improving leadership capabilities, managing change, or
    developing strategic thinking in OD. Coaches tend to ask probing questions, provide feedback,
    and guide professionals toward self-awareness and action plans. The highly individualized
    nature of coaching allows for tailored solutions that directly address the OD professional's
    needs, making it especially effective in dynamic organizational environments where change is
    constant.
    On the other hand, mentoring is a long-term developmental relationship, typically less
    structured, where a more experienced OD professional provides guidance, support, and insight
    based on their experience. Mentoring can be invaluable for building organizational knowledge,
    understanding culture, and navigating the complexities of OD practices.
    Ultimately, coaching is often seen as more effective in developing specific competencies
    quickly, while mentoring fosters long-term professional growth and organizational integration.
    For an OD professional, both are important, but coaching may be more impactful when
    immediate skill development and performance improvement are required, whereas mentoring is
    more suited for holistic, long-term career development. A combination of both might offer the
    most comprehensive growth for an OD professional.

    Anita, S. Y., Suryaningsih, L., Suhendra, A., Gani, I. M., & Febrian, W. D. (2024). Human
    Resource Management Concepts: Organizational Development, Remuneration Management and
    Organizational Sustainability. Dinasti International Journal of Management Science
    (DIJMS), 6(1), 120–133. https://doi.org/10.38035/dijms
    Anderson, D. L. (2020). Organization development: The process of leading organizational
    change (5th ed.). SAGE Publications.

    Reply 2

    Re: Coaching Vs Mentoring
    from Chavez, Christina
    posted 02/25/2025
    updated N/A

        I believe coaching and mentoring are both effective in developing organizational development
    professionals. Mentoring is generally done in an informal setting, whereas coaching is done in a
    formal setting. I personally feel mentoring is more effective in my organization. “A mentor is a
    counselor, adviser, and teacher who usually works in a one-on-one relationship with a protégé”
    (Anderson, 2020). Due to the nature of the industry that I am involved in, there is a 1% success
    rate, let alone long-term retention in the profession.  It is a very high-stress environment with a
    high turnover rate. Over the years, organizations have found the mentor-mentee relationship
    has been successful in their success rate. Mentoring programs are becoming increasingly more
    popular in organizations, especially in cases where a large number of older employees are
    retiring, and taking their knowledge and experience with them.
         Mentoring is building a relationship where an individual with more experience guides and
    supports the less experienced individual or employee. It can help in many areas. Most
    importantly, it can strengthen knowledge and build confidence. It provides support and can help
    with skills development. A mentee can feel encouraged and empowered, and work toward
    career goals when they have the power and back of the mentor. “Mentoring is a powerful
    empowerment tool where both mentor and mentee grow personally and professionally” (Rao,
    2025). Whether mentoring or coaching both transform the lives of people and help in
    individuals' professional development.

    References
    Anderson, D. L. (2020). Organization development: The process of leading organizational
    change (5th ed.). SAGE Publications.

    RAO, M. S. How to Create a Mentoring Culture in an Organization. Journal of Values Based
    Leadership, [s. l.], v. 18, n. 1, p. 1–11, 2025. Disponível em:
         https://research.ebsco.com/linkprocessor/plink?id=3ea9e998-931e-3054-83ea-bd8aabb47

    **## Replybacknosourcesneeded.pdf**

    Reply back no sources needed

    Just 150 words each reply

    1st reply

    e: Coaching Vs Mentoring
    from Griffin, Eric
    posted 02/25/2025
    updated N/A

    In the field of Organizational Development (OD), coaching and mentoring are vital
    developmental programs that contribute to the growth and effectiveness of OD professionals.
    According to Anita, Survaningsih, Suhendra, and Gani (2024), “Organizational Development is
    essential for helping people grow”. However, the choice of which program is more effective
    largely depends on the individual's career stage, learning needs, and the organizational
    context.
    Coaching is generally seen as more effective for OD professionals in need of immediate,
    specific, and goal-oriented development. It is a focused, often short-term process in which a
    coach works with an individual to address specific challenges or enhance particular skills. As
    Anderson (2020) stated, “Coaching helps an individual to improve themselves in a one-on-one
    interaction”. This could mean improving leadership capabilities, managing change, or
    developing strategic thinking in OD. Coaches tend to ask probing questions, provide feedback,
    and guide professionals toward self-awareness and action plans. The highly individualized
    nature of coaching allows for tailored solutions that directly address the OD professional's
    needs, making it especially effective in dynamic organizational environments where change is
    constant.
    On the other hand, mentoring is a long-term developmental relationship, typically less
    structured, where a more experienced OD professional provides guidance, support, and insight
    based on their experience. Mentoring can be invaluable for building organizational knowledge,
    understanding culture, and navigating the complexities of OD practices.
    Ultimately, coaching is often seen as more effective in developing specific competencies
    quickly, while mentoring fosters long-term professional growth and organizational integration.
    For an OD professional, both are important, but coaching may be more impactful when
    immediate skill development and performance improvement are required, whereas mentoring is
    more suited for holistic, long-term career development. A combination of both might offer the
    most comprehensive growth for an OD professional.

    Anita, S. Y., Suryaningsih, L., Suhendra, A., Gani, I. M., & Febrian, W. D. (2024). Human
    Resource Management Concepts: Organizational Development, Remuneration Management and
    Organizational Sustainability. Dinasti International Journal of Management Science
    (DIJMS), 6(1), 120–133. https://doi.org/10.38035/dijms
    Anderson, D. L. (2020). Organization development: The process of leading organizational
    change (5th ed.). SAGE Publications.

    Reply 2

    Re: Coaching Vs Mentoring
    from Chavez, Christina
    posted 02/25/2025
    updated N/A

        I believe coaching and mentoring are both effective in developing organizational development
    professionals. Mentoring is generally done in an informal setting, whereas coaching is done in a
    formal setting. I personally feel mentoring is more effective in my organization. “A mentor is a
    counselor, adviser, and teacher who usually works in a one-on-one relationship with a protégé”
    (Anderson, 2020). Due to the nature of the industry that I am involved in, there is a 1% success
    rate, let alone long-term retention in the profession.  It is a very high-stress environment with a
    high turnover rate. Over the years, organizations have found the mentor-mentee relationship
    has been successful in their success rate. Mentoring programs are becoming increasingly more
    popular in organizations, especially in cases where a large number of older employees are
    retiring, and taking their knowledge and experience with them.
         Mentoring is building a relationship where an individual with more experience guides and
    supports the less experienced individual or employee. It can help in many areas. Most
    importantly, it can strengthen knowledge and build confidence. It provides support and can help
    with skills development. A mentee can feel encouraged and empowered, and work toward
    career goals when they have the power and back of the mentor. “Mentoring is a powerful
    empowerment tool where both mentor and mentee grow personally and professionally” (Rao,
    2025). Whether mentoring or coaching both transform the lives of people and help in
    individuals' professional development.

    References
    Anderson, D. L. (2020). Organization development: The process of leading organizational
    change (5th ed.). SAGE Publications.

    RAO, M. S. How to Create a Mentoring Culture in an Organization. Journal of Values Based
    Leadership, [s. l.], v. 18, n. 1, p. 1–11, 2025. Disponível em:
         https://research.ebsco.com/linkprocessor/plink?id=3ea9e998-931e-3054-83ea-bd8aabb47

  • [Solved] Whistblower

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    Whistleblower act

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  • [Solved] Unit 4 Replies

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    please see attachment – 2 years ago **files (1)** – ## Ericamusic.docx **## Ericamusic.docx** **Use AI with caution.** The university allows you to use AI for research, stimulating thought, correcting grammar, and a few other areas. See the [official policy here](https://nam10.safelinks.protection.o…

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    please see attachment

    – 2 years ago

    **files (1)**

    – ## Ericamusic.docx

    **## Ericamusic.docx**

    **Use AI with caution.** The university allows you to use AI for research, stimulating thought, correcting grammar, and a few other areas. See the
    [official policy here](https://nam10.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.apu.apus.edu%2Fstudent-handbook%2Funiversity-policies-and-code-of-conduct%2Fapus-student-code-of-conduct%2Fgenerative-ai-policy%2F&data=05%7C02%7CSWyre%40APUS.EDU%7C9004a98a75954277375008dd15475c59%7C0bdfeecd6ad9451b8df007e43d531d67%7C0%7C0%7C638690118432297583%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=YsJFSUO6sRmrmyFwGcuuifYvGPGn2z8iezCaHLDSfBk%3D&reserved=0).

    HOWEVER, if the Turnitin System yields an AI score above 75% you will need to rewrite the paper on your own OR submit substantial documentation attesting to your authorship of the paper. You cannot see your score unless we send the report to you, but you know if you used it to write your papers.

    NOTE, for these papers,
    **every reference must have a working URL** that takes the instructor to the precise location for the document used. Failure to do this can be seen as plagiarism. If you have a physical book, you may need to take a picture to prove ownership of the work.

    **Description:**

    Compare 2 compositions from different eras. In your comparison, you will touch upon two elements of music using relevant language and terminology as well as discuss where people attended concerts.

    **Directions:**

    1. Choose 2 compositions from different eras. See the textbook for some choices or look up a performance. If you need suggestions for pieces to listen to, contact me. I can help guide you to some excellent performances.

    | | | |
    | — | — | — |
    | **Renaissance Era** | **Baroque Era** | **Classical Era** |
    | Hildegard von Bingen<br>Giovanni Palestrina<br>Orlando de Lassus (aka Lasso)<br>William Byrd<br>Josquin des Prez<br>Kassia<br>Thomas Tallis<br>Giovanni Gabrielli<br>\*\*\***<br>Court music<br>Secular music<br>Sacred music<br>Troubador<br>Trouvère<br>Plainsong/Gregorian Chant<br>Motet<br>Church music (eg.introit, kyrie, gloria, etc.) | Johann Sebastian Bach<br>George Frideric Handel<br>Antonio Vivaldi<br>Claudio Monteverdi<br>Henry Purcell<br>Heinrich Schütz<br>Johann Pachelbel<br>\*\*\***<br>Counterpoint<br>Oratorio<br>Organ<br>Harpsichord | Wolfgang Amadeus Mozart<br>Joseph Haydn<br>Barbara Strozzi<br>Isabella Leonarda<br>Symphony<br>Opera<br>Piano<br>Clarinet<br>Violin<br>Cello<br>Flute<br>Sonata |

    2. Choose 2 elements of music to reflect on in your comparison. Here are some resources for
    [discussing the elements of music.](https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=428188&type=coursefile&fileId=assets%2fa4_Elements_of_Music_Resources.html)

    · Melody, Harmony, Rhythm, Timbre, Texture, Form

    3.  Listen to the pieces (from #1) concentrating on the two elements of music (from #2).

    4. After listening to the performances, write up the following:

    ·
    **Introductory paragraph:** Preview the main points that will be addressed in the paper. Be sure to include the names of the composers and titles of the compositions.

    ·
    **Define Elements:** Define in your own words your choice of two of the following elements of music: melody, harmony, rhythm, timbre, texture, and form.

    ·
    **Compare Elements:** Evaluate the similarities and differences of the two elements between the two compositions. In the evaluation expand on the definitions that you supplied. Use musical terminology and information from the course materials to express your ideas.

    ·
    **Concert Location:** Discuss where people attended concerts during the Renaissance Era (1400-1600), the Baroque era (1600-1750 AD) and the Classical era (1750-1800 AD) using scholarly information to support your ideas.

    ·
    **Concluding paragraph:** Wrap up the main points of the paper. Be sure to mention the composers and composition titles in the conclusion.

    **Submission Guidelines**

    This essay should be 750-1000 words in length. This assignment should reflect knowledge and understanding of the course materials. Points should be supported by specific information from scholarly sources and musical terminology should be used to express ideas. This essay should be written in paragraph form using complete sentences with a clear introduction and conclusion. Reference both concerts in the introduction and conclusion.
    **See note below about AI use in creating this paper.**

    In addition to these elements, fulfill the
    [Requirements for Writing Assignments](https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=428188&type=coursefile&fileId=assets%2fa4_RequirementsForWriting.html), including citing all sources (including the concerts) both in the body of the text and on a reference page.

    Note that MLA is the standard citation style in the humanities. However, if your university major uses APA or you are more comfortable with it go ahead and use it.

    Here are some good sources of information for
    [Evaluating Online Resources](http://guides.library.cornell.edu/evaluating_Web_pages),
    [Citing Sources](http://owl.english.purdue.edu/owl/section/2/), and
    [Writing & Grammar Resources](https://edge.apus.edu/access/content/group/arts-and-humanities-common/MUSI200/General%20Information/Writing%20_%20Grammar%20resources.doc). The video links for the concerts should be cited in the body of the text and in your reference page.

    **## Ericamusic.docx**

    **Use AI with caution.** The university allows you to use AI for research, stimulating thought, correcting grammar, and a few other areas. See the
    [official policy here](https://nam10.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.apu.apus.edu%2Fstudent-handbook%2Funiversity-policies-and-code-of-conduct%2Fapus-student-code-of-conduct%2Fgenerative-ai-policy%2F&data=05%7C02%7CSWyre%40APUS.EDU%7C9004a98a75954277375008dd15475c59%7C0bdfeecd6ad9451b8df007e43d531d67%7C0%7C0%7C638690118432297583%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=YsJFSUO6sRmrmyFwGcuuifYvGPGn2z8iezCaHLDSfBk%3D&reserved=0).

    HOWEVER, if the Turnitin System yields an AI score above 75% you will need to rewrite the paper on your own OR submit substantial documentation attesting to your authorship of the paper. You cannot see your score unless we send the report to you, but you know if you used it to write your papers.

    NOTE, for these papers,
    **every reference must have a working URL** that takes the instructor to the precise location for the document used. Failure to do this can be seen as plagiarism. If you have a physical book, you may need to take a picture to prove ownership of the work.

    **Description:**

    Compare 2 compositions from different eras. In your comparison, you will touch upon two elements of music using relevant language and terminology as well as discuss where people attended concerts.

    **Directions:**

    1. Choose 2 compositions from different eras. See the textbook for some choices or look up a performance. If you need suggestions for pieces to listen to, contact me. I can help guide you to some excellent performances.

    | | | |
    | — | — | — |
    | **Renaissance Era** | **Baroque Era** | **Classical Era** |
    | Hildegard von Bingen<br>Giovanni Palestrina<br>Orlando de Lassus (aka Lasso)<br>William Byrd<br>Josquin des Prez<br>Kassia<br>Thomas Tallis<br>Giovanni Gabrielli<br>\*\*\***<br>Court music<br>Secular music<br>Sacred music<br>Troubador<br>Trouvère<br>Plainsong/Gregorian Chant<br>Motet<br>Church music (eg.introit, kyrie, gloria, etc.) | Johann Sebastian Bach<br>George Frideric Handel<br>Antonio Vivaldi<br>Claudio Monteverdi<br>Henry Purcell<br>Heinrich Schütz<br>Johann Pachelbel<br>\*\*\***<br>Counterpoint<br>Oratorio<br>Organ<br>Harpsichord | Wolfgang Amadeus Mozart<br>Joseph Haydn<br>Barbara Strozzi<br>Isabella Leonarda<br>Symphony<br>Opera<br>Piano<br>Clarinet<br>Violin<br>Cello<br>Flute<br>Sonata |

    2. Choose 2 elements of music to reflect on in your comparison. Here are some resources for
    [discussing the elements of music.](https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=428188&type=coursefile&fileId=assets%2fa4_Elements_of_Music_Resources.html)

    · Melody, Harmony, Rhythm, Timbre, Texture, Form

    3.  Listen to the pieces (from #1) concentrating on the two elements of music (from #2).

    4. After listening to the performances, write up the following:

    ·
    **Introductory paragraph:** Preview the main points that will be addressed in the paper. Be sure to include the names of the composers and titles of the compositions.

    ·
    **Define Elements:** Define in your own words your choice of two of the following elements of music: melody, harmony, rhythm, timbre, texture, and form.

    ·
    **Compare Elements:** Evaluate the similarities and differences of the two elements between the two compositions. In the evaluation expand on the definitions that you supplied. Use musical terminology and information from the course materials to express your ideas.

    ·
    **Concert Location:** Discuss where people attended concerts during the Renaissance Era (1400-1600), the Baroque era (1600-1750 AD) and the Classical era (1750-1800 AD) using scholarly information to support your ideas.

    ·
    **Concluding paragraph:** Wrap up the main points of the paper. Be sure to mention the composers and composition titles in the conclusion.

    **Submission Guidelines**

    This essay should be 750-1000 words in length. This assignment should reflect knowledge and understanding of the course materials. Points should be supported by specific information from scholarly sources and musical terminology should be used to express ideas. This essay should be written in paragraph form using complete sentences with a clear introduction and conclusion. Reference both concerts in the introduction and conclusion.
    **See note below about AI use in creating this paper.**

    In addition to these elements, fulfill the
    [Requirements for Writing Assignments](https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=428188&type=coursefile&fileId=assets%2fa4_RequirementsForWriting.html), including citing all sources (including the concerts) both in the body of the text and on a reference page.

    Note that MLA is the standard citation style in the humanities. However, if your university major uses APA or you are more comfortable with it go ahead and use it.

    Here are some good sources of information for
    [Evaluating Online Resources](http://guides.library.cornell.edu/evaluating_Web_pages),
    [Citing Sources](http://owl.english.purdue.edu/owl/section/2/), and
    [Writing & Grammar Resources](https://edge.apus.edu/access/content/group/arts-and-humanities-common/MUSI200/General%20Information/Writing%20_%20Grammar%20resources.doc). The video links for the concerts should be cited in the body of the text and in your reference page.

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