Word formation. Major and minor ways of word formation content introduction

Word formation. Major and minor ways of word formation
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.