Part A: Discuss the misconceptions you had about dyslexia before looking at the Mississippi Best Practices Dyslexia Handbook. Then discuss what you learned from the handbook that will inform your future instructional decisions for students with reading difficulties.

Part B: Compare/contrast the outcomes included in the Outcomes for Intellectually Gifted Education Programs 2017 to your general knowledge about the Mississippi College and Career Ready Standards. Share a strategy you will use in the future (or have used) to differentiate instruction so that gifted students are challenged appropriately in your classroom.

  here is and example !!! Part ABefore reading the handbook I thought Dyslexia only accrued with individuals who could n to read. I did not know it was more to the condition than them n to being able to read. Prior to reading the handbook I did not know ways to help them, but I have learned plenty. According to the Mississippi Best Practices Dyslexia Handbook, “When the student with dyslexia has handwriting that is laborious and barely legible you can allow student to use a computer for assignments in and out of class.” The handbook also stated “When the dyslexic student’s reading is slow and laborious you can encourage students to discuss material with someone to enhance their comprehension and avoid multiple-choice tests, and utilize short answer responses.” These are ways I chose to help a student who is dyslexia. I love to use technology so that would be a plus for us. Part BWhile looking through the standards from Outcomes for Intellectually Gifted Education Programs 2017  I chose “CM MS.1 Utilize appropriate oral communication a variety of purposes and communication effectively to establish, build and maintain a relationship with audience to  elaborate on.”  (Outcomes for Intellectually Gifted Education Programs 2017)  I teach 7th grade U.S. History. The gifted students do not take me so this was one I had to gather advice from my fellow collogues to discuss. My future plans for my gifted students would be to create their own plays/skits/videos that they will also re-enact explaining an historical event. I could also assign groups eras to explain these different historical events. We could also turn the classroom into a “museum” for a certain century so they can showcase their work. References:Mississippi Department of Education. (2017). Outcomes for intellectually gifted education programs. https://www.mdek12.org/sites/default/files/Offices…