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Reading Toolkit Part 1: Phonological Awareness
Regardless of grade level or cont
Reading Toolkit Part 1: Phonological Awareness
Regardless of grade level or content area, all teachers encounter students who experience various reading difficulties that can impede classroom success. Knowledge of the Science of Reading and Scarborough’s Reading Rope is critical to the reading process. Understanding levels of phonological awareness and how to foster these skills early in the reading process and recognize gaps in these areas for students in all grades can help teachers identify and address student reading challenges in the classroom.
Throughout Topics 1-4 you will be creating a Reading Toolkit that will include practical resources that can be shared with parents/guardians and colleagues and can also be used to improve your professional practice related to literacy and language development. You may use the tool of your choice to create a digital deliverable such as a website, bookmarked document, or brochure. You will add various pieces of content to the toolkit in the Topics 1-4 assignments.
Part 1: Glossary
Create a glossary of terms related to language and literacy development. Include the term, its definition, and a related illustration or graphic when appropriate. You will add to the “Glossary” section of the toolkit in Topics 2-4.
Define the terms below and add them to the “Glossary” section of the toolkit:
Science of Reading
Scarborough’s Reading Rope
Phonics
Phonological awareness
Part 2: Levels of Phonological Awareness
Using the topic Resources and your own research, create a chart, flow chart, or infographic that focuses on the levels of phonological awareness and the age/grade range where students typically demonstrate the milestone skills. For each level, address the following:
Name and brief explanation of the level
Examples that illustrate the milestone skills typically exhibited at that level
Age/grade range where students typically demonstrate the milestone skills
Indicators that a student may be struggling with this level
Assessments that can be used to determine whether a student is working toward meeting the milestone skills
Add the chart, flow chart, or infographic to your Reading Toolkit.
In a 250-500 word reflection, discuss the following:
Why it is important for special education teachers to have a thorough understanding of the Science of Reading, Scarborough’s Reading Rope, and the levels of phonological awareness, even though direct reading instruction may not be your primary support role?
How this knowledge can help teachers meet the needs of all readers in their classrooms.
Support your ideas with research-based evidence and examples from your own professional experience.
Support the assignment with 3-5 scholarly resources.
Submit your chart/flow chart/infographic, supporting resources, and reflection in a single document. Include a link to your Reading Toolkit.
Log- *********************************** Waynecounty#933
https://www.reallygreatreading.com/what-is-the-science-of-reading-and-phonics?gclid=EAIaIQobChMI6-yrvb6l9wIVMxh9Ch2tTgelEAAYASAAEgI9i_D_BwE
https://ldadhdnetwork.ca/for-professionals/educators/the-reading-rope/
https://www.reallygreatreading.com/content/scarboroughs-reading-rope
https://www.readingrockets.org/teaching/reading-basics/phonemic
http://www.wileyblevins.com/teacher_and_parents/phonics-ten-important-research-findings
https://www.readingrockets.org/article/development-phonological-skills
https://www.readingrockets.org/article/phonological-awareness-instructional-and-assessment-guidelines
https://scienceofreading.amplify.com/
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