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Part 1: Glossary
Create a glossary of terms related to language and literacy
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 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.
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