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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
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
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.