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SPD-581_RS_T1_Research_Based_Instructional_Strategies_for_Teaching_Literacy.docx
SPD-581 Research-Based Instructional Strategies for Teaching Literacy
Directions: Complete each section of the charts below. Remember to complete the “Reflection” and “References” sections that are listed below the charts.
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Grades K-5 Research-Based Instructional Strategies |
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Literacy Component |
Instructional Strategy (For each reading component describe one instructional strategy in 1-2 sentences.) |
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Decoding |
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Phonological Awareness |
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Sight Word Recognition |
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Learning to Write Strategies (letter, sentence and paragraph formation, and modeled, shared, interactive, guided, and independent writing activities) |
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Speaking and Listening Strategies |
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Grades 6-12 Research-Based Instructional Strategies |
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Literacy Component |
Instructional Strategy (For each literacy component, describe one instructional strategy in 1-2 sentences.) |
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Pre-Reading Strategies |
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Vocabulary (including multisyllabic words: analyzing root words, prefixes, and suffixes) |
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During Reading (making predictions, applying skills, reading illustrations and charts, etc.) |
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Post-Reading (writing, discussion, author’s craft) |
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Skilled Reading (fluent execution and coordination of word recognition and text comprehension) |
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Writing to Learn Strategies (creating illustrations or charts, writing a problem, justifying thinking, journal entries, etc.) |
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Speaking and Listening Strategies |
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Reflection: In no more than 250 words, address the following:
· Describe how the instructional strategies and activities you have selected support the Science of Reading research and concepts presented in Scarborough’s Reading Rope.
References: Support the assignment with a minimum of 3-5 scholarly resources.
© 2022. Grand Canyon University. All Rights Reserved.
© 2022. Grand Canyon University. All Rights Reserved.
