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.