Description
Part 1: Strategies
Research and summarize, in 250-300 words, a minimum of five strategies for teaching phonological awareness, identifying the conditions under which they are intended to be delivered (e.g., content area, class setting, required resources, if intended for a specific type of disability) for students with exceptionalities.
Include a minimum of 2-3 scholarly resources to support your findings.
Part 2: Activity
Identify a group of 2-3 students, using the “Class Profile,” who would benefit from phonological awareness review.
Upon identifying your group, review the foundational skills within the Common Core English Language Standards.
Create a worksheet that emphasizes phonological awareness and is aligned with the Common Core foundational skills standards. Your worksheet should also emphasize at least one of the identified strategies from Part 1 of this assignment, and be appropriate for your chosen small group.
Include a 250-300-word rationale for your instructional decisions, applicable to the chosen small group.
Part 3: Video
View Dr. Paratore’s lecture “Word Study and Fluency,” available on the Annenberg Learner website.
http://www.learner.org/workshops/readingk2/session3/wtv1.html
After viewing the “Word Study and Fluency” video, address the following in a 250-300-word summary:
- Describe the major concepts of beginning word study.
- Identify the elements of phonemic awareness.
- Describe the components of phonics.
- What strategies from the video do you plan on applying to your instruction within the special education classroom? Providing specific examples, explain.
APA format is not required, but solid academic writing is expected.
Yes
Male
Tier 2 RTI for
Reading
Grade
level
Bertie
No
Female
None
Grade
level
Beryl
No
Female
NOTE: School
does not have
gifted program
Grade
level
Brandie
No
Female
Dessie
No
Female
Diana
Yes
Female
Tier 2 RTI for
Math
Grade
level
Tier 2 RTI for
Math
Tier 2 RTI for
Reading
Grade
level
Grade
level
Below grade
level
No
Above grade
level
Yes
Above grade
level
Yes
Below grade
level
No; Reads
sight words
only
At grade level
Yes
Below grade
level
No
Below grade
level
Above grade
level
Above grade
level
Below grade
level
At grade level
Below grade
level
© 2015. Grand Canyon University. All Rights Reserved.
Below grade
level
Below grade
level-writing
simple
sentences
Above grade
level
Below grade
level-only
writes name
and sight
words
Below grade
level
Below grade
level
Social/Pragmatic/
Communication
Skills
Written
Expression Level
Reading
Lexile/Grade
Performance
Level
Uses phonics and
morphology to
decode words
Oral Language
Development
Age
Other
Gender
English Language
Learner
Student Name
Class Profile
Good
Needs help
resolving
conflicts
Good
Needs help
with verbal
and non verbal
signals
Good
Good
Donnie
No
Female
Hearing Aids
Grade
level
Below grade
level
No
Eduardo
Yes
Male
Tier 2 RTI for
Reading
Grade
level
At grade level
Yes
Emma
No
Female
None
No
Male
Tier 2 RTI for
Reading
Above grade
level
At grade level
Enrique
Grade
level
One year
above
grade level
Fatma
Yes
Female
Tier 2 RTI for
Reading
Grade
level
Frances
No
Female
Diabetic
Grade
level
Francesca
No
Female
None
Grade
level
One year
above
grade level
Yes
No; Reads
sight words
only
Yes
At grade level
Yes
At grade level
Above grade
level
Below grade
level
Yes
No; Reads
sight words
only
Fredrick
No
Male
Tier 3 RTI for
Reading and
Math
Ines
No
Female
Tier 2 RTI for
Math
Grade
level
Grade
level
At grade level
Yes
Grade
level
Grade
level
Above grade
level
Below grade
level
Yes
Jade
No
Female
None
Kent
No
Male
None
Lolita
No
Female
None
Above grade
level
Yes
Yes
At grade level
Below grade
level
At grade level
Below grade
level
Below grade
level
At grade level
At grade level
Below grade
level
Below grade
level
At grade level
At grade level
At grade level
© 2015. Grand Canyon University. All Rights Reserved.
Above grade
level
Below grade
level-writing
simple
sentences
Above grade
level
Below grade
level
Good
Below grade
level-only
writes name
and sight
words
Needs help
rephrasing
when
misunderstood
Good
Good
Good
Good
At grade level
Above grade
level
Below grade
level-writing
simple
sentences
Needs help
staying on
topic
Needs help
with verbal
and non verbal
signals
Good
At grade level
Below grade
level
Good
Above grade
level
At grade level
Good
Good
Maria
No
Female
NOTE: School
does not have
gifted program
Grade
level
Mason
No
Male
None
Grade
level
Nick
No
Male
NOTE: School
does not have
gifted program
Grade
level
Noah
No
Male
None
Grade
level
Sharlene
No
Female
None
Sophia
No
Female
None
Stuart
No
Male
Allergic to
peanuts
Terrence
No
Male
None
Wade
No
Male
Wayne
No
Male
Wendell
No
Male
Yung
No
Male
Grade
level
Grade
level
Grade
level
Above grade
level
Yes
At grade level
Above grade
level
At grade level
Yes
At grade level
At grade level
Above grade
level
Yes
Above grade
level
Yes
At grade level
Below grade
level
No; Reads
sight words
only
At grade level
Above grade
level
Above grade
level
Yes
At grade level
Yes
Above grade
level
Grade
level
At grade level
Yes
At grade level
None
Grade
level
Below grade
level
Yes
Tier 3 RTI for
Math
Grade
level
Below grade
level
Yes
Tier 3 RTI for
Math
NOTE: School
does not have
gifted program
Grade
level
One year
below
grade level
At grade level
Yes
Yes
At grade level
At grade level
Above grade
level
At great level
Good
Good
At grade level
At grade level
Below grade
level
Below grade
level
At grade level
Below grade
level
Below grade
level
© 2015. Grand Canyon University. All Rights Reserved.
Needs help
staying on
topic
Needs help
taking turns in
conversation
Good
At great level
At grade level
Above grade
level
Good
Below grade
level
Good
Needs help
resolving
conflicts
Good
Needs help
rephrasing
when
misunderstood
Good
Good
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