DQ 1Explain how a lesson in systematic and explicit phonics instruction would look different than a lesson using non-systematic instruction. Provide specific examples of both and why one method might be more beneficial than another.   DQ 2Identify and describe two recommended strategies to teach word recognition and two recommended strategies to teach spelling. What […]

DQ 1What is the difference between phonological awareness, phonemic awareness, and phonics? How do these concepts build upon each other? Provide two examples that show the progression of these literacy concepts.   DQ 2What are concepts of print and why are they important in teaching reading? Identify and describe three recommended strategies for developing concepts […]

DQ 1Not every assessment should be utilized with every student. Suppose you have three students: one reads below grade level, one on grade level, and one above grade level. For each of these students, identify the types of assessments you would administer and why you chose one over another.   DQ 2Describe the importance of […]

DQ1Recommend two support strategies and interventions for struggling readers. Justify your choices, making sure to describe why you plan to use your chosen strategies and interventions in your future professional practice.   DQ2 Some literacy experts have said, “A dyslexic child should be educated at their ability level, rather than their literacy level.” What does […]

VOCABULARY STRATEGIES   Vocabulary games are one way to promote engagement and motivation for students while they practice their standards?based literacy skills. Vocabulary games require purpose and thoughtful planning to be effective.   Choose a story excerpt from “Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects” […]

ASSESSMENTS FOR READING   Complete the “Assessments for Reading” chart by defining and describing details and examples related to the following types of literacy assessments.   General screening assessments   Diagnostic testing assessments   Progress monitoring assessments   Outcome assessments   Support your findings with 2?4 scholarly or other professional resources.   While APA format […]

CLINICAL FIELD EXPERIENCE A: LITERACY ASSESSMENT AND FRAMEWORK This field experience will provide you practical experience and modeled application regarding how teachers assess literacy, as well as explicit information about how data collection drives further instruction. You will also be exposed to how the cognitive, emotional, social, and developmental needs of students are factored into […]

DIGITAL PRESENTATION: THE IMPORTANCE OF LITERACE Early literacy relies on appropriately preparing young children for reading. As young children are exposed to letters and sounds, they begin to build a foundation for phonemic awareness. This step is critical in preparing for the sequential order of reading instruction. Phonemic awareness, phonics, fluency, vocabulary, and comprehension build […]

DQ1 How do you select or design activity-related materials to meet the developmental needs of students? How does Christian worldview impact the review of materials? What are some of the considerations?   DQ2 Why is it important to review texts and other materials for their cultural perspective and possible bias?

DQ1 In Chapter 6 of Lesson Planning: A Research-Based Model for K-12 Classrooms many factors are to be considered when determining content and instructional strategies. Analyze and evaluate which three might be the most important when working with the students from your Class Profile. Explain your reasoning.   DQ2 “Student-Centered Instruction: Integrating the Learning Sciences […]