Education & Teaching Question

DQ1.) Explain the purpose and importance of including phonemic awareness, phonics, fluency, vocabulary, and text comprehension within a reading program

DQ.2.)In your future classroom, you may have a student with a dyslexia diagnosis. Based on your reading this week, describe two strategies you can implement within your instruction to support their reading success.

Dq3.)Review the “Heggerty” topic Resource and the associated video resources from the topic and discuss hands-on, physical approaches for teaching phonological awareness in the early childhood classroom. Describe two practices supporting embedded learning of these critical skills.  

Dq.4)Phonological awareness involves blending and segmenting techniques. Describe two ways you can support readers with these skills.

*Assignment one- Teachers will sometimes encounter situations in which students become a danger to themselves or others. It is important for teachers to have a plan in place to respond to these situations in ways that are ethical, legal, and appropriate for all students. Teachers should incorporate behavior management strategies that are proactive in preventing the escalation of these behaviors as well. 

Read the scenarios below and in 100-250 words per scenario, discuss the following:

How should the teacher intervene?

What preventative steps could the teacher have taken?

• How would you approach this scenario with the families of the children involved?
• What additional data is needed to anticipate and prevent this from happening again in the future?
• Scenario 1:
• Julie is a 5-year-old kindergarten student with a 2-year-old brother. Julie’s mother is a young, single parent who has been struggling to make ends meet. Recently, Julie’s mother lost her job and the family is moving from shelter to shelter. This has made Julie’s attendance inconsistent.  When Julie is in school, she has a lack of focus and is easily frustrated. Julie has a tendency to hit other students when she is frustrated or does not get her way, which causes physical and emotional injuries to the other students. Communication with Julie’s mother has been challenging due to her living situation and a lack of reliable access to technology. No other emergency contacts have been listed besides Julie’s mother.

Scenario 2:

Tyson is a 4-year-old preschool student who recently transferred to a new early childhood center. Tyson lives with his grandparents and two older siblings and one younger sibling. Tyson is generally withdrawn and reluctant to play with other children. Periodically, he has uncontrollable outbursts during which he might throw chairs or other objects across the room, remove his clothing, or run out of the classroom.

Scenario 3:

Tomas and his family moved to the United States 2 years ago as refugees from their home country. Tomas is a 7-year-old first grader. Tomas cries when he gets dropped off at school every day and refuses to eat lunch. His first-grade teacher tries to communicate with Tomas and his family, but language is a barrier.

While APA Style format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using documentation 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.

assignment two- 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 off each other to provide appropriate development for literacy.

Choose one of the following deliverables to complete this assignment:

8-10 slide digital presentation, include presenter’s notes with documentation of resources and a title slide

750-word Frequently Asked Questions (FAQ) document or resource handout, include documentation of resources

Five-minute video, include documentation of resources in a separate document along with the digital link

• Utilizing the deliverable of your choice, create a resource intended for K-3 general education classroom teachers to use within a professional development setting.
• Address the following within your deliverable:  
• Discuss the importance of explicit reading instruction in Grades K-3.

Discuss the effects that dyslexia can have on reading success.

Provide an overview of the Science of Reading and Scarborough’s Reading Rope.

Provide an overview of the components of reading based on Science of Reading research (i.e., phonemic awareness, phonics, fluency, vocabulary, and text comprehension).

• Describe two research-based instructional strategies for each component of reading that are appropriate for K-3 students.
• Discuss why it is important to instruct students in the components of reading in sequence by providing examples of difficulties students may experience with reading if this does not happen. (i.e., What happens to fluency if students have not received instruction in phonemic awareness and phonics?)
• Support your presentation with at least one scholarly resource.
• 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.

assignment three-Understanding the Science of Reading, the application of Scarborough’s Reading Rope, and how the brain works during the reading process is an essential part of providing quality reading instruction. Learning about classroom engagement and instructional strategies that can be used to effectively activate the brain and prior knowledge along with research-based best practices for providing effective reading instruction can help teachers meet the wide range of needs that students typically exhibit in the classroom.  

Arrange the clinical field experiences for this course in a K-8 grade general education, inclusive, resource or self-contained classroom where you will be monitored by a certified teacher mentor, principal, reading specialist, etc.

Prior to the clinical field experience, review the requirements of all clinical field experiences for this course. Complete the “Clinical Field Experience Planning Template” to share with your mentor detailing these requirements and what is being requested of the mentor. This document should include the scheduling required to complete all assignments. 

Allocate at least 4 hours in the field to support this field experience.

Note: This assignment is due at the end of Topic 2.

Part 1: Mentor Interview and Observation

To gain an understanding of the students you will be working with during the clinical field experiences, and to learn more about how to apply the Science of Reading when instructing students, interview the mentor with whom you will be working. You will submit a copy of your interview notes. For the interview, focus on addressing each of the following:

Describe the reading needs and abilities of the students you typically teach in your classroom.

Describe the relationship between cognitive processes and reading instruction and discuss how you apply your knowledge of brain-based learning, the Science of Reading, and Scarborough’s Reading Rope when designing instructional activities for your students.

Explain some of the student engagement and instructional strategies you have used to successfully meet the needs of students with exceptionalities, including dyslexia, English language learners, above and below grade level readers, and reluctant, struggling, and striving readers.

Discuss the data you typically review and collect related to student literacy skills and describe how you use this data as part of the instructional planning process.

Explain how you align your teaching to state standards to ensure students are receiving instruction and support in all grade-level relevant areas of literacy.

• Describe how you collaborate with special education and resource teachers as well as a reading/literacy specialist to meet the needs of the students in your classroom.
• Describe how you differentiate lessons and use a variety of instructional methods, student grouping, informal and formal assessments, and a variety of reading materials in your classroom to meet student needs.
• Discuss the greatest challenges you face in teaching literacy skills and describe how you use support resources, including technology, to overcome these challenges.
• Describe the action steps you take when you determine that a student is struggling with literacy skills and meeting the expected grade level milestones. Include a discussion of intervention strategies you employ before seeking additional help from a reading specialist.
• Describe how you engage the families of students in literacy activities that can help students reach the grade level milestones and move toward reading proficiency.
• Upon completion of the interview, observe the mentor teaching at least one reading/literacy lesson in the classroom. You will submit a copy of your observation notes. Record information related to the following:
• Student engagement strategies
• Instructional strategies and activities
• Differentiating instruction
• Student grouping during instruction

Reading materials and genres

Informal and formal assessment activities and data collection

• Collaboration with other teachers or paraprofessionals
• Part 2: Reading/Literacy Specialist, Reading/Literacy Coach, Reading Interventionist, Special Education Teacher, or Principal Interview
• There are times when classroom teachers need to seek support from reading/literacy specialists, reading/literacy coaches, a reading interventionist, a special education teacher, or a principal to meet the needs of all the students in the classroom. To learn the role and responsibilities of the reading/literacy specialist, coach, interventionist, or special education teacher and the methods they use for collaborating with and supporting teachers in the classroom, interview an individual in one of those areas who typically works with a number of teachers and students across a range of grade levels. You may also interview a building principal to gain an understanding of those roles and collaborative practices. You will submit a copy of your interview notes. For the interview, focus on addressing each of the following:
• Explain the role and responsibilities of the reading/literacy specialist.
• Describe how you collaborate with classroom teachers to support the needs of all students, including those with exceptionalities, dyslexia, English language learners, above and below grade level readers, and reluctant, struggling, and striving readers.
• Describe the relationship between cognitive process and reading instruction and discuss how you apply your knowledge of brain-based learning, the Science of Reading, and Scarborough’s Reading Rope when collaborating with teachers to meet the diverse needs of students.
• Discuss the greatest challenges you face in supporting students who are struggling with literacy skills and describe how you use support resources, including technology, to overcome these challenges.

Describe the types of data that must be collected by classroom teachers and the strategies they should employ before seeking the support of a reading/literacy specialist to assist in meeting the needs of students in their classroom.

Discuss the role you play in providing professional development opportunities and individual coaching for teachers.

Describe how you engage the families of students in literacy activities that can help students reach the grade level milestones and move toward reading proficiency.

• Use any remaining field experience hours to provide support or assistance to the class as directed by your mentor.
• In 250 words, reflect on what you learned from your interviews and classroom observation by addressing the following:
• Explain the relationship between cognitive processes and reading instruction.

Describe how the research on the Science of Reading and Scarborough’s Reading Rope can be applied when designing instructional activities and supports for all students.

Describe two challenges you may experience as you plan lessons to meet the diverse reading needs of the students in your classroom.

• Submit a copy of your interview and observation notes and the reflection as a single Word document.