Hello,

Attached is the chart that needs to be filled out for Module 2 only (pink section) and 2 chapters. Listed below are the websites to be use for this assignment; the websites and the chapters, will make up the reference list.

https://www.ascd.org/books/the-threads-of-reading?chapter=phonics-and-decoding

http://reading.uoregon.edu/big_ideas/au/au_skills.php

http://reading.uoregon.edu/big_ideas/au/au_what.php

This website is where you will find other finds for this assignment:

Heinemann | Publisher of professional resources and provider of educational services for teachers

Click – view my online resources, videos and ebooks

Click the first resource; watch videos .1 thru .8

Thanks

Name Date October 14, 2021

See specific directions in the module. You are expected to include APA citations, for every vocabulary term (sources should be derived from each module content) . While you may have previous knowledge of some of the words and learning activities, it is necessary for you to verify your understanding of the concepts by utilizing the resources presented in each module. https://www.citationmachine.net/apa . Create a reference list at the end of this document.

	Concept	Explained (in your own words, NOT a definition)	Example(s)	Name of mandatory source, date, and page/ paragraph #
	Effective Phonics Lesson (Module1)	Phonics instruction is most effective when we start in kindergarten or first grade. To be effective, systematic instruction needs to be designed appropriately and taught sequentially. Teaching letter shapes and names, phonemic awareness, and all major letter-sound relationships should be included in the instruction, ensuring all children learn these skills.	Instruction on phonemes: Teacher says- “What word would you have if you blend the sounds /h/ /a/ /t/?” Student says- “/hat/”	(Tankersky, 2003, p.133-134)   List this reference at the bottom of the document.
1.	Phonemic Awareness (Module1)	The phonemic applications of listening to words. They facilitate understanding of different languages.	Phonemes like /p/ and /puh/ can create confusion as only /p/ should be used	(NEFEC, 2011; RRFTS, 2017)
2.	Phonological Awareness (Module1)	The phonological applications allow different levels of pronunciation	/z/ for zebra	(Reads, 2016)
3.	Phoneme (Module1)	Allows distinguishing of different words for better identification	Different letters offer diverse spelling	(Reading Rockets, 2004)
4.	Alliteration (Module1)	Same letter present in the beginning of words	/p/ Picket pocket	(Reading Rockets, 2010)
5.	Rhyme (Module1)	Similarity when pronouncing different words	/ighy/ Night bright	(Cowen, 2016)
6.	Onset-Rime (Module1)	Provides an initial phonological unit	/d/ dog	(Reads, 2016)
7.	Phoneme Blending & Segmenting (Module1)	Different connections among words offer word blocks	/d/-/o/-/g/	(Reading Rockets, 2010)
8.	Phoneme Deletion & Manipulation (Module1)	Removal of phonemes can create new words	/c/ Cat remove /c/ at	(Cowen, 2016)
9.	Syllables (Module1)	Formation of vowels for word construction	Ro/bot	(Reads, 2016)
10.	Phonemes vs. grapheme (Module 2)
11.	Single consonants (Module 2)
12.	Consonant digraphs (Module 2)
13.	Consonant blends/clusters (Module 2)
14.	Vowels: Short (Module 2)
15.	Vowels: Long (Module 2)
16.	Vowels: Diphthongs (Module 2)
17.	Vowels: R-controlled (Module 2)
18.	Morphemes (Module 2)
19.	Regular vs. Irregular word reading (Module 2)
20.	Letter-sound correspondence (Module 2)
21.	Decoding vs Sight-word reading (Module 2)
22.	Alphabetic Principle (Module 2)
23.	Phonological recoding (Module 2)
24.	Alphabetic Awareness (Module 2)
25.	Alphabetic Understanding (Module 2)
26.	Miscue Analysis (Module 2)
27.	Transfer and Overlearning (Module 3)
28.	Systematic and explicit instruction (Module 3)
29.	Scope and sequence (Module 3)
30.	Print referencing (Module 3)
31.	Interactive writing (Module 3)
32.	Word prompting (Module 3)
33.	Book Walk (Module 4)
34.	Letter-Sound Knowledge (Module 4)
35.	Letter Bank (Module 4)
36.	Predictable Text (Module 4)
37.	Alphabet Strip (Module 4)
38.	Phases of Alphabetic Knowledge: Prealphabetic (Module 5)
39.	Phases of Alphabetic Knowledge: Partial Alphabetic (Module 5)
40.	Phases of Alphabetic Knowledge: Full Alphabetic (Module 5)
41.	Phases of Alphabetic Knowledge: Consolidated Alphabetic (Module 5)
42.	High-Frequency words (Module 5)
43.	Sight Words (Module 5)
44.	Short Vowel Word Families (Module 5)
45.	Dolch Words (Module 5)
46.	Word Sorting (Module 5)
47.	Elkonin boxes (Module 5)
48.	Vowel Flexing (Module 5)
49.	Two Vowels Go Walking (Module 5)
50.	Distributed Practice (Module 5)
51.	Vowel Teams (Module 5)

 

 

List your references, double spaced, in alphabetical order, using APA formatting. See website for how to cite correctly. https://writingcenter.uagc.edu/format-your-reference-list

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

References (alphabetized, APA)

Cowen, C. D. (2016). What is Structured Literacy? https://dyslexiaida.org/what-is-structured-literacy/

NEFC. (2011). REACH Workshop Series: Phonological Awareness. [Video]. https://youtu.be/LucNw_2G_FU

Reading Rockets. (2004). Concept of Print Assignment. https://www.readingrockets.org/article/concepts-print-assessment

Reading Rockets. (2010). Environmental Print. https://www.readingrockets.org/article/environmental-print.

Reads, S. Z. (2016). Phonological and Phonemic Awareness. [Video]. https://youtu.be/YydfnR4ghlE

RRFTS. (2017). 44 Phonemes. [Video]. https://youtu.be/wBuA589kfMg

 

2

Assessment Description

As a teacher, you will need to plan ways to motivate and support students with disabilities during instruction. A matrix that identifies common supports for students with specific disabilities is a great tool to use when planning accommodations, supports, and strategies to improve engagement in classroom activities.

Use the “Classroom Management Strategies Template” to complete this assignment.

Part 1: Classroom Management Matrix

Complete the matrix of disabilities and classroom management strategies that promote intrinsic motivation and encourage engagement of students with disabilities.

Within the matrix, list and describe one engagement strategy for each of the disability categories.

APA style is not required, but solid academic writing is expected.

This assignment uses a grading rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Part 2: Strategies Rationale

Compose a 250-500 word summary that rationalizes how the described strategies promote and encourage the following in students:

· Intrinsic motivation

· Engagement

Support your summary with a minimum of three scholarly resources.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.