research three instructional strategies for developing phonemic awareness and phonics skills and create centers for each skill area
research three instructional strategies for developing phonemic awareness and phonics skills and create centers for each skill area
Literacy Centers – Phonemic Awareness and Phonics
In this module’s assignment, you will research three instructional strategies for developing phonemic awareness and phonics skills and create centers for each skill area. You will determine approaches for differentiating each skill for struggling readers and a plan for data collection and assessment at each center. Your final product will be a teacher’s guide featuring the centers representative of the five major areas of reading – phonemic awareness, phonics, fluency, vocabulary development, and reading comprehension. You will complete the phonemic awareness and phonics sections in Module 3 and the two additional sections on fluency, vocabulary, and reading comprehension in Module 4.
EditEdit
- Create a teacher’s guide in a Word document. You may select fonts and graphics to make the guide user-friendly and aesthetically pleasing. Use APA format.
- Develop an introduction and conclusion for your teacher’s guide. APA citations may be appropriate for these pieces.
- Follow the steps to complete the assignment.
- Save a copy of the teacher’s guide because you will add other sections to it in Module 4.
Step 1. Research
Utilizing online resources, collect three strategies, one for developing phonemic awareness and two for phonics. Identify the purpose of each strategy, how to assess each strategy, and differentiation for struggling readers.
Step 2. Select
Select one primary grade level. Create one center focused on developing phonemic awareness. It should offer multiple approaches including but not limited to the following:
- Identify the state and/or national standard(s) and grade level.
- Identify age range for skill mastery.
- Identify the target skill ~ i.e. matching initial sounds.
- Identify one research-based teaching strategy, and describe how to deliver the instruction.
- Describe two methods which could be utilized to modify this instruction for a struggling reader.
- Determine an assessment approach for the target area of instruction and a data collection plan.
Step 3. Apply
Using the same primary grade level, create two phonics learning centers to review and practice targeted skills in an enriching learning environment. Integrate technology in at least one of the centers. Each center should offer multiple approaches including but not limited to the following:
- Identify the state and/or national standard and grade level (this may be the same for more than one center).
- Identify age range for skill mastery.
- Identify the target skill.
- Identify one research-based teaching strategy, and describe how to deliver the instruction.
- Describe two methods which could be utilized to modify this instruction for a struggling reader.
- Determine an assessment approach for the target area of instruction and a data collection plan.
Step 4. Compile
Compile a teacher’s guide for the centers, which will serve as the final product. Your guide should be composed of two main sections: Phonemic Awareness and Phonics.
The guide should include but is not limited to the following:
- Standard(s) addressed
- Age range for skill mastery
- Target skill
- Description of the center
- Directions for the center’s use
- Research-based teaching strategy and delivery approach
- Differentiation techniques
- Assessment approach for the target skill and data collection plan
Step 5. Submit
Submit your final teacher’s guide.
Please read the Assignment GuidelinesLinks to an external site. before you begin working. https://aceedu.s3.amazonaws.com/production-files/pages/assignment-guidelines.html
Rubric
Master’s Assignment Rubric v.3
| Master’s Assignment Rubric v.3 | ||
| Criteria | Ratings | Pts |
| This criterion is linked to a Learning OutcomeDemonstrates a Conceptual Understanding | 20 to >16.9 pts Mastery A. Clearly addressed all elements of the assignment. B. Demonstrated real-world application. 16.9 to >13.0 pts Marginal A. Addressed most of the elements of the assignment. B. Demonstrated marginal real-world application. 13 to >0.0 pts Needs Improvement A. Somewhat addressed the elements of the assignment. B. Demonstrated little to no real-world application. 0 pts No submission | 20 pts |
| This criterion is linked to a Learning OutcomeAnalysis and Evaluation of Issues/Problems | 30 to >25.4 pts Mastery A. Clearly addressed the issue/problem. B. Exhibited scholarly analysis and evaluation. C. Established a solid connection to theory and/or research. D. Demonstrated critical thinking surrounding the issue/problem with depth and breadth. E. Formulated deep conclusion and/or implications. 25.4 to >20.9 pts Marginal A. Addressed most of the issue/problem. B. Somewhat exhibited scholarly analysis and evaluation. C. Established some connection to theory and/or research. D. Demonstrated a superficial understanding of the issue/problem. E. Formulated surface-level conclusion and/or implications. 20.9 to >0.0 pts Needs Improvement A. Many issues/problems not addressed. B. Exhibited little to no scholarly analysis and evaluation. C. Established little to no connection to theory and/or research. D. Demonstrated limited evidence of understanding the problem/issue. E. Formulated limited evidence of conclusion and/or implications. 0 pts No submission | 30 pts |
| This criterion is linked to a Learning OutcomeUse of Evidence | 30 to >25.4 pts Mastery A. Displayed a variety of scholarly references as evidence. B. Demonstrated use of scholarly literature and research beyond sources provided in the course. 25.4 to >20.9 pts Marginal A. Displayed a marginal use of references. B. Demonstrated a marginal use of literature and research provided in the course. 20.9 to >0.0 pts Needs Improvement A. Displayed little to no use of references. B. Demonstrated little to no use of literature and research provided in the course. 0 pts No submission | 30 pts |
| This criterion is linked to a Learning OutcomeScholarly Writing | 10 to >8.4 pts Mastery A. Exceeded or met formal writing standards. B. Demonstrated correct grammar, usage, mechanics, and spelling. 8.4 to >6.9 pts Marginal A. Met or marginally met a basic level of formal writing. B. Demonstrated inconsistent use of grammar, usage, mechanics, and spelling. 6.9 to >0.0 pts Needs Improvement A. Basic formal writing skills limited or not present. B. Demonstrated difficulty with grammar, usage, mechanics, and spelling. 0 pts No submission | 10 pts |
| This criterion is linked to a Learning OutcomeAPA Format | 10 to >8.4 pts Mastery A. Demonstrated near- perfect APA formatting. 8.4 to >6.9 pts Marginal A. Demonstrated marginally correct APA formatting. 6.9 to >0.0 pts Needs Improvement A. Demonstrated limited correct APA formatting. 0 pts No submission | 10 pts |
| Total Points: 100 | ||
Requirements: as needed | .doc file
Masters Writing
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