Category: Special education

THIS IS A 2 PART ASSIGNMENT ! 
FIRST:
Select three of the parental/caregiver challenges from the list below to address at a Family Information Night:  
Financial issues
Limited opportunities for recreation and leisure
Sibling issues
Constant care and supervision of a child with a disability
Strain on family relationships due to hardships and difficulties
Logistical issues such as transportation
Difficulty getting time away from job
Frequent disability-related crises
Health issues of family members
Difficulties obtaining appropriate educational services
Other family dynamics, such as foster care, group home, parent/guardian away due to military/career
Part 1: Family Challenge Presentation
Design a 10 slide digital presentation for families that outlines the selected challenges.
Within your presentation:
Describe each challenge.
Provide potential solutions to each challenge.
Provide strategies to put potential solutions in place.
Identify resources that could help parents facing each challenge.
Discuss how technology could also be a resource for families that face the challenges.
Indicate that your desire is to provide support, not to assume that you know exactly what the families are going through. Consider including a relatable personal experience that, when mentioned briefly, could bridge the gap between you and the families.
Include presenter’s notes, a title slide, and a reference slide.
Support your presentation content with 3-5 scholarly resources.
The digital presentation should include graphics that are relevant to the content, visually appealing, and use space appropriately.
Part 2: Communication Plan
Write a 250-500 word communication plan, for a grade level of your choice, to ensure collaboration with families and caregivers. Your communication plan should include how you will communicate with families throughout the school year and identify various communication methods to meet the challenges some families may face. Explain how your plan will incorporate technology.

You will learn how to define behavior (part 1) and then apply that knowledge to analyze a case study of a student with challenging behavior (part 2). You will submit the completed Case Study Defining Behavior as one document to Canvas in Module 6. You will use the IRIS website, PBIS website, and the library as resources for identifying research from the field of EDUCATION to support your ideas in completing this project. 
Peer-reviewed EDUCATION research journals are to be used to support your ideas. For this assignment, citing your textbook may be used as an additional resource but it will NOT satisfy the requirement for references stated in the grading rubric. 
PBIS website: Positive Behavioral Interventions & SupportsLinks to an external site.
IRIS website: IRIS ResourcesLinks to an external site.
APA resource: APA formatting resourceLinks to an external site.
Part 1: Defining Behavior (2%) for Raul
(Resources are foundin the pdf entitled: 602 Midterm Part 1)
In order to successfully complete part 1, you must read all of the Star Sheets listed below. They provide definitions and examples of the best practice when defining the target and desired behaviors.
Read Star Sheets: p. iii, p. 7 (Overview), 9 (Observable Terms), 11 (Measurable Terms), 13 (Positive Terms), & 15 (Clear, Concise, and Complete).
Complete Case Study: Level A*Case 2 for Raul: Respond to the prompts at the end of his case study on one typed page. 
Part 2: Case Study (Juanita or Fred) (18%)
(Resources are found above in the pdf entitled: 602 Midterm Part 2)
Choose a student, Juanita or Fred, to focus on for this assignment. Details of each case are found on Canvas. Once you have chosen a focus student, you will write a 6 to 8-page paper in APA format addressing each of the topics described below. The page count does not include the title page or the reference page. You will support your ideas with academic research from the field of EDUCATION about various aspects of the behavior, intervention, outcome, appropriateness, and the maintenance of using the intervention. 
Behavioral Challenges: Describe the student’s behavior challenges. Define the behaviors using the criteria for defining behavior from the IRIS module that you completed. 
Behavioral Interventions: Describe the behavioral interventions that the student received. Discuss the research that supports these SPECIFIC interventions using at least two academic resources from the field of EDUCATION. (Fred’s behavior interventions are in bold type on page 4 and Juanita’s behavior interventions are in bold type on page 3.)
Behavioral Outcomes: Describe the student’s behavioral outcomes after he/she/they received the behavioral intervention. How will you maintain the student’s appropriate behavior(s)? Remember that you are discussing the specific behavior interventions identified on page 4 for Fred and page 3 for Juanita. This is NOT a general discussion of any behavioral intervention but is specific to the behavior interventions identified in the case study. 
Provide at least one academic reference from the field of EDUCATION about maintaining this behavior when using the specific interventions identified in the student’s case study. 
Conclusion: In what circumstances might you foresee using this intervention (the specific behavior interventions identified in the case study)? What are some downsides of these interventions (the specific behavior interventions identified in the case study)? Are there cultural, ethnic, and/or gender considerations to using this intervention (the specific behavior interventions identified in the case study)? Does this intervention appeal to you? Why or why not? Provide at least one academic reference for research on the downsides of these specific behavior interventions. 

Define language, communication, and speech.
What does a person require to use language to communicate, and to have speech?
Do you need to hear to develop speech?
Identify unique phonological, morphological, and syntactic features of the English language. What are a few of the explicit and systematic instructional methods for developing phonics skills in English?  
Read and explain ASHA’s definition of language disorders to students.
Why is pragmatics the highest level of language learning?
What if you were told that you could only develop speech, language, or communication (not all three), which one would you choose? Why? What do you think it is like for a person who cannot use speech? What would life be like without communication?  

The assignment consists of reading an article and answering the questions.  Give an elaborate response with an analysis of the content, do not limit the answer to what is in the article. 

1. Please revise the attached post. It is missing explanations of the two practices  – using mathematics and computational thinking and constructing explanations. 
Resources are provided.
2. Please respond to the following 3 peer posts. 
PEER POST 1: AA
1. Briefly describe your understanding of each of the practices and CCC’s that were in this module. (4 sentences max for each).
From reading, APPENDIX F – Science and Engineering Practices in the NGSS my Understanding of the following is as follows: 
Practice 1 Asking Questions and Defining Problems: Students must learn to ask questions and be curious about what they are learning so eventually a solution can be provided. The students don’t need to find the solution but to be mindful to ask all appropriate questions is a skill the next generation standards wants students to have. 
Practice 2 Developing and Using Models: Models are used to use specific details and show data. Students should know they have limitations but they are used to simplify ideas and give visuals. 
Practice 3 Planning and Carrying Out Investigation: Students are able to carry out investigations that expose an issue or a question. Their data collected will be used to support their claim. It is only when data is used to support a claim is when data is evidence. 
Practice 4 Analyzing and Interpreting Data: Students are expected to show their data in graphs, charts or any pattern that humans can read. Students use all data, so eventually they can have an engineer mindset and determine if they can make something or not based on the data they collected. 
Practice 5 Using Mathematics and Computational Thinking: Students are anticipated to employ mathematical principles to express physical quantities and their interconnections, enabling them to formulate numerical forecasts. Mathematics finds diverse applications in scientific and engineering domains, encompassing logic, geometry, and, at advanced stages, calculus.
Practice 6 Constructing Explanations and Designing Solutions: The aim of science is to formulate interpretations for the origins of phenomena. Students are required to develop their own interpretations while also utilizing conventional explanations imparted by their teachers or acquired through reading materials. 
Practice 7 Engaging in Argument from Evidence: Argumentation extends beyond mere consensus-building in explanations and design solutions.Argumentation serves as a pathway to consensus regarding explanations and design solutions. Within the realm of science, the utilization of evidence-based reasoning and argumentation is crucial for determining the most optimal explanation for a natural phenomenon.
CCC’s: 
Scale, Proportion, Quantity: Quantity is an amount or a number. Proportion is the size, number or amount of a thing, or a group of things compared to another thing or group. Scale is the size in relation to other objects. 
Energy and Matter: Energy can’t be destroyed or created, just transferred. Matter can change.  
2. Describe at least two things that stood out to you from Chapter 6 of Stroupe. 
Being a teacher in a science classroom, means you have to know science is not always linear. You also have to know that science is not always beneficial for all people. Knowing this means as teachers we need to decide how to help students see the benefits and tragedies of science and consider how to support students in becoming change agents of scientific disciplines. This is one idea that stood out to me. 
Another idea that stood out to me, is knowing that our goal as a teacher is for all of our students to feel safe and seen in science classrooms. The way to do this, is to recognize and work through pedagogical complexities and to ask hard questions to help us reimagine our classroom communities.
3. Provide a single activity, NOT an entire lesson or unit plan, that you found (aim for open access online so others can use) that includes one of the practices or CCC’s that you described for this module, and that you could incorporate into your current class you are teaching (even if it is not science).
Activity: The Discussion Spotlight
4. Clearly identify which Practice or CCC you chose.
Practice 6: Constructing Explanations and Designing Solutions
5. Provide the activity and where you found it (with a link if it is open access online).
Link: https://ambitiousscienceteaching.org/discussion-stoplight/Links to an external site.
Links to an external site.6. Explain how that activity uses the practice or CCC you chose.
The Discussion Spotlight uses Practice 6: Constructing Explanations and Designing Solutions. In this activity students identify contributions during a discussion that can help students reflect. This facilitates greater awareness of how their contributions relate to those from other students. While they do this they construct explanations and design solutions through class discussion.
7. After reading chapter 6 of Stroupe (2023), what complexities in science might this lesson bring up for your students? How might you prepare to address them?
There could be a lot of complexities in science this lesson might bring up to my students. One complexity is that not every student may be involved in the lesson. Some students may fall asleep, some students may be high, some students may just not pay attention. Students may disagree with one another. I can address this in many different ways. I may make the lesson more fun, I may instruct having discussion in small groups rather than a whole class discussion. Students are more engaged when they are in small groups. I might also address concerns I have for the class so as a class we won’t run into these concerns.
8. What is one way technology is/can be infused in this activity?
As always, you can have discussions be posted online and use Padlet or Jamboard. I can use Google Classroom and post the work there. Students will respond to one another on these platforms.
9. Describe one explicit way that this activity could be modified for a student with a learning disability.
A student with a learning disability can be modified by only writing a couple of sentences in the discussion as opposed to a paragraph. I can also give options to the activity such as drawing a picture to participate in the discussion. Use technology such as speaking to text or text to speak to help this student with disabilities feel included in the activity. 
PEER POST 2: 
YJ
1. Briefly describe your understanding of each of the practices and CCC’s that were in this module. (4 sentences max for each).
Youtube video by Wildwoods explains proportion as “the size, number, or amount of a thing, or a group of things, compared to another thing or group”. Quantity is explained as “a number or an amount”. Scale helps us determine how big or small something actually is. For example, scale on a map can let the reader estimate Understanding of proportion, quantity and scale is critical, according to the Appendix G of NGSS, in “Using Mathematics and Computational Thinking” and in “Analyzing and Interpreting Data”. 
Youtube video by Wildwoods explains matter as “anything that has mass and volume”. Water can become solid, liquid, or gas while changing its volume. Youtube video by Wildwoods also explains that energy cannot be created or destroyed, but only transferred, and the same principle also applies to matter. Appendix G of NGSS adds that changing of matter “involves associated energy transfers at each stage”.
2. Describe at least two things that stood out to you from Chapter 6 of Stroupe. 
I enjoyed reading Anna’s reflection in Chapter 6 of Stroupe about how the focus became “teaching students to articulate science ideas both by using the language and by putting the pieces together into an understandable explanation”. I teach Algebra 1 and the concepts of Algebra 1 are challenging but can be easily explained. The hard part where I must invest most of my time is exactly what Anna’s reflection says. I must help students gain the skills to put pieces together to completely grasp a concept and solve a problem and then explain their answer using mathematical language.
I also liked Stroupe’s term “education debt” because it explains so much about what we have to do as teachers. I teach at a middle school in a wealthy part of Brooklyn and half the students come from wealthy families and the other half do not. The students from poor families have endured years of marginalization so I must remind myself that the school owes these students an education debt that must be repaid. It is not enough that we offer everyone equality in education, but we must also strive for equity in education by trying to repay the education debt.
3. Provide a single activity, NOT an entire lesson or unit plan, that you found (aim for open access online so others can use) that includes one of the practices or CCC’s that you described for this module, and that you could incorporate into your current class you are teaching (even if it is not science).
4. Clearly identify which Practice or CCC you chose.
5. Provide the activity and where you found it (with a link if it is open access online).
6. Explain how that activity uses the practice or CCC you chose.
I can design an activity that uses proportion and scale for different kinds of animals. I can ask different groups to pick a small animal that will serve as a “unit” for other animals. For example, if a group picks a mouse, the group has to represent bigger animals such as an elephant or a whale as being equivalent to how many mice. 
This is an effective activity for students to look at nature in terms of scale and proportions and they will also be able to see how other groups picked different scales and explained nature in different proportions. Appendix F of NGSS emphasizes the need for science education to “use mathematics and computational thinking”. Using a small animal as a unit to represent other animals involves mathematics and computational thinking in the area of proportion and scale. Students have to research the weight of all animals, think of the weight as proportional to the weight of their unit animal, and investigate the scale of each animal compared to their unit animal.
7. After reading chapter 6 of Stroupe (2023), what complexities in science might this lesson bring up for your students? How might you prepare to address them?
Chapter 6 of Stroupe encourages teachers to ask questions such as “how should ideas from marginalized knowers shape our schools and classrooms?” I can imagine that a lesson like this will be dominated by students who are very well trained in math and they will be able to rush through the entire activity while traditionally marginalized students just look on without learning much from the activity. I can add a group reflection at the end of the activity where the group reflects on how the group did in terms of equity of participation and learning. I will let all the groups know about this reflection piece. The presence of this group reflection at the end of the activity will encourage students to share the learning activity more equitably from the beginning.
8. What is one way technology is/can be infused in this activity?
After students are done with their activity, I can assign a Chromebook to each group and students can work on a Google Excel sheet to double check their calculation of proportions. This is a very quick and easy way to check for any mistakes.
9. Describe one explicit way that this activity could be modified for a student with a learning disability.
I can provide students with a learning disability with a graphic organizer of a step-by-step calculation to use proportional relationship to represent any animal’s weight in terms of the weight of the unit animal. Students with a learning disability can be in charge of double-checking the calculations of their peers by plugging the values into the steps described by the graphic organizer and calculating with a calculator.
PEER POST 3:
KD
1. Briefly describe your understanding of each of the practices and CCC’s that were in this module. (4 sentences max for each).
Appendix F: Science and Engineering Practices in the NGSS framework focuses on a vision of engineering practices and core ideas. Practice 5:Using Mathematics and Computational thinking are both applied in science. According to the APPENDIX F – Science and Engineering Practices in the NGSS indicates both practices come together “enabling engineers to apply the mathematical form of scientific theories and by enabling scientists to use powerful information technologies designed by engineers.” Both establish complex models, investigations and analyses. 
Appendix F: Science and Engineering Practices in the NGSS framework focuses on a vision of engineering practices and core ideas. Practice 6:Constructing Explanations and Designing Solutions focuses on constructing explanations for the causes of phenomena. Student expectations implement standards and their own explanations that they learn. According to the APPENDIX F – Science and Engineering Practices in the NGSS states “the goal of science is the construction of theories that provide explanatory accounts of the world.” The goal of engineering is to motivate students to solve problems through a systematic process.
Appendix G – Crosscutting Concepts a framework that recommends embedding science crosscutting concepts through guiding principles across all grade levels. Practice 3:Scale, Proportion and Quantity is the starting point for students to understand science through individual components or systems. It provides students fundamental assessments of dimensions and also establishes nature observations.  According to Appendix G – Crosscutting Concepts mentions “understanding of scale involves not only understanding systems and processes vary in size, time span, and energy, but also different mechanisms operate at different scales.” This challenges students and allows them to apply their critical thinking skills.
Appendix G – Crosscutting Concepts a framework that recommends embedding science crosscutting concepts through guiding principles across all grade levels. Practice 5:Energy and Matter are imperative concepts of science and engineering. Cycles of matter and energy transfers help students understand different models and concepts. The Appendix G – Crosscutting Concepts states “energy and matter inputs, outputs, and flows or transfers within a system or process are equally important for engineering.” Students will learn how matter and energy flow through different systems. 
Crosscutting concepts Videos
The two videos by Wildwoods present effective crosscutting concepts of scales, proportion, quantity, matter and energy. The first video explains how to understand big systems around the world. It expresses how scales help us understand and identify things around the world. Different scales tools such as magnifying glass, rulers, weight scales and thermometers help us identify comparisons and collect information. Measurements identify the distance between objects. They also provide us with units of measurement and quantities. Energy and matter are essentials of daily life and help us make predictions, control systems and improve designs. The video mentions two types of energy which are kinetic and potential. It explains how energy could be converted or transferred. The video explains the 3 phases of matter which are gas, liquid and solid. Matter has volume and mass and states of matter change. 
2. Describe at least two things that stood out to you from Chapter 6 of Stroupe. 
There are two interesting ideas that stood out to me from Chapter 6 of Stroupe. The first idea was how Anna uses students’ ideas to shape a powerful science classroom environment. “We must use students’ knowledge and experience to help advance the classroom work” (Stroupe, 2023, p. 105).She provided a space for her students to share and engage with peers after recording observations and hypotheses. “By utilizing the idea space, Anna provided opportunities for students to share science ideas in a safe environment. (Stroupe, 2023, p. 101). This gave her the opportunity as an educator to hear and record students thinking about relationships of energy. This amazed Anna because she got to hear from two students Anthony and Jose who rarely spoke in her class. 
Another thing in chapter 6 of Stroupe that stood out is how Anna motivates and engages her students. Anna provided students with the opportunity to construct better models in science. This was important because it allowed students who never engage to take control in her classroom. “Lots of students who rarely talk are leading groups, like Jose and Anthony” (Stroupe, 2023, p. 104). This was also a purposeful way to disrupt epistemic injustice in her classroom. “I want them to feel empowered to be scientists” (Stroupe, 2023, p. 104). This helps Anna reflect upon her teaching styles and provide different opportunities for students that were not available to them. 
3. Provide a single activity, NOT an entire lesson or unit plan, that you found (aim for open access online so others can use) that includes one of the practices or CCC’s that you described for this module, and that you could incorporate into your current class you are teaching (even if it is not science).
https://www.generationgenius.com/activities/animal-and-plant-life-cycles-activity-for-kids/Links to an external site.
4. Clearly identify which Practice or CCC you chose. 
Energy and Matter is the CCC practice I chose. Students will observe part of the avocado plant’s life cycle. 
5. Provide the activity and where you found it (with a link if it is open access online).
https://www.generationgenius.com/videolessons/animal-and-plant-life-cycles-video-for-kids/Links to an external site.
6. Explain how that activity uses the practice or CCC you chose.
Students will see how energy is released from food and how the food was once energy from the sun that was captured by plants in the chemical process that forms plant matter from water and air. 
7. After reading chapter 6 of Stroupe (2023), what complexities in science might this lesson bring up for your students? How might you prepare to address them?
Students may become inpatient waiting for the avocado seed to sprout. It could take anywhere from 4-8 weeks. Students may have difficulties understanding how the plant and animal life cycles are similar and different. To prepare I would implement a “T” chart of animal and plant life cycles on the “T” chart and model an example. “Therefore, we need to think together about the types of support we need to take” (Stroupe, 2023, p. 108).  Students then will work in small-groups to complete the chart making a list of differences and similarities. 
8. What is one way technology is/can be infused in this activity?
Technology can be infused because the link is a website that provides a video on animal and plant life cycles. This video is beneficial for auditory and visual learners in the classroom. It also provides step-by-step directions and materials students need to complete the activity. Technology will allow students to see how a life cycle shows how living things change and grow over time. 
9. Describe one explicit way that this activity could be modified for a student with a learning disability.
An explicit way to modify this activity for students is by implementing auditory tools and materials. Students can also work along with peers to help them learn and share ideas through this activity. Kinesthetic learners benefit from physical activity and sensory stimulation to complete the activity. Providing different opportunities for and choices for students with disabilities will encourage them to participate. Providing students roles will also allow students with blindness to participate, engaging by sharing their ideas and experiences.
RESOURCES FOR ALL WORK:
1. https://www.youtube.com/watch?v=pL2aM0OHVVE
2. https://www.youtube.com/watch?si=uh2yz8pRQ25yOyrQ&v=DyKU6TmN4CE&feature=youtu.be
3. https://www.nextgenscience.org/sites/default/files/resource/files/Appendix%20F%20%20Science%20and%20Engineering%20Practices%20in%20the%20NGSS%20-%20FINAL%20060513.pdf
4. https://www.nextgenscience.org/sites/default/files/resource/files/Appendix%20G%20-%20Crosscutting%20Concepts%20FINAL%20edited%204.10.13.pdf
5. Stroupe chapter 6 (pdf attached)

For your final project, you will examine one High Leverage INSTRUCTIONAL Practice (HLIP) in-depth and discuss it in a paper of 8-10 pages in length using APA format. 
You will use at least three different academic resources from peer-reviewed EDUCATION JOURNALS that have researched this HLIP to support your ideas.
First, you will read about what an HLP is, then select one HLIP to focus on.
For your final project, you will examine one High Leverage INSTRUCTIONAL Practice (HLIP) in-depth and discuss it in a paper of 8-10 pages in length using APA format.
HLIPs are listed in the HLP resources under these numbers for Instruction: HLPs #11-#22:
HLIP #11: Identify and prioritize Long-term and Short-term goals.
HLIP #12: Systematically design instruction toward a specific learning goal.
HLIP #13: Adapt curriculum tasks and materials toward a specific learning goal.
HLIP #14: Teach cognitive and metacognitive strategies to support learning and independence.
HLIP #15: Provide scaffolded supports.
HLIP #16: Use explicit instruction.
HLIP #17: Use flexible grouping.
HLIP #18: Use strategies to promote active student engagement.
HLIP #19: Use assistive and instructional technologies.
HLIP #20: Provide intensive instruction.
HLIP #21: Teach students to maintain and generalize new learning across time and settings.
HLIP #22: Provide positive and constructive feedback to guide students’ learning and behavior.
Once you have done that you will observe its use in a video found on the website below. If there is no video, then you will state that and proceed to report on your research regarding the instructional practice you are focusing on. 
After you have completed the observation, you will write an analysis of the HLIP.
Your final paper will include a completed observation protocol (from screening the video; see exception above), a brief analysis of that video, and a paper of 8-10 pages that explore this HLIP addressing the topics detailed below. The paper count includes your one-page Video observation but does not include the title page or bibliography, or observation protocol (your notes). 
You will use the High Leverage Practice website, the library, and the IRIS website as resources for this project. 
Read the HLP Introduction document(s) on Canvas.
Go to this website: https://highleveragepractices.orgLinks to an external site..  Or  visit  to find videos of teachers implementing HLPs. Choose one INSTRUCTIONAL high-leverage practice, one HLIP, to focus on.
Using the Video Observation form that is attatched, watch the video and complete an observation of the HLIP in use. You may need to watch the video more than once. Using your observation notes, transfer your notes into a one-page narrative describing what you observed. See above it there is no video provided for your HLIP. 
Now you are going to research this HLIP in order to answer these questions in a paper of 8-10 pages using academic references from the field of education to support your ideas. The HLP in-depth document is a good place for you to start your research. You must include at least three different academic articles  You will use peer-reviewed educational JOURNALS that have published research on this HLP practice for INSTRUCTION to support your ideas.
Introduction: Describe your HLIP and include when it is appropriate to use this HLIP. Provide at least one academic reference from from a peer-reviewed education journal to support your discussion.
Implications: Discuss the cultural and linguistic issues involved in implementing this strategy. Are there gender considerations? Age? Setting? Provide at least one academic reference (from a peer-reviewed education journal from the Touro Library, that has examined these implications for this INSTRUCTIONAL strategy.
Challenges: Explore the challenges to implementing this HLIP. They may be structural, human, and/or other resources that impede or support its use. Provide one academic reference (from a peer-reviewed education journal) that has reviewed the challenges to implementing this HLIP.
Effectiveness: Present the way in which the teacher knows that this HLIP is working. Are there recommended ways in which to track these changes? Provide at least one academic reference (from a peer-reviewed education journal from the Touro Library) that has researched the effectiveness of this INSTRUCTIONAL intervention.
Conclusion: Summarize the HLIP that you have examined in one or two paragraphs. Now provide suggestions for its implementation to other teachers. Finally, discuss whether you would use this HLIP and the aspects of it that appeal or repel you from implementing it in your classroom now or in the future.
An Additional Resource: The IRIS website has excellent, research-based information for educators working with students with special needs.  
IRIS Resource LocatorLinks to an external site.

Read the Information provided in the Course Resources Related to Module 1.  Then complete the following Assessment Assignment.
Develop a graphic organizer that explains what Assessment is and the Purpose of Assessment in the Special Education Process.
All assignments should be computer generated and reflect graduate level competencies, effort, writing and reflection.  Please be sure to use “People 1st Language” in your writings and in all conversations.  Use complete sentences and correct punctuation and grammar.  Cite all work that you submit using correct APA format.  Document, document and document….
References attached 

Fill in the template   explaining how the key components tie into general and special education teachers’ roles and responsibilities to support the learning for individuals with disabilities.
Respond to each prompt listed in Part 2 of the “Key Components in Collaboration and Consultations Template” using 100 Support each response with a minimum of one scholarly resource

Reading Toolkit Part 1: Phonological Awareness
Regardless of grade level or content area, all teachers encounter students who experience various reading difficulties that can impede classroom success. Knowledge of the Science of Reading and Scarborough’s Reading Rope is critical to the reading process. Understanding levels of phonological awareness and how to foster these skills early in the reading process and recognize gaps in these areas for students in all grades can help teachers identify and address student reading challenges in the classroom.
Throughout Topics 1-4 you will be creating a Reading Toolkit that will include practical resources that can be shared with parents/guardians and colleagues and can also be used to improve your professional practice related to literacy and language development. You may use the tool of your choice to create a digital deliverable such as a website, bookmarked document, or brochure. You will add various pieces of content to the toolkit in the Topics 1-4 assignments.
Part 1: Glossary
Create a glossary of terms related to language and literacy development. Include the term, its definition, and a related illustration or graphic when appropriate. You will add to the “Glossary” section of the toolkit in Topics 2-4.
Define the terms below and add them to the “Glossary” section of the toolkit:
Science of Reading
Scarborough’s Reading Rope
Phonics
Phonological awareness
Part 2: Levels of Phonological Awareness
Using the topic Resources and your own research, create a chart, flow chart, or infographic that focuses on the levels of phonological awareness and the age/grade range where students typically demonstrate the milestone skills. For each level, address the following:
Name and brief explanation of the level
Examples that illustrate the milestone skills typically exhibited at that level
Age/grade range where students typically demonstrate the milestone skills
Indicators that a student may be struggling with this level
Assessments that can be used to determine whether a student is working toward meeting the milestone skills
Add the chart, flow chart, or infographic to your Reading Toolkit.
In a 250-500 word reflection, discuss the following:
Why it is important for special education teachers to have a thorough understanding of the Science of Reading, Scarborough’s Reading Rope, and the levels of phonological awareness, even though direct reading instruction may not be your primary support role?
How this knowledge can help teachers meet the needs of all readers in their classrooms.
Support your ideas with research-based evidence and examples from your own professional experience.
Support the assignment with 3-5 scholarly resources.  
Submit your chart/flow chart/infographic, supporting resources, and reflection in a single document. Include a link to your Reading Toolkit.
Log- *********************************** Waynecounty#933

What is the Science of Reading?

https://www.reallygreatreading.com/what-is-the-science-of-reading-and-phonics?gclid=EAIaIQobChMI6-yrvb6l9wIVMxh9Ch2tTgelEAAYASAAEgI9i_D_BwE



https://ldadhdnetwork.ca/for-professionals/educators/the-reading-rope/
https://www.reallygreatreading.com/content/scarboroughs-reading-rope
https://www.readingrockets.org/teaching/reading-basics/phonemic
http://www.wileyblevins.com/teacher_and_parents/phonics-ten-important-research-findings
https://www.readingrockets.org/article/development-phonological-skills
https://www.readingrockets.org/article/phonological-awareness-instructional-and-assessment-guidelines

Effective Reading Instruction for Students with Dyslexia

Structured Literacy: Effective Instruction for Students with Dyslexia and Related Reading Difficulties

https://scienceofreading.amplify.com/

Step 1: Choose and Describe Your Artifact
What to do: Pick an artifact that is significant to you culturally, personally, or historically. Write a short paragraph describing what the artifact is, its origin, and its appearance.
Purpose: This introduces the basic information about your artifact, helping you and your audience understand its significance.
Step 2: Research and Reflect
What to do:
Research: Find out about your artifact’s background, its cultural and historical importance. Look for interesting stories or traditions linked to it.
Reflect: Write about why this artifact matters to you. Share any personal stories, emotions, or memories you associate with it.
Purpose: This step enriches your speech with a deep understanding of the artifact and connects it with your personal experiences.
Step 3: Create a Speech Outline
What to do: Draft a simple outline for your speech that includes:
An introduction to your artifact.
Its cultural and historical significance.
Its personal importance to you.
A conclusion that highlights its overall impact.
Purpose: Organizing your speech this way ensures you cover all important aspects smoothly and coherently.
Submission Details
Format: Compile your description, research, reflection, and outline into one document. 
MLA or APA is okay. Your submission should be 2–3 pages long double spacd.