SPD-581 Research-Based Instructional Strategies for Teaching Literacy Directions: Complete each section of the charts below. Remember to complete the “Reflection” and “References”
SPD-581 Research-Based Instructional Strategies for Teaching Literacy
Directions: Complete each section of the charts below. Remember to complete the “Reflection” and “References” sections that are listed below the charts.
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Grades
K-5 Research-Based Instructional Strategies |
|
|
Literacy Component |
Instructional Strategy (For
each reading component describe one instructional strategy in 1-2 sentences.) |
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Decoding |
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Phonological
Awareness |
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Sight Word
Recognition |
|
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Learning to
Write Strategies (letter, sentence and
paragraph formation, and modeled, shared, interactive, guided, and
independent writing activities) |
|
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Speaking and
Listening Strategies |
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Grades
6-12 Research-Based Instructional Strategies |
|
|
Literacy Component |
Instructional Strategy (For
each literacy component, describe one instructional strategy in 1-2
sentences.) |
|
Pre-Reading
Strategies |
|
|
Vocabulary (including multisyllabic words: analyzing root words, prefixes,
and suffixes) |
|
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During Reading (making predictions, applying skills, reading illustrations and
charts, etc.) |
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Post-Reading (writing, discussion, author’s craft) |
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Skilled Reading
(fluent execution and coordination of word
recognition and text comprehension) |
|
|
Writing to
Learn Strategies (creating
illustrations or charts, writing a problem, justifying thinking, journal
entries, etc.) |
|
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Speaking and
Listening Strategies |
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Reflection: In no more than 250 words, address the following:
· Describe how the instructional strategies and activities you have selected support the Science of Reading research and concepts presented in Scarborough’s Reading Rope.
References: Support the assignment with a minimum of 3-5 scholarly resources.