Assignment Prompt & Instructions
I need help with this assignment, Please!
– 2 years ago
**files (3)**
– ## RequiredResourcesforweek3assignments.docx
– ## PhonicsInstructionworksheet.docx
– ## InstructionandRubicforweek3assignments.docx
**## RequiredResourcesforweek3assignments.docx**
Required Resources for week 3 assignments
Phonic Faux Pas: Avoiding Instructional Missteps in Teaching Letter-Sound Relationships
**Required**
Read “Phonic Faux Pas: Avoiding Instructional Missteps in Teaching Letter-Sound Relationships,” by Duke and Mesmer, from
… Read More
https://eric.ed.gov/?id=EJ1200223
Systematic and Explicit Phonics Instruction
**Required**
Watch “Systematic and Explicit Phonics Instruction,” located on YouTube (2021).
https://youtu.be/yTuyHrKhprI
Teacher Center Explicit Phonics Lesson
**Required**
Watch “Teacher Center Explicit Phonics Lesson,” located on YouTube (2020).
https://youtu.be/uJnp1IpaHkM
Scope and Sequence for Systematic and Explicit Phonics
**Required**
Explore “Scope and Sequence for Systematic and Explicit Phonics,” located on the Rollins Center for Language & Literacy w
… Read More
https://files.coxcampus.org/Scope%20and%20Sequence%20for%20Systematic%20and%20Explicit%20Phonics-7ae30f40-f90a-4f54-846a-81ece906ae36.pdf
Key Literacy Component: Decoding
**Required**
Read “Key Literacy Component: Decoding,” located on the AdLit website.
https://www.adlit.org/topics/phonics-word-study-decoding/key-literacy-component-decoding
Orthographic Mapping Explainer
**Required**
Watch “Orthographic Mapping Explainer,” by Stone, located on YouTube (2019).
https://youtu.be/KIuwKnZqJEQ
A New Model for Teaching High-Frequency Words
**Required**
Read “A New Model for Teaching High-Frequency Words,” by Farrell et al., located on the Reading Rockets website (2019).
https://www.readingrockets.org/article/new-model-teaching-high-frequency-words
Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade
**Required**
Explore “Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade,” located on the What Wor
… Read More
https://ies.ed.gov/ncee/wwc/practiceguide/21
Text Project
**Required**
Explore the TextProject website.
https://textproject.org/
Decodable Text Sources
**Required**
Explore “Decodable Text Sources,” located on the Reading Rockets website (2022).
https://www.readingrockets.org/arti
**## PhonicsInstructionworksheet.docx**
__
**Phonics Instruction**
**Part 1: Explicit Instruction and Intentional Instructional Routines**
| |
| — |
| **Standard**<br>_Choose one K-3 reading foundational standard that addresses a phonics skill._ |
| |
| **Learning Objective**<br>_Write a developmentally appropriate and measurable learning objective that aligns with the standard and identifies the concept or pattern being taught throughout the lesson._ |
| |
| **Phonological/Phonemic Awareness Review**<br>_Describe a phonological/ phonemic awareness routine that reviews the previously learned patterns and introduces the new pattern in an auditory way. Refer to strategies discussed in the Topic 2 assignment. Include both the routine and words that will be used during the routine._ |
| |
| **Introduction of New Phonics Pattern**<br>_Describe how the new phonics pattern will be introduced to students._ |
| |
| **Blending**<br>_Describe an instructional routine that allows students to practice blending words with the concept or pattern. Include both the routine and words that will be used during the routine._ |
| |
| **Chaining/Making Words**<br>_Describe an instructional routine that allows students to practice building words with the concept or pattern. Include both the routine and words that will be used during the routine._ |
| |
| **Dictation**<br>_Describe an instructional routine that allows students to practice writing words with the concept or pattern. Include both the routine and words that will be used during the routine._ |
| |
| **High-Frequency Words**<br>_Describe an instructional routine that allows students to learn new high frequency words and review previous words learned. Include both the routine and words that will be used during the routine._ |
| |
| **Decodable Text**<br>_Identify or create text that allows students to practice reading words with the concept or pattern._ |
| |
| **Formative Assessment**<br>_Describe one formative assessment that can be used to assess the learning objective._ |
| |
| **Differentiation**<br>_Explain two ways to differentiate the lesson to support diverse student needs._ |
| |
| **Technology**<br>_Provide one way that technology can be used in the lesson._ |
| |
| **At-Home Practice Activity**<br>_Describe an at-home activity that families can do with students to practice the concept or pattern learned throughout the lesson._ |
| |
**Part 2: Reflection**
| |
| — |
| |
**References**
© 2023. Grand Canyon University. All Rights Reserved.
## image1.jpeg
**## InstructionandRubicforweek3assignments.docx**
Assignments: I follow the grading rubric closely. Always read the assignment rubric prior to starting your assignments to fully understand the assignment requirements.
**Some requirements are outlined in the grading rubric that are not detailed in this course** **assignment instructions.** It is recommended that you use the writing template posted in the resources section of the course room for assignments and label each section of your paper based on the topic or what the question is asking. This will ensure you cover all requirements of the assignment and assists in the grading process. Be sure to reach out if you have questions.
· Mechanics: Graduate writing requires critical thinking, analysis, synthesis, and evaluation of theory and concepts.
**Be sure to proofread your papers and DQ posts before submitting to ensure maximum points.** Examples of errors with mechanics are errors in spelling, grammar, punctuation, and use of passive voice.
· References:
_You are required to use scholarly references for this course._ Scholarly references are articles and resources in the course room, peer reviewed articles in the GCU library and government websites ending in .gov. You are strongly discouraged from using other websites as references.
Instruction and Rubric for week 3 assignments
Assessment Description
As a teacher, it is important to understand the components of explicit and systematic phonics instruction. Intentional phonics instruction is complementary to phonological awareness and can have positive effects on word recognition, fluency, spelling, and vocabulary achievement. Teachers explicitly teach the relationships between letters/graphemes and the sounds of spoken language. Explicit instruction requires that teachers provide step-by-step directions for the relationships between letters (patterns) and sounds. The goal in phonics instruction should always be to teach students to decode patterns to move words into sight word memory.
Teachers are encouraged to develop intentional and robust instructional routines to support all students. The research shows that the brain responds to phonics instruction that is engaging, multisensory, and cumulative. While there is not one specific phonics scope and sequence, most research-based phonics instruction follows an organized structure that involves less complex letter-sound relationships to more complex ones.
Utilize the “Phonics Instruction” template to complete this assignment.
**Part 1: Explicit Instruction and Intentional Instructional Routines**
Choose a grade level K-3 for this assignment and review the standards from the state you plan to teach in. After reviewing the grade level reading foundational standards, choose one and create a 10-15 minute explicit introductory phonics lesson.
**Part 2: Reflection**
After reviewing the grade level foundational standards and creating an explicit phonics lesson, write a 150-250 word reflection on how the Science of Reading was used to address the components of the phonics lesson.
Support your assignment with a minimum of two scholarly resources.
While APA Style is not required for the body of this assignment, solid academic writing is expected. Source documentation 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. Before beginning the assignment, review the rubric to familiarize yourself with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is in Class Resources if you need assistance.
**Rubric Criteria**
expand all Rubric CriteriaExpand All
**Standard and Learning Objective**
7 points
**Criteria Description**
Standard and Learning Objective
**5. Target**
7 points
The learning objective is performance-driven, measurable, developmentally appropriate, and directly aligned with the state standard.
**4. Acceptable**
6.09 points
The learning objective is skill-based, measurable, developmentally appropriate, and effectively aligned with the state standard.
**Criteria Description**
Review and Introduction
**5. Target**
7 points
Description of a phonological/phonemic awareness routine that reviews previously learned patterns and introduces the new pattern auditorily is in-depth and advanced. Description of how the new phonics pattern is introduced to students is ideal.
**4. Acceptable**
6.09 points
Description of a phonological/phonemic awareness routine that reviews previously learned patterns and introduces the new pattern auditorily is complete and accurate. Description of how the new phonics pattern is introduced to students is effective.
**No Submission**
0 points
Not addressed.
**Instructional Routines and Decodable Text**
21 points
**Criteria Description**
Instructional Routines and Decodable Text
**5. Target**
21 points
Instructional routines for blending, chaining/making words, dictation, and high-frequency words demonstrate best practices and extensively provide opportunities for students to practice the new phonics pattern. A comprehensive list of words that will be used throughout the routines is included. The decodable text provides exceptional opportunities to practice reading the lesson’s phonics pattern.
**4. Acceptable**
18.27 points
Instructional routines for blending, chaining/making words, dictation, and high-frequency words are appropriate and significantly provide opportunities for students to practice the new phonics pattern. A complete list of words that will be used throughout the routines is included. The decodable text provides reasonable opportunities to practice reading the lesson’s phonics pattern.
**No Submission**
0 points
Not addressed.
**Assessment and Differentiation**
7 points
**Criteria Description**
Assessment and Differentiation
**5. Target**
7 points
The formative assessment is superior and skillfully aligns with the learning objective. Strategies to differentiate the lesson to support the diverse needs of students are meaningful.
**4. Acceptable**
6.09 points
The formative assessment is solid and effectively aligns with the learning objective. Strategies to differentiate the lesson to support the diverse needs of students are suitable.
**No Submission**
0 points
Not addressed.
**Technology and At-Home Practice Activity**
7 points
**Criteria Description**
Technology and At-Home Practice Activity
**5. Target**
7 points
The technology and at-home practice activity are creative and clearly relate to the developed lesson
**4. Acceptable**
6.09 points
The technology and at-home practice activity are clear and mostly relate to the developed lesson.
**No Submission**
0 points
Not addressed.
**Reflection**
7 points
**Criteria Description**
Reflection
**5. Target**
7 points
Discussion of how the Science of Reading was used to address the components of the phonics lesson is sophisticated.
**4. Acceptable**
6.09 points
Discussion of how the Science of Reading was used to address the components of the phonics lesson is sound.
**No Submission**
0 points
Not addressed.
**Supporting Research and Documentation of Sources**
7 points
**Criteria Description**
Uses appropriate designated style and formatting to document sources in citations and references.
**5. Target**
7 points
Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
**4. Acceptable**
6.09 points
Supporting research is credible and relevant. Sources are documented, as appropriate to assignment and style, and format is mostly correct.
**No Submission**
0 points
Not addressed.
**Mechanics of Writing**
7 points
**Criteria Description**
Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.
**5. Target**
7 points
No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.
**4. Acceptable**
6.09 points
Few mechanical errors are present. Suitable language choice and sentence structure are used.
**## InstructionandRubicforweek3assignments.docx**
Assignments: I follow the grading rubric closely. Always read the assignment rubric prior to starting your assignments to fully understand the assignment requirements.
**Some requirements are outlined in the grading rubric that are not detailed in this course** **assignment instructions.** It is recommended that you use the writing template posted in the resources section of the course room for assignments and label each section of your paper based on the topic or what the question is asking. This will ensure you cover all requirements of the assignment and assists in the grading process. Be sure to reach out if you have questions.
· Mechanics: Graduate writing requires critical thinking, analysis, synthesis, and evaluation of theory and concepts.
**Be sure to proofread your papers and DQ posts before submitting to ensure maximum points.** Examples of errors with mechanics are errors in spelling, grammar, punctuation, and use of passive voice.
· References:
_You are required to use scholarly references for this course._ Scholarly references are articles and resources in the course room, peer reviewed articles in the GCU library and government websites ending in .gov. You are strongly discouraged from using other websites as references.
Instruction and Rubric for week 3 assignments
Assessment Description
As a teacher, it is important to understand the components of explicit and systematic phonics instruction. Intentional phonics instruction is complementary to phonological awareness and can have positive effects on word recognition, fluency, spelling, and vocabulary achievement. Teachers explicitly teach the relationships between letters/graphemes and the sounds of spoken language. Explicit instruction requires that teachers provide step-by-step directions for the relationships between letters (patterns) and sounds. The goal in phonics instruction should always be to teach students to decode patterns to move words into sight word memory.
Teachers are encouraged to develop intentional and robust instructional routines to support all students. The research shows that the brain responds to phonics instruction that is engaging, multisensory, and cumulative. While there is not one specific phonics scope and sequence, most research-based phonics instruction follows an organized structure that involves less complex letter-sound relationships to more complex ones.
Utilize the “Phonics Instruction” template to complete this assignment.
**Part 1: Explicit Instruction and Intentional Instructional Routines**
Choose a grade level K-3 for this assignment and review the standards from the state you plan to teach in. After reviewing the grade level reading foundational standards, choose one and create a 10-15 minute explicit introductory phonics lesson.
**Part 2: Reflection**
After reviewing the grade level foundational standards and creating an explicit phonics lesson, write a 150-250 word reflection on how the Science of Reading was used to address the components of the phonics lesson.
Support your assignment with a minimum of two scholarly resources.
While APA Style is not required for the body of this assignment, solid academic writing is expected. Source documentation 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. Before beginning the assignment, review the rubric to familiarize yourself with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is in Class Resources if you need assistance.
**Rubric Criteria**
expand all Rubric CriteriaExpand All
**Standard and Learning Objective**
7 points
**Criteria Description**
Standard and Learning Objective
**5. Target**
7 points
The learning objective is performance-driven, measurable, developmentally appropriate, and directly aligned with the state standard.
**4. Acceptable**
6.09 points
The learning objective is skill-based, measurable, developmentally appropriate, and effectively aligned with the state standard.
**Criteria Description**
Review and Introduction
**5. Target**
7 points
Description of a phonological/phonemic awareness routine that reviews previously learned patterns and introduces the new pattern auditorily is in-depth and advanced. Description of how the new phonics pattern is introduced to students is ideal.
**4. Acceptable**
6.09 points
Description of a phonological/phonemic awareness routine that reviews previously learned patterns and introduces the new pattern auditorily is complete and accurate. Description of how the new phonics pattern is introduced to students is effective.
**No Submission**
0 points
Not addressed.
**Instructional Routines and Decodable Text**
21 points
**Criteria Description**
Instructional Routines and Decodable Text
**5. Target**
21 points
Instructional routines for blending, chaining/making words, dictation, and high-frequency words demonstrate best practices and extensively provide opportunities for students to practice the new phonics pattern. A comprehensive list of words that will be used throughout the routines is included. The decodable text provides exceptional opportunities to practice reading the lesson’s phonics pattern.
**4. Acceptable**
18.27 points
Instructional routines for blending, chaining/making words, dictation, and high-frequency words are appropriate and significantly provide opportunities for students to practice the new phonics pattern. A complete list of words that will be used throughout the routines is included. The decodable text provides reasonable opportunities to practice reading the lesson’s phonics pattern.
**No Submission**
0 points
Not addressed.
**Assessment and Differentiation**
7 points
**Criteria Description**
Assessment and Differentiation
**5. Target**
7 points
The formative assessment is superior and skillfully aligns with the learning objective. Strategies to differentiate the lesson to support the diverse needs of students are meaningful.
**4. Acceptable**
6.09 points
The formative assessment is solid and effectively aligns with the learning objective. Strategies to differentiate the lesson to support the diverse needs of students are suitable.
**No Submission**
0 points
Not addressed.
**Technology and At-Home Practice Activity**
7 points
**Criteria Description**
Technology and At-Home Practice Activity
**5. Target**
7 points
The technology and at-home practice activity are creative and clearly relate to the developed lesson
**4. Acceptable**
6.09 points
The technology and at-home practice activity are clear and mostly relate to the developed lesson.
**No Submission**
0 points
Not addressed.
**Reflection**
7 points
**Criteria Description**
Reflection
**5. Target**
7 points
Discussion of how the Science of Reading was used to address the components of the phonics lesson is sophisticated.
**4. Acceptable**
6.09 points
Discussion of how the Science of Reading was used to address the components of the phonics lesson is sound.
**No Submission**
0 points
Not addressed.
**Supporting Research and Documentation of Sources**
7 points
**Criteria Description**
Uses appropriate designated style and formatting to document sources in citations and references.
**5. Target**
7 points
Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
**4. Acceptable**
6.09 points
Supporting research is credible and relevant. Sources are documented, as appropriate to assignment and style, and format is mostly correct.
**No Submission**
0 points
Not addressed.
**Mechanics of Writing**
7 points
**Criteria Description**
Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.
**5. Target**
7 points
No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.
**4. Acceptable**
6.09 points
Few mechanical errors are present. Suitable language choice and sentence structure are used.
**## RequiredResourcesforweek3assignments.docx**
Required Resources for week 3 assignments
Phonic Faux Pas: Avoiding Instructional Missteps in Teaching Letter-Sound Relationships
**Required**
Read “Phonic Faux Pas: Avoiding Instructional Missteps in Teaching Letter-Sound Relationships,” by Duke and Mesmer, from
… Read More
https://eric.ed.gov/?id=EJ1200223
Systematic and Explicit Phonics Instruction
**Required**
Watch “Systematic and Explicit Phonics Instruction,” located on YouTube (2021).
https://youtu.be/yTuyHrKhprI
Teacher Center Explicit Phonics Lesson
**Required**
Watch “Teacher Center Explicit Phonics Lesson,” located on YouTube (2020).
https://youtu.be/uJnp1IpaHkM
Scope and Sequence for Systematic and Explicit Phonics
**Required**
Explore “Scope and Sequence for Systematic and Explicit Phonics,” located on the Rollins Center for Language & Literacy w
… Read More
https://files.coxcampus.org/Scope%20and%20Sequence%20for%20Systematic%20and%20Explicit%20Phonics-7ae30f40-f90a-4f54-846a-81ece906ae36.pdf
Key Literacy Component: Decoding
**Required**
Read “Key Literacy Component: Decoding,” located on the AdLit website.
https://www.adlit.org/topics/phonics-word-study-decoding/key-literacy-component-decoding
Orthographic Mapping Explainer
**Required**
Watch “Orthographic Mapping Explainer,” by Stone, located on YouTube (2019).
https://youtu.be/KIuwKnZqJEQ
A New Model for Teaching High-Frequency Words
**Required**
Read “A New Model for Teaching High-Frequency Words,” by Farrell et al., located on the Reading Rockets website (2019).
https://www.readingrockets.org/article/new-model-teaching-high-frequency-words
Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade
**Required**
Explore “Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade,” located on the What Wor
… Read More
https://ies.ed.gov/ncee/wwc/practiceguide/21
Text Project
**Required**
Explore the TextProject website.
https://textproject.org/
Decodable Text Sources
**Required**
Explore “Decodable Text Sources,” located on the Reading Rockets website (2022).
https://www.readingrockets.org/arti
**## PhonicsInstructionworksheet.docx**
__
**Phonics Instruction**
**Part 1: Explicit Instruction and Intentional Instructional Routines**
| |
| — |
| **Standard**<br>_Choose one K-3 reading foundational standard that addresses a phonics skill._ |
| |
| **Learning Objective**<br>_Write a developmentally appropriate and measurable learning objective that aligns with the standard and identifies the concept or pattern being taught throughout the lesson._ |
| |
| **Phonological/Phonemic Awareness Review**<br>_Describe a phonological/ phonemic awareness routine that reviews the previously learned patterns and introduces the new pattern in an auditory way. Refer to strategies discussed in the Topic 2 assignment. Include both the routine and words that will be used during the routine._ |
| |
| **Introduction of New Phonics Pattern**<br>_Describe how the new phonics pattern will be introduced to students._ |
| |
| **Blending**<br>_Describe an instructional routine that allows students to practice blending words with the concept or pattern. Include both the routine and words that will be used during the routine._ |
| |
| **Chaining/Making Words**<br>_Describe an instructional routine that allows students to practice building words with the concept or pattern. Include both the routine and words that will be used during the routine._ |
| |
| **Dictation**<br>_Describe an instructional routine that allows students to practice writing words with the concept or pattern. Include both the routine and words that will be used during the routine._ |
| |
| **High-Frequency Words**<br>_Describe an instructional routine that allows students to learn new high frequency words and review previous words learned. Include both the routine and words that will be used during the routine._ |
| |
| **Decodable Text**<br>_Identify or create text that allows students to practice reading words with the concept or pattern._ |
| |
| **Formative Assessment**<br>_Describe one formative assessment that can be used to assess the learning objective._ |
| |
| **Differentiation**<br>_Explain two ways to differentiate the lesson to support diverse student needs._ |
| |
| **Technology**<br>_Provide one way that technology can be used in the lesson._ |
| |
| **At-Home Practice Activity**<br>_Describe an at-home activity that families can do with students to practice the concept or pattern learned throughout the lesson._ |
| |
**Part 2: Reflection**
| |
| — |
| |
**References**
© 2023. Grand Canyon University. All Rights Reserved.
## image1.jpeg
**## InstructionandRubicforweek3assignments.docx**
Assignments: I follow the grading rubric closely. Always read the assignment rubric prior to starting your assignments to fully understand the assignment requirements.
**Some requirements are outlined in the grading rubric that are not detailed in this course** **assignment instructions.** It is recommended that you use the writing template posted in the resources section of the course room for assignments and label each section of your paper based on the topic or what the question is asking. This will ensure you cover all requirements of the assignment and assists in the grading process. Be sure to reach out if you have questions.
· Mechanics: Graduate writing requires critical thinking, analysis, synthesis, and evaluation of theory and concepts.
**Be sure to proofread your papers and DQ posts before submitting to ensure maximum points.** Examples of errors with mechanics are errors in spelling, grammar, punctuation, and use of passive voice.
· References:
_You are required to use scholarly references for this course._ Scholarly references are articles and resources in the course room, peer reviewed articles in the GCU library and government websites ending in .gov. You are strongly discouraged from using other websites as references.
Instruction and Rubric for week 3 assignments
Assessment Description
As a teacher, it is important to understand the components of explicit and systematic phonics instruction. Intentional phonics instruction is complementary to phonological awareness and can have positive effects on word recognition, fluency, spelling, and vocabulary achievement. Teachers explicitly teach the relationships between letters/graphemes and the sounds of spoken language. Explicit instruction requires that teachers provide step-by-step directions for the relationships between letters (patterns) and sounds. The goal in phonics instruction should always be to teach students to decode patterns to move words into sight word memory.
Teachers are encouraged to develop intentional and robust instructional routines to support all students. The research shows that the brain responds to phonics instruction that is engaging, multisensory, and cumulative. While there is not one specific phonics scope and sequence, most research-based phonics instruction follows an organized structure that involves less complex letter-sound relationships to more complex ones.
Utilize the “Phonics Instruction” template to complete this assignment.
**Part 1: Explicit Instruction and Intentional Instructional Routines**
Choose a grade level K-3 for this assignment and review the standards from the state you plan to teach in. After reviewing the grade level reading foundational standards, choose one and create a 10-15 minute explicit introductory phonics lesson.
**Part 2: Reflection**
After reviewing the grade level foundational standards and creating an explicit phonics lesson, write a 150-250 word reflection on how the Science of Reading was used to address the components of the phonics lesson.
Support your assignment with a minimum of two scholarly resources.
While APA Style is not required for the body of this assignment, solid academic writing is expected. Source documentation 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. Before beginning the assignment, review the rubric to familiarize yourself with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is in Class Resources if you need assistance.
**Rubric Criteria**
expand all Rubric CriteriaExpand All
**Standard and Learning Objective**
7 points
**Criteria Description**
Standard and Learning Objective
**5. Target**
7 points
The learning objective is performance-driven, measurable, developmentally appropriate, and directly aligned with the state standard.
**4. Acceptable**
6.09 points
The learning objective is skill-based, measurable, developmentally appropriate, and effectively aligned with the state standard.
**Criteria Description**
Review and Introduction
**5. Target**
7 points
Description of a phonological/phonemic awareness routine that reviews previously learned patterns and introduces the new pattern auditorily is in-depth and advanced. Description of how the new phonics pattern is introduced to students is ideal.
**4. Acceptable**
6.09 points
Description of a phonological/phonemic awareness routine that reviews previously learned patterns and introduces the new pattern auditorily is complete and accurate. Description of how the new phonics pattern is introduced to students is effective.
**No Submission**
0 points
Not addressed.
**Instructional Routines and Decodable Text**
21 points
**Criteria Description**
Instructional Routines and Decodable Text
**5. Target**
21 points
Instructional routines for blending, chaining/making words, dictation, and high-frequency words demonstrate best practices and extensively provide opportunities for students to practice the new phonics pattern. A comprehensive list of words that will be used throughout the routines is included. The decodable text provides exceptional opportunities to practice reading the lesson’s phonics pattern.
**4. Acceptable**
18.27 points
Instructional routines for blending, chaining/making words, dictation, and high-frequency words are appropriate and significantly provide opportunities for students to practice the new phonics pattern. A complete list of words that will be used throughout the routines is included. The decodable text provides reasonable opportunities to practice reading the lesson’s phonics pattern.
**No Submission**
0 points
Not addressed.
**Assessment and Differentiation**
7 points
**Criteria Description**
Assessment and Differentiation
**5. Target**
7 points
The formative assessment is superior and skillfully aligns with the learning objective. Strategies to differentiate the lesson to support the diverse needs of students are meaningful.
**4. Acceptable**
6.09 points
The formative assessment is solid and effectively aligns with the learning objective. Strategies to differentiate the lesson to support the diverse needs of students are suitable.
**No Submission**
0 points
Not addressed.
**Technology and At-Home Practice Activity**
7 points
**Criteria Description**
Technology and At-Home Practice Activity
**5. Target**
7 points
The technology and at-home practice activity are creative and clearly relate to the developed lesson
**4. Acceptable**
6.09 points
The technology and at-home practice activity are clear and mostly relate to the developed lesson.
**No Submission**
0 points
Not addressed.
**Reflection**
7 points
**Criteria Description**
Reflection
**5. Target**
7 points
Discussion of how the Science of Reading was used to address the components of the phonics lesson is sophisticated.
**4. Acceptable**
6.09 points
Discussion of how the Science of Reading was used to address the components of the phonics lesson is sound.
**No Submission**
0 points
Not addressed.
**Supporting Research and Documentation of Sources**
7 points
**Criteria Description**
Uses appropriate designated style and formatting to document sources in citations and references.
**5. Target**
7 points
Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
**4. Acceptable**
6.09 points
Supporting research is credible and relevant. Sources are documented, as appropriate to assignment and style, and format is mostly correct.
**No Submission**
0 points
Not addressed.
**Mechanics of Writing**
7 points
**Criteria Description**
Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.
**5. Target**
7 points
No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.
**4. Acceptable**
6.09 points
Few mechanical errors are present. Suitable language choice and sentence structure are used.
**## RequiredResourcesforweek3assignments.docx**
Required Resources for week 3 assignments
Phonic Faux Pas: Avoiding Instructional Missteps in Teaching Letter-Sound Relationships
**Required**
Read “Phonic Faux Pas: Avoiding Instructional Missteps in Teaching Letter-Sound Relationships,” by Duke and Mesmer, from
… Read More
https://eric.ed.gov/?id=EJ1200223
Systematic and Explicit Phonics Instruction
**Required**
Watch “Systematic and Explicit Phonics Instruction,” located on YouTube (2021).
https://youtu.be/yTuyHrKhprI
Teacher Center Explicit Phonics Lesson
**Required**
Watch “Teacher Center Explicit Phonics Lesson,” located on YouTube (2020).
https://youtu.be/uJnp1IpaHkM
Scope and Sequence for Systematic and Explicit Phonics
**Required**
Explore “Scope and Sequence for Systematic and Explicit Phonics,” located on the Rollins Center for Language & Literacy w
… Read More
https://files.coxcampus.org/Scope%20and%20Sequence%20for%20Systematic%20and%20Explicit%20Phonics-7ae30f40-f90a-4f54-846a-81ece906ae36.pdf
Key Literacy Component: Decoding
**Required**
Read “Key Literacy Component: Decoding,” located on the AdLit website.
https://www.adlit.org/topics/phonics-word-study-decoding/key-literacy-component-decoding
Orthographic Mapping Explainer
**Required**
Watch “Orthographic Mapping Explainer,” by Stone, located on YouTube (2019).
https://youtu.be/KIuwKnZqJEQ
A New Model for Teaching High-Frequency Words
**Required**
Read “A New Model for Teaching High-Frequency Words,” by Farrell et al., located on the Reading Rockets website (2019).
https://www.readingrockets.org/article/new-model-teaching-high-frequency-words
Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade
**Required**
Explore “Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade,” located on the What Wor
… Read More
https://ies.ed.gov/ncee/wwc/practiceguide/21
Text Project
**Required**
Explore the TextProject website.
https://textproject.org/
Decodable Text Sources
**Required**
Explore “Decodable Text Sources,” located on the Reading Rockets website (2022).
https://www.readingrockets.org/arti
**## PhonicsInstructionworksheet.docx**
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**Phonics Instruction**
**Part 1: Explicit Instruction and Intentional Instructional Routines**
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| **Standard**<br>_Choose one K-3 reading foundational standard that addresses a phonics skill._ |
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| **Learning Objective**<br>_Write a developmentally appropriate and measurable learning objective that aligns with the standard and identifies the concept or pattern being taught throughout the lesson._ |
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| **Phonological/Phonemic Awareness Review**<br>_Describe a phonological/ phonemic awareness routine that reviews the previously learned patterns and introduces the new pattern in an auditory way. Refer to strategies discussed in the Topic 2 assignment. Include both the routine and words that will be used during the routine._ |
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| **Introduction of New Phonics Pattern**<br>_Describe how the new phonics pattern will be introduced to students._ |
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| **Blending**<br>_Describe an instructional routine that allows students to practice blending words with the concept or pattern. Include both the routine and words that will be used during the routine._ |
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| **Chaining/Making Words**<br>_Describe an instructional routine that allows students to practice building words with the concept or pattern. Include both the routine and words that will be used during the routine._ |
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| **Dictation**<br>_Describe an instructional routine that allows students to practice writing words with the concept or pattern. Include both the routine and words that will be used during the routine._ |
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| **High-Frequency Words**<br>_Describe an instructional routine that allows students to learn new high frequency words and review previous words learned. Include both the routine and words that will be used during the routine._ |
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| **Decodable Text**<br>_Identify or create text that allows students to practice reading words with the concept or pattern._ |
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| **Formative Assessment**<br>_Describe one formative assessment that can be used to assess the learning objective._ |
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| **Differentiation**<br>_Explain two ways to differentiate the lesson to support diverse student needs._ |
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| **Technology**<br>_Provide one way that technology can be used in the lesson._ |
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| **At-Home Practice Activity**<br>_Describe an at-home activity that families can do with students to practice the concept or pattern learned throughout the lesson._ |
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**Part 2: Reflection**
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**References**
© 2023. Grand Canyon University. All Rights Reserved.
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**## InstructionandRubicforweek3assignments.docx**
Assignments: I follow the grading rubric closely. Always read the assignment rubric prior to starting your assignments to fully understand the assignment requirements.
**Some requirements are outlined in the grading rubric that are not detailed in this course** **assignment instructions.** It is recommended that you use the writing template posted in the resources section of the course room for assignments and label each section of your paper based on the topic or what the question is asking. This will ensure you cover all requirements of the assignment and assists in the grading process. Be sure to reach out if you have questions.
· Mechanics: Graduate writing requires critical thinking, analysis, synthesis, and evaluation of theory and concepts.
**Be sure to proofread your papers and DQ posts before submitting to ensure maximum points.** Examples of errors with mechanics are errors in spelling, grammar, punctuation, and use of passive voice.
· References:
_You are required to use scholarly references for this course._ Scholarly references are articles and resources in the course room, peer reviewed articles in the GCU library and government websites ending in .gov. You are strongly discouraged from using other websites as references.
Instruction and Rubric for week 3 assignments
Assessment Description
As a teacher, it is important to understand the components of explicit and systematic phonics instruction. Intentional phonics instruction is complementary to phonological awareness and can have positive effects on word recognition, fluency, spelling, and vocabulary achievement. Teachers explicitly teach the relationships between letters/graphemes and the sounds of spoken language. Explicit instruction requires that teachers provide step-by-step directions for the relationships between letters (patterns) and sounds. The goal in phonics instruction should always be to teach students to decode patterns to move words into sight word memory.
Teachers are encouraged to develop intentional and robust instructional routines to support all students. The research shows that the brain responds to phonics instruction that is engaging, multisensory, and cumulative. While there is not one specific phonics scope and sequence, most research-based phonics instruction follows an organized structure that involves less complex letter-sound relationships to more complex ones.
Utilize the “Phonics Instruction” template to complete this assignment.
**Part 1: Explicit Instruction and Intentional Instructional Routines**
Choose a grade level K-3 for this assignment and review the standards from the state you plan to teach in. After reviewing the grade level reading foundational standards, choose one and create a 10-15 minute explicit introductory phonics lesson.
**Part 2: Reflection**
After reviewing the grade level foundational standards and creating an explicit phonics lesson, write a 150-250 word reflection on how the Science of Reading was used to address the components of the phonics lesson.
Support your assignment with a minimum of two scholarly resources.
While APA Style is not required for the body of this assignment, solid academic writing is expected. Source documentation 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. Before beginning the assignment, review the rubric to familiarize yourself with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is in Class Resources if you need assistance.
**Rubric Criteria**
expand all Rubric CriteriaExpand All
**Standard and Learning Objective**
7 points
**Criteria Description**
Standard and Learning Objective
**5. Target**
7 points
The learning objective is performance-driven, measurable, developmentally appropriate, and directly aligned with the state standard.
**4. Acceptable**
6.09 points
The learning objective is skill-based, measurable, developmentally appropriate, and effectively aligned with the state standard.
**Criteria Description**
Review and Introduction
**5. Target**
7 points
Description of a phonological/phonemic awareness routine that reviews previously learned patterns and introduces the new pattern auditorily is in-depth and advanced. Description of how the new phonics pattern is introduced to students is ideal.
**4. Acceptable**
6.09 points
Description of a phonological/phonemic awareness routine that reviews previously learned patterns and introduces the new pattern auditorily is complete and accurate. Description of how the new phonics pattern is introduced to students is effective.
**No Submission**
0 points
Not addressed.
**Instructional Routines and Decodable Text**
21 points
**Criteria Description**
Instructional Routines and Decodable Text
**5. Target**
21 points
Instructional routines for blending, chaining/making words, dictation, and high-frequency words demonstrate best practices and extensively provide opportunities for students to practice the new phonics pattern. A comprehensive list of words that will be used throughout the routines is included. The decodable text provides exceptional opportunities to practice reading the lesson’s phonics pattern.
**4. Acceptable**
18.27 points
Instructional routines for blending, chaining/making words, dictation, and high-frequency words are appropriate and significantly provide opportunities for students to practice the new phonics pattern. A complete list of words that will be used throughout the routines is included. The decodable text provides reasonable opportunities to practice reading the lesson’s phonics pattern.
**No Submission**
0 points
Not addressed.
**Assessment and Differentiation**
7 points
**Criteria Description**
Assessment and Differentiation
**5. Target**
7 points
The formative assessment is superior and skillfully aligns with the learning objective. Strategies to differentiate the lesson to support the diverse needs of students are meaningful.
**4. Acceptable**
6.09 points
The formative assessment is solid and effectively aligns with the learning objective. Strategies to differentiate the lesson to support the diverse needs of students are suitable.
**No Submission**
0 points
Not addressed.
**Technology and At-Home Practice Activity**
7 points
**Criteria Description**
Technology and At-Home Practice Activity
**5. Target**
7 points
The technology and at-home practice activity are creative and clearly relate to the developed lesson
**4. Acceptable**
6.09 points
The technology and at-home practice activity are clear and mostly relate to the developed lesson.
**No Submission**
0 points
Not addressed.
**Reflection**
7 points
**Criteria Description**
Reflection
**5. Target**
7 points
Discussion of how the Science of Reading was used to address the components of the phonics lesson is sophisticated.
**4. Acceptable**
6.09 points
Discussion of how the Science of Reading was used to address the components of the phonics lesson is sound.
**No Submission**
0 points
Not addressed.
**Supporting Research and Documentation of Sources**
7 points
**Criteria Description**
Uses appropriate designated style and formatting to document sources in citations and references.
**5. Target**
7 points
Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
**4. Acceptable**
6.09 points
Supporting research is credible and relevant. Sources are documented, as appropriate to assignment and style, and format is mostly correct.
**No Submission**
0 points
Not addressed.
**Mechanics of Writing**
7 points
**Criteria Description**
Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.
**5. Target**
7 points
No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.
**4. Acceptable**
6.09 points
Few mechanical errors are present. Suitable language choice and sentence structure are used.