Tag: Pedagogical Methods & Classroom Assessment

[Solved] Education week 3 assignment

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### Assessing Classroom Materials for Diversity ### [WLO: 3] [CLO: 2] Prior to beginning this assignment, Read [Understanding Anti-Bias Education: Bringing the Four Core Goals to Every Facet of Your CurriculumLinks to an external site.](https://www.proquest.com/docview/2313309229?accountid=32521…

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Assignment Prompt & Instructions

### Assessing Classroom Materials for Diversity

### [WLO: 3] [CLO: 2]

Prior to beginning this assignment, Read [Understanding Anti-Bias Education: Bringing the Four Core Goals to Every Facet of Your CurriculumLinks to an external site.](https://www.proquest.com/docview/2313309229?accountid=32521).

The toys, materials, and equipment you put out for children; the posters, pictures, and art objects you hang on the wall; and the types of furniture and how you arrange them all influence what children learn. What children do not see in the classroom teaches children as much as what they do see.

In this activity, you will evaluate a classroom environment and determine what you would like to change and expand. In addition to the visual images displayed in your classroom, this activity encourages you to think about how the following support diversity and inclusivity.

– Dramatic play materials
– Manipulatives
– Language
– Dolls
– Books
– Posters, photos, etc.

Louise Derman-Sparks recommends reviewing a list like this at least once a year, preferably with any colleagues you share a room with. The checklist is also a useful tool for observing and assessing programs you observe or are considering working in.

#### Classroom Environment Options

You have two options to complete this learning activity:

**Option 1:** If you have approved access to a classroom that serves children 0–8, please assess 3 sections of your choice and provide documentation, photos, or videos of the classroom areas, practices, and/or interactions.

**Option 2:**

If you do not have access to a classroom, please choose one of the following options to conduct an assessment. Please assess three areas:

– [Room 1 Child Development Center at MiraCosta CollegeLinks to an external site.](https://photos.google.com/share/AF1QipOxWL15VG3Aq0bLI3oY4vdh39Fp1G0zOqiy9GXkkYFjqe0y6ymhIKeSn2_bVaRSjQ?key=YTVXV012RURzTU9oMjYzYWlOQkw1V05xYWhyUzJ3), a collection of photographs of a toddler room at the MiraCosta College Child Development Center.

– First grade classroom photos in the following articles:

[_First Grade Classroom Makeover: Come Take a Tour!_Links to an external site.](https://kindercraze.com/first-grade-classroom-makeover-come-take-a-tour/)

or

[_Come On In to My 1st Grade Classroom_Links to an external site.](https://truelifeimateacher.com/come-on-in-to-my-1st-grade-classroo/)

Please pick **three sections** of your choice to assess. You do not need to address all sections. Use the [Assessing Classroom Materials for Diversity](https://uagc.instructure.com/courses/142364/files/22817512/?wrap=1) [Download Assessing Classroom Materials for Diversity](https://uagc.instructure.com/courses/142364/files/22817512//download?download_frd=1) handout or cut and paste the following:

#### Report Requirements

Please use the [Diverse Materials Assessment Report](https://uagc.instructure.com/courses/142364/files/22817474/?wrap=1) [Download Diverse Materials Assessment Report](https://uagc.instructure.com/courses/142364/files/22817474//download?download_frd=1) template to submit your findings. In the report,

– Identify the age range of the classroom. (Infant/Toddler, Pre-K, Kinder, First, Second, or Third)
– Summarize the importance of using diverse materials. Please use the text or outside source to support your thinking.
– Describe three strengths of the classroom environment that you observed while using the checklist. Be sure to provide pictures/video/images (for outside classrooms).
– Describe three areas that you did not observe (example: Materials the show diversity of gender roles) while using the checklist and areas and how these three areas could be improved. Be sure to explain why you are making these recommendations and provide images or links to recommended items that would help the classroom better meet the assessment requirements.

The Diverse Materials Assessment Report,

– must be at least 2–3 double-spaced pages in length (not including title and references pages) and formatted according to [_APA Style_Links to an external site.](https://writingcenter.uagc.edu/apa-style) as outlined in the Writing Center’s [_APA Formatting for Microsoft Word_Links to an external site.](https://writingcenter.uagc.edu/apa-formatting-microsoft-word) resource.
– must use at least 1 credible source and/or the course text.
– The [_Scholarly, Peer-Reviewed, and Other Credible Sources_Links to an external site.](https://content.bridgepointeducation.com/curriculum/file/e5359309-7d3c-4a21-a410-44d59303ccef/1/Scholarly%20Peer-Reviewed%20and%20Other%20Credible%20Sources.pdf) table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source.
– To assist you in completing the research required for this assignment, review this [_Quick and Easy Library Research_Links to an external site.](https://ashford.mediaspace.kaltura.com/media/Ashford+University+Library+Quick+%27n%27+Dirty/0_bcsbcjee) tutorial, which introduces the University of Arizona Global Campus Library and the research process, and provides some library search tips.
– must document any information used from sources in APA Style as outlined in the Writing Center’s [_APA: Citing Within Your Paper_Links to an external site.](https://writingcenter.uagc.edu/apa-citing-within-your-paper) guide.
– must include a separate references page that is formatted according to APA Style as outlined in the Writing Center. Review the [_APA: Formatting Your References List_Links to an external site.](https://writingcenter.uagc.edu/format-your-reference-list) resource in the Writing Center for specifications.

– [\
\
Understanding_Anti-Bias_Educat2.pdf](https://www.sweetstudy.com/files/understanding-anti-bias-educat2-pdf "Understanding_Anti-Bias_Educat2.pdf")
– [\
\
ClassroomAssessmenttool-Revised.pdf](https://www.sweetstudy.com/files/classroomassessmenttool-revised-pdf "ClassroomAssessmenttool-Revised.pdf")

– 2 years ago

November 5, 2026
[Solved] PLAGIARISM FREE IN 8 HOURS or LESS

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PLEASE UPLOAD EACH DICSUSSIONS SEPARATELY – 2 years ago

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Assignment Prompt & Instructions

PLEASE UPLOAD EACH DICSUSSIONS SEPARATELY

– 2 years ago

November 5, 2026
[Solved] question assigment

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Executive Solution Overview

– 2 years ago **files (5)** – ## Module8DiscussionBuildingCriticalThinkinginYoungChildrenUsingtheMLP.docx – ## MLPTemplate.8.30.24-Tagged.pdf – 11.pdf – 3.pdf – 4.pdf **## Module8DiscussionBuildingCriticalThinkinginYoungChildrenUsingtheMLP.docx** **Module 8 Discussion: Building Critical Thinking in …

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Assignment Prompt & Instructions

– 2 years ago

**files (5)**

– ## Module8DiscussionBuildingCriticalThinkinginYoungChildrenUsingtheMLP.docx

– ## MLPTemplate.8.30.24-Tagged.pdf

– 11.pdf
– 3.pdf
– 4.pdf

**## Module8DiscussionBuildingCriticalThinkinginYoungChildrenUsingtheMLP.docx**

**Module 8 Discussion: Building Critical Thinking in Young Children Using the MLP**

Building Critical Thinking Skills Using the MLP

Up until this point, you have utilized curricular methods used primarily for Infants (Nursery) to Kindergarten. Now, practice applying what you have learned about building Critical Thinking Skills in K – 2nd Grade using the Molloy Lesson Plan (MLP) materials found at this link:
[Molloy Lesson Plan Material.](https://molloy.instructure.com/courses/37943/modules/249804)

The Posted Plan: Use the MLP Frame to create an interdisciplinary ELA lesson for a group and post it here on Day One of the Module. Please post your initial response by Thursday and respond to at least two peers by Saturday.

The Response: In your response, react to at least 2 of your peers' posted lesson plans via the lens of the Molloy Lesson Plan Rubric. Additionally, please respond to these related questions:

1. How has your peer demonstrated the intent to build Critical Thinking Skills in the lesson plan for the intended group?

2. Why do you agree or disagree with the author's stance in Chapter 9 of your text that the critical thinking required to reach a solution to a problem is more valuable than the solution itself?

**Resources:**

**Eliason, C., & Jenkins, L. (2016).**
**A practical guide to early childhood curriculum (10th ed.). Pearson. (ISBN-13: 978-**
**0133801293)**
**Harms, T., Clifford, R. M., & Cryer, D. (2014).**
**Early Childhood Environment Rating Scale, third edition (ECERS-3). New**
**York, NY: Teachers College Press. (ISBN: 9780807755709)**
**Publication manual of the American Psychological Association (7th ed.). (2021`). Washington, DC: American**
**Psychological Association.**

**## MLPTemplate.8.30.24-Tagged.pdf**

Molloy University
Division of Education

PLEASE NOTE: Delete everything in red as you complete each section of your lesson plan.

Lesson Plan Template

All written plans will be evaluated for English language conventions and tools in writing mechanics.

Heading for Coursework

Student_____________________________________ Professor___________________
Course EDU________________________________ Date_______________________
Grade______Topic_________________________ Content Area_________________

Heading for PreProfessional Observation and Student Teaching Observation

Teacher Candidate_____________________ College Supervisor___________________
Content Area_________________________ Cooperating Teacher_________________
Grade______Lesson# ____Topic____________________________ Date____________
School District_______________________ School_____________________________

STANDARDS AND INDICATORS
(Follow the directions for completing this section as found in the Molloy Lesson Plan Instructions

document.)

\_\_\_________________________________________________________________

\_\_\_________________________________________________________________

\_\_\_________________________________________________________________

INSTRUCTIONAL OBJECTIVE(S)

\_\_\_________________________________________________________________

\_\_\_________________________________________________________________

© Molloy University, Division of Education, Rockville Centre, NY 11571
SASS Revision 8/30/24

1

\_\_\_________________________________________________________________
PRIOR ACADEMIC KNOWLEDGE, CONCEPTIONS/MISCONCEPTIONS

Prior Academic Knowledge

\_\_\_________________________________________________________________

\_\_\_________________________________________________________________

Misconceptions

\_\_\_________________________________________________________________

\_\_\_________________________________________________________________

DEVELOPMENTAL PROCEDURES (*Engaging the learner)

1. MOTIVATION _______________________________________________________________

2. ___________________________________________________________________________

3._________________________________________________________________

Add as many steps as need. Be sure to end with a closure.
\_\_\_________________________________________________________________

\_\_\_________________________________________________________________

\_\_\_________________________________________________________________

\_\_\_________________________________________________________________

\_\_\_________________________________________________________________

\_\_\_________________________________________________________________
© Molloy University, Division of Education, Rockville Centre, NY 11571

SASS Revision 8/30/24

2

ASSESSMENT (formal & informal)

Informal assessment

\_\_\_________________________________________________________________

\_\_\_________________________________________________________________

Formal assessment

\_\_\_________________________________________________________________

\_\_\_________________________________________________________________

INSTRUCTIONAL STRATEGIES
(include an indicator for each strategy)

\_\_\_________________________________________________________________

\_\_\_________________________________________________________________

\_\_\_________________________________________________________________

\_\_\_________________________________________________________________

ADAPTATIONS
\_\_\_________________________________________________________________

\_\_\_________________________________________________________________

\_\_\_________________________________________________________________

\_\_\_________________________________________________________________
© Molloy University, Division of Education, Rockville Centre, NY 11571

SASS Revision 8/30/24

3

DIFFERENTIATION OF INSTRUCTION

\_\_\_________________________________________________________________

\_\_\_________________________________________________________________

\_\_\_________________________________________________________________

INDEPENDENT PRACTICE

\_\_\_________________________________________________________________

\_\_\_________________________________________________________________

\_\_\_________________________________________________________________

FOLLOW-UP ACTIVITIES:
DIRECT TEACHER INTERVENTION AND ACADEMIC ENRICHMENT

Direct Teacher Intervention

\_\_\_________________________________________________________________

\_\_\_________________________________________________________________

Academic Enrichment

\_\_\_________________________________________________________________

\_\_\_________________________________________________________________

© Molloy University, Division of Education, Rockville Centre, NY 11571
SASS Revision 8/30/24

4

INSTRUCTIONAL RESOURCES AND MATERIALS

\_\_\_______________________ _________________________

\_\_\_______________________ _________________________

\_\_\_______________________ _________________________

\_\_\_______________________ _________________________

REFERENCES

\_\_\_________________________________________________________________

\_\_\_________________________________________________________________

\_\_\_________________________________________________________________

\_\_\_________________________________________________________________

\_\_\_________________________________________________________________

\_\_\_________________________________________________________________

\_\_\_________________________________________________________________

\_\_\_________________________________________________________________

© Molloy University, Division of Education, Rockville Centre, NY 11571
SASS Revision 8/30/24

5

– Molloy University
– Division of Education

**11.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/11-pdf-10212775)

**3.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/3-pdf-10212779)

**4.pdf**

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**4.pdf**

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**## Module8DiscussionBuildingCriticalThinkinginYoungChildrenUsingtheMLP.docx**

**Module 8 Discussion: Building Critical Thinking in Young Children Using the MLP**

Building Critical Thinking Skills Using the MLP

Up until this point, you have utilized curricular methods used primarily for Infants (Nursery) to Kindergarten. Now, practice applying what you have learned about building Critical Thinking Skills in K – 2nd Grade using the Molloy Lesson Plan (MLP) materials found at this link:
[Molloy Lesson Plan Material.](https://molloy.instructure.com/courses/37943/modules/249804)

The Posted Plan: Use the MLP Frame to create an interdisciplinary ELA lesson for a group and post it here on Day One of the Module. Please post your initial response by Thursday and respond to at least two peers by Saturday.

The Response: In your response, react to at least 2 of your peers' posted lesson plans via the lens of the Molloy Lesson Plan Rubric. Additionally, please respond to these related questions:

1. How has your peer demonstrated the intent to build Critical Thinking Skills in the lesson plan for the intended group?

2. Why do you agree or disagree with the author's stance in Chapter 9 of your text that the critical thinking required to reach a solution to a problem is more valuable than the solution itself?

**Resources:**

**Eliason, C., & Jenkins, L. (2016).**
**A practical guide to early childhood curriculum (10th ed.). Pearson. (ISBN-13: 978-**
**0133801293)**
**Harms, T., Clifford, R. M., & Cryer, D. (2014).**
**Early Childhood Environment Rating Scale, third edition (ECERS-3). New**
**York, NY: Teachers College Press. (ISBN: 9780807755709)**
**Publication manual of the American Psychological Association (7th ed.). (2021`). Washington, DC: American**
**Psychological Association.**

**## MLPTemplate.8.30.24-Tagged.pdf**

Molloy University
Division of Education

PLEASE NOTE: Delete everything in red as you complete each section of your lesson plan.

Lesson Plan Template

All written plans will be evaluated for English language conventions and tools in writing mechanics.

Heading for Coursework

Student_____________________________________ Professor___________________
Course EDU________________________________ Date_______________________
Grade______Topic_________________________ Content Area_________________

Heading for PreProfessional Observation and Student Teaching Observation

Teacher Candidate_____________________ College Supervisor___________________
Content Area_________________________ Cooperating Teacher_________________
Grade______Lesson# ____Topic____________________________ Date____________
School District_______________________ School_____________________________

STANDARDS AND INDICATORS
(Follow the directions for completing this section as found in the Molloy Lesson Plan Instructions

document.)

\_\_\_________________________________________________________________

\_\_\_________________________________________________________________

\_\_\_________________________________________________________________

INSTRUCTIONAL OBJECTIVE(S)

\_\_\_________________________________________________________________

\_\_\_________________________________________________________________

© Molloy University, Division of Education, Rockville Centre, NY 11571
SASS Revision 8/30/24

1

\_\_\_________________________________________________________________
PRIOR ACADEMIC KNOWLEDGE, CONCEPTIONS/MISCONCEPTIONS

Prior Academic Knowledge

\_\_\_________________________________________________________________

\_\_\_________________________________________________________________

Misconceptions

\_\_\_________________________________________________________________

\_\_\_________________________________________________________________

DEVELOPMENTAL PROCEDURES (*Engaging the learner)

1. MOTIVATION _______________________________________________________________

2. ___________________________________________________________________________

3._________________________________________________________________

Add as many steps as need. Be sure to end with a closure.
\_\_\_________________________________________________________________

\_\_\_________________________________________________________________

\_\_\_________________________________________________________________

\_\_\_________________________________________________________________

\_\_\_________________________________________________________________

\_\_\_________________________________________________________________
© Molloy University, Division of Education, Rockville Centre, NY 11571

SASS Revision 8/30/24

2

ASSESSMENT (formal & informal)

Informal assessment

\_\_\_________________________________________________________________

\_\_\_________________________________________________________________

Formal assessment

\_\_\_________________________________________________________________

\_\_\_________________________________________________________________

INSTRUCTIONAL STRATEGIES
(include an indicator for each strategy)

\_\_\_________________________________________________________________

\_\_\_________________________________________________________________

\_\_\_________________________________________________________________

\_\_\_________________________________________________________________

ADAPTATIONS
\_\_\_________________________________________________________________

\_\_\_________________________________________________________________

\_\_\_________________________________________________________________

\_\_\_________________________________________________________________
© Molloy University, Division of Education, Rockville Centre, NY 11571

SASS Revision 8/30/24

3

DIFFERENTIATION OF INSTRUCTION

\_\_\_________________________________________________________________

\_\_\_________________________________________________________________

\_\_\_________________________________________________________________

INDEPENDENT PRACTICE

\_\_\_________________________________________________________________

\_\_\_________________________________________________________________

\_\_\_________________________________________________________________

FOLLOW-UP ACTIVITIES:
DIRECT TEACHER INTERVENTION AND ACADEMIC ENRICHMENT

Direct Teacher Intervention

\_\_\_________________________________________________________________

\_\_\_________________________________________________________________

Academic Enrichment

\_\_\_________________________________________________________________

\_\_\_________________________________________________________________

© Molloy University, Division of Education, Rockville Centre, NY 11571
SASS Revision 8/30/24

4

INSTRUCTIONAL RESOURCES AND MATERIALS

\_\_\_______________________ _________________________

\_\_\_______________________ _________________________

\_\_\_______________________ _________________________

\_\_\_______________________ _________________________

REFERENCES

\_\_\_________________________________________________________________

\_\_\_________________________________________________________________

\_\_\_________________________________________________________________

\_\_\_________________________________________________________________

\_\_\_________________________________________________________________

\_\_\_________________________________________________________________

\_\_\_________________________________________________________________

\_\_\_________________________________________________________________

© Molloy University, Division of Education, Rockville Centre, NY 11571
SASS Revision 8/30/24

5

– Molloy University
– Division of Education

**11.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/11-pdf-10212775)

**3.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/3-pdf-10212779)

**4.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/4-pdf-10212777)

**## Module8DiscussionBuildingCriticalThinkinginYoungChildrenUsingtheMLP.docx**

**Module 8 Discussion: Building Critical Thinking in Young Children Using the MLP**

Building Critical Thinking Skills Using the MLP

Up until this point, you have utilized curricular methods used primarily for Infants (Nursery) to Kindergarten. Now, practice applying what you have learned about building Critical Thinking Skills in K – 2nd Grade using the Molloy Lesson Plan (MLP) materials found at this link:
[Molloy Lesson Plan Material.](https://molloy.instructure.com/courses/37943/modules/249804)

The Posted Plan: Use the MLP Frame to create an interdisciplinary ELA lesson for a group and post it here on Day One of the Module. Please post your initial response by Thursday and respond to at least two peers by Saturday.

The Response: In your response, react to at least 2 of your peers' posted lesson plans via the lens of the Molloy Lesson Plan Rubric. Additionally, please respond to these related questions:

1. How has your peer demonstrated the intent to build Critical Thinking Skills in the lesson plan for the intended group?

2. Why do you agree or disagree with the author's stance in Chapter 9 of your text that the critical thinking required to reach a solution to a problem is more valuable than the solution itself?

**Resources:**

**Eliason, C., & Jenkins, L. (2016).**
**A practical guide to early childhood curriculum (10th ed.). Pearson. (ISBN-13: 978-**
**0133801293)**
**Harms, T., Clifford, R. M., & Cryer, D. (2014).**
**Early Childhood Environment Rating Scale, third edition (ECERS-3). New**
**York, NY: Teachers College Press. (ISBN: 9780807755709)**
**Publication manual of the American Psychological Association (7th ed.). (2021`). Washington, DC: American**
**Psychological Association.**

**## MLPTemplate.8.30.24-Tagged.pdf**

Molloy University
Division of Education

PLEASE NOTE: Delete everything in red as you complete each section of your lesson plan.

Lesson Plan Template

All written plans will be evaluated for English language conventions and tools in writing mechanics.

Heading for Coursework

Student_____________________________________ Professor___________________
Course EDU________________________________ Date_______________________
Grade______Topic_________________________ Content Area_________________

Heading for PreProfessional Observation and Student Teaching Observation

Teacher Candidate_____________________ College Supervisor___________________
Content Area_________________________ Cooperating Teacher_________________
Grade______Lesson# ____Topic____________________________ Date____________
School District_______________________ School_____________________________

STANDARDS AND INDICATORS
(Follow the directions for completing this section as found in the Molloy Lesson Plan Instructions

document.)

\_\_\_________________________________________________________________

\_\_\_________________________________________________________________

\_\_\_________________________________________________________________

INSTRUCTIONAL OBJECTIVE(S)

\_\_\_________________________________________________________________

\_\_\_________________________________________________________________

© Molloy University, Division of Education, Rockville Centre, NY 11571
SASS Revision 8/30/24

1

\_\_\_________________________________________________________________
PRIOR ACADEMIC KNOWLEDGE, CONCEPTIONS/MISCONCEPTIONS

Prior Academic Knowledge

\_\_\_________________________________________________________________

\_\_\_________________________________________________________________

Misconceptions

\_\_\_________________________________________________________________

\_\_\_________________________________________________________________

DEVELOPMENTAL PROCEDURES (*Engaging the learner)

1. MOTIVATION _______________________________________________________________

2. ___________________________________________________________________________

3._________________________________________________________________

Add as many steps as need. Be sure to end with a closure.
\_\_\_________________________________________________________________

\_\_\_________________________________________________________________

\_\_\_________________________________________________________________

\_\_\_________________________________________________________________

\_\_\_________________________________________________________________

\_\_\_________________________________________________________________
© Molloy University, Division of Education, Rockville Centre, NY 11571

SASS Revision 8/30/24

2

ASSESSMENT (formal & informal)

Informal assessment

\_\_\_________________________________________________________________

\_\_\_________________________________________________________________

Formal assessment

\_\_\_________________________________________________________________

\_\_\_________________________________________________________________

INSTRUCTIONAL STRATEGIES
(include an indicator for each strategy)

\_\_\_________________________________________________________________

\_\_\_________________________________________________________________

\_\_\_________________________________________________________________

\_\_\_________________________________________________________________

ADAPTATIONS
\_\_\_________________________________________________________________

\_\_\_________________________________________________________________

\_\_\_________________________________________________________________

\_\_\_________________________________________________________________
© Molloy University, Division of Education, Rockville Centre, NY 11571

SASS Revision 8/30/24

3

DIFFERENTIATION OF INSTRUCTION

\_\_\_________________________________________________________________

\_\_\_________________________________________________________________

\_\_\_________________________________________________________________

INDEPENDENT PRACTICE

\_\_\_________________________________________________________________

\_\_\_________________________________________________________________

\_\_\_________________________________________________________________

FOLLOW-UP ACTIVITIES:
DIRECT TEACHER INTERVENTION AND ACADEMIC ENRICHMENT

Direct Teacher Intervention

\_\_\_________________________________________________________________

\_\_\_________________________________________________________________

Academic Enrichment

\_\_\_________________________________________________________________

\_\_\_________________________________________________________________

© Molloy University, Division of Education, Rockville Centre, NY 11571
SASS Revision 8/30/24

4

INSTRUCTIONAL RESOURCES AND MATERIALS

\_\_\_______________________ _________________________

\_\_\_______________________ _________________________

\_\_\_______________________ _________________________

\_\_\_______________________ _________________________

REFERENCES

\_\_\_________________________________________________________________

\_\_\_________________________________________________________________

\_\_\_________________________________________________________________

\_\_\_________________________________________________________________

\_\_\_________________________________________________________________

\_\_\_________________________________________________________________

\_\_\_________________________________________________________________

\_\_\_________________________________________________________________

© Molloy University, Division of Education, Rockville Centre, NY 11571
SASS Revision 8/30/24

5

– Molloy University
– Division of Education

**11.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/11-pdf-10212775)

**3.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/3-pdf-10212779)

**4.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/4-pdf-10212777)

November 5, 2026
[Solved] question assigment

✓ Verified Academic Solution Available

Executive Solution Overview

– 2 years ago **files (1)** – ## AssignmentII.ReviewofEvidence-BasedPracticesResearchPaper.docx **## AssignmentII.ReviewofEvidence-BasedPracticesResearchPaper.docx** An Evidence-based practice (EBP) is a practice or policy guided by the results of current, credible and valid research. The term ‘curr…

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Assignment Prompt & Instructions

– 2 years ago

**files (1)**

– ## AssignmentII.ReviewofEvidence-BasedPracticesResearchPaper.docx

**## AssignmentII.ReviewofEvidence-BasedPracticesResearchPaper.docx**

An Evidence-based practice (EBP) is a practice or policy guided by the results of current, credible and valid research. The term ‘current’ refers to research published in the last 10 years. Locate sources of recognized EBP in Early Childhood Education. Submit a 6-7 page research paper (APA style) that includes at least two (2) different Evidence-Based Practices. The paper is to demonstrate a synthesis of the main ideas and concepts described, and assessment strategies used to determine mastery of the concept(s). In addition, it should critique and analyze the components that may/may not suggest success of this practice. Include your reaction to these practices and how they may/may not transform your own teaching practice for better student outcomes. Here is information on APA:
[APA 7th Edition PDF PPT.pdf,](https://molloy.instructure.com/courses/37943/files/4085927?wrap=1)

[Actions](https://molloy.instructure.com/courses/37943/assignments/499875)

[https://molloy.instructure.com/courses/37943/files/4085927?wrap=1](https://molloy.instructure.com/courses/37943/files/4085927?wrap=1)

**Resources:**

**Eliason, C., & Jenkins, L. (2016).**
**A practical guide to early childhood curriculum (10th ed.). Pearson. (ISBN-13: 978-**
**0133801293)**
**Harms, T., Clifford, R. M., & Cryer, D. (2014).**
**Early Childhood Environment Rating Scale, third edition (ECERS-3). New**
**York, NY: Teachers College Press. (ISBN: 9780807755709)**
**Publication manual of the American Psychological Association (7th ed.). (2021`). Washington, DC: American**
**Psychological Association**

**View Rubric**

| | | |
| — | — | — |
| Rubric: Review of Evidence-Based Practices Research Paper (BENCHMARK PERFORMANCE) (1) |
| | | |
| **Rubric: Review of Evidence-Based Practices Research Paper (BENCHMARK PERFORMANCE) (1)** |
| **Criteria** | **Ratings** | **Pts** |
| ORGANIZATION Coherent and cohesive sentences and paragraphs:<br>**view longer description** | **4 pts**<br>**Full Marks**<br>**0 pts**<br>**No Marks** | / 4 pts |
| CONTENT ANALYSIS<br>**view longer description** | **4 pts**<br>**Full Marks**<br>**0 pts**<br>**No Marks** | / 4 pts |
| THEORETICAL CONNECTIONS<br>**view longer description** | **4 pts**<br>**Full Marks**<br>**0 pts**<br>**No Marks** | / 4 pts |
| LANGUAGE USE AND CONVENTIONS<br>**view longer description** | **4 pts**<br>**Full Marks**<br>**0 pts**<br>**No Marks** | / 4 pts |
| APA STYLE<br>**view longer description** | **4 pts**<br>**Full Marks**<br>**0 pts**<br>**No Marks** | / 4 pts |
| Total Points: 0 |

**Choose a submission type**

**## AssignmentII.ReviewofEvidence-BasedPracticesResearchPaper.docx**

An Evidence-based practice (EBP) is a practice or policy guided by the results of current, credible and valid research. The term ‘current’ refers to research published in the last 10 years. Locate sources of recognized EBP in Early Childhood Education. Submit a 6-7 page research paper (APA style) that includes at least two (2) different Evidence-Based Practices. The paper is to demonstrate a synthesis of the main ideas and concepts described, and assessment strategies used to determine mastery of the concept(s). In addition, it should critique and analyze the components that may/may not suggest success of this practice. Include your reaction to these practices and how they may/may not transform your own teaching practice for better student outcomes. Here is information on APA:
[APA 7th Edition PDF PPT.pdf,](https://molloy.instructure.com/courses/37943/files/4085927?wrap=1)

[Actions](https://molloy.instructure.com/courses/37943/assignments/499875)

[https://molloy.instructure.com/courses/37943/files/4085927?wrap=1](https://molloy.instructure.com/courses/37943/files/4085927?wrap=1)

**Resources:**

**Eliason, C., & Jenkins, L. (2016).**
**A practical guide to early childhood curriculum (10th ed.). Pearson. (ISBN-13: 978-**
**0133801293)**
**Harms, T., Clifford, R. M., & Cryer, D. (2014).**
**Early Childhood Environment Rating Scale, third edition (ECERS-3). New**
**York, NY: Teachers College Press. (ISBN: 9780807755709)**
**Publication manual of the American Psychological Association (7th ed.). (2021`). Washington, DC: American**
**Psychological Association**

**View Rubric**

| | | |
| — | — | — |
| Rubric: Review of Evidence-Based Practices Research Paper (BENCHMARK PERFORMANCE) (1) |
| | | |
| **Rubric: Review of Evidence-Based Practices Research Paper (BENCHMARK PERFORMANCE) (1)** |
| **Criteria** | **Ratings** | **Pts** |
| ORGANIZATION Coherent and cohesive sentences and paragraphs:<br>**view longer description** | **4 pts**<br>**Full Marks**<br>**0 pts**<br>**No Marks** | / 4 pts |
| CONTENT ANALYSIS<br>**view longer description** | **4 pts**<br>**Full Marks**<br>**0 pts**<br>**No Marks** | / 4 pts |
| THEORETICAL CONNECTIONS<br>**view longer description** | **4 pts**<br>**Full Marks**<br>**0 pts**<br>**No Marks** | / 4 pts |
| LANGUAGE USE AND CONVENTIONS<br>**view longer description** | **4 pts**<br>**Full Marks**<br>**0 pts**<br>**No Marks** | / 4 pts |
| APA STYLE<br>**view longer description** | **4 pts**<br>**Full Marks**<br>**0 pts**<br>**No Marks** | / 4 pts |
| Total Points: 0 |

**Choose a submission type**

November 5, 2026
[Solved] article review

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who is willing to do a last minute article review? – 2 years ago

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Assignment Prompt & Instructions

who is willing to do a last minute article review?

– 2 years ago

November 5, 2026
[Solved] Orgnanization Unit 7 action plan

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In-depth study guidance and analytical solution covering Orgnanization Unit 7 action plan.

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Assignment Prompt & Instructions

Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

November 5, 2026
[Solved] Literature Annotated Bib

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– 2 years ago **files (2)** – ## TOPICDEPARTMENTOFED.docx – ## TEMPLATE_12-APA_template_annotated_bibliography_7th_ed..docx **## TOPICDEPARTMENTOFED.docx** **TOPIC: THE ROLE OF THE DEPARTMENT OF EDUCATION AND WHAT WILL HAPPEN IF TRUMP ALLOWS THE PROGRAM TO GO.** **Instructions:** Provide a bri…

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– 2 years ago

**files (2)**

– ## TOPICDEPARTMENTOFED.docx

– ## TEMPLATE_12-APA_template_annotated_bibliography_7th_ed..docx

**## TOPICDEPARTMENTOFED.docx**

**TOPIC: THE ROLE OF THE DEPARTMENT OF EDUCATION AND WHAT WILL HAPPEN IF TRUMP ALLOWS THE PROGRAM TO GO.**

**Instructions:** Provide a brief description of each article you have selected
**_so far_** for your literature review paper — it should be in the form of an annotated bibliography. Include the citation followed by a brief description of the article, including how you anticipate using it in your review paper. You should expect to generate one to three paragraphs for each article: 1) describing the findings of the project, 2) how it relates to your particular topic, and 3) how are you using this peer-reviewed source. There should be
**_approximately_** **_five peer-reviewed sources_** for this assignment. This is assignment is an intermediate step of the larger literature review assignment. Recall that you should have
**_10 peer-reviewed sources for the final literature review paper_**.

**## TEMPLATE_12-APA_template_annotated_bibliography_7th_ed..docx**

1

**Assignment: Annotated Bibliography**

Your Name

Department of ABC, University of Wisconsin – Whitewater

ABC 101: Course Name

Professor (or Dr.) Firstname Lastname

Date

**Assignment: Annotated Bibliography**

American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.).
[https://doi.org/10.1037/0000165-000](https://doi.org/10.1037/0000165-000)

Follow your citation [on a new line] with your information about the source. Tab to move the first line over so the annotation falls in line with the hanging indent. This could be a summary or a critical analysis for why this would be useful in addressing the topic of your paper. The entire page is double-spaced with no extra space after the paragraph. Your references will be in APA format with the hanging indent and in alphabetical order.

Author’s last name, A. A. (Year of publication).
_Title of the book in italics_. Publishing company. DOI or URL if available

Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text.

Author’s last name, A. A. (Year of publication). Title of the article.
_Title of the Journal in Italics, volume number_(Issue number),
pages used. DOI number

Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text.

**## TEMPLATE_12-APA_template_annotated_bibliography_7th_ed..docx**

1

**Assignment: Annotated Bibliography**

Your Name

Department of ABC, University of Wisconsin – Whitewater

ABC 101: Course Name

Professor (or Dr.) Firstname Lastname

Date

**Assignment: Annotated Bibliography**

American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.).
[https://doi.org/10.1037/0000165-000](https://doi.org/10.1037/0000165-000)

Follow your citation [on a new line] with your information about the source. Tab to move the first line over so the annotation falls in line with the hanging indent. This could be a summary or a critical analysis for why this would be useful in addressing the topic of your paper. The entire page is double-spaced with no extra space after the paragraph. Your references will be in APA format with the hanging indent and in alphabetical order.

Author’s last name, A. A. (Year of publication).
_Title of the book in italics_. Publishing company. DOI or URL if available

Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text.

Author’s last name, A. A. (Year of publication). Title of the article.
_Title of the Journal in Italics, volume number_(Issue number),
pages used. DOI number

Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text.

**## TOPICDEPARTMENTOFED.docx**

**TOPIC: THE ROLE OF THE DEPARTMENT OF EDUCATION AND WHAT WILL HAPPEN IF TRUMP ALLOWS THE PROGRAM TO GO.**

**Instructions:** Provide a brief description of each article you have selected
**_so far_** for your literature review paper — it should be in the form of an annotated bibliography. Include the citation followed by a brief description of the article, including how you anticipate using it in your review paper. You should expect to generate one to three paragraphs for each article: 1) describing the findings of the project, 2) how it relates to your particular topic, and 3) how are you using this peer-reviewed source. There should be
**_approximately_** **_five peer-reviewed sources_** for this assignment. This is assignment is an intermediate step of the larger literature review assignment. Recall that you should have
**_10 peer-reviewed sources for the final literature review paper_**.

**## TEMPLATE_12-APA_template_annotated_bibliography_7th_ed..docx**

1

**Assignment: Annotated Bibliography**

Your Name

Department of ABC, University of Wisconsin – Whitewater

ABC 101: Course Name

Professor (or Dr.) Firstname Lastname

Date

**Assignment: Annotated Bibliography**

American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.).
[https://doi.org/10.1037/0000165-000](https://doi.org/10.1037/0000165-000)

Follow your citation [on a new line] with your information about the source. Tab to move the first line over so the annotation falls in line with the hanging indent. This could be a summary or a critical analysis for why this would be useful in addressing the topic of your paper. The entire page is double-spaced with no extra space after the paragraph. Your references will be in APA format with the hanging indent and in alphabetical order.

Author’s last name, A. A. (Year of publication).
_Title of the book in italics_. Publishing company. DOI or URL if available

Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text.

Author’s last name, A. A. (Year of publication). Title of the article.
_Title of the Journal in Italics, volume number_(Issue number),
pages used. DOI number

Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text.

**## TOPICDEPARTMENTOFED.docx**

**TOPIC: THE ROLE OF THE DEPARTMENT OF EDUCATION AND WHAT WILL HAPPEN IF TRUMP ALLOWS THE PROGRAM TO GO.**

**Instructions:** Provide a brief description of each article you have selected
**_so far_** for your literature review paper — it should be in the form of an annotated bibliography. Include the citation followed by a brief description of the article, including how you anticipate using it in your review paper. You should expect to generate one to three paragraphs for each article: 1) describing the findings of the project, 2) how it relates to your particular topic, and 3) how are you using this peer-reviewed source. There should be
**_approximately_** **_five peer-reviewed sources_** for this assignment. This is assignment is an intermediate step of the larger literature review assignment. Recall that you should have
**_10 peer-reviewed sources for the final literature review paper_**.

**## TEMPLATE_12-APA_template_annotated_bibliography_7th_ed..docx**

1

**Assignment: Annotated Bibliography**

Your Name

Department of ABC, University of Wisconsin – Whitewater

ABC 101: Course Name

Professor (or Dr.) Firstname Lastname

Date

**Assignment: Annotated Bibliography**

American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.).
[https://doi.org/10.1037/0000165-000](https://doi.org/10.1037/0000165-000)

Follow your citation [on a new line] with your information about the source. Tab to move the first line over so the annotation falls in line with the hanging indent. This could be a summary or a critical analysis for why this would be useful in addressing the topic of your paper. The entire page is double-spaced with no extra space after the paragraph. Your references will be in APA format with the hanging indent and in alphabetical order.

Author’s last name, A. A. (Year of publication).
_Title of the book in italics_. Publishing company. DOI or URL if available

Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text.

Author’s last name, A. A. (Year of publication). Title of the article.
_Title of the Journal in Italics, volume number_(Issue number),
pages used. DOI number

Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text. Text more text text.

November 5, 2026
[Solved] jameire

✓ Verified Academic Solution Available

Executive Solution Overview

The final project for this class is a multimedia presentation to the mayor and city council of a city that is trying to entice a professional team to move to their city (e.g., NFL, NBA, WNBA, NWSL, NHL, etc.). You are the vice president of finance for a consulting firm that has been hired by the may…

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Assignment Prompt & Instructions

The final project for this class is a multimedia presentation to the mayor and city council of a city that is trying to entice a professional team to move to their city (e.g., NFL, NBA, WNBA, NWSL, NHL, etc.). You are the vice president of finance for a consulting firm that has been hired by the mayor and city council to give them a detailed analysis of what it would take to entice a team to move to their city. You are a member of the five person team that will conduct the analysis and make a presentation to the mayor and city council. Your responsibility is to provide the financial analysis for the project which includes the construction of a sports venue to accommodate the team.

For this assignment you will develop the year one operating budget. You will also complete a year one through five revenue and expense profit/loss forecast both of which will become part of your final presentation. Review the information on operating budgets and forecasting in your resources. The numbers used in this assignment are to be a realistic estimate based on your research of similar projects. Use a spreadsheet application such as Excel for this assignment. Provide at least one graph on both the budget and the forecast to help the mayor and city council better understand the information that you are providing.

– 2 years ago

November 5, 2026
[Solved] s edwards

✓ Verified Academic Solution Available

Executive Solution Overview

Policy Issue and Solution Assignment feedback from literature review assignment: Overall, this submission met the criteria for the grade awarded. However, there are some opportunities for improvement. See my rubric comments and markup file attachment for errors. Be certain that the instructions and …

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Assignment Prompt & Instructions

Policy Issue and Solution Assignment

feedback from literature review assignment: Overall, this submission met the criteria for the grade awarded. However, there are some opportunities for improvement. See my rubric comments and markup file attachment for errors. Be certain that the instructions and rubric are well understood before beginning work. Review the proper citation format (and rules) in the current APA Publication Manual or a similar, reliable reference. Added review time and/or Online Writing Center assistance is recommended. Errors aside, this was a readily useful submission

attached are the instructions for current assignment as well as the literature review

– [\
\
edwardsshaquanna_MKUP1.docx](https://www.sweetstudy.com/files/edwardsshaquanna-mkup1-docx "edwardsshaquanna_MKUP1.docx")
– [\
\
ResearchPaperAssignmentInstructions2.docx](https://www.sweetstudy.com/files/researchpaperassignmentinstructions2-docx-10213275 "ResearchPaperAssignmentInstructions2.docx")

– 2 years ago

November 5, 2026
[Solved] I need help with home work

✓ Verified Academic Solution Available

Executive Solution Overview

I need help with homework – 2 years ago **files (3)** – ## RequiredReferencesforweek2topic2assignment.docx – ## PhonologicalandPhonemicAwarenessInstructions.docx – ## PhonologicalAwarenessTemplateforweektwoassignment.docx **## RequiredReferencesforweek2topic2assignment.docx** Required Refences: Phon…

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Assignment Prompt & Instructions

I need help with homework

– 2 years ago

**files (3)**

– ## RequiredReferencesforweek2topic2assignment.docx

– ## PhonologicalandPhonemicAwarenessInstructions.docx

– ## PhonologicalAwarenessTemplateforweektwoassignment.docx

**## RequiredReferencesforweek2topic2assignment.docx**

Required Refences:

Phonological Awareness and its Connection to Reading: Science of Reading

**Required**

Watch “Phonological Awareness and its Connection to Reading: Science of Reading,” by Side by Side Consulting, located on YouT

… Read More

https://youtu.be/OIesTCGsA3g

Basics: Phonological and Phonemic Awareness

**Required**

Explore “Basics: Phonological and Phonemic Awareness," located on the Reading Rockets website.

https://www.readingrockets.org/reading-101/reading-and-writing-basics/phonological-and-phonemic-awareness

What Is Scarborough’s Reading Rope and How Do Teachers Use It?

**Required**

Read "What Is Scarborough’s Reading Rope and How do Teachers Use it?" by Staake, located on the We Are Teachers website (2023).&nbs

… Read More

https://www.weareteachers.com/scarboroughs-rope/

44 Phonemes

**Required**

Watch “44 Phonemes,” by Rollins Center for Language, located on YouTube (2017).

https://youtu.be/wBuA589kfMg

The Development of Phonological Skills

**Required**

Read “The Development of Phonological Skills,” by Moats and Tolman, located on the Reading Rockets website.

https://www.readingrockets.org/topics/developmental-milestones/articles/development-phonological-skills

Phonemic Awareness vs. Phonics

**Required**

Read “Phonemic Awareness vs. Phonics,” from
_Institute for Multi-Sensory Education Journal_ (2019).

https://journal.imse.com/phonemic-awareness-vs-phonics/

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

**Required**

Read “Structured Literacy: Effective Instruction for Students with Dyslexia and Related Reading Difficulties,” located

… Read More

https://dyslexiaida.org/structured-literacy-effective-instruction-for-students-with-dyslexia-and-related-reading-difficulties/

Orton Gillingham Coaching: “Hearing-It” in Multi-Sensory. Using Phonemic Awareness in Lessons

**Required**

Watch “Orton Gillingham Coaching: “Hearing-It” in Multi-Sensory. Using Phonemic Awareness in Lessons,” located on

… Read More

https://youtu.be/TRzXYtf

**## PhonologicalandPhonemicAwarenessInstructions.docx**

Requires Lopeswrite

Assessment Description

As a teacher of emergent readers, it is essential to understand the foundation of successful reading instruction. The science of reading tells us daily, explicit, and systematic instruction in phonological awareness is key to future reading achievement. Phonological awareness is the ability to identify and manipulate various units of sounds in speech, including syllables, onsets, and rhymes (DeVries, 2021). While phonemic awareness falls under the umbrella of phonological awareness its emphasis is primarily on the manipulation of individual sounds or phonemes.

**Part 1: Phonological and Phonemic Awareness Strategies Chart**

Complete Part 1 of the “Phonological Awareness and Phonemic Template” by defining the importance of each phonological skill, identifying your state standards the skills align to, and identifying two strategies to support the teaching of each.

**Part 2: Multisensory Integration**

Complete Part 2 of the “Phonological Awareness and Phonemic Template” by choosing two skills from Part 1 and in 100-200 words describing how the instructional strategies include multisensory techniques or how they could be modified to include multisensory techniques. In addition, explain how multisensory techniques support the Science of Reading and discuss how implementing them into instruction supports students with exceptionalities, such as dyslexia.

**Part 3: Technology Integration**

Complete Part 3 of the “Phonological Awareness and Phonemic Template” by identifying and explaining in 100-150 words two technology tools that can be used to support and practice phonological awareness and phonemic awareness.

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, and documentation of sources 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. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

**Rubric Criteria**

expand all Rubric CriteriaExpand All

**Phonological Awareness**

18 points

**Criteria Description**

Phonological Awareness

**5. Target**

18 points

Definitions for word awareness, rhyming and alliteration, syllable awareness, and onset-rime manipulation are thorough. Explanation of the importance of each skill is insightful. Alignment to state standards is advanced. Strategies identified demonstrate best practices as they support each skill.

**4. Acceptable**

15.66 points

Definitions for word awareness, rhyming and alliteration, syllable awareness, and onset-rime manipulation are complete. Explanation of the importance of each skill is noteworthy. Alignment to state standards is accurate. Strategies identified appropriately support each skill.

**No Submission**

0 points

Not addressed.

**Phonemic Awareness**

18 points

**Criteria Description**

Phonemic Awareness

**5. Target**

18 points

Definitions for phoneme blending, segmentation, isolation, discrimination, deletion, and substitution are thorough. Explanation of the importance of each skill is insightful. Alignment to state standards is advanced. Strategies identified demonstrate best practices as they support each skill.

**4. Acceptable**

15.66 points

Definitions for phoneme blending, segmentation, isolation, discrimination, deletion, and substitution are complete. Explanation of the importance of each skill is noteworthy. Alignment to state standards is accurate. Strategies identified appropriately support each skill.

**No Submission**

0 points

Not addressed.

**Multisensory Integration**

6 points

**Criteria Description**

Multisensory Integration

**5. Target**

6 points

Description of how the instructional strategies include multisensory techniques or could be modified to include multisensory techniques is sophisticated. Meaningful explanation of how multisensory techniques support the science of reading and how implementing them into instruction supports students with exceptionalities, such as dyslexia.

**4. Acceptable**

5.22 points

Description of how the instructional strategies include multisensory techniques or could be modified to include multisensory techniques is sound. Significant explanation of how multisensory techniques support the science of reading and how implementing them into instruction supports students with exceptionalities, such as dyslexia.

**No Submission**

0 points

Not addressed.

**Technology Integration**

6 points

**Criteria Description**

Technology Integration

**5. Target**

6 points

Technology tools proficiently provide support and opportunities to practice phonological and phonemic awareness skills.

**4. Acceptable**

5.22 points

Technology tools effectively provide support and opportunities to practice phonological and phonemic awareness skills.

**No Submission**

0 points

Not addressed.

**Mechanics of Writing**

6 points

**Criteria Description**

Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

**5. Target**

6 points

No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.

**4. Acceptable**

5.22 points

Few mechanical errors are present. Suitable language choice and sentence structure are used.

**## PhonologicalAwarenessTemplateforweektwoassignment.docx**

_![](https://www.sweetstudy.com/questions/i-need-help-with-home-work-20888621)_

**ELM-545 Phonological and Phonemic Awareness Template**

**Part 1: Phonological and Phonemic Awareness Strategies Chart**

| | | | | |
| — | — | — | — | — |
| **Phonological Awareness** _(identifying and manipulating units of sound)_ |
| | **Define Skill and Explain the Importance** | **Alignment to State Standards (K-3)** | **Strategy 1** | **Strategy 2** |
| **Word Awareness** | | | | |
| **Rhyming and Alliteration** | | | | |
| **Syllable Awareness** | | | | |
| **Onset-Rime Manipulation** | | | | |
| **Phonemic Awareness** _(identifying and manipulating individual sounds (phonemes) in a word)_ |
| **Phoneme Blending** | | | | |
| **Phoneme Segmentation** | | | | |
| **Phoneme Isolation** | | | | |
| **Phoneme Discrimination** | | | | |
| **Phoneme Deletion** | | | | |
| **Phoneme Substitution** | | | | |

**Part 2: Multisensory Integration**

| |
| — |
| |

**Part 3: Technology Integration**

| |
| — |
| |

**References**

© 2023. Grand Canyon University. All Rights Reserved.

## image1.jpeg

**## PhonologicalAwarenessTemplateforweektwoassignment.docx**

_![](https://www.sweetstudy.com/questions/i-need-help-with-home-work-20888621)_

**ELM-545 Phonological and Phonemic Awareness Template**

**Part 1: Phonological and Phonemic Awareness Strategies Chart**

| | | | | |
| — | — | — | — | — |
| **Phonological Awareness** _(identifying and manipulating units of sound)_ |
| | **Define Skill and Explain the Importance** | **Alignment to State Standards (K-3)** | **Strategy 1** | **Strategy 2** |
| **Word Awareness** | | | | |
| **Rhyming and Alliteration** | | | | |
| **Syllable Awareness** | | | | |
| **Onset-Rime Manipulation** | | | | |
| **Phonemic Awareness** _(identifying and manipulating individual sounds (phonemes) in a word)_ |
| **Phoneme Blending** | | | | |
| **Phoneme Segmentation** | | | | |
| **Phoneme Isolation** | | | | |
| **Phoneme Discrimination** | | | | |
| **Phoneme Deletion** | | | | |
| **Phoneme Substitution** | | | | |

**Part 2: Multisensory Integration**

| |
| — |
| |

**Part 3: Technology Integration**

| |
| — |
| |

**References**

© 2023. Grand Canyon University. All Rights Reserved.

## image1.jpeg

**## RequiredReferencesforweek2topic2assignment.docx**

Required Refences:

Phonological Awareness and its Connection to Reading: Science of Reading

**Required**

Watch “Phonological Awareness and its Connection to Reading: Science of Reading,” by Side by Side Consulting, located on YouT

… Read More

https://youtu.be/OIesTCGsA3g

Basics: Phonological and Phonemic Awareness

**Required**

Explore “Basics: Phonological and Phonemic Awareness," located on the Reading Rockets website.

https://www.readingrockets.org/reading-101/reading-and-writing-basics/phonological-and-phonemic-awareness

What Is Scarborough’s Reading Rope and How Do Teachers Use It?

**Required**

Read "What Is Scarborough’s Reading Rope and How do Teachers Use it?" by Staake, located on the We Are Teachers website (2023).&nbs

… Read More

https://www.weareteachers.com/scarboroughs-rope/

44 Phonemes

**Required**

Watch “44 Phonemes,” by Rollins Center for Language, located on YouTube (2017).

https://youtu.be/wBuA589kfMg

The Development of Phonological Skills

**Required**

Read “The Development of Phonological Skills,” by Moats and Tolman, located on the Reading Rockets website.

https://www.readingrockets.org/topics/developmental-milestones/articles/development-phonological-skills

Phonemic Awareness vs. Phonics

**Required**

Read “Phonemic Awareness vs. Phonics,” from
_Institute for Multi-Sensory Education Journal_ (2019).

https://journal.imse.com/phonemic-awareness-vs-phonics/

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

**Required**

Read “Structured Literacy: Effective Instruction for Students with Dyslexia and Related Reading Difficulties,” located

… Read More

https://dyslexiaida.org/structured-literacy-effective-instruction-for-students-with-dyslexia-and-related-reading-difficulties/

Orton Gillingham Coaching: “Hearing-It” in Multi-Sensory. Using Phonemic Awareness in Lessons

**Required**

Watch “Orton Gillingham Coaching: “Hearing-It” in Multi-Sensory. Using Phonemic Awareness in Lessons,” located on

… Read More

https://youtu.be/TRzXYtf

**## PhonologicalandPhonemicAwarenessInstructions.docx**

Requires Lopeswrite

Assessment Description

As a teacher of emergent readers, it is essential to understand the foundation of successful reading instruction. The science of reading tells us daily, explicit, and systematic instruction in phonological awareness is key to future reading achievement. Phonological awareness is the ability to identify and manipulate various units of sounds in speech, including syllables, onsets, and rhymes (DeVries, 2021). While phonemic awareness falls under the umbrella of phonological awareness its emphasis is primarily on the manipulation of individual sounds or phonemes.

**Part 1: Phonological and Phonemic Awareness Strategies Chart**

Complete Part 1 of the “Phonological Awareness and Phonemic Template” by defining the importance of each phonological skill, identifying your state standards the skills align to, and identifying two strategies to support the teaching of each.

**Part 2: Multisensory Integration**

Complete Part 2 of the “Phonological Awareness and Phonemic Template” by choosing two skills from Part 1 and in 100-200 words describing how the instructional strategies include multisensory techniques or how they could be modified to include multisensory techniques. In addition, explain how multisensory techniques support the Science of Reading and discuss how implementing them into instruction supports students with exceptionalities, such as dyslexia.

**Part 3: Technology Integration**

Complete Part 3 of the “Phonological Awareness and Phonemic Template” by identifying and explaining in 100-150 words two technology tools that can be used to support and practice phonological awareness and phonemic awareness.

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, and documentation of sources 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. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

**Rubric Criteria**

expand all Rubric CriteriaExpand All

**Phonological Awareness**

18 points

**Criteria Description**

Phonological Awareness

**5. Target**

18 points

Definitions for word awareness, rhyming and alliteration, syllable awareness, and onset-rime manipulation are thorough. Explanation of the importance of each skill is insightful. Alignment to state standards is advanced. Strategies identified demonstrate best practices as they support each skill.

**4. Acceptable**

15.66 points

Definitions for word awareness, rhyming and alliteration, syllable awareness, and onset-rime manipulation are complete. Explanation of the importance of each skill is noteworthy. Alignment to state standards is accurate. Strategies identified appropriately support each skill.

**No Submission**

0 points

Not addressed.

**Phonemic Awareness**

18 points

**Criteria Description**

Phonemic Awareness

**5. Target**

18 points

Definitions for phoneme blending, segmentation, isolation, discrimination, deletion, and substitution are thorough. Explanation of the importance of each skill is insightful. Alignment to state standards is advanced. Strategies identified demonstrate best practices as they support each skill.

**4. Acceptable**

15.66 points

Definitions for phoneme blending, segmentation, isolation, discrimination, deletion, and substitution are complete. Explanation of the importance of each skill is noteworthy. Alignment to state standards is accurate. Strategies identified appropriately support each skill.

**No Submission**

0 points

Not addressed.

**Multisensory Integration**

6 points

**Criteria Description**

Multisensory Integration

**5. Target**

6 points

Description of how the instructional strategies include multisensory techniques or could be modified to include multisensory techniques is sophisticated. Meaningful explanation of how multisensory techniques support the science of reading and how implementing them into instruction supports students with exceptionalities, such as dyslexia.

**4. Acceptable**

5.22 points

Description of how the instructional strategies include multisensory techniques or could be modified to include multisensory techniques is sound. Significant explanation of how multisensory techniques support the science of reading and how implementing them into instruction supports students with exceptionalities, such as dyslexia.

**No Submission**

0 points

Not addressed.

**Technology Integration**

6 points

**Criteria Description**

Technology Integration

**5. Target**

6 points

Technology tools proficiently provide support and opportunities to practice phonological and phonemic awareness skills.

**4. Acceptable**

5.22 points

Technology tools effectively provide support and opportunities to practice phonological and phonemic awareness skills.

**No Submission**

0 points

Not addressed.

**Mechanics of Writing**

6 points

**Criteria Description**

Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

**5. Target**

6 points

No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.

**4. Acceptable**

5.22 points

Few mechanical errors are present. Suitable language choice and sentence structure are used.

**## PhonologicalAwarenessTemplateforweektwoassignment.docx**

_![](https://www.sweetstudy.com/questions/i-need-help-with-home-work-20888621)_

**ELM-545 Phonological and Phonemic Awareness Template**

**Part 1: Phonological and Phonemic Awareness Strategies Chart**

| | | | | |
| — | — | — | — | — |
| **Phonological Awareness** _(identifying and manipulating units of sound)_ |
| | **Define Skill and Explain the Importance** | **Alignment to State Standards (K-3)** | **Strategy 1** | **Strategy 2** |
| **Word Awareness** | | | | |
| **Rhyming and Alliteration** | | | | |
| **Syllable Awareness** | | | | |
| **Onset-Rime Manipulation** | | | | |
| **Phonemic Awareness** _(identifying and manipulating individual sounds (phonemes) in a word)_ |
| **Phoneme Blending** | | | | |
| **Phoneme Segmentation** | | | | |
| **Phoneme Isolation** | | | | |
| **Phoneme Discrimination** | | | | |
| **Phoneme Deletion** | | | | |
| **Phoneme Substitution** | | | | |

**Part 2: Multisensory Integration**

| |
| — |
| |

**Part 3: Technology Integration**

| |
| — |
| |

**References**

© 2023. Grand Canyon University. All Rights Reserved.

## image1.jpeg

**## RequiredReferencesforweek2topic2assignment.docx**

Required Refences:

Phonological Awareness and its Connection to Reading: Science of Reading

**Required**

Watch “Phonological Awareness and its Connection to Reading: Science of Reading,” by Side by Side Consulting, located on YouT

… Read More

https://youtu.be/OIesTCGsA3g

Basics: Phonological and Phonemic Awareness

**Required**

Explore “Basics: Phonological and Phonemic Awareness," located on the Reading Rockets website.

https://www.readingrockets.org/reading-101/reading-and-writing-basics/phonological-and-phonemic-awareness

What Is Scarborough’s Reading Rope and How Do Teachers Use It?

**Required**

Read "What Is Scarborough’s Reading Rope and How do Teachers Use it?" by Staake, located on the We Are Teachers website (2023).&nbs

… Read More

https://www.weareteachers.com/scarboroughs-rope/

44 Phonemes

**Required**

Watch “44 Phonemes,” by Rollins Center for Language, located on YouTube (2017).

https://youtu.be/wBuA589kfMg

The Development of Phonological Skills

**Required**

Read “The Development of Phonological Skills,” by Moats and Tolman, located on the Reading Rockets website.

https://www.readingrockets.org/topics/developmental-milestones/articles/development-phonological-skills

Phonemic Awareness vs. Phonics

**Required**

Read “Phonemic Awareness vs. Phonics,” from
_Institute for Multi-Sensory Education Journal_ (2019).

https://journal.imse.com/phonemic-awareness-vs-phonics/

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

**Required**

Read “Structured Literacy: Effective Instruction for Students with Dyslexia and Related Reading Difficulties,” located

… Read More

https://dyslexiaida.org/structured-literacy-effective-instruction-for-students-with-dyslexia-and-related-reading-difficulties/

Orton Gillingham Coaching: “Hearing-It” in Multi-Sensory. Using Phonemic Awareness in Lessons

**Required**

Watch “Orton Gillingham Coaching: “Hearing-It” in Multi-Sensory. Using Phonemic Awareness in Lessons,” located on

… Read More

https://youtu.be/TRzXYtf

**## PhonologicalandPhonemicAwarenessInstructions.docx**

Requires Lopeswrite

Assessment Description

As a teacher of emergent readers, it is essential to understand the foundation of successful reading instruction. The science of reading tells us daily, explicit, and systematic instruction in phonological awareness is key to future reading achievement. Phonological awareness is the ability to identify and manipulate various units of sounds in speech, including syllables, onsets, and rhymes (DeVries, 2021). While phonemic awareness falls under the umbrella of phonological awareness its emphasis is primarily on the manipulation of individual sounds or phonemes.

**Part 1: Phonological and Phonemic Awareness Strategies Chart**

Complete Part 1 of the “Phonological Awareness and Phonemic Template” by defining the importance of each phonological skill, identifying your state standards the skills align to, and identifying two strategies to support the teaching of each.

**Part 2: Multisensory Integration**

Complete Part 2 of the “Phonological Awareness and Phonemic Template” by choosing two skills from Part 1 and in 100-200 words describing how the instructional strategies include multisensory techniques or how they could be modified to include multisensory techniques. In addition, explain how multisensory techniques support the Science of Reading and discuss how implementing them into instruction supports students with exceptionalities, such as dyslexia.

**Part 3: Technology Integration**

Complete Part 3 of the “Phonological Awareness and Phonemic Template” by identifying and explaining in 100-150 words two technology tools that can be used to support and practice phonological awareness and phonemic awareness.

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, and documentation of sources 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. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

**Rubric Criteria**

expand all Rubric CriteriaExpand All

**Phonological Awareness**

18 points

**Criteria Description**

Phonological Awareness

**5. Target**

18 points

Definitions for word awareness, rhyming and alliteration, syllable awareness, and onset-rime manipulation are thorough. Explanation of the importance of each skill is insightful. Alignment to state standards is advanced. Strategies identified demonstrate best practices as they support each skill.

**4. Acceptable**

15.66 points

Definitions for word awareness, rhyming and alliteration, syllable awareness, and onset-rime manipulation are complete. Explanation of the importance of each skill is noteworthy. Alignment to state standards is accurate. Strategies identified appropriately support each skill.

**No Submission**

0 points

Not addressed.

**Phonemic Awareness**

18 points

**Criteria Description**

Phonemic Awareness

**5. Target**

18 points

Definitions for phoneme blending, segmentation, isolation, discrimination, deletion, and substitution are thorough. Explanation of the importance of each skill is insightful. Alignment to state standards is advanced. Strategies identified demonstrate best practices as they support each skill.

**4. Acceptable**

15.66 points

Definitions for phoneme blending, segmentation, isolation, discrimination, deletion, and substitution are complete. Explanation of the importance of each skill is noteworthy. Alignment to state standards is accurate. Strategies identified appropriately support each skill.

**No Submission**

0 points

Not addressed.

**Multisensory Integration**

6 points

**Criteria Description**

Multisensory Integration

**5. Target**

6 points

Description of how the instructional strategies include multisensory techniques or could be modified to include multisensory techniques is sophisticated. Meaningful explanation of how multisensory techniques support the science of reading and how implementing them into instruction supports students with exceptionalities, such as dyslexia.

**4. Acceptable**

5.22 points

Description of how the instructional strategies include multisensory techniques or could be modified to include multisensory techniques is sound. Significant explanation of how multisensory techniques support the science of reading and how implementing them into instruction supports students with exceptionalities, such as dyslexia.

**No Submission**

0 points

Not addressed.

**Technology Integration**

6 points

**Criteria Description**

Technology Integration

**5. Target**

6 points

Technology tools proficiently provide support and opportunities to practice phonological and phonemic awareness skills.

**4. Acceptable**

5.22 points

Technology tools effectively provide support and opportunities to practice phonological and phonemic awareness skills.

**No Submission**

0 points

Not addressed.

**Mechanics of Writing**

6 points

**Criteria Description**

Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

**5. Target**

6 points

No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.

**4. Acceptable**

5.22 points

Few mechanical errors are present. Suitable language choice and sentence structure are used.

**## PhonologicalAwarenessTemplateforweektwoassignment.docx**

_![](https://www.sweetstudy.com/questions/i-need-help-with-home-work-20888621)_

**ELM-545 Phonological and Phonemic Awareness Template**

**Part 1: Phonological and Phonemic Awareness Strategies Chart**

| | | | | |
| — | — | — | — | — |
| **Phonological Awareness** _(identifying and manipulating units of sound)_ |
| | **Define Skill and Explain the Importance** | **Alignment to State Standards (K-3)** | **Strategy 1** | **Strategy 2** |
| **Word Awareness** | | | | |
| **Rhyming and Alliteration** | | | | |
| **Syllable Awareness** | | | | |
| **Onset-Rime Manipulation** | | | | |
| **Phonemic Awareness** _(identifying and manipulating individual sounds (phonemes) in a word)_ |
| **Phoneme Blending** | | | | |
| **Phoneme Segmentation** | | | | |
| **Phoneme Isolation** | | | | |
| **Phoneme Discrimination** | | | | |
| **Phoneme Deletion** | | | | |
| **Phoneme Substitution** | | | | |

**Part 2: Multisensory Integration**

| |
| — |
| |

**Part 3: Technology Integration**

| |
| — |
| |

**References**

© 2023. Grand Canyon University. All Rights Reserved.

## image1.jpeg

November 5, 2026