Part 1: Glossary

Create a glossary of terms related to language and literacy development. Include the term, its definition, and a related illustration or graphic when appropriate. You will add to the “Glossary” section of the toolkit in Topics 2-4.

Define the terms below and add them to the “Glossary” section of the toolkit:

• Science of Reading
• Scarborough’s Reading Rope
• Phonics
• Phonological awareness

Part 2: Levels of Phonological Awareness

Using the topic Resources and your own research, create a chart, flow chart, or infographic that focuses on the levels of phonological awareness and the age/grade range where students typically demonstrate the milestone skills. For each level, address the following:

• Name and brief explanation of the level
• Examples that illustrate the milestone skills typically exhibited at that level
• Age/grade range where students typically demonstrate the milestone skills
• Indicators that a student may be struggling with this level
• Assessments that can be used to determine whether a student is working toward meeting the milestone skills

Add the chart, flow chart, or infographic to your Reading Toolkit.

In a 250 word reflection, discuss the following:

• Why it is important for special education teachers to have a thorough understanding of the Science of Reading, Scarborough’s Reading Rope, and the levels of phonological awareness, even though direct reading instruction may not be your primary support role?
• How this knowledge can help teachers meet the needs of all readers in their classrooms.
• Support your ideas with research-based evidence and examples from your own professional experience.

Support the assignment with 3-5 scholarly resources.