Sumaiyah Islam's Portfolio Page


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Sumaiyah celebrating Eid, a Muslim holiday she acknowledges.


About Me

Hi everyone! My name is Sumaiyah Islam. I was born and raised in New York City and am going into my second year of teaching. Last year, I taught second grade in a co-taught (ICT) classroom in Manhattan. This year, I will teach fourth-grade special education in an ICT setting in Queens. I graduated from New York University with a Bachelor’s degree in Childhood and Childhood Special Education in grades 1 through 6. I received my Minor in Communicative Sciences and Disorders.

You can find me in the kitchen testing recipes from different cuisines when I am not teaching. I love learning about other cultures and creating delicious dishes. I also have a passion for baking and love giving away my baked goods to friends and family!

My Topic and Purpose

In this course, we will explore the “Science of Reading,” and how to apply scientific-based research strategies to effectively teach students foundational literacy skills in learning how to read.

Scope of Learning Outcomes and Content

Unit 1: Approaches to Early Childhood Literacy Instruction - Participants will explore the various approaches to literacy instruction.

Unit 2: How the Brain Learns to Read - Participants will be able to understand how the areas of the brain work together to construct meaning from written texts when learning how to read, and identify reading challenges based on the areas of the brain.

Unit 3: The Foundations of Early Child Literacy - Participants will be able to understand the fundamental components of reading and the importance of literacy development.

Unit 4: Creating a Lesson Plan - Participants will plan and implement a lesson that utilizes research-based strategies to help acquire students’ literacy skills.

Needs Assessment

Instructional problem: Literacy is a part of students’ civil rights. Both reading and writing are essential for students to access and be part of society. However, across the United States, it is reported that thirty-four percent of 4th-grade students were proficient in reading. Sixty-six percent of 4th-grade students cannot read or comprehend text (NAEP, n.d.). There are debates across the country on the best form of literacy instruction. Additionally, teachers who come out of their credential programs lack the understanding of how to teach literacy. Due to this, students struggle as readers and writers.

The nature of what is to be learned: Participants will learn about the neuroscience of literacy and how the brain learns how to read and acquire language. Participants will understand how to incorporate research-based strategies to help emergent readers.

About the learners: The participants will be certified educators with a Bachelor’s degree in Early Childhood education. The participants are looking for ways to better their knowledge of different literacy instructions.

Instructional content: Participants will complete a pre-assessment activity that will activate their prior knowledge and assess their understanding of teaching reading in early childhood. The learning objectives will be provided during each unit, along with a mini-lesson. There will be readings and instructional videos for participants to grasp the content. At the end of the unit, there will be check-ins for participants to pause and reflect on their learning.

Explore instructional problem/solution: Participants may not follow the same curriculum. Participants can learn how to adapt the curriculum and implement strategies that will meet the standards of the curriculum.

Goals: This course aims to equip knowledge and resources for early childhood educators to use when planning instruction. Participants will gain an understanding of the ways to teach students fundamental reading and writing skills. Participants will debunk research about the right way to teach literacy and make an informed decision on the best way to teach their students.

Analysis of the Learner and Context

The Learners: Participants will be early childhood educators from pre-k to second grade looking to improve their literacy instruction. Participants will come with a basic understanding of what early literacy skills look like. The participants will come with the experience of curriculum planning in teaching reading and writing.

Learner Analysis: Learners will most likely consist of elementary school educators who wish to further their teaching practices. Some learners will know phonics-based instruction, while others will be familiar with whole-world reading.

Context for Instruction: Learners will need the ability to navigate a web-based course. Additionally, learners will need a device with internet access and a Google account to access Google Forms.

Performance-Based Objectives

Learners will be able to:

  • Define the concept “science of reading.”
  • Identify the areas of the brain involved in reading.
  • State the skills of early literacy development.
  • Plan and implement strategies for students to become fluent readers.

Task Analysis

Prerequisite Skills, Knowledge, and Attitude

  • Familiarity with the needs and abilities of your students in your classroom
  • Understand pedagogy in reading instruction
  • Experience with lesson planning
  • Access to a computer with Internet  

Outcome Skills

  • Understand key reading terms: phonemic awareness, phonics, morphology, and phonological awareness
  • Apply research-based strategies in literacy instruction

Outcome Knowledge

  • Articulate the definition of the “science of reading”
  • Describe the Simple View of Reading and Scarborough's Reading Rope and how they are used to understand reading development

Outcome Attitudes

  • Openness to feedback
  • Belief that all students can read
  • Belief that students have a right to access quality literacy instruction

Curriculum Map

The Science of Reading Curriculum Map (Revised)

Please click on the image on the right to view the curriculum map.


NAEP report card: Reading. The Nation's Report Card. (n.d.). Retrieved September 26, 2022, from