On March 28, 2017, I read Chicka Chicka Boom Boom, by Bill Martin Jr. and John Archambault, to Ms. Charlene Carrillo’s Pre-K class at the Pre-K 4 SA North Education Center. On this day, my UTSA partner, Alexis Perez, also did her read aloud, so Alexis and I split the classroom up into two separate groups. Alexis read her book aloud to Ms. Carrillo’s group in the block area, and I read my book aloud to Mr. Ramierz’s group (the teacher assistant’s group) in the book area. What Went Well Before I dove into the book, Chicka Chicka Boom Boom, I told the children the title, the author, and the illustrator of the book. Then I asked the children questions about what an author does and what an illustrator does. I tried to add “author” and “illustrator” …show more content…
Then, as I got further into the book, I stopped and asked the children what the “big” and “small” letters were on the page. After I let some students try to answer the question, I told them that the “big letters” were “capital letters” and that the “small letters” were “lower case letters.” I believe that I introduced these new vocabulary words pretty well and that this was one of my strong …show more content…
I believe this helped the students learn the alphabet and see the differences between letters. However, most of the students already read this book and knew most of the alphabet well. It was great to review the book and alphabet with them again, though, because some students still have trouble identifying all of the letters of the alphabet. What Could Have Been Done Better During the read aloud, Alexis finished her read aloud and began to move her students over to the working area to do her activity. However, this caused a disruption during my read aloud, and the children began to lose focus. In my read aloud video, you can hear Alexis’ group going to the work tables and beginning their activity at 5 minutes. I tried to get the students back on focus because I was busy answering students’ questions. I believe that one thing I could have done better was getting the students to focus on the book again. Another thing that I could have done better during the read aloud was telling them more about lower case letters and capital letters. I wish that I gave them some examples of how lower case letters are used in sentences with capital letters. I believe that this would have helped them understand the concept of capital letters and lower case letters
Fountas, I., C., & Pinnel, G. S., (2009). When readers struggle: Teaching that works. Portsmouth, NH: Heinemann.
This is a reading intervention classroom of six 3rd grade students ages 9-10. This intervention group focuses on phonics, fluency, and comprehension. The students were placed in this group based on the results of the DIBELS Oral Reading Fluency assessment. Students in this class lack basic decoding skills.
Taking a closer look at the writing styles, it is easy to see why they are perfect reading books for children. Brown uses short sentences with in her writing for each page of the book. This makes it easier for children to focus on the action or story being told. It also helps them to be able to examine sentences one at a time instead of using paragraphs that could confuse them by having so many words present. Brown and Krauss also use small simple words that are taught to children at a young age that helps them work on repetition, for example in “Goodnight Moon”, each time the bunny is talking he always says “goodnight” to everything in the room. This helps to identify objects and better define words with the illustrations. Krauss also uses these short simple words and phrases to help children with their learning to read. For example, in the book “A Hole is to Dig”, the sentence says, “A face is so you can make faces.” This sentence also shows the children repetition by restating the word twice.
Students will get into groups and will take turns reading paragraphs of the text. This will enable them to adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (Language standards 1,3 for 9-10th grade ELA)
Stewart, Stacy D. "United Way's Focus on Early Grade Reading." National Civic Review 100 (2011): 37. Print.
Summary: Li Moon, a resource specialist in the Hillsborough City School District in Northern California has completed a study about the use of readability measurement. The surrounding school districts (Hillsborough City School District, Millbrae Elementary School District, and San Bruno Park Elementary District) are using oral reading to enhance students literacy. These schools are using the Open court Reading series in order achieve this goal. The teachers were given many short reading passages at each grade level and the students would then read the passages aloud and the teachers would then monitor the students’ progress throughout the year.
The “Land of Literacy” is a literacy program designed for Kindergarten students to promote the love of literature as well as build a strong literacy foundation. The purpose of this literacy program is to integrate unique and fun ways to learn literature while taking into consideration developmental and cultural differences. The idea of the “Land of Literacy” program is to show parents and students that through literature we can all connect as one diverse community while sharing and learning literacy. For this literacy program, I have chosen to work with Kindergarten students (JK/SK). I decided to work with this grade level because at this age we are able to build a strong literacy foundation from the start of a child’s education experience.
"Reading." The Gale Encyclopedia of Childhood and Adolescence. Ed. Jerome Kagan and Susan B. Gall. Online Edition. Detroit: Gale, 2007.
B. (The teacher reads the book Christmas by David F. Marx, ensuring that all students can see the illustrations, to improve comprehension) What words come out of the book that you are unfamiliar with? (The teacher makes a list on board of unknown words). Following completion of the book, the class approaches the unknown word list on the board. The teacher explains the words using pictures from the book as well as relating the words to other things that they already know.
For my community involvement project, I volunteered at Memminger Elementary School for a program called “Reading Partners.” The program focuses on helping children build strong literacy skills to carry with them into their academic careers. It requires the tutor to read to the student that has been assigned, and in turn, the student reads to the tutor. The program assists in teaching the students valuable reading skills. Being able to read is critical to a child’s educational success.
As a teacher, you need to encourage all attempts at reading, writing, speaking, and allowing children to experience the different functions and use of literacy activity (The Access Center, n.d.). Moreover, it is crucial for educators to understand phonological awareness and phonics; know what constitutes good children’s literature and how to use it; know children who need additional assistance with beginning reading and writing (Cunningham et al, 2004 as cited in McLachlan et al, 2013, p. 112). Educators also need to plan effective activities to assist children experience reading aloud, listening to other children read aloud, listening to tape recordings, and videotapes so children have opportunities to integrate and extend their literacy knowledge (The Access Center, n.d.). Morrow (1990 as cited in The Access Center, n.d.) notes that classroom with greater teacher facilitation promote literacy behaviours, so it is educators’ role to provide literacy rich
The five key elements are one, Phonemic Awareness. This is when a teacher helps children to learn how to manipulate sounds in our language and this helps children to learn how to read. Phonemic Awareness can help to improve a student’s reading, and spelling. With this type of training the effects on a child’s reading will last long after training is over. The second key is Phonics. Phonics has many positive benefits for children in elementary schools from kindergarten up to the sixth grade level. Phonics helps children who struggle with learning how to read by teaching them how to spell, comprehend what they are reading, and by showing them how to decode words. The third key is Vocabulary. Vocabulary is important when children are learning how to comprehend what they are reading. Showing children, the same vocabulary words by using repetition will help them to remember the words. The fourth key is comprehension. Comprehension is when a child’s understanding of comprehension is improved when teachers use different techniques such as generating questions, answering questions, and summarizing what they are
Reading and writing is a key part of everyone’s life. There has been some encouraging levels of reading development in primary school assessments. According to the National Assessment Program Literacy and Numeracy report (2015), 95.5% of students achieve at or above the national minimum standard of reading. It is important to know effective ways to teach reading so children can become active problem solvers to enable them to read for meaning or for fun. Over the years, there has been a big amount of research into the most effective ways to teach reading skills to students. There are some systematically taught key skills and strategies that help achieve these levels of reading. Some of these skills include phonological awareness, phonemic awareness,
My reason for this is so the student would be able to sound out the words or use context clue by looking at the pictures that the book provided. I pulled one student aside where it was quite and no distractions. I instructed the student to use her finger from left to right as she reads the sentence on each page. She mastered this very well. As she was reading through the story and came across a word she didn’t know, I noticed that she would look at the picture and then say the word. I would then tell her to sound out the word so she would actually read the word and not just guess by the picture. There were a few times where I had to help her sound out a few words from time to time. As she was reading I noticed that some of her pronunciation was a bit off. You could definitely tell that she was born and raised in the south. Unfortunately, the student picked up some bad habits of using the wrong pronunciation and it has affect her the way she
“The single most important activity for building knowledge for their eventual success in reading is reading aloud to children,” a report from 1985 by the commission