Does the FISH strategy, enhance the ability to decode words for struggling readers? In order to answer this question, I will be looking at my three research questions I came up with. What prior knowledge and skills are necessary to utilize the FISH strategy? How does the FISH strategy move a student from sight words to decoding? Based on students identified weaknesses, which students will benefit the most from the FISH strategy? I will also be teaching five lessons on decoding words to a small group of struggling first graders. I will be teaching five first graders, three of them receive Tier 3 Title Intervention and the other two do not receive any intervention. I will start off by doing a pre-assessment, where I will keep a running record while the students read Get Wet! By: Ellen Torres to me. I will be taking note on what sight words he or she knows and if they are able to decode the decodable words in the story. From there, I will implement the FISH strategy with the help of the word families. Word families work well for the FISH strategy because the students are able to point out the rime and onset within the word more easily. I also know the first graders have been working on word families in their classroom so it will not be completely new for them. …show more content…
I will establish rules and procedures with my group. I will make sure all of the students understand the rules before moving on. I will review the rules each time we meet so the students understand how to behave while I am teaching them and if he or she does not behave then they will not receive a prize from me. I will be incorporating fun fish theme activities into my lessons to go along with the FISH
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.
While the reading assessment will be different for all students I learned that I must be attentive to the student and what they say, also I learned that even if the student gets frustrated I should not aid in the reading that is in front of them. Instruction for the students should be clear and precise; I believe that every student should have their own Vocabulary Dictionaries in the classroom. I believe that this will aid the students so much in the way that they will be able to acquire harder words and each students will be different, they will be able to have fun with it as well as learn at the same
The Wilson Language program has a precise structure to function as an intervention and is able to assist second through twelfth grade struggling readers to learn the construction of words by directly instructing students to decode and encode confidently. Natalie Hill, a Wilson Language Program assessor, said, ‘“There is a frequent change of pace, students will see as well as hear, multiple opportunities for students to be engaged and participate in activities, extensive controlled text methods and materials to “see” critical word components, like vowels, digraphs, etc., stop “guessing habit”, reading and spelling taught simultaneously, hands on, multisensory methods, no glossy pictures”’ (Hi...
Six principles for early reading instruction by Bonnie Grossen will be strongly enforced. It includes Phonemic awareness, each letter-Phonemic relationship explicitly, high regular letter-sound relationship systematically, showing exactly how to sound out words, connected decodable text to practice the letter phonemic relationships and using interesting stories to develop language comprehension. Double deficit hypothesis which focuses on phonological awareness and rapid naming speed.
Pikulski, J., & Chard, D. (2005). Fluency: Bridge between decoding and reading comprehension. The Reading Teacher, 58(6), 510-520.
I will teach to the objectives and I will teach to the standards. I will make sure that my lessons are hitting on as many standards as possible.
I chose to focus reading with a first grade student. This student has missed a lot of school in the past and has moved around frequently. On the FAST assessment, this student scored at the bottom of all first graders. Reading is of high importance and an intervention in this area is in high need.
The lesson I have chosen to present is one that compares and contrasts cats and dogs and is directed to a class of 3rd grade English learners (ELs). I have used a Venn diagram and applied the information from my SIOP Lesson Plan to provide me the foundation needed to present a well-organized and educational presentation. The presentation is aligned to both the Interstate New Teacher Assessment and Support Standards (INTASC) and the Arizona Professional Teacher’s Standards (APTS). The lesson plan applies implementation of both content and language objectives, provides hands-on experiences, and provides me with a variety of resources and materials all of which are necessary to effectively assist me in achieving my goal of teaching ELs to achieve, learn, and become proficient in a new language.
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
To accomplish vocabulary development, before reading the teacher needs to instruct their students on any prerequisites that they need to understand to interpret the text appropriately. This means the teacher has to pull out the most important words as well as those that may be too difficult for the stud...
In the content area in Language Arts, students will develop the reading skills necessary for word recognition, comprehension, interpretation, analysis, and evaluation of print and non-print text activating prior knowledge, processing and acquiring new vocabulary, organizing information, understanding visual representations, self-monitoring, and reflecting. This can be accomplished by implementing pre-reading, during-reading, and post-reading strategies into the lesson plan. Fifth grade students will read and write a variety of texts with greater scope and depth. In addition, they will analyze and evaluate information and ideas by revisiting and refining concepts about the language arts benchmark and will become more refined and independent learners.
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,
How can what we know about the development of readers inform reading comprehension instruction? Reading instruction typically starts in kindergarten with the alphabetic principle, simple word blending, and sight word recognition. Texts read by early readers usually include very little to comprehend. As children develop reading ability, they are able read more complex texts requiring greater comprehension skills. Separate and explicit instruction in reading comprehension is crucial because the ability to comprehend develops in its own right, independent of word recognition. The ability to read words and sentences is clearly important, but as readers develop, these skills are less and less closely correlated with comprehension abilities. (Aarnoutse & van Leeuwe, 2000) While no one would argue that word blending and sight word reading skills be omitted from early reading instruction, vocabulary and listening comprehension may be at least as important in achieving the even...
What is the role of the teacher, and what steps will you take to ensure that you are fulfilling this role?
In the process of completing this coursework, I have realised that every teacher should be all-rounded and equipped with adequate skills of educating others as well as self-learning. As a future educator, we need make sure that our knowledge is always up-to-date and applicable in the process of teaching and learning from time to time. With these skills, we will be able to improvise and improve the lesson and therefore boost the competency of pupils in the process of learning. In the process of planning a lesson, I have changed my perception on lesson planning from the student’s desk to the teacher’s desk. I have taken the responsibility as a teacher to plan a whole 60-minutes lesson with my group members. This coursework has given me an opportunity