As a reading specialist I will explain to teachers that there are 5 components of reading, phonics, phonemic awareness, vocabulary, fluency and reading comprehension. The unique thing about the 5 components of reading is that there are specific tools to assess each component of reading. The five components of reading work together to create a solid foundation for students. I would begin assessing students in each area to acquire baseline data by using the following assessments for each: Phonemic Awareness Pre –Assessment for Phonemic Awareness This assessment is designed to assess the student’s ability to complete the following phonemic tasks: syllabicating words, distinguishing initial sounds, distinguishing rime and rhyme, distinguishing …show more content…
A student’s results are based on their ability to break apart each phoneme. The teacher will work individually with the student. The teacher will say a word. The students will break apart each sound in the word. The teacher will circle the items the student answered correctly. The tool will accurately assess the student’s ability to recognize …show more content…
Running Records provide you with an opportunity to analyze what happened and plan appropriate instruction not just for the recording of right and wrong words. It requires observing all behaviors to help determine the “thinking process” children are using as they read the text. The teacher will work individually with the student. The student will read a selected portion of the text aloud in a natural and relaxed environment. The teacher will observe and record everything the child says and does during the reading. The teacher will record student responses on a scoring
Differentiated instruction caters to differences among students, how students learn, different learning styles, and the interest of each learner. Running records support differentiating lessons for each learner during guided reading. Running records are diagnostic tools designed to identify a student’s reading deficiencies and monitor progress. The implementation of running records allows the teacher to differentiate each child’s reading lesson and hone in on the child’s needs and abilities. It is the educator’s responsibility to fine-tune instructional needs so that classroom, small group, and one-to-one teaching occur when and for whom they are needed in a timely way and with the high quality every child deserves (Fountas & Pinnell, 2009). Each child enters a classroom with varying needs; differentiating guided reading lessons based on the results of running records will help meet the individual needs of each child. Kelly M. Anderson (2007) states, teachers who differentiate believe each child is unique, with differing learning styles and preferences. Teachers can differentiate based on students’ readiness by varying the level of difficulty of the material covered in class. Guided reading offers the opportunity to vary the children’s reading based on their reading level. Differentiating instruction is not lowering expectations for some students. Differentiating instruction is establishing high expectations for all students while varying the process to which each child learns the same concept. Differentiating involves addressing the individual needs of diverse learners. Watts-Taffe, et al. (2012) notes although differentiating instruction is not new; it has become increasingly i...
Hunter was assessed using a running records assessment. This type of assessment is done with the student reading a book out loud to the instructor while the instructor follows along on a sheet to mark off any mistakes made. Hunter read confidently for the most part, only stumbling over a few words. He substituted the word “individual” for “instinctual” and, at first, said “have” instead of “live”, but this error he quickly corrected and was able to continue with the reading without a problem. The results of the running record assessment done on Hunter show that he is a very proficient reader. He only made a total of two mistakes and, of these two, one was self-corrected. Hunter’s accuracy rate is 99.5%,
Performing Running Records is an effective way for teachers to monitor the progress student have made in reading and writing. They also analyze the students reading fluency, which is important for comprehension. More specifically, Running Records allow teachers to identify the strengths and weakness students have in reading and writing. Finding their strengths and weaknesses will aid the teacher to identify which literacy components to develop. Running Records also give students insight about what skills they have to develop to become effective and independent readers and writers. According to Tompkins (2009), running records are classroom assessment tools of “students’ oral reading to analyze their ability to solve reading problems” (p.33). Running Records, asses the students’ oral reading and their ability to decode unfamiliar words, use reading strategies,
The Daily 5, Reader’s Workshop, and Literacy Block are the buzz words you hear for reading in education, especially at the elementary level. The Daily 5 similar to Reader Workshop but incorporates the components of reading (comprehension, accuracy, fluency, phonics, phoneme awareness and vocabulary) is the most resent hype around reading today. The Daily 5 structure is the newest and exciting happening in our school. Teachers and students seem to be more excited about reading. The Daily 5 is a structure that is used in the class to help students develop daily habits of reading and writing to lead to literacy independence. The five components of the daily 5 are the following: Read to Self, Work on Writing, Read to Someone, Listen to Reading and Word Work. Within the daily five a menu called the CAFÉ is used to teach reading strategies. CAFÉ is an acronym for; Comprehension, Accuracy, Fluency and Expanding Vocabulary. The CAFÉ strategies are the main focus for teaching reading.
Assessments should guide instruction and material selection. Any likely manner, assessments should measure student progress, as well as help, identify deficiencies in reading (Afflerback, 2012). One important indicator of reading deficiencies is spelling. Morris (2014), advocated the importance of administering a spelling assessment in order to have a better understanding of a student’s reading abilities. My school uses the Words Their Way spelling inventory to assess students’ reading abilities at the beginning of the year and throughout the reading year.
The running record assignment provided me with insight on how to effectively assess a student, analyzing and interpret data and consider strategies to address areas of need and/or strengths. The process of giving this assessment has allowed me to better understand and appreciate running records. I understand the value of using an assessment that evaluates a student’s reading ability. The data is vital information that influences instruction and planning.
Four phases of reading development have been established (Ehri 1994, 1995, 1998, 1999) : pre-alphabetic, partial alphabetic, full alphabetic and consolidated alphabetic. These phases has led to the core understanding of children's reading development, apart from the pre-alphabetic phase phonological awareness skills are seen throughout the phases.
Phonemic awareness is the ability to notice, think about, and work with the individual sounds in words. It is very important to teach phonemic awareness because it the start of teaching the students how to read. This lesson taught me about all the steps it takes to teach students about phonemic awareness. It’s something that can’t be done in one class. Phonemic awareness has for stages, word, syllable, onset rime, and phoneme. All these steps are crucial for learning how to read. This lesson taught me a lot about phonemic awareness and it’s a lesson I’ll be using in the near future when I begin
Phonemic Awareness is very important part of literacy. Phonemic awareness includes sounds of a word, the breakdown of words into sounds. It includes rhyming and alliteration, isolation, counting words in sentences, syllables and phonemes, blending words, segmenting, and manipulating.
Phonological awareness is students understanding of sound awareness of being able to hear the sound as and continues stream know as phones. Children at a young age should be learning and understand the basic concepts of English has a streamline and be able to break down the sound components. As teachers, it is important to understand the most efficient and engaging of teaching to their students, reading and writing.
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
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.
The ability to test a student’s language skills is essential to have as a teacher. Over the years, classrooms have become much more diverse with a wide variety of impairments being presented on a daily basis. Often, these disabilities contain a language impairment that appears as a side effect of the main disability. Unfortunately, assessing language is not as easy as one may think because it is not clearly defined and understood. Kuder (2008) writes that “…language is not a unitary phenomenon- it is ‘multidimensional, complex, and dynamic; it involves many interrelated processes and abilities; and it changes from situation to situation” (pg. 274). Language also develops at different times for different individuals, thus making language assessment an even harder task for test administrators to grade and evaluate. In order to further understand the language impairment that students present, teachers need to be aware of appropriate language tests that could be administered. In order to assure that the best language test is being issued to a student, several various tests exist to choose from. To test a student’s overall language capability, a comprehensive language test, such as the Comprehensive Assessment of Spoken Language (CASL) or the Oral and Written Language Scales (OWLS), could be administered. If a teacher wanted to test a specific language skill such as pragmatics, phonology, syntax, or semantics, the teacher would need to find the best test for the student’s unique situation.
The authenticity of Interactive Reading is clear and therefore leads us to explore HOW we, as teachers, incorporate this strategy in our teaching most effectively. Fisher, Flood, Lapp, and Frey's study on "read-aloud practices" provides an excellent, research based framework for the implementation of Interactive Reading based on their observations of teachers in classrooms. Their 7 "essential components of an interactive read-aloud" is a practical guide of using this strategy and can be implimented with all children. These components provide a structure that allows us to teach ALL children (inherently allowing differentiation) while attending to common core state standards. Use of this strategy attends to the understanding of language and literacy development while providing for specific skill instruction in reading and writing.
In this course we study both phonetics and phonology. Phonetics to improve the way we should spell the sounds, and in order to spell the correct sounds we should learn how to listen accurately. It’s also known as the study of language which contains 44 sounds and 26 letters. Phonology is to study the rules for combining phonemes and what happened due to this combination. Phonetics contains consonant, vowels & diphthongs. It’s also used in language and linguistics rules that specify how the phonemes are organized into syllables, words, and sentences to