Since the student is a transitional reader, but also an adult who did fairly well on the sight word assessment, I selected a text from a children’s (ages 3 to 12) magazine. In preparation for the story sequence, I reviewed the text for possible unknown vocabulary or visually difficult words. I selected the words “record” (Spanish-grabar) and “headache” (Spanish-dolor de la cabeza). I chose the word “record” because the technology of recording to cassette tapes is out of date and might be unfamiliar to her. Additionally, “record” can be a noun or verb and each is pronounced differently. Then I selected the word “headache” due to the unusual spelling. To introduce the title, Love Spoken, I read it aloud and asked the student what she
The fifth claim is Australia should seek permission to use the UK Government’s Phonics Screening Check structure and item generation database (Buckingham, 2016). Evidence to support this claim is the report of The UK Year 1 Phonics Screening Check. The author provided so various kinds of details about the implementation of UK Phonics Screening Check, why it should be implemented, what the method of the application is, how the validity and the reliability of the test is. Also who should be included and excluded from the analysis, and how the method can improve student’s literacy level in the country. She assumes that this approach can be implemented in Australia, and Australia does not need to create its assessment independently. She assumes that even though Australia and United Kingdom has different policy context, the rationale is the same and by conducting a pilot study before implementing the Phonics Screening Check nationally, it will allow any technical
Torgesen (1998) claims that the top reasons students have difficulties with reading is because they have issues correlating letters and sounds in words, or phonological awareness. Many students also have trouble memorizing sight words and many also have an
Lila is a second grade student who participated in a Primary Spelling Inventory and the reflection of her results are as follows. After her spelling inventory was finalized I noted that the student spelled ten of the twenty-six words correctly giving her a power score of 10/26. Most of the words that she mastered was in the Late emergent and early of Letter Name Alphabetic stage. I also noted that Lila accomplished 36 features out of 56 total features during her spelling inventory. Based on the results of the Primary Spelling Inventory the orthographic features that Lila recognizes are the consonants, short vowel, blends, and is familiar with diagraphs. Although she mastered blends which falls in the late Letter Name-Alphabetic stage she failed to master diagraphs which is the middle stage.
After, reviewing the vast amount of reading inventories that can be utilized to obtain a reading competency level for a student. I decided to utilize the Jennings Informal Reading Assessment, this assessment had all of the essential elements needed to analyze and evaluate the reading styles and comprehension level of a student. The unique qualities that assist me in selecting this strategy were that of the preprimary word list. The word list offers the student a chance to learn and observe terms that he/she may not have known prior to the assessment. This also provided me with a better understanding of the student usage of visual cues and ability to utilize prior knowledge to understand and recognize information. This is a cognitive ability
Neilub, Janice, Kathleen Shine Cain, and Stephen Ruffus, eds. English Mercury Reader. Boston: Pearson Learning Solutions, 2013. Print.
During adolescence, I began reading and writing through a fundamental learning program called, "Hooked on Phonics." This program consisted of long hours spent reading short novels and writing elementary phrases which were commonly taught in the second and third grade. With the motto, "Improve your child's reading and writing skills in just four weeks!" I was bound to become the next Mark Twain. The method of this course specialized in the improvements of word acquisition rates as well as reading speed; however, it lacked in the area of teaching comprehension. At a young age, I was instilled with the dire need to be highly educated and although I was unable to experience a fun and adventurous childhood like many other children, I am grateful for being raised with a greater knowledge and wisdom than that ingrained in many.
This activity suits the child’s current stage of oral development will interest them and aid in them progressing in their oral development. Children at this stage of development enjoy listening to stories which is good not only for their receptive skills, but also for their expressive language (Fellows and Oakley, 2014), in all four key components of spoken language. It helps with phonemes by getting the child to focus on the phonological patterns throughout the text (Fellows and Oakley, 214). Syntax knowledge allows them to observe the sentence structure and grammar in the book which allows them to develop a stronger awareness of the syntax. Visual aids in storybooks can aid in the child in the understanding of semantics (Fellows and Oakley’s), as the story is read aloud their receptive skills hear those more difficult words, when paired with a visual cue such as a picture in the book the child understands better and thus they are able to gain a better understanding of how to speak these difficult words. A better understanding of pragmatics can also be gained from storybooks as they understand how people communicate in society such as greetings and asking for things (Fellows and Oakley,
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.
“Love” by William Maxwell is a short story that tells the tale of a young elementary school aged boy and his classmates who are in love with their fifth grade teacher, Miss Vera Brown, but the love for their teacher is not exactly the same as her love for her students. The students liked their teacher and saw her as one of the best teachers in the fifth grade. Her fifth grade class was very polite to her and never acted out. They gave Miss Vera Brown plenty of presents like an apple on her desk before class started, flowers, and a movie for her birthday. They liked Miss Vera Brown so much that they wanted to keep her as their teacher throughout their middle and high school years. Until one day she did not return for the rest of the of their fifth grade year causing the students to become worried that something happened to her. During their first year of middle school, two of the students, Benny and the Narrator, rode out to see Miss Vera Brown at the place she was staying. When they arrived at the house, they saw Miss Vera Brown laying on her bed sick and realize...
On the third day of instruction, the teacher could then individually ask students what their favorite part of the story was. The teacher would sound out words slowly, and emphasize beginning and ending sounds of words. The teacher would record each students’ favorite sentence on a piece of poster board. On the fourth day of the phonics lesson, students will be asked to create illustrations on their poster board purely based on the sentences they chose as their favorite parts of the story. This allows for students to think critically about new vocabulary, as well as demonstrate their knowledge of the words. This art assignment would also give the students the chance to look at the sentences
From the beginning of the reading, I was wondering what she was expecting of her students. At first, I didn’t recognize that the dialogue was in a class, I thought sibling or friends having a conversation. After that, I realized they were students in science class making an argument about the difference between the weight of water and ice. The reason that I didn’t expect students
Diane Pedrotty Bryant, J. E. (2001). Iris. Retrieved April 1, 2011, from Secondary Students with Learning Disabilities in Reading" Vocanulary Development: http://iris.peabody.vanderbilt.edu/infoBriefs_local/cld/cld_vocabulary
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
One of the main purposes of a classroom setting and a teacher-student relationship is for the teacher to show their authority over students in order to maintain control of the classroom. This is evident in transcript A, where the teacher begins her lesson with a greeting; ‘come in’, ‘thank you’. Already, the teacher has established her power as she has told the students that they are allowed to come into the classroom. In addition to that, the sentence is a declarative statement therefore it would have been said with an assertive tone. Furthermore, the teacher is establishing a professional bond with the students as she has shown that she is superior. The teacher then goes on to give the students an explanation of the lesson plan; ‘we are going to be looking at some poetry’. The use of vocabul...
readers: A perspective for research and intervention ―[Electronic version]. Scientific Studies of Reading, 11(4), 289-312.