EDLI635 Theory and Practice of Literacy Instruction

RUNNING RECORD While performing a running record on Tehilla I observed that Tehilla can recognize differences between phonemes. She can successfully read words with short vowels in consonant-vowel-consonant words. Additionally, Tehilla can decode one syllable long vowel sounds (such as rake). Tehilla has difficulty reading any sentences that include more complex words with digraphs and variant sounds. However, her reading comprehension is on grade level, when reading a simple paragraph, and she is focusing. While being observed, Tehilla was constantly moving around, unable to focus on the present task. Her attention is easily distracted by ordinary classroom activity. Running Record: Accuracy Rate: 80%, Error Rate – 1:5, Self-Correction Rate – 0. Tehilla is bit under grade level. Our goals for this unit is based on the CCLS Standard  RF.2. Re ad with sufficient accuracy and fluency to support comprehension. Lesson Plan Lesson Objective: Tehilla, while tapping ...

Overall, the student was reading quite nicely, with a 90% accuracy rate. She was self - monitoring herself too, as she self corrected 1:5 of her mistakes. However, I noticed  a few interesting points during the assessment. Firstly, in the beginning of the assessment, she had a bit of difficulty tracking which line she was reading. She lost her place, and needed the teacher to point out where she was holding. Also, I noticed that a few times throughout the passage, she would first whisper a word, and then read it out loud. She was using this as a tool to help her read the word correctly. During the passage, when an unfamiliar word came up, she would look at the first letter in the word, (Using visual cues) and try and figure it out from that. For example, the word blow, she attempted to read it as both and bowl.) A few consistent mistakes throughout the passage: -the word most, pronounced as must - the word live, she added a d to the end, saying lived.

1.        Shared Reading: a.        Essential Components (on graph) b.        During the shared reading, and phonics lesson, Ms. Perez, encourages her student’s effort, and verbalizes the strategies that her students use to sound out difficult words. c.        Shared reading promotes literacy, by exposing the students to a few unfamiliar words each day. Each poem that Ms. Perez reads with her class includes many sight words, to familiarize them with these words. Shared reading is a chance to teach a new phonics lesson to the class. In this video we observed how the teacher taught the -ot rhyme. Through changing the first letter in each word Ms. Perez was building her students phonemic awareness. Also, she chose a topic that would interest her students, to get them more involved in the lesson and get them excited to read. After the lesson, she placed the card wi...

https://docs.google.com/document/d/1HRj8iWuCTLPLqoFEda_iowDXa-L9OBuIU9yu9bBXLjQ/edit?usp=sharing

https://docs.google.com/document/d/1LZTmh3XCfPP_7vXRYukKhrkgM_HOJzhA9hULh3EzFEw/edit?usp=sharing

https://docs.google.com/document/d/1ukjCtIrHvuSx9apekuNotXDYAiFzIBK4wkIzIiA-9MA/edit?usp=sharing