EDLI635 Theory and Practice of Literacy Instruction

1.Explain the three levels of words and how you can use word levels to decide which words to teach. Three categories of word levels are: 1.Familiar – don’t need to teach,  2.Appear often enough in print, daily conversation, such words need explicit instruction and are the words that teachers focus on during a vocabulary lesson. Examples of such words include: democracy, hurricane, reassuring, category, economy, drought 3.Highly technical unit relevant, words that are unique for specific subject – biology – legislature, photosynthesis In addition, word choice must be tailored for the culture of students. Children from different cultures and places are familiar with a different vocabulary, so it is important to adapt the lesson accordingly! 2.How do you teach your students to "chunk" words as a strategy for decoding unfamiliar words? When do you provide this instruction? Practice idea of onset and rime. Use different materials to demonstrate how to break apart and b...

1.How can you ensure that your struggling readers have access to texts they can easily read? Providing students with appropriate text is necessary for improving fluency. It is important to have different levels of books easily accessible for all students. Keeping the books labeled and organized allows for easy accessibility to appropriate text. For struggling students, provide lower levels of literature, ones you know they can read. Give students the same book to read a few times. (A book that you read with the class, or with guided reading.) 2. How can you foster a learning environment in which students have many opportunities to practice reading? Providing multiple opportunities to practice reading is another detail that improves fluency. Examples from classrooms that I have observed in the Video include, small group instruction through guided reading. Readers theater, where students take turns reading a script and eventually presenting it, is a great activity for the students, and...

What texts and materials do teachers have in their classrooms that support students' development of fluent reading? In a classroom it is necessary to have a variety of levels of texts and books available for students. It is important to keep them organized, so that the children know where to choose a book from. In every classroom there are words and posters with text all over the classroom, which expose the children to many new words and they become part of their familiar text through osmosis. How do they select vocabulary to teach in all areas of your curriculum? Teachers choose to teach new vocabulary words based on the student’s background knowledge and their culture. In each state and country, students are familiar with different ranges of vocabulary. By observing the class and knowing the students the teach can determine the appropriate words to teach. Many times teachers use the read-aloud from the day to introduce the new words for that unit. How much time do they...

Phonics Lesson Plan 1

Lesson Plan

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.