Commitment to Reflective Practice: In Word their Way it stated that students placed in the Emergent Late group should receive a zero on the spelling inventory. When grouping the student’s I wanted to make sure that each student had a firm grasp of understanding and that there was no holes in the student’s understanding. Spelling is an important tool that student use and as a teacher, I do not want my students to have a weak understanding of phonemes. Frustration can cause a lot of students to not feel motivated to learn and the beginning of first grade is too early to make students feel frustrated. As I grouped students I wanted to make sure students would be in groups that would allow students to be challenged, but not be frustrated. Challenged
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“There are six fundamental components that constitute a comprehensive “diet” for early literacy learning and instruction(Invernizzi, 2002): 1. Oral language, concepts, and vocabulary 2. Phonological awareness 3. Alphabet knowledge (PA) 4. Letter-sound knowledge 5. Concepts about print(CAP) 6. Concept of word in text(COW-T)”(Bear, Invernizzi, Templeton, & Johnston, 1996, 100).When creating the lesson I considered these six different components and tried to make them part of my lesson. These six components also will be covered throughout the day during other lessons. The first lesson focuses on a picture sort. The students look at 20 pictures and sort the pictures based on the beginning consonant sounds. This lesson focuses on concepts and sorting the pictures based on the beginning sound, which relates to Oral language, concepts and vocabulary. The second lesson connects phonological awareness and causes the students to sound out the word, but focuses on the initial sound. The third lesson in the week has students read a book and do a word sort, which connects to concepts about print. The fourth lesson has the students do a word sort and connects beginning word sounds with letter sounds. This connects to letter-sound knowledge. The lessons throughout the week were specifically chosen and arranged so student saw sounds and words in a variety of different ways. By the end of the week students should have a deeper grasp of beginning consonant
“There are six fundamental components that constitute a comprehensive “diet” for early literacy learning and instruction(Invernizzi, 2002): 1. Oral language, concepts, and vocabulary 2. Phonological awareness 3. Alphabet knowledge (PA) 4. Letter-sound knowledge 5. Concepts about print(CAP) 6. Concept of word in text(COW-T)”(Bear, Invernizzi, Templeton, & Johnston, 1996, 100).When creating the lesson I considered these six different components and tried to make them part of my lesson. These six components also will be covered throughout the day during other lessons. The first lesson focuses on a picture sort. The students look at 20 pictures and sort the pictures based on the beginning consonant sounds. This lesson focuses on concepts and sorting the pictures based on the beginning sound, which relates to Oral language, concepts and vocabulary. The second lesson connects phonological awareness and causes the students to sound out the word, but focuses on the initial sound. The third lesson in the week has students read a book and do a word sort, which connects to concepts about print. The fourth lesson has the students do a word sort and connects beginning word sounds with letter sounds. This connects to letter-sound knowledge. The lessons throughout the week were specifically chosen and arranged so student saw sounds and words in a variety of different ways. By the end of the week students should have a deeper grasp of beginning consonant