Guided Reading (8:00) (Group 1 & 2) [Introduction] At the beginning of the lesson, only the teacher has a copy of the book. 1. Remind students of behavior expectations: Listen while others are talking Wait your turn to speak Keep your hands and feet to yourselves…
Between the Lions is a PBS program that promotes reading and literacy. Each episode features a letter or a sound that the whole episode’s focus is built upon. The letter or sound is featured throughout the episode using songs, stories, skits, on-screen text, vocabulary, and animations. The information is presented and modeled in many ways, using many examples. When a character in Between the Lions says a word that contains the letter or sound focused on in the episode, the word is shown on the screen with the letter or letters that make the focus sound highlighted within the word.…
Objective: The student will be able to recognize the letters F, K,W,H,J,U,Y,L,Q,M,N,S,X,I,E,G and R in English. Materials: Letters Naming and Sound Fluency worksheet (The teacher will create it and add letters that the student is having a hard time recognizing and sounding, and then on the left side there will be numbers.), Die, timer Procedure for the activity: The teacher will begin working with the small group by going over the sounds and the recognition of the letters. The teacher will have a small dry erase board and ask the students to state the sound and the name of the letter. Then the teacher will be giving each student a dry erase board and will ask them to write the letter that represents the letter that the teacher will be sounding…
Letter-sound knowledge is prerequisite to effective word identification. A primary difference between good and poor readers is the ability to use letter-sound correspondence to identify words (Juel, 1991). Ways I will use alphabetic principle in my classroom are: • Make sure that the children can identify the name shape, and sound of each letter. • Have print material and letters place around the classroom.…
Student J is very eager to learn and does very well when identifying the beginning and ending sounds of words. Even though he has trouble with phonemic awareness and phonics, Student J loves to look through picture books with…
Focus student one showed a 70% accuracy when asked to identify and sort pictures of objects into conceptual categories, a 59% accuracy when asked to identify and match all upper and lower case letter with prompting, and a 75% accuracy when asked to retell the main ideas or important facts from a read aloud. Based on these scores, I plan to raise the accuracy percentage goal for identifying and sorting colors, maintain the percentage accuracy goal for identifying upper and lower case letters, and raise the accuracy percentage goal for retelling main ideas or important facts. In terms of learning goals, the focus student has a bilateral hearing loss, therefore his learning goal will be to use self-advocating skills to ask for help or repetition of a question. The areas of growth that will be focused on for the sequence of lessons are organization of objects into categories, letter identification, and sequencing.…
McNeill, Gillon, and Dodd (2009) recommend the use of an integrated phonological approach which requires the use of phonological structure as the base for identifying sounds, letters, and words. Individuals may participate in game-like activities requiring them to break the sounds of a given word into individual letter sounds and to identify letter names relative to letter symbols and sounds. Letter blocks and pictures are often used as part of the treatment method related to the interests of the child. The integral stimulation techniques suggested by Edeal and Gildersleeve-Neumann (2011) described above also utilized pictures as part of…
Thalia’s Progress From the video, it was learned that Thalia is a student who had half of her class in English and half of the class in Spanish. Thalia is a kindergarten student where she works with her teacher Jim St. Clair, to learn how to sound out words, read, write, and recognize words that are familiar to her. Thalia’s literacy skills develop over the year because she is able to sound out most of the letters while she is writing. Someone that Jim St. Clair did with Thalia and is students is that they did guided reading. While watching the video I saw that when they were doing guided reading it really helped Thalia out.…
For example, students will segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). Another concept that would be focused on during his shared reading is to know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text. For example, students would decode regularly spelled one-syllable…
Knowing this about each sound made allows for a clinician to plan an accurate and beneficial lesson plan for the therapy session. It is especially important for speech-language pathology students to learn the phonetic alphabet early on, as it requires practice and constant use to be able to use the alphabet in a conventional manner without having to stop and think about each sound. When practicing phonetic transcriptions in class, it progressively got easier as the semester went on. At the beginning, I had to stop and think about each sound in a word and hear each word more than once before I could get it right.…
Case Study 1 If I had a student who was struggling in class with my phonics approach, and needed a different approach, I would try several different strategies that we learned about in Chapter 7 of our textbook this week. The first strategy that I would employ would be “Letter Actions a consonant based strategy” (Vacca, et al., 2015, p. 191,192). This strategy is great for those learning how to read, but having difficulty with the words. In this strategy the sounds of the consonants are associated with action words.…
Although it is not taught directly, phonological and phonemic knowledge continues to be applied in the later year levels. As these are skills that are crucial to decoding words and reading (Flint et al, 2017), I determined it was important to include these in my portfolio. I have tried to select resources and activities relating to phonological awareness that students can use on their own or in small groups as early finisher activities or as part of a lesson to support students across a range of year levels. Students of all ages may struggle with reading due to difficulties cracking the code (Latham, 2014). One resource I have categorised as phonological awareness is Reading Eggs.…
When I began the course Read 3306 I was unaware of the processes, and evaluations, we must adhere to in order to fully understand where our student stands in their orthographic awareness. Learning these teaching processes and evaluation strategies helped me develop a new outlook of my second grade student and her abilities. It also aided in my preparation of activities that would help further her understandings of orthographic rules, reading strategies and phonological awareness that she had yet to master. In order to evaluate our students, we must first rate ourselves as teachers.…
Phonemic awareness and phonics have many differences and few similarities. In the first place, “Phonemic awareness is the ability to hear, identify, and manipulate individual sounds- phonemes—in spoken language” (What, n.d). Phonemic awareness is the foundation for learning phonics and spelling. Students who are phonemically aware can identify the words that start with the same sound, can isolate and say the first and last sound of a word, can blend the separate sounds of a word to say the actual word, and can segment a word into its separate sounds (Tillack, 2013).…
After reviewing the reading rockets website, I found that the 5 components of beginning English reading are phonemic awareness, phonics, vocabulary development, reading fluency, including oral reading skills and reading comprehension strategies. Beth Antunez, author of English Language Learners and the Five Essential Components of Reading Instruction, says using these 5 components teachers can really reach their students who struggle with English reading development. The first component of the 5 is phonemic awareness. Phonemic awareness is the ability to identify and manipulate phonemes in spoken words says author Beth Antunez. One activity that I can incorporate in my classroom to teach phonemic awareness is by using word family charts.…