Early in the semester, I created a goal for myself regarding teaching English. My goal was to create a collection of resources that I can use in the future to support students who struggle with reading by the end of the semester. The various assessment I have completed as part of EDUC4702 has allowed me to further my understanding of struggling readers and help me begin to meet my goal. Research that I have undertaken has also helped me determine high quality resources to include in my portfolio. My portfolio of resources comes in the form of a blog (available at https://portfolioeduc4702.wordpress.com/), which I have used to help me record and organise resources I find that could be used to support struggling readers. In this essay, I will
…show more content…
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. This app can be particularly valuable for students who are beginning to read, but it can still be used across a wide range of ability levels. Students have their own individual profiles that they can access at school and at home, and move through the levels at their own pace. The beginning levels start with identifying sounds and letters, and get more complex in later levels. Reading eggs can be used in the classroom as part of reading rotations, or as an early finisher activity (depending on the school resources). As the app becomes more complex as students move past levels, it can also be linked to other curriculum areas, including the interpreting, analysing and evaluating
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. This app can be particularly valuable for students who are beginning to read, but it can still be used across a wide range of ability levels. Students have their own individual profiles that they can access at school and at home, and move through the levels at their own pace. The beginning levels start with identifying sounds and letters, and get more complex in later levels. Reading eggs can be used in the classroom as part of reading rotations, or as an early finisher activity (depending on the school resources). As the app becomes more complex as students move past levels, it can also be linked to other curriculum areas, including the interpreting, analysing and evaluating