Reading Sourcebook Analysis

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A. The CORE Teaching Reading Sourcebook is a wonderful reference for teachers to help improve students improve attain success in reading. One thing that resonated with me throughout the chapters is the presentation of the book and how it can be applied to the classroom. The chapters outline important reading concepts such as decoding, multisyllabic and irregular word reading. The lessons are presented in such a way that it takes a key idea and brings it to life in the classroom. These lessons are rich and help the students to learn in a fun way one example of such activity is The Hungry Thing. In the lesson students get to move around as one acts as the caterpillar and the other student must figure out a way to feed him by rhyming. The book …show more content…
Which CORE Phonological Awareness OR Phonics Lesson Plan will you demo for your small group at our next in person session? Why did you choose it? What appealed to you about the lesson? Please be specific and reference page numbers when possible. The phonological awareness lesson plan I will presenting is located on page 132 titled Phonological Medley. This lesson is very interactive using visual and oral skills in order to combine words. I would like the opportunity to practice this lesson because it can help students understand blending, segmenting and deletion, which is a major part of phonological awareness. As an added extension onto this lesson, students can learn about syllables and begin understanding compound words. This lesson follows a similar format to glass analysis, students are given a word, asked the word, and then the words are segmented and deleted. This lesson is highly developed in the creative aspect, which is why it appealed to me. It can also be modified for students with reading difficulties and other learning disabilities, such as having students clap the parts of the …show more content…
The Orton Gillingham approach takes into account the visual, kinesthetic, tactile and auditory approaches when learning words. Students are able to move around words, arrange and listen to the sounds of words as they receive direct instruction from the teacher. In addition, one strategy that I would use in my classroom is the idea of finger spelling. This is a strategic approach towards helping students think about the sounds of each word. As students make progress in the program, they are introduced to higher level words and challenged

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