After teaching my two lessons on phonemic segmentation and observing the two students during whole class instruction I have drawn various conclusions on both the students strengths and weaknesses. Student A excels at being able to tap out sounds within a three sound word, as student B is able to tap out the individual sounds of words with 4-5 sounds in them. These activities however acted as review for the students being as they were exposed to these concepts in kindergarten. During whole class instruction I have noticed that student A lacks in properly matching sounds to letters within the words, often getting confused with o, a, u. On the other hand, student B is right on target with this and is able to match sounds to their correct letters
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These are cards that can be made to have one or two movable parts within them by creating slits. Initial sounds, blends and digraphs are written on the left side of the card ,while the right side of the card has two horizontal slits cut right above the other. Word endings are written on separate vertical strips so that it can be woven with the horizontal slits in order to slide ending words through to make new words. Students could create these sound cards with help from the teacher so that they can be used for practice in groups, individually, or as a whole class. Students can change their sound cards depending on the words they are working with that week. Parents can be informed to work with their kids on the sound cards and to create their own at home. This strategy and hands on and can be fun for student A. I believe that he would benefit from this extra …show more content…
Since student A typically reads books by analyzing the pictures, this is a particularly useful skill for him to begin to understand the text that makes up a book. Shared reading is meant for students to understand letters, rules governing print organization, and concept of words. This type of strategy would entail the classroom teacher to point to each word while she is reading, ask questions such as, “where should I read on this page?” “ Do you know this letter?”, and making students aware of particular words, for example stating that, “This word is danger”. Teachers that implement shared reading in their classroom have benefited their children by gaining their print knowledge and literacy achievement later in
These are cards that can be made to have one or two movable parts within them by creating slits. Initial sounds, blends and digraphs are written on the left side of the card ,while the right side of the card has two horizontal slits cut right above the other. Word endings are written on separate vertical strips so that it can be woven with the horizontal slits in order to slide ending words through to make new words. Students could create these sound cards with help from the teacher so that they can be used for practice in groups, individually, or as a whole class. Students can change their sound cards depending on the words they are working with that week. Parents can be informed to work with their kids on the sound cards and to create their own at home. This strategy and hands on and can be fun for student A. I believe that he would benefit from this extra …show more content…
Since student A typically reads books by analyzing the pictures, this is a particularly useful skill for him to begin to understand the text that makes up a book. Shared reading is meant for students to understand letters, rules governing print organization, and concept of words. This type of strategy would entail the classroom teacher to point to each word while she is reading, ask questions such as, “where should I read on this page?” “ Do you know this letter?”, and making students aware of particular words, for example stating that, “This word is danger”. Teachers that implement shared reading in their classroom have benefited their children by gaining their print knowledge and literacy achievement later in