Orthography

This week's language arts project was a read aloud lesson on The Rainbow Fish by Marcus Pfister. The objectives for this lesson were as follows: • Students will recall the characters and major events in the story with 100% accuracy. • Students will draw connections between the story and their personal experiences with sharing, providing at least two examples of sharing. • Students will create visual art that is related to the story. The objectives were clear, beginning with recalling facts, then…

In the classroom at Denton City County Day school that I observed in, there is a wall that has the days of the week, a calendar with the current month and shapes drawn out and spelled out. All of these things are in big letters where the children can easily see them. The classroom teachers are providing a word wall that is enhancing their literacy abilities. According to Isenberg and Durham (2015), a word wall displays frequently used words related to a topic of study or has a meaning full…

The majority of my students lacked the foundational skills to be successful in the subject areas of Reading and Mathematics. Some of the common areas of weakness in reading that my students have demonstrated were in areas of phonics, phonemic awareness, comprehension, vocabulary, and fluency. I noticed that phonemic awareness and phonics weaknesses frequently occurred in my first and second grade students. Those students had difficulty matching sounds and letters, which can affect their reading…

Learning to Read Mason Cooley once said, “Reading gives us some place to go when we stay where we are.” When I first learned to read I was in 1st grade. My first grade class was small, with small tables, a lot of students, but always had a nice smell to it. I remember trying to read there but I just couldn’t focus because the class seemed so lively. Going on through school, my teachers realized I wasn’t good at reading. It wasn’t until my 3rd grade teacher did I begin to understand reading. My…

I administered the spelling inventory first, which is used to help provide an estimation of stage of development for a specific student. When I began the test, I stated to the students “I am going to say some words that I want you to spell for me. Some of the words are easy to spell, and some will be more difficult. When you do not know how to spell a word, just do the best you can. Each time, I will say the word, then use it in a sentence, and then I will say the word again. It will not be…

The teacher will ask all the students to come and sit down on the carpet. The teacher will read the story The Hungry Caterpillar by Eric Carle. After reading the story the teacher will tell the students that there are many words within the story that begin with the consonant blend “th”. The teacher will tell the students that today we will be talking about the /th/ sound. The teacher will then write th on the board and say the sound and have the students repeat the sound Anticipated…

Student Work Samples The first piece of work I have gathered from Kayson’s classroom teacher is a morning phonics worksheet. Each morning when the students arrive at the classroom they are instructed to complete their morning work while they are eating their breakfast. During this time, the classroom paraprofessional assists the students and the teacher tries to complete individual reading/spelling assessments. This phonics worksheet was given in late April as a review worksheet. On this…

On September 7, I observed Mrs. Taylor’s first grade classroom during their literacy block. As soon as we walked in, she had the children’s undivided attention. She incorporated songs from YouTube to make the phonics review lesson interesting. The lesson focused on consonant and vowel relationships. The YouTube songs contained the alphabet song while also adding emphases on the short and long sounds of each letter. The students received multiple phonics lessons all from two videos. They were…

The first element of the reading process is phonological awareness, which is an auditory skill that requires children to analyses the sound of language into component sounds, before they begin the process of reading at the printed level (Matheson, 2005, p.22; Scull & Raban, 2016, p.153). For example, producing and identifying rhymes (such as how ‘mat’ rhymes with ‘sat’), isolating and segmenting letters and syllables (such as ‘n’ from ‘nose’), blending syllables, and exchanging sounds to make…

Intervention with Repeated Reading The three students mentioned in this research are all diagnosed as Learning Disabled (LD) and classified as first grade level readers. They mutually suffer with a reading fluency deficit and are categorized at the frustration level. It is common for LD children to present issues with reading fluency and can hinder the child’s reading skills (Malouf, Reisner, Gadke, Wimbish, & Frankel, 2014). In order to have future reading comprehension success, the student…