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In an independent reading workshop, it begins with a mini lesson that includes a whole class, direct, and explicit instruction. The mini lesson begins with the teacher connecting the lesson to what students have previously learned, what they are about to learn, and their current work in the classroom. The teacher will then conduct a lesson on a skill that students need to know to be successful readers. The students will then have a chance to apply that skill in their reading both in a partnership and independently. The teacher will work with small groups and conduct in individual conferences. The teacher then concludes the workshop with teaching share time. - "Experiencing Literacy Throughout The Day"

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The National Reading Panel developed the five pillars of early literacy which are listed in the image above. Phonemic awareness means understanding that there are sounds in the alphabet. Phonics is understanding and being able to link those sounds to the letters in the alphabet. Fluency means being able to read words and text with quickness, meaning, and expression. Vocabulary are the words that students know and are learning to say and comprehension is being able to understand concepts and texts. - The 5 Key Skills Identified by the National Reading Panel.

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" Young children are capable of learning the sounds of their language and how the sounds relate to print."- The 5 Key Skills Identified by the National Reading Panel

This means that with proper guidance, instruction, and support, students who may be ELL's are able to learn phonics of the alphabet in their first language.

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Reading Fluency: Being able to read texts with quickness, accuracy, and expression.

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According to " The Science of Reading," there are many strands that are woven into skilled reading, one of those being vocabulary knowledge. Vocabulary knowledge is not only knowing vocabulary words, but also when and how they are used, spelled, and pronounced.

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Reading Comprehension: Understanding the meaning of texts.

In reading comprehension, you are understanding and comprehending the meaning of a text that you have read or are currently reading. This can be done through observing images in the texts and determining the theme of texts.

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During an independent reading workshop, the teacher would conduct in one-on-one reading conferences. According to " Experiences in Literacy Throughout the Day," a one on one reading conference would be the teacher first complementing the student on what they are achieving, jotting down notes of what they are observing in a child's reading skills, conducting a mini lesson with the individual to help them improve their reading skills, demonstrate and guide the individual to use that skill within the conference, and then concluding by reiterating the teaching point and how the student should apply the teaching point moving forward.

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Routman's Optimal Learning Model: I do, We do, You do

The first part of the learning model is I do. During the " I do" portion of the model, the teacher demonstrates and models a skill while the students are listening and watching the teacher. The "We do" portion of the model is where both the teacher and students are practicing what was just shown. The teacher facilitates the practice and encourages the students while the students are working together and asking questions as needed. The "You do" portion of the model is an opportunity for students to practice the skill on their own with coaching from the teacher.

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According to the Nearpod in module two, there are five steps to teaching student's sight words.

Step 1: Introduce the sight word in context

Step 2: Say and count the sounds in the word

Step 3: Spell the word (aligning the letters and sounds)

Step 4: Practice writing and reading the word

Step 5: Connect meaning and context

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There are some important things to note from module two about teaching reading fluency which would definitely be important when teaching diverse learners.

1.) Don't overfocus on speed or word recognition in isolation. Diverse learners may not be able to read/recognize words as quickly as their peers.

2.) Use a variety of passages: short passages and ones that are challenging and a sufficient length. Diverse learners definitely need shorter passages and ones that might not be as challenging as their peers readings.

3.) Don't overuse readers theater. Incorporate teaching methods that will help all the students.

4.) Remember the goal- comprehension. Everyone needs to be able to understand the concept of reading fluency and comprehension.

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According to Chapter 5. " phonological awareness is an umbrella term that includes the awareness of the larger parts of spoken language, such as words, syllables, and onsets and rimes—as well as the smaller parts, phonemes."

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There are 13 critical sight words:

The

To

That

Was

Of

It

In

And

Is

He

A

You

For

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Regular words: words that can be decoded by sounding them out

Irregular words: Words that cannot be decoded by spelling them out.

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Reading Fluency helps with reading comprehension. Fluent readers: Read with expression, make connections, sound natural, understand what they are reading, and read like they are speaking.

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According to chapter 5 in the textbook, "For beginning readers, initial assessment should also include knowledge of sound/spelling correspondences and move gradually to decoding, including a student's ability to read simple CVC words."

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Module 3 provided some guidelines for effective phonics instruction.

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The foundational skill in module 3 was phonics. Phonics are the sounds in letters. It is important for students to learn and understand the concept of phonics and phonemic awareness because it will help them to learn words and essentially be able to read and write.

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In the lesson plan that I created in module 3 in the section for diverse learners, I noted that one accommodation would be the use of closed captions in videos. This is great to use for those who are hearing impaired so that they can see what is being said in the video and be able to learn about the topic just like everyone else.

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Module 3 did not touch on fluency and sight words, but phonics and fluency goes hand in hand in the case that knowing and understanding phonics helps with reading fluency.

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The unit of the lesson plan for module 3 was on the r-controlled vowel -ar. R-controlled vowels are words that has a vowel followed by the letter r and that r controls the sound. When the vowel is placed with the letter r, the letters are combined to make one sound.

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In the lesson plan that I created in module 3, one of the ways that I thought of to assess students is to have them write a list of -ar words that they've learned throughout the lesson and/or already knew and turn it in for a grade based on accuracy.

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Phonics and comprehension works hand in hand because once students are able to understand phonics in letters and words, they will build comprehension skills that will help them when learning to read.

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There are similarities and differences between letters and sounds in the English language and other languages such as Spanish and Japanese. It is important for teachers to recognize the similarities and differences in order to see what letters and sounds in English the student might need more practice with.

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According to Reading Rockets, here are some suggestions for teachers who have English Language Learner's in their classroom:

Provide additional work on English phonemes that are not present in the students’ native language.

If students are literate in their native language, focus on differences between that language and English, with less attention given to elements that will transfer.

Provide extra practice in reading words, sentences, and stories.

Use cognate words in the native language as synonyms when teaching vocabulary.

Identify and clarify difficult words and passages.

Consolidate knowledge of the text through the use of summaries.

Find appropriate ways to use the native language.

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Repeated readings of familiar and understandable texts help with reading fluency. Familiar and understandable texts includes fairytales such as "The Three Little Pigs", " Jack and the Beanstalk", or "Goldilocks and the Three Bears."

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Having a "Print-Rich" classroom environment helps students, especially those who are ELL's learn and be able to see words being used in different contexts. For instance, labeling everything in the classroom from doors, shelves, and centers.

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Teachers should teach reading comprehension strategies such as reader generated questions, summarizing, and monitoring comprehension. Students should also practice reading texts that are of their level of language proficiency.

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Guided reading instruction is very important for students especially English language learners. According to the article on Reading Rockets, some strategies for effective guided reading instruction with ELL's are:

Support students to preview the text and discuss key vocabulary words

■ Write short sentences that connect personal information with that of the character in the text

■ Create bilingual dictionaries that support word learning, simple expressions, and English grammatical structures

■ Link personal classroom experiences with events and actions in the text

■ Use the native language to make concepts and ideas comprehensible ■Participate in guided reading instruction

■ Engage in story retelling and summary writing of the text

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One of the assessments mentioned in module four was the concepts of print assessment. This assessment tests student's abilities to identify and locate different features of text and print such as the cover and back of a book, punctuations, words, and letters.

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The principles for effective fluency instruction includes modeling the behaviors of a fluent reader, providing students with opportunities to practice reading fluently, scaffold their learning, and incorporating the different elements of prosody: intonation, stress, rhythmic patterns, and pacing.

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Fluency is being able to read texts quickly and accurately with rate, expression, and prosody in an effort to comprehend the text being read.

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Sight words are not just words that students know simply by sight, but they are words that, by sight, the students are able to know its meaning.

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The two aspects of vocabulary are size and accessibility and they help aid in reading fluency. This is because the more words that a student knows and the more frequently the student is exposed to words, the quicker they will be able to read and comprehend text without many errors.

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Fluency connects decoding and comprehension because one end represents reading with accuracy and automaticity and then once the bridge is crossed, the student is able to comprehend the text that they are reading through prosodic elements and reading with expression.

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An example of an assessment to help with reading fluency is the one minute reading probe assessment. In this assessment, the student reads a selected text for one minute and the teacher records on the probe assessment sheet the number of words read total and the number of errors that were made and then uses those two amounts to calculate the words correct per minute.

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It is important that the texts used in teaching reading fluency are interesting to the students based on the things that they like. If the story is one that is interesting to the students, they will gain the motivation and desire to want to read the book especially if they are diverse learners.

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One way to teach vocabulary is by using a frayer model. A frayer model is a type of graphic organizer used to help teach vocabulary words by breaking the word down into four sections ( definition, facts/characteristics, examples, and non-examples).

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The fourth pillar of literacy coming from The National Reading Panel is vocabulary. Vocabulary is the knowledge of words and their meaning.

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When selecting words for ELL's, consider the word's concreteness, congnate status, the depth of the word's meaning, and utility.

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The more vocabulary that you know, a word's meaning and how it is used aka word consciousness, the more fluently you will be able to read because you will not have to stop to think about what a word means.

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There are two forms of vocabulary: Oral and Print. Receptive oral vocabulary are the words that we understand when others speak or is reading to us and productive oral vocabulary are words we use when we talk to others. Receptive print vocabulary are words we understand when we are reading and productive print vocabulary are words we use when we write.

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When students stumble upon an unfamiliar text in literature, they try to connect it to how the word is used in their oral vocabulary which helps to comprehend what a word means.

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It is important to tie vocabulary assessments with what you are teaching. For instance, if there are vocabulary words that were taught in relation to a text read in class, the assessment should relate to those vocabulary words and the contexts from which the words came from.

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Comprehension is the 5th concept under the " 5 Pillars Of Literacy" according to the National Reading Panel. Comprehension is understanding the text that you are reading. When applying all of the literacy skills together, phonemic awareness, phonics, fluency, and vocabulary, all of these essentially results in reading comprehension.

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A gradual release of responsibility model is important because it depicts what the teacher's responsibility is when teaching and the student's responsibility when learning.

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It is very productive to transfer comprehension strategies that ELL's use when reading texts in their native language to reading texts in English.

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Reading fluency leads to comprehension because when you are able to read a text fluently, your mind will be able to focus on comprehending the text and finding the overall meaning of the text as opposed to focusing on word meanings.

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When you come across an unfamiliar word, one comprehension strategy is stopping when you find a word that you don't know the meaning of, thinking about what the word might mean, replace the word with one that might represent the meaning of the word, and then reread the sentence using the new word to see if the new word makes sense.

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One way to assess a student's comprehension is by asking guided questions and providing opportunities for discussion. This way, you can hear how the student is comprehending the text before, during, and after.

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Reading comprehension is when all of the other literacy skills, fluency, vocabulary, phonics, and phonemic awareness works together in concert so that the reader can understand the overall text that is being read.