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Introducing New Procedures, Routines, and Concepts

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Introducing New Procedures, Routines, and Concepts

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Sentence Starters and Word Walls: "Talk and write about the new concepts. Create a wall of needed words and expressions that students might refer to and that you might review periodically. Also provide sentences that students might use to take part in a discussion:

"I think the main character was brave, and here is why I think so. The main character ____________.'

Sentence starters can also be used in speaking in much the same way as they are used in writing." (Gunning 2020)

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"Phonics instruction must be functional, useful, and contextual to be of value. It also should be planned, systematic, explicit, and differentiated." (Gunning 2020)

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"“When two vowels go walking, the first one does the talking.” Recited by millions of students, this generalization is one of the best known of the vowel rules. It refers to the tendency for the first letter in a digraph to represent the long sound typically associated with that letter: For example, ea in team represents long e, and ai in paid represents long a. Although this generalization is heavily criticized because, as expressed, it applies only about 50 percent of the time, it can be helpful (Gunning, 1975; Johnston, 2001)."

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A number of formal and informal measures can be used to assess emergent literacy. Most emergent literacy assessments feature measures of letter knowledge and phonological awareness and may include measures of concepts of print and language. (Teaching Through Daily Assessment)

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🎗 Assessments and Diagnosis required for Special Education

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🎗 Assessments and Diagnosis required for Special Education

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"A comprehensive evaluation typically includes intellectual and academic achievement testing, as well as an assessment
of the critical underlying language skills that are closely linked to dyslexia"

Assessments are crucial to not only diagnosing students with dyslexia, but it also gives educators an opportunity to learn about methods and practices available to accommodate the student. It also identifies the strengths and weaknesses of the student that would eventually lead to a diagnosis. Following this process, an action plan can be written to accommodate the student as an individual. (Hook, P. and Carreker, S.)

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A vowel is usually long when it is found at the end of a word or syllable: so, mo–ment. This generalization is known as the open syllable rule because the word or syllable ends with a vowel and so is not closed by a consonant. (Gunning 2020)

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A vowel is short when followed by a consonant: wet, but–ter. This is known as the closed syllable rule because it applies when a consonant “closes,” or ends, a word or syllable. (Gunning 2020)

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Students, especially those who struggle, may experience a loss of confidence and a feeling of helplessness due to the many errors they have made. Through preparation and careful planning, eliminate sources of their errors. (Gunning 2020)

Example on page 219:
"Provide parents with guidance for helping their children when they struggle with a word. The safest approach is for them to pause briefly and then supply the word. This prevents struggles between child and parent."

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Ah Ha's
1. When discussing classroom diversity, we often think of the linguistic, ethnic, racial, and economic differences. Students with special needs also are important when discussing classroom diversity.

About 6.7 million students, or 13 percent of the school population, is served under the Individuals with Disabilities Education Improvement Act

2. "Learning Disability" is a term that has a lot of controversy surrounding it. Experts argue that we cannot create a concrete idea of what constitutes someones learning as an "ability," or "disability."

Question
How do we engage students who show symptoms of ADD and ADHD, and how do we maintain their attention through guided activities?

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"Most formal tests of emergent literacy assess letter knowledge, phonological awareness, letter–sound knowledge, and rudimentary spelling ability and may include a measure of word reading... One advantage of basal tests is that they are geared to the program for which they have been constructed. They are also generally accompanied by suggestions for working with students who do poorly on them." (Gunning 2020)

Formal Assessments in my Classroom - Bader Reading & Language Inventory, Page 173-174 (Gunning 2020)

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"Dyslexia is uncommon," is a myth that some people believe. However, 15-20% of the world's population has some sort of dyslexia. (Gonzalez 2019)

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Formal Definition of Dyslexia Definition:
"Dyslexia is a specific learning disability that is neurological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include
problems in reading comprehension and reduced reading experience that can impede the growth of vocabulary and background knowledge." IDA pg 3

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Why do we need to understand signs and symptoms of dyslexia?

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Why do we need to understand signs and symptoms of dyslexia?

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As educators, it is crucial to know the signs and symptoms of dyslexia. When teachers analyze signs and symptoms of dyslexia earlier in a student's life, their is a greater chance that the student succeeds for the rest of their education.
Some general problems people with dyslexia include: learning to speak, organizing written and spoken language, spelling, learning a foreign language, correctly doing math operations, memorizing number facts, reading quickly enough to comprehend. (IDA 2015)

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"Individuals with dyslexia read backwards." 

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"Individuals with dyslexia read backwards." 

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Although spelling may look jumbled up, it is because students have trouble remembering letter symbols for sounds and letter patterns. (IDA 2015)

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Signs that specifically target elementary students with dyslexia

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Signs that specifically target elementary students with dyslexia

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Difficulty remembering simple sequences such as counting to 20, naming the days of the week, or reciting the alphabet, difficulty understanding the rhyming of words, such as knowing that fat rhymes with cat trouble recognizing words that begin with the same sound (for example, that bird, baby”, and big all start with b). pronunciation difficulties trouble easily clapping hands to the rhythm of a song, difficulty with word retrieval (frequently uses words like “stuff” and “that thing” rather than specific words to name objects) trouble remembering names of places and people difficulty remembering spoken directions. (Gunning 2020)

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Stress and anxiety: Many individuals do not fully understand the nature of their learning disability, and
as a result, tend to blame themselves for their own difficulties. (Barton 2011)

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Self image: Students with dyslexia often end up feeling “dumb” and less capable than they actually are. After experiencing a great deal of stress due to academic problems and struggle, a student may become discouraged about continuing in school. This makes it extremely difficult for students to continue getting their education. (IDA 2015)

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Ah Ha's:
1. "Dyslexia is uncommon," is a myth that some people believe. However, 15-20% of the world's population has some sort of dyslexia.

2. When students show signs of dyslexia and are accompanied by a paraprofessional, teachers should find ways to engage their learning through alternative content. This ensures that the paraprofessional is not the only person responsible for the student's educateion.

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Thinking about methods to engage students who need extra care when it comes to phonemes and phonics., how do we ensure that the content we are providing students who show signs of dyslexia is appropriate and makes them feel engaged in the classroom? (DYSLEXIA QUESTION 1)

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Formal Definition of Dyslexia Definition:
"Dyslexia is a specific learning disability that is neurological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include
problems in reading comprehension and reduced reading experience that can impede the growth of vocabulary and background knowledge." IDA pg 3

Signs and Symptoms:
As educators, it is crucial to know the signs and symptoms of dyslexia. When teachers analyze signs and symptoms of dyslexia earlier in a student's life, their is a greater chance that the student succeeds for the rest of their education.
Some general problems people with dyslexia include: learning to speak, organizing written and spoken language, spelling, learning a foreign language, correctly doing math operations, memorizing number facts, reading quickly enough to comprehend.

Signs that specifically target elementary students with dyslexia show include: Difficulty remembering simple sequences such as counting to 20, naming the days of the week, or reciting the alphabet, difficulty understanding the rhyming of words, such as knowing that fat rhymes with cat
trouble recognizing words that begin with the same sound (for example, that bird, baby”, and big all start with b). pronunciation difficulties trouble easily clapping hands to the rhythm of a song, difficulty with word retrieval (frequently uses words like “stuff” and “that thing” rather than specific words to name objects) trouble remembering names of places and people difficulty remembering spoken directions
Note: Formal testing of reading, language, and writing skills is the only way to confirm a diagnosis of suspected dyslexia
Social and Emotional Connection
Stress and anxiety: Many individuals do not fully understand the nature of their learning disability, and
as a result, tend to blame themselves for their own difficulties
Self image: Students with dyslexia often end up feeling “dumb” and less capable than they actually are. After experiencing a great deal of stress due to academic problems, a student may become discouraged about continuing in school.
How can we help? The first thing should be to teach students with dyslexia to talk out their emotions. Teachers can also reward students based on effort instead of completion. They must also be cautious in their word selection when confronting unacceptable behavior. Avoid words such as "lazy," or phrases like "you just haven't put in any effort."
Assessment and Diagnosis
"A comprehensive evaluation typically includes intellectual and academic achievement testing, as well as an assessment
of the critical underlying language skills that are closely linked to dyslexia"
Assessments are crucial to not only diagnosing students with dyslexia, but it also gives educators an opportunity to learn about methods and practices available to accommodate the student. It also identifies the strengths and weaknesses of the student that would eventually lead to a diagnosis. Following this process, an action plan can be written to accommodate the student as an individual.

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Dyslexia in the Classroom Handbook
1. The myth "individuals with dyslexia read backwards." Although spelling may look jumbled up, it is because students have trouble remembering letter symbols for sounds and letter patterns.
2. Dyslexia can destroy a person's self image. Student's often feel left out because they consider themselves "dumb," or "slow." After attempting a problem, students may face academic problems, making it harder for these students to continue getting their education

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How do we continue to motivate students who show symptoms of dyslexia to not give up? Also, many of us will never understand what it is like to struggle with reading and writing like students with symptoms of dyslexia do. With this, we do not have the immediate knowledge or experience to know what or how to help these students with.

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When students are given the opportunity to choose their own topics, the chance that students will invest themselves dramatically increases. Thinking back to a majority of my middle school book reports, journals, and papers were written on something baseball related. This kept me engaged and wanting to work more on the assignments. (Clay)

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Ah Ha's
1. Invented Spelling: New concepts of emergent writing encourages students to express themselves through writing and getting used to the early stages of learning to read and write.
2.  When students are given the opportunity to choose their own topics, the chance that students will invest themselves dramatically increases. Thinking back to a majority of my middle school book reports, journals, and papers were written on something baseball related. This kept me engaged and wanting to work more on the assignments.
Question:
When giving students in class writing prompts, how do we ensure that they have enough time to contemplate the contents of the lesson and prompt so that they can finish in a reasonable time without feeling rushed/overwhelmed?

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Ah Ha's:
1. Children use their surroundings to develop a theory on reading. The example best explained in this chapter is on the top of page 117: "based on their experience with picture books, children may believe that pictures rather than words are read. Initially, children may also believe that letters operate as pictures. They may believe that letters represent objects in much the same way that pictures represent objects."

2. The power of reading aloud is so far above all other techniques to develop literacy in students. It introduces them to the concept of printed words, how books are read, and much more. Reading aloud can be used for many different reasons as well.

Question:
When thinking about book clubs/groups, how do you create an environment where students do not feel divided based on their reading ability? IE Red, Blue, and Green Scholastic Books

Methods I would Use:
1. For my first approach, I would like a Shared Book Experience, including a  Successive  Readings because it is a good way to include the students in a richer understanding of the reading. This enhances a students ability to read through repeating refrains, phrases, sentences and words that the teacher would like to highlight on.

2. The second method I would use to foster emergent literacy would set up a center that includes manipulatives that go along with the story. An example of this was using masks when we read "Mrs Wishy Washy." This method engages readers in the story by making them reenact what they are reading to what the manipulative is supposed to do. This also helps students get a better grasp and visual of what key phrases or words mean.

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How do we engage students who show symptoms of ADD and ADHD, and how do we maintain their attention through guided activities?

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Question: How do we encourage students to try their hardest on formative assessments especially when they get older and realize that these "high stake tests," may not apply to them if they are dropping out or not graduating?

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When thinking about book clubs/groups, how do you create an environment where students do not feel divided based on their reading ability? IE Red, Blue, and Green Scholastic Books

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"Disabilities Education Improvement Act specified a change in the way students are identified as having a learning disability. Previously, students were identified on the basis of a gap between ability and achievement. With the RTI program all staff members, the community, and parents work to ensure that the literacy potential of all students is fully developed." (Gunning 2020)

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It may be hard for students with dyslexia to recognize short, familiar words or to sound out longer words. It takes a lot of time for a person with dyslexia to sound out a word. Because word reading takes more time and focus, the meaning of the word often is lost, and reading comprehension is poor. (Barton 2011)

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Some activities do not provide enough practice for students with learning problems. Additional activities may be needed in order to acquire mastery on select skills. Teachers must supplement the student with practice activities such as instructional games, peer teaching activities, self correcting materials, computer programs, and additional worksheets. (IDA, 2017)

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"Print awareness (also called concepts of print) is the understanding that print carries meaning, that books contain letters and words. Print awareness also includes an understanding of what books are used for and how a book "works" — how to turn pages, how to find the top and bottom of a page, and how to identify the title and the front and back covers." - Reading Rockets

The ability to understand how print works does not emerge magically and unaided. This understanding comes about through the active intervention of adults and other children who point out letters, words, and other features of the print that surrounds children. CLASS DISCUSSION

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When all else fails, we have to eliminate the excuses students use when they become frustrated while reading. If they approach a word or phrase they do not understand, they may become helpless. It is our job as teachers to make sure that struggling readers use a variety of techniques when decoding does not work for them. Instead of giving up, suggest that the reader looks for context clues, or ask if they need clarification on what is happening in the story. Above all reading strategy, we must also teach readers that there will come a point when they will fail while reading. What matters is how we break down the words and phrases to better comprehend the text. (Tankersley, 2005) CLASS DISCUSSION

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The first thing should be to teach students with dyslexia to talk out their emotions. Teachers can also reward students based on effort instead of completion. They must also be cautious in their word selection when confronting unacceptable behavior. Avoid words such as "lazy," or phrases like "you just haven't put in any effort."  (IDA)

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WORKING HARDER NOT SMARTER
Ah Ha's
Reading Comprehension is the ability to understand what you read at a "deep" level. Students work on this at all grade levels. To aid students reading comprehension, use read-aloud to younger students so that they continue to decode grade level materials.

Fluency is the ability to gain deep meaning from what is read while using a limited amount of time. During reading instruction, starting in 1st grade, focus on those students who do not meet grade level fluency benchmarks. Something to consider is that students may need to work with subwords, words, phrases, and sentences that meet their level.

Question
We can make a difference in the lives of students by increasing our knowledge of the five core components of reading. However it may be difficult to understand and comprehend what skills are necessary for each individual student. How do we split up our time to both lower level students to  progress their reading level while providing suitable material to continue the high flyers achievement?

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Ah Ha's
1. After years of frustration, the struggling reader often becomes anxious about school, which leads to a lack of motivation, and a lack of confidence.

"Struggling readers often attribute their problems to the difficulty of the task, interference, too much noise, vision problems, or unfair teachers; seldom do they acknowledge that their own lack of skill is at the heart of the issue. Many give up trying to improve altogether, believing that it is hopeless for them. "

If we want struggling readers to improve, then we must help them understand the connection from reading to learning more about the things that matter to them. An example given in the text was a Reader's Theater to make learning feel natural.
2. When all else fails, we have to eliminate the excuses students use when they become frustrated while reading. If they approach a word or phrase they do not understand, they may become helpless. It is our job as teachers to make sure that struggling readers use a variety of techniques when decoding does not work for them. Instead of giving up, suggest that the reader looks for context clues, or ask if they need clarification on what is happening in the story. Above all reading strategy, we must also teach readers that there will come a point when they will fail while reading. What matters is how we break down the words and phrases to better comprehend the text. (Tankersley, 2005)

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Teaching Students with Dyslexia: How to Recognize Early Warning Signs, Provide Effective Intervention, and Unlock Student Achievement

Early identifications is crucial to student success because it lacks intervention which often leads to a loss of self-esteem and anxiety.

Many students continue to struggle and never receive the proper intervention, which may lead to a struggle so large that they drop out of school.

The intensity of the intervention needs to be explicit and direct for students with dyslexia because each individual case needs a specific strategy to monitor and aid students learning. (Lexia, 2019)

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When students show signs of dyslexia and are accompanied by a paraprofessional, teachers should find ways to engage their learning through alternative content. This ensures that the paraprofessional is not the only person responsible for the student's education. (Gonzalez 2019)

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Ah Ha's
1. Sound-symbol association involves "mapping out" the phonemes to symbols or printed letters. For students to master sound-symbol association, they must work in two directions. The first is working on visual to auditory skills (reading) and the other is auditory to visual (spelling). In order to prevent extraneous stimuli, have students cover sections of the page that is not being discussed with a blank sheet of paper. Increasing the font size and spacing to help separate sections.
2. Some activities do not provide enough practice for students with learning problems. Additional activities may be needed in order to acquire mastery on select skills. Teachers must supplement the student with practice activities such as instructional games, peer teaching activities, self correcting materials, computer programs, and additional worksheets.

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After years of frustration, the struggling reader often becomes anxious about school, which leads to a lack of motivation, and a lack of confidence.

"Struggling readers often attribute their problems to the difficulty of the task, interference, too much noise, vision problems, or unfair teachers; seldom do they acknowledge that their own lack of skill is at the heart of the issue. Many give up trying to improve altogether, believing that it is hopeless for them. "

If we want struggling readers to improve, then we must help them understand the connection from reading to learning more about the things that matter to them. An example given in the text was a Reader's Theater to make learning feel natural. (Tankersley, 2005)

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From the 1800s, school was created with the idea of competing among your pears to progress and become more productive. As we have progressed in time and research, we know this not to be the case anymore. Yet, still to this day students struggle not to compare themselves to their peers. Some struggling readers may have issues with the learning gap, but others find it so large that there is no hope in trying to get a better grasp of the content. How do we pick up these children to get them to care about being behind, and also teach them that they need to take self initiative to progress in their understandings? (IDA, 2017)

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The english language is derived from a mixture of Greek, Latin, French, and many other languages. As a result, english sounds are spelled in more than one way. How do we structure accommodations for spelling lessons/activities to ensure that students are not forgetting about alternative sounds for letters, onsets, and rhimes?

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Purpose of "Fostering Language Development" -Page 162

"Although alphabet knowledge, phonological awareness, phonics, and concepts of print are essential literacy skills, it is language development that predicts students’ ultimate literacy development... Language development should be an essential goal in any literacy program"  (Gunning 2020)

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Informal Assessment Measures Pages 171, 174-176

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Informal Assessment Measures Pages 171, 174-176

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"Emergent literacy measures need not be purchased. Teachers can put together a measure that is geared to their own concept of literacy and that meshes with their literacy program. Although it can be a paper-and-pencil test to allow for group administration, an informal type of one-on-one assessment often works better." (Gunning 2020)

Informal Assessments in my Classroom: Writing Sample
"Writing Sample. Ask the child to write her name as best she can. If the child can write her name, ask the child to write any other words that she knows (Clay, 2013). Ask the child to write a story as best she can. In the story, the child might tell about herself and her family. This may be done with letter like forms or drawings or real letters. Note the level of the child’s writing and the number of words that she can write, if any. You might also give the child a brief spelling assessment, if the child has some knowledge of letter sounds."
(Gunning 2020)

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Inventive Spelling: New concepts of emergent writing encourages students to express themselves through writing and getting used to the early stages of learning to read and write. (Gunning 2020)

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"Students learn a word by selective association, by selecting some nonphonemic feature that distinguishes it from other words." (Gunning 2020)

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Sound-symbol association involves "mapping out" the phonemes to symbols or printed letters. For students to master sound-symbol association, they must work in two directions. The first is working on visual to auditory skills (reading) and the other is auditory to visual (spelling). In order to prevent extraneous stimuli, have students cover sections of the page that is not being discussed with a blank sheet of paper. Increasing the font size and spacing to help separate sections. (IDA, 2017)

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"Students begin to process all the letters in words. As they learn to apply their growing knowledge of letter–sound relationships, their reading may be slow and effortful. Focusing on using their newly learned decoding skills, students cautiously read word by word. Students are 'glued to print "(Gunning 2020)

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Partial Alphabetic Stage (Early Letter Name)

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Partial Alphabetic Stage (Early Letter Name)

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"Learners use letter–sound relationships to read words. In the partial alphabetic stage, they may use just a letter or two. They may use only the first letter of a word and combine the sound of that letter with context." (Gunning 2020)

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"Students consolidate and process longer and more sophisticated units." (Gunning 2020)

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Ah Ha's
1. When discussing classroom diversity, we often think of the linguistic, ethnic, racial, and economic differences. Students with special needs also are important when discussing classroom diversity.

"About 6.7 million students, or 13 percent of the school population, is served under the Individuals with Disabilities Education Improvement Act (Gunning, 2020)"

2. "Learning Disability" is a term that has a lot of controversy surrounding it. Experts argue that we cannot create a concrete idea of what constitutes someones learning as an "ability," or "disability." (Gunning, 2020)

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My Assessment Experience:
At a young age, we were constantly being formally assessed in order to address individual progress. The MCA's were the largest assessments I had experienced prior to the 5th grade. This was exciting to me because I was always looking forward towards the reward. This was usually provided in the form of outside/free time.
After middle school, summative assessments were provided to test how much of the material were students comprehending. This continued all through college.

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Ah Ha's:
1. Children use their surroundings to develop a theory on reading. The example best explained in this chapter is on the top of page 117:
"based on their experience with picture books, children may believe that pictures rather than words are read. Initially, children may also believe that letters operate as pictures. They may believe that letters represent objects in much the same way that pictures represent objects." (Gunning, 2020)

2. The power of reading aloud is so far above all other techniques to develop literacy in students. It introduces them to the concept of printed words, how books are read, and much more. Reading aloud can be used for many different reasons as well. (Gunning, 2020)

Methods I would Use:
1. For my first approach, I would like a Shared Book Experience, including a  Successive  Readings because it is a good way to include the students in a richer understanding of the reading. This enhances a students ability to read through repeating refrains, phrases, sentences and words that the teacher would like to highlight on.

2. The second method I would use to foster emergent literacy would set up a center that includes manipulatives that go along with the story. An example of this was using masks when we read "Mrs Wishy Washy." This method engages readers in the story by making them reenact what they are reading to what the manipulative is supposed to do. This also helps students get a better grasp and visual of what key phrases or words mean.

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Ah Ha's
1. Invented Spelling: New concepts of emergent writing encourages students to express themselves through writing and getting used to the early stages of learning to read and write.
2.  When students are given the opportunity to choose their own topics, the chance that students will invest themselves dramatically increases. Thinking back to a majority of my middle school book reports, journals, and papers were written on something baseball related. This kept me engaged and wanting to work more on the assignments.
Question:
When giving students in class writing prompts, how do we ensure that they have enough time to contemplate the contents of the lesson and prompt so that they can finish in a reasonable time without feeling rushed/overwhelmed?

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Ah Ha's (Teaching Phonics)
Partial Alphabetic Stage: In this stage, students may use the first and last letters of words to decode. They may also use context clues to figure out what the words are being represented by pictures.
Full Alphabetic Stage: In this stage, students are tedious with their reading being sure to decode words and understand meaning thoroughly.
Overall Instruction: Instruction should be "geared to set the stage that a student is in." Research shows that the most effective forms of reading come in small groups with targeted instruction.
Decoding: "Being able to read the short a in hat is an important skill, but knowing whether the a is long or short is not important; students can guess that the a is short without being able to read the word." (Gunning, 2020)
Teacher Intervention: Assess students to find out where they are, and begin instruction there, making adjustments as necessary.

"Although vowels could be introduced first in a reading program, it is recommended that consonants be presented initially, as their sounds have fewer spelling options."

The statement above makes a lot of sense to me because emerging readers will not understand the concept behind long and short vowels right away. This also gives students experience with phonics.

Pause-Prompt-Praise is a method introduced to students who start to encounter more difficult words. This method tells students to pause for five seconds to see if they can work the word out. If they can't, teachers prompt them to pick out pronounceable parts of the word or context that may help them. Lastly, they are rewarded with praise.

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Ah Ha's
1. There are three kinds of high-frequency words. The first is words that contain only elements that have been taught (it, and). The second kind of high frequency word uses elements students have not been taught (know, too). The last kind of high frequency words are those that are partly decodable by students (was, does)
2. The key to fluency in particular and improve students reading achievement is by extending readings. (Gunning, 2020)

One way to extend students’ reading is to motivate students to read on their own. Currently most school-age children (88%) agree that it is important to read and 76% comment that they believe they should read more books for fun (Scholastic, 2017). However only about a third of students are frequent readers. They read books for fun 5-7 days a week. Almost a quarter (24%) of students read for fun less than one day a week.

To motivate students to read on their own, we need to demonstrate that reading is is "personally fulfilling," and also fun when we find books we enjoy. We also need to create an attractive and engaging environment to spark student's interest and drive to want to read.

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Ah Ha's:
1.When introducing a new text, we want to motivate students to bring out ideas/schemas of the world around them.

"...students have the necessary background or schema but need help activating it. Students don’t automatically activate their schema." (Gunning, 2020)

2. "A guided reading lesson consists of five steps: introducing the text (preparation), reading the text, discussing the text, rereading or revisiting the text, and extending the text (follow-up) (Fountas & Pinnell, 1996, 2001b, 2006, 2017). Extending the text is optional." (Gunning, 2020)

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What is a Basal/Anthology Reading Program?

The Basal reading program is a program that teachers use that includes readers that gradually increase in difficulty, manuals, workbooks, and assessments. The basal reading program is not often used in the 7th and 8th grade classrooms. Instead, teachers use literature texts or anthologies instead of basals. The core basal approach is the most popular of approaches teachers use to complement children’s books. Basal approaches provide student and teacher guidance, resources, but limits student choice. Successful basal approaches create connections to prior knowledge, demonstrate skills and tasks, actively involve students, link strategy to story or reading, and demonstrate students understanding and application skills of the strategy.

“Basal manuals and, in fact, the entire basal program, should be viewed as a resource. The manual is a treasure chest of ideas, and the anthologies are good, representative collections of children’s literature.” (Gunning 2020)

What Approaches will most likely be used in my classroom?

In my classroom, I would use the “Literature-Based Approach,” found on page 485 of Gunnings textbook. This program overlaps many of the same features of the basal approach, but instead the literature-based approach provides groups of readers with children's books based on their level of fluency and instructional needs in literacy. The advantages of this strategy are that the teacher can choose the book students work with to ensure that students interests and needs are met. Of the literature-based approaches, I would like to use the thematic units approach where the teacher picks a unifying theme for the lesson. This can be anything from genre, author, etc. The text in thematic approaches to reading can almost always be modified around goals and standards in the classroom.

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Question:
When thinking about book clubs/groups, how do you create an environment where students do not feel divided based on their reading ability? IE Red, Blue, and Green Scholastic Books

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Questions:
1. I can think back to elementary school where everyone knew what the "red book," group was, and I saw how they tore down young readers motivation. How do you create a positive environment where struggling with reading and writing don't feel lower than their peers?
2. Is it smart to avoid books with lots of tongue twisters and fake words because of the high level of decoding needed to understand the text? Dr. Seuss books are great for early readers as it grabs their interest, but I find the words in these books may be difficult for younger readers to decode.

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How do we ensure that students know how to fully evaluate a book to understand it's contents enough so they can make an informed decision on if it is a book that will interest them or not?

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Question:
Providing appropriate leveled texts to students is crucial to not only perfecting reading skills, but also to expand their knowledge as well. Even with assessment levels and guidelines laid out, how do we challenge students at individual level within guided reading groups?

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Providing students with opportunities to write and reflect on how they construct their writing is a key tool in creating proficient writers. Both one-on-one and small-group writing sessions can help students adapt to new strategies. CLASS DISCUSSION

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Mini-lessons are presented as whole group sessions that last roughly ten minutes. Limit the skills discussed to those that are fairly easy to comprehend.

Examples of Mini-Lesson: Capitalizing titles, selecting topics, genres of writing, etc...

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Gunning lists crucial questions to discuss during writing workshops that promote written responses. An example in Chapter 13;
"List the three most important facts you learned about recycling?"

For insight into students personal views, choose from the following reflections:
“Where am I in my writing? What things can I do in my writing? What do I need to do to move forward with my writing? What am I having difficulty with? Where can I get help? How has my writing changed? What did I learn about writing today?” (Kisesel, 2017) “What are your goals as a writer? What would you like to be able to do? What are some great pieces of writing that you have read? What made them great? How might you use those techniques? How do you judge your writing? What grade might you give yourself? What could you do right now to improve your writing?”

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Running records is a popular assessment tool used to analyze student's progress of oral-reading. The two major purposes of running records is to determine appropriate reading level materials, and to obtain information about word-recognition processing in students. (Gunning 2020)

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An assessment device in which a student reads a series of selections that gradually increase in difficulty. The teacher records oral reading
(Gunning 2020)

Within each section, there is both a silent reading and oral reading text. Within this format of graded selections, teachers can gather information on four reading levels.

Independent Level, Instructional Level, Frustration Level, and Listening Capacity

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Also known as the free-reading level, is the point where students can read on their own without any assistance from the teacher.

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Students need assistance because of complex concepts or background experiences along with new words. This level is used for teaching material.

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Students in the frustration level are using texts that are so difficult, that they cannot read it even with teacher instruction. Listening capacity is the highest level at which students can understand what is being read to them.

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Less fluent readers must focus their attention on figuring out the words, leaving them little attention for understanding the meaning of text.

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"When students show signs of dyslexia and are accompanied by a paraprofessional, teachers should find ways to engage their learning through alternative content. This ensures that the paraprofessional is not the only person responsible for the student's education. "

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Two Ah Ha's:
1.Goal Setting: After gaining basic information on students, the instructor can start setting goals that meet school, district, state, and/or national standards. Because most schools adopted the CCSS's, faculty and staff need to work together to create goals that can be linked across many common core objectives. (Gunning 2020)

2. Literacy Programs: When constructing a literacy program, the first priority is the student's needs, interests, aspirations, and literacy skills necessary to survive and prosper in the future. This will prep them for their college and career in the future. (Gunning 2020)

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When constructing a literacy program, the first priority is the student's needs, interests, aspirations, and literacy skills necessary to survive and prosper in the future. This will prep them for their college and career in the future. (Gunning 2020)

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After gaining basic information on students, the instructor can start setting goals that meet school, district, state, and/or national standards. Because most schools adopted the CCSS's, faculty and staff need to work together to create goals that can be linked across many common core objectives. (Gunning 2020)

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When fostering motivation, it can be very difficult to build student's up once they already have such a negative view of school itself. How do we erase the negativity around "school," and "learning," so that we can work to build motivation to learn?

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IDA is a non-profit organization focused on helping individuals that show signs of dyslexia and the families who support them. This website contains information on dyslexia, an online bookstore, and more.

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LD online provides current and updated information on learning disabilities and ADHD for adolescents, adults, parents, and professionals. This source has numerous articles and forums, as well as a directory of professionals, schools, and more

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Learning Disabilities Association of America (LDA)

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Learning Disabilities Association of America (LDA)

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LDA provides support to people with learning disabilities, their parents, teachers, and other professionals. Their website contains up-to-date information on learning disabilities, practical solutions, and a comprehensive network of resources.

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PEN is a coalition of parents working with educators, students, and the community to empower students with learning and attention differences. They aim to increase awareness and understanding of the strengths and challenges facing students with learning and attention differences.

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Bridge the Gap is a series of systematic phonemic awareness intervention lessons for students in 2nd grade and above. The lessons in Bridge the Gap were written to provide teachers, Reading Specialists, and interventionists with a simplified curriculum for teaching phonological and phonemic awareness with targeted instruction, based on student needs.

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How to Spot Dyslexia and What to Do Next (Podcast)

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How to Spot Dyslexia and What to Do Next (Podcast)

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To learn more about dyslexia, listen to this interview with special educator Lisa Brooks, who currently serves as Principal Director of the Commonwealth Learning Center’s Professional Training Institute in Massachusetts, a nonprofit whose programs are designed to help teachers and specialists meet the needs of students who require systematic and multi-sensory learning approaches. Lisa discusses some of the most common myths about dyslexia.

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Established by Michigan-based clinical psychologist, dyslexic, and DyslexiaHelp's guest contributor Dr. Michael Ryan, DyslexiaDx.com is designed to address the social and emotional impacts of dyslexia, ADHD, and other learning disabilities.

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This website provides excellent information and resources to assist parents and professionals. Areas targeted included attention, reading, writing, and mathematics.

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Children's Dyslexia Centers have helped thousands of dyslexic children receive free tutoring, and hundreds of teachers receive free training. There are currently over 50 Centers in 13 states. Visit their website to learn more about what they offer.

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The Office of Special Education Programs (OSEP)

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The Office of Special Education Programs (OSEP)

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This website offers a wealth of information for assisting children ages birth through 21 with disabilities. OSEP also offers resources to help states, local district personnel, and families to better assist students with disabilities.