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 "The Big Picture & The Structure of English"

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 "The Big Picture & The Structure of English"

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Reading Assessments:

1. Screening

2. Progress Monitoring

A. Curriculum Embedded

B. General or External

3. Diagnostic

4. Outcome

Essential Components of Reading Instruction

1. Phonemic Awareness

2. Phonics

3. Fluency

4. Vocabulary

5. Comprehension

-Teaching Reading Handbook (page 9)

This week's reading consisted of learning the many ways that the brain works in regard to reading and understanding. This is such an important reminder that for each child, this may look a little different. Also, when children begin on a bad note, reading tends to constantly slack behind.

Reading development tends to lag in the fourth grade, referring to as "The fourth-grade Slump". This really then goes hand in hand with motivation and interest in reading.

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areas of the brain that help with reading

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Which assessment should I use to measure reading progress?

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Spanish essentially is an easier language to learn because of the ease of the 5 Spanish vowels.

The spelling of the consonant phoneme's /k/, /g/, /x/ follow predictable rules.

When teachers recognize that a particular error is a result of a student correctly applying the rules of Spanish, they can easily work to identify differences between English and Spanish and then build on the student's literacy skills.

When introducing Spanish readers to English phonics, teachers can draw on a large number of phonic elements that are common to both English and Spanish.

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Literacy Knowledge is:

Print Awareness (understanding of how to hold a book, print conveys a meaning, and which direction printed text should be read).

Letter Knowledge (knowing names and the shapes of the letters as well as knowing the sounds that each letter represents).

Phonological Awareness (understanding that speech flow can be broken into smaller units of sound such as words, syllables, onsets and rimes, and phonemes).

The best time to teach is a very young age (preschool age) to begin building concepts about print through literacy -based interactions).

Assessments begin in kindergarten (three times, fall, and spring). Informal assessments provide opportunities for students to demonstrate their understanding of print concepts and book handling skills.

Video of a teacher doing an assessment:

https://youtu.be/-DeJFqj22WQ?si=zrJPWLun0dTofiDe

In doing assessments, a generalized reading assessment with the entire class will give a good idea as to where the classroom is at in terms of understanding. Pulling children individually in a quieter, one-on-one setting will provide an assessment that will be individually based. This will help you and the student see the strengths and weaknesses and where you can help strengthen.

I did find it interesting the amount of knowledge a child gains in kindergarten.

Creating a print-rich classroom will give plenty of opportunities for students to grow.

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Letter Knowledge consists of knowing letter names, letter shapes, letter sounds, letter formation (handwriting).

One of the best ways to help children piece together letter shapes and names is by handwriting practice.

Characteristics of a letter can affect the ability at which the child learns the letter. Similarity in appearance such as B and P.

Handwriting introduces students to the letter forms found in printed text. Teaching handwriting also goes with teaching proper posture, paper position and pencil grip.

Letter knowledge is more than just knowing the sounds of the letters. Knowing how to write the letters and knowing the names of the letters. Assessing the students will help them gain knowledge throughout the year, along with helping you find the areas the students are most struggling. Using games, such as a race car game with laminated letters that are in racetrack form, is a fun activity that students can do. Driving the car in the formation of the letter while stating the letter name and the direction of formation (up, down around) is a great way to make learning fun.

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The video included is a fun musical example of phonological awareness.

what is phonological awareness? Phonological awareness is the ability to recognize larger parts of a spoken language. This includes but is not limited to words, syllables and onset and rimes. a Phoneme is the smallest unit of spoken language.

There are four levels of phonological awareness:

1) Word

2) Syllable

3) Intrasyllable (onset rime: body coda)

4) Phoneme.

Phonological Awareness instruction should be explicit. Instructions should include clear expectations, teach modeling of tasks, and sufficient opportunity for student practice.

Should be systematic. It should progress from easier to more difficult tasks

Lesson Example:

Salad Toss:

Benchmarks: Ability to clap and count syllables in two and three syllable words

ability to say each syllable in two and three syllable words

ability to orally blend syllables into a whole word.

Materials that are needed:

-Pictures of models of vegetables whose names have two or three syllables: carrot, lettuce, pepper, radish, cucumber, celery, potato, tomato

-brown construction paper for salad bowls

-colored markers

What to do:

-Attach to brown paper salad bowls to a bulletin board. In one bowl, draw two dots and a carrot. In the other bowl, draw three dots and a tomato.

Say "Here are two salad bowls." Point to the salad bowl with the carrot in it and ask "what vegetable is in this bowl?" Then clap the word. Ask how many times we clapped.

Keep adding vegetables in the bowl while clapping the name and asking the sounds.

This chapter was very interesting and was a lot of information to process. I feel with the amount of information and resources out there that there is a lot of support and ideas you can take away to use in your own classroom. The different types of games and instruction are clear.

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Try this FUN, MUSICAL phonological awareness activity for kids IN PRESCHOOL

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Phonics activities kindergarteners uploaded from YouTube. These are activities that can be used as a lesson plan. Simple spelling focused blending is modeled, along with onset-rime blending.

What is phonics? Phonics is a method of instruction that teaches the systematic relationship between the letters and letter combinations in both written language and individual sounds.

-Phonics improves students reading and spelling in kindergarten and 1st grade.

-Improves the ability for students to comprehend what they read.

-Is beneficial for ALL students.

-Effective in helping prevent reading difficulties among students who are at risk and having difficulty learning to read.

Phonic instruction should be kept brisk, to the point and does not take much of the time. 20 minutes can be enough to cover enough instruction time.

General sequence for teaching phonic elements:

-single consonants and short vowels

-consonant digraphs

-long vowels with silent e

-long vowels at the end of words of syllables

-y as a vowel

-r-controlled words

-silent consonants

-vowel digraphs

-variant vowel diagraphs and diphthongs

Blending routines

-sound by sound

-continuous

-Whole word

-Spelling focused

Different activities can be done to teach phonics. Instruction should be fun! In learning about phonics, it is also important to remember that there is no correct order for teaching the letters, but teaching similar letters at the same time should be avoided. For example, b & d, and m & n. Also, teaching letter names and letter sounds are easier to teach at time.

As a future teacher, I can also incorporate activities that teach the alphabetic principle. This will help students understand that these letters being taught can be used together to create words. Covering multiple letters in a week will help fast learning, and have the activities brisk and fun. After teaching the letters, you can evaluate the students' knowledge and reassess if needed.

Phonics may seem overwhelming, but if done at appropriate letters will be quick, fun and effective for everyone. The amount of phonics activities available is staggering and wonderful to aid teachers along.

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Cheap & Easy DIY Phonics Activities For Preschoolers & Kindergarteners

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Irregular word-A word that the student does not yet know.

A basic reading program contains two types of irregular words.

-Permanent Irregular-Contain one or more sound/spellings that not pronounced conventionally and are unique to that word or a few words. (Ex: the word said (/sed/) is permanently irregular because short e spelled ai is a low frequency sound/spelling that is generally not explicitly taught. Other examples (of, one, two, been, could, once)

Temporarily irregular words-may be irregular at one point in a beginning reading program but may eventually become regular after all the sound/ spellings in the word have been taught. As students learn more sound/spellings, some of the irregular words that they learned by sight become wholly decodable word. Example is for it may be an irregular word because the sound/spelling of /or/ had not been taught.

Teaching irregular word reading:

-Instruction should focus students' attention on all the letters in a word. The sequence of introduction within a reading program are:

1) Word frequency-introduce high frequency irregular before low frequency irregular.

2) Word Similarity-Irregular words that are similar should not be introduced together (ex: of-off, there-their, were-where)

3) Word Relationship-Irregular words that have a phonogram in common, (ex: could, should) should be introduced in sets.

Irregular words should be introduced in order, practiced and then reviewed.

Reflection:

Irregular words can be taught in a fun way to introduce the new words and review. Simple methods such as sound out strategy can be used by repeating the spelling of the word and sounding out the word. Spell out strategy can also be used with a hands-on approach. A few different ways that I found were to used play doh, string or other craft tools to make the letters to spell the word. Linked is a website with different examples and fun ways to use these methods to teach spelling of irregular words.

Irregular words | TPT

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What is a multisyllabic word? A multisyllabic word is a word that contains more than one syllable. Often, they are used in decoding and phonological awareness skills.

Why is it important? Skilled word recognition is important because you have to learn to read words in text fluently and accurately. The brain begins to "see" common patterns and recurring word parts. With multisyllabic words, these multi letter patterns are referred to as "chunks". which may be syllables, affixes, or phonograms. Skilled readers ability to recognize the word depend solely on how they can chunk into syllables.

Syllabication is the division of a multisyllabic word into separate syllables with each syllable containing one vowel sound.

-Can contain more than one vowel letter (letters will represent only one vowel sound)

How to teach? The approaches differ in how the words are broken down into decodable chunks, or syllable units:

1) using syllable types and division properties

2)identifying affixes or word parts

3) using flexible syllabication strategies.

When to begin? Can begin after students have mastered the decoding of single syllable words. By the end of Grade 1, students are mostly reading one and two syllable words. By Grade 2, students are reading two to three syllable words and by grade 3 students are reading longer multisyllable words.

Example

To teach the multisyllabic word-Rabbit

Take a piece of paper and fold into 3. Let the students know that every syllable has only one vowel sound. Tell them to look at the word. Fold the flap with "bit" on it. Say :"the door is closed. Repeat the process and unfold the paper. Combine the word and have them repeat the word.

Showing the word and tracing the word while saying the word-"rabbit".

Teaching multisyllabic words can be used with lessons that are fun and encouraging.

The knowledge of multisyllabic words carries the meaning in all content areas. Understanding that readers approach these words differently can also direct you on how you teach the words.

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How to Teach Multisyllabic Word Reading Strategy