https://padlet.com/tiaffema/i42mzuec39q486a2 Kindergarten Field Placement en-us 2021-03-29 02:41:37 UTC 2025-12-28 14:43:39 UTC hello@padlet.com https://padlet.net/icons/png/1f4da.png tiaffema https://padlet.com/tiaffema/i42mzuec39q486a2/wish/1362592566 RF.K.4 Know and apply grade-level phonics and word analysis skills in decoding words.

This standard includes demonstrating basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds
for each consonant, associating the long and short sounds with common spellings (graphemes) for the five major vowels, reading common high-frequency words by sight, and distinguishing between similarly spelled words by identifying the sounds of the letters that differ.

The main part of the standard that this lesson was based off of was reading common high-frequency words by sight]]> 2021-03-29 02:43:21 UTC https://padlet.com/tiaffema/i42mzuec39q486a2/wish/1362592566 tiaffema https://padlet.com/tiaffema/i42mzuec39q486a2/wish/1362592969 My cooperating teacher assessed student understanding of the standards through reading a short story together out loud with the sight words "I" "See" and "The" which were the focus of the lesson. Once they finished reading it together, students each got an individual copy of the book. They were then given a highlighter and tasked with highlighting the sight words every time they read them within the story. This book was turned in at the end of the lesson so that the teacher could assess their understanding of the read material and further take into account where they need to follow up with instruction. I felt like this was a good lesson and did a good job with assessing students needs as learners and could also be used to display growth as the year goes on and their reading abilities become more advanced.]]> 2021-03-29 02:43:32 UTC https://padlet.com/tiaffema/i42mzuec39q486a2/wish/1362592969 tiaffema https://padlet.com/tiaffema/i42mzuec39q486a2/wish/1362593297 This is a bit of a difficult question to answer since I was in a Kindergarten class where most students are not really able to read/ comprehend readings for this reflection. That being said, I noticed that the teacher implemented modeling of good reading strategies. One example of this was finger pointing while reading. The teacher had her book up on the overhead projector and followed along each word she said with her finger so that she was able to stay on track and model print tracking. She also did a good job modeling stopping to think after sight words. She would say "I See The", hmmm does anyone recognize any of those words in order to give students the opportunity to make the connection that they knew those words and then be able to stop and reflect that same way when they moved on to read individually. These are really important strategies when it comes to reading comprehension. 

There has been a significant amount of research about how important it is to build content knowledge for comprehension instruction (Allington, 2011), Evidence has shown that while strategies do help, they are typically a one time boost and there isn't any point in spending more than 10 minutes on them (Willingham, 2009). Lastly, research has suggested that there is something called a knowledge threshold when it comes to reading comprehension. If students are unfamiliar with 59 percent of the terms in a topic, their ability to understand the text is compromised (Psychological Science, 2019). This is all essential information to teaching reading because it suggests that while content knowledge needs to encourage students to think critically, it isn't necessarily that the more information about a topic they receive the better they comprehend it. Students all have a limit of information which they can take in, and this needs to be considered in instruction. ]]> 2021-03-29 02:43:41 UTC https://padlet.com/tiaffema/i42mzuec39q486a2/wish/1362593297 tiaffema https://padlet.com/tiaffema/i42mzuec39q486a2/wish/1362593797 While I really like the way my CT chose to assess student's understandings of the standards taught, there are other forms of assessment which I feel could be really valuable. For this lesson in particular, I would love to do an informal assessment where I could pull students over one by one in order for them to read me the story so I could listen to them orally read the book and make note of any challenging words or concepts they run into as they go. I think this would be good because reading out loud is so good for students fluency and overall comprehension.

A way which I feel this kind of assessment could be differentiated is for students who need more assistance and scaffolding to directly see the teacher or the assistant teacher, while students who are more advanced readers could record themselves reading out loud on their tablets. This way, they could still be assessed but class time could be used more efficiently and everyone will have their various learning needs met by the lesson. This would be a good way to get feedback as you are actually able to gauge how quickly they recognize sight words and the amount in which they struggle as readers to sound out other words they have not yet learned as sight words.

This is a differentiation in product and student readiness which are two of the ways teachers can implement differentiation within assessment in the classroom. I like this idea so that as a teacher, they can get personalized information from each and every student (Preszler. (2006). On Target: Strategies That Differentiate Instruction. p. 4)]]> 2021-03-29 02:43:54 UTC https://padlet.com/tiaffema/i42mzuec39q486a2/wish/1362593797