Text reflection 2 (1)

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Feb 20, 2024

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Text Reflection 2 The Superstars group Enileyka Miranda Karsyn 1. What are the most important key points made by each author (all 3 sources). Bullet at least 2 points (for each source) that you found to be the most important. -Reading Rockets • (Enileyka) - The importance of phonics instruction is the explicit and systematic. It shows how teachers will work with students to en sure what students know and don’t know. Moreover, explicit instruction is important because the teacher guides students thought the lesson to support the new skill being presented. Also, it helps students understand and practice the skill that needs to be learned through explicit instruction where the teacher provides the delivery of instruction where it benefits students learning. Systematics will be promoted with the help of the teacher monitoring students' work during the lesson to know where the student needs most of the help with word recognition. • (Karsyn) - The purpose of phonics is to show children that there is a predictable relationship among words, whether they are familiar with them or not. This relationship shows an understanding of the alphabet principle and that there is a connection between letters and their sounds. Thus, allowing students the opportunity to read with frequency. • (Miranda) - Explicit instruction is needed before students can enter the “discovery” stage. They need to have the tools and experience to practice reading before they can go on their own with the knowledge and skills to succeed. Students need to have many lessons over time, deliberate practice experiences, and they need to retrieve information and tools during their practice. • (Enileyka) - The simple view of reading provides understanding on what teachers should focus when trying to teach students that have lower level of reading comprehension. Also, the explanation of words they have never seen before can be tricky when trying to teach them. Applying the decoding skills during the reading lesson and practice questions can improve the students' academic reading level. • (Enileyka)-According to research the students in early grades have suffer from misguided reading instruction whereas they keep moving to a different grade level it affects their reading comprehension level. Teachers can increase these reading skills using word and sounds recognition practice. Modeling is the beginning of successful instruction for readers that need more support. Moreover, alphabetical practice and repetition will speed up the process of students reading and writing understanding to achieve the required academic level. -Foundational Skills to Support Reading Understanding
• (Enileyka) - Recommendation 1 to support reading understanding for students in early grades include teaching students academic, narrative, and vocabulary language is the base of achieving oral language in children. Teachers can sometimes find it difficult to apply these strategies for each individual student. The way to use the recommended guide is to create conversation in problem solving where students can use critical thinking and spread their own thinking on narrative and informational text. Furthermore, it can be helpful for children to have a strong connection with their own life experience and can be a great step in creating a better understanding of what is being taught in reading. • (Karsyn) -An important key point I took away was from recommendation three. When students begin sounding out words it may be difficult for them to take the traditional approach of sounding out each letter and then joining them all the fragmented pieces together. The author su ggests another strategy for students known as “chunking.” This approach has the student group sounds together so that the word has two or more sounds, thus making it easier for the student to blend them. An example is that instead of the student going “ p-l-a-n-t. plant" they would instead group together parts of the word like so “pl -ant. plant". • (Miranda) - Reading connected text every day to support accuracy, fluency, and comprehension was the most important recommendation that I took away from this reading. Practicing reading daily is going to be the biggest factor in whether a child learns to read or not. By giving students connected text to read daily, teachers are encouraging students to use the separate skills they have been learning, together. While this recommendation doesn't have the strongest evidence to back it up, it’s fair to say that practice makes perfect when it comes to learning how to read. • (Karsyn)-Exposing students to regular and irregular high frequency words was another key insight I gained from this article. Irregular high frequency words are ones which are difficult for beginning readers to decode because they do not sound like they are spelled. While regular high frequency words can be decoded. It is important for students to have practice with both kinds of high frequency words because as with anything, the more they are exposed to those kinds of words and their patterns and exceptions, the more accurate and efficient they are in learning how to recognize and read those words. • (Karsyn)- The word analysis strategy provided in recommendation three was another insightful approach/activity I gained from this source. In this approach students circle parts of the word which they already know. While this can help with decoding, it is also an opportunity for students to begin noticing prefixes, suffixes, their similarities, etc. Word analysis can be beneficial to students in many facets. -Reading above Fray (chapter 5,7 and 10) • (Enileyka) - Phonemic Awareness is important because it helps students break down sounds in order to improve oral language. Using decoding during blending and spelling will increase any difficulties students may have in understanding vocabulary knowledge and improving alphabetical sounds skills. The blending of sounds will provide students with matching the sounds. For example, teaching children to clap when doing blending sounds to help them understand the connection between each letter and the sound.
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