EDPY 403 - Reflection 3

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School

Athabasca University, Athabasca *

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403

Subject

Linguistics

Date

Feb 20, 2024

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docx

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Uploaded by MajorArt13365

Topic 1: Working with Families to Develop Language Skills Discussion Part of a teacher’s role in supporting the development of students’ language skills is to work with families. There are many tools and suggestions that educators can make to help facilitate language development at home. One suggestion is to send home a short description or picture of a recent classroom activity or field trip to encourage open-ended questions and discussion. Secondly, informing families of the new vocabulary that students are learning in class is essential. Children, especially English Language Learners, should bring back words in their first language that match concepts/vocabulary taught in class. These ideas also facilitate students asking their parents questions about topics they are learning in class. Thirdly, for students to practice social or figurative language at home, they should tell jokes or word puns and ask their families about hypothetical situations discussed in class. Finally, it is imperative for teachers to encourage families to discuss the books that they read with their children. New Learning and Relevance I know that many home reading programs at schools were impacted by the COVID-19 pandemic. What I hadn’t realized is how oral language acquisition also needs to be supported at home. I want to think that with the shift of home reading programs during the pandemic benefitted the facilitation of a more robust oral language program with family support at home. If I reflect upon what I have done in the past, posting on SeeSaw and Schoolzone weekly or sending home newsletters. I would change my formatting and invest more time front-loading language activities and games that can be done at home. As well as what open-ended versus closed questions look like. This way parents and families have a better idea on how to discuss vocabulary and learning opportunities based on the weekly post. For teachers to obtain family support of the development of student language skills, it is crucial for the teacher to communicate effectively the strategies used in class that can be implemented at home. Moving forward, I will formalize and include in my long-range plans ways to enhance my at-home literacy and oral language development. If I want to improve how I teach literacy and oral language at school, I need to clarify how and communicate effectively ways that parents and families can support their student. Topic 2: Explicit and Implicit Reading Instruction Strategies Discussion With explicit code instruction, phonological awareness, letter-sound correspondences, the alphabetic principle, phonic analysis and structural analysis and syllabication are taught to decode unknown words. There is systematic instruction of letter-sound correspondences and teaching students to blend the sounds to make words and segment sounds to spell words. This is a scaffolded approach so that modelling, guidance and positive

and corrective feedback are integral features of instruction. Explicit code instruction also provides multiple opportunities for practice in various contexts. Evidence-Based practices for explicit code instruction include Reading Mastery and Corrective Reading, Multisensory Language Instruction, Word Study: Making Words, Word Building and Word Walls. Implicit code instruction places more emphasis on using context clues, including picture clues, in decoding unknown words. It uses known words to discover word patterns and phonic generalizations. It also puts less emphasis on systematically controlling the introduction of letter-sound relationships and spelling patterns. Implicit code instruction uses text in which the language patterns are at the sentence level rather than the word family or phoneme level. There are two main practices for implicit code instruction, the Modified Language Experience Approach and the Fernald (VKAT) Method. New Learning and Relevance Reflecting on how I both learned to read and how I have taught reading, I realized that explicit and implicit reading instruction strategies are not and should not be taught in solidarity. These strategies should be taught in unison. If I think about the Making Words program, phonics and multisensory approaches used for both – are explicit strategies. If I think about some of the Fountas and Pinnell books in the beginning levels, the language patterns are at the sentence level. I also know that this year I tried having a sound wall in my classroom rather than a traditional word wall. With the interruptions to in-person instruction again this school year, as well as the continued fogging of my classroom, I fought a losing battle to even keep the sound wall up in my classroom. Moving forward, I will revisit using my sound wall and investigate the use of Secret Stories Phonics. I was thinking back on the interactive read-alouds, minilessons and self-selected reading programs that I have run in the past. I feel as though these learning opportunities fit more of the implicit reading instruction strategies. All of these approaches are what make up a robust literacy program. Topic 3: Teaching Reading Comprehension Discussion There are three arbitrary categories to divide types of reasoning into when discussing comprehension. It is divided by how readers activate their background knowledge in order to construct meaning. The first category is Textually explicit; this information is taken directly from the text and needs minimal input from the background knowledge of the reader. The second category is textually implicit, where readers take knowledge from the text, but they need to use their background knowledge to put together the ideas presented in the text. Thirdly, scripturally implicit, the information is not directly stated in the text; readers have to activate and use their background knowledge to obtain the information.

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