Extension Level Book Summary

Bellamy participated in the focused reading intervention Read 180 with the school reading specialist. Despite Bellamy’s excitement to personalize his learning, Bellamy has experienced limited success. Based on the individually administered Woodcock-Johnson Tests of Achievement IV (WJ-IV), Bellamy performed in the Basie Reading Skills cluster with a standard score of 89 (low average when compared to same age peers). On the two subtests within the Basic Reading Skills cluster, Bellamy achieved the following: Letter-Word Identification- 94 (Average) and Word Attack-83 (Low Average). These scores indicate that Bellamy reads in the average to low average range when compared to his same age level peers. These tests measure sight word vocabulary, phonics application, and structural analysis skills. Currently, a consistent pattern in Bellamy’s word calling errors has not been discovered. During recent progress monitoring, Bellamy read aloud three different 100 word paragraphs at the early tenth grade level with 62% word calling accuracy. He can read and/or decode many predictable words. When using vocabulary flash cards (words in isolation) based on his reading level (early tenth grade), Bellamy could correctly identify and define 59% of the words. Each day Bellamy’s literature teacher

Orton Gillingham strategies or methodologies are specially created to assist students with reading difficulties by using explicit, direct instruction when teaching the correlation between sounds and letters, and then builds on each of these skills. The OG multi-sensory approach utilizes visual, auditory, tactile, and kinesthetic movement to assist children in coupling written and spoken language with letters and words. For example, students might learn the letter b by seeing it, saying its name, sounding it out, and then writing it in the sand or shaving cream with their fingers. By utilizing a multi-sensory approach to reading instruction, students are sure to retain the information taught using the multiple modalities

Phonemic awareness is a vital role in literacy instruction. Many schools and districts adopt a commercially published basal reading program and it becomes the cornerstone of their instruction ( (David Chard, n.d.). We also know that through investigation and research it has shown us that word-recognition instruction and instruction in oral language skills related to word recognition were inadequately represented. (David Chard, n.d.) The same researchers have found that the reading passages that students are reading didn’t relate to the words they were learning. In order for students to read at grade level or above a supplemental program should be implemented. I have found that at my school we are lacking a phonics program that will reach different students abilities and make them successful in reading. My goal for this paper is to show my district that using a supplemental phonics program aside from our basal phonics program will prove beneficial to strategic readers who fall below grade level.

In chapter 15, Figuring out Textbooks I can connect with it very well. As each quarter that passes we have to register for the next one and then start thinking about out purchasing the books. I myself hate to wait to the last minute but there are times that live happens and I'm not able to make to the bookstore or there are times that I don’t have the money ahead of time because I did not think ahead of time. I like the options the book was giving, you can share a book, rent the book or buy it online. Yes, in each one it has its ups and downs for example sharing the book with a classmate. What if that person doesn’t show then what? You don’t have a book it’s much better to just go purchase the book from your local bookstore and just be ready for the first day of class.

1. a). One activity done to promote reading as seen in the video would be when the sock hands grab the letters ock from the word rock, then put it by the letter s, thus creating the word sock. The sock hands then sing ock over and over. The sock hands create a visual along with the word to make a connection for the viewer, the singing of “ock” reinforces the viewer’s attention to the rime part of the rhyming words sock and rock. Another phonological awareness activity for the viewer would be a short video about the “evil un people” which shows how prefixes work, as well as breaking words down into syllables, and building words by adding other words to them. The video shows a character locking a bunch of rhinos in a

At this stage, students are aware of letter formation, print knowledge, how to alphabetize and phonological and phoenemic awareness as taught in Level K. New skills include segmenting words into syllables and syllables into sounds (up to 5 sounds), short and long vowels when given letters or sounds, identification of the structure of words such as blends, digraphs, base words, suffixes and syllable types including closed and vowel-consonant-e syllables. Students are expected to read and spell closed and vowel-consonant-e syllable type words, name sounds for r-controlled vowels and for vowel digraphs and vowel diphthongs, how to read and spell compound words and other words with two syllables, how to read and spell words with “s”, “es”, “ed”, and “ing” suffixes, and how to read and spell words with unexpected vowel sounds. Students will learn to read and spell words with CVC, CCVC, CVCC, CCVCC, and CVCe. They will read and spell 100 high frequency words including a list of trick words and they will read and spell targeted high-frequency, non-phonetic words. Students will begin to produce sentences using vocabulary words, will read about 60 words per minute with fluency and comprehension,

Next, I observed the standards, differentiated instruction, and the phonemic and phonics lessons in the class. The essential questions and standards are listed in the front of the classroom but are never referred to. I think that differentiation is a big part of this class, especially because of the number of students with individualized education plans. During lessons, the entire class will meet around the rug for instructions and introductions. After the class is given instructions, most students will work independently and there will be one or two groups that work with Ms. Dunlap or her teacher’s aide for guided practice. The majority of the lessons include hands-on activities, such as cutting examples of noun and verbs out of a magazine, using blocks to measure student’s heights, and songs that emphasize parts of speech. While I observed I also saw some phonemic awareness lessons. These are lessons that focus on individual sounds of letters and the structure of the words and letters. I think that this class had a wide variety of reading levels. Some students did very well, but others could not write their names yet. The class met on the rug for phonemic lessons, and Ms. Dunlap would use a book that had tons of activities. The book includes different activities that make students find the sounds in words, substitute sounds to make new words, blend sounds to form words, and to take apart words to find the sounds. Ms. Dunlap

Her classroom is rich print and she has various reading leveled books in many genres from different publishing companies; especially Pearson. The students that she servers are recommendation from the General Education English teacher(s). When a teacher deemed a student to be struggling through formal or informal reading assessment, Ms. N is asked to work with that individual students. She does her own assessment (usually informally) to have a starting point. She usually pulls them out during their English class and work either in groups of 5-7, independent or sometimes one-on-one if the need arises. She said that there are no set reading programs for our school so she uses a wide variety of programs or materials to enhance the students reading. She said that if a student’s reading is severe, she uses basic phonic skills. She sometimes uses the Wilson Reading Program (phonics components). Journeys was another reading program she mentioned as a basis for phonemic awareness. Guided reading is a strategy she often uses with her students. According to scholastic website, “guided reading is an instructional approach that involves a teacher working with a small group of students who demonstrate similar reading behaviors and can all read similar levels of texts. The text is easy enough for students to read with your skillful support. The text offers

Based on Richard’s performance on the reading portion of the assessment Richard needs additional support to ** words he is less familiar reading. When reading words from the Dolch word list at the 1st grade level, Richard had difficulty reading 2 or 3 syllable words. When reading 2 or 3 syllable words Richard would read each letter individually without taking into account the phonogram sounds. For example on the WJ subtest 1 the word “going” Richard read it as “go” without reading taking into consideration /oi/ pronunciation. An area of need Richard needs additional support is distinguishing when to read a vowel with their long or short vowel sound. Richard also needs additional support in his fluency as demonstrated on DIBELS assessment. His

The workbooks that you use for the letter and sounds shows the phonemic awareness. Phonemic awareness means the workbook should help your child in the learning and being able to understand the sound of the letters that help to form words and segment the letters in the words. Phonological awareness helps in the decoding and the child’s spelling abilities which will help in later reading and spelling. (Diane M Barone/Marla H. Mallette, 2013). An example is a child that has phonemic awareness will identify rhyming words in the workbook. Children can build phonemic awareness by practicing the sounds. I like to sing an ABC rap it does the letter, sound, and a word that starts with that sound. Making sure to have the right workbook the child can

What is the problem you are addressing? Students have to learn the names and sounds of the letters in order move on into more advance connections that will lead them into success in reading and writing. Traditional teaching methods in our schools allow students to make the connections between letter prints and phonemes using mostly visual and auditory learning styles. This early reading task is not easy for beginners (Ehri, Deffner & Lee, 1984, p. 880). In order to ease the difficulties young scholars might encounter while learning sound to letter graphic representation, multi sensory teaching

The study was conducted for four years and consisted of about one hundred students per grade level, as well as twenty teachers from both general and special education. All three tiers of intervention were used throughout this study. Tier 1 was used mainly for professional development for teachers of reading in order to prepare them to properly monitor and administer the interventions to their students. There were multiple sessions throughout the year so the teachers could implement their knowledge from professional development to improve their reading instruction. Tier 2 consisted of small group intervention with two to three students that met three times per week for about 10-15 minutes. The students selected for Tier 2 intervention represented the lower third of each kindergarten class. The main focus of Tier 2 was alphabet letters and sounds, one-syllable spoken words, and selecting letters to represent sounds in shortened words. First graders that received Tier 2 intervention met for 20-25 minutes three times per week and consisted of small groups. This was an addition to their classroom reading instructional time. Tier 2 for first graders focused on more intense things than in kindergarten, such as decoding words with taught letter

The Wilson Reading System (WRS) is marketed for students from grades 2 to 12 who are not making sufficient progress with their current Tier 2 intervention and need a more intensive intervention at Tier 3. It is used most often with students in upper elementary to high school. The program can also be used with adults who need remedial reading services. Specifically, the program is based on the Orton-Gillingham approach to reading instruction. This approach relies on direct instruction, incorporates ideas of “how” and “why” individuals learn to read, and explores multi-sensory methods (auditory, visual, and kinesthetic). It is intended for individuals who have problems with phonological awareness or orthographic processing.

The book that was chosen for my book study was Blythe’s(1999), Akenfield: Portrait of an English Village. I have chosen this book because of my many connections to England. Several years ago, I was provided the opportunity to undertake graduate studies at Westfield House, and attached House of Fitzwilliam College which is part of Cambridge University. During my time in Cambridge, I was able to travel the country and visit many of the places my ancestors called home. Having a cousin who still resides in Kettering, due North of London, and parents who have just retired from living in Wales, I have a long appreciation for the people and heritage of this small country. It is these appreciations that have lead me to my choice of Blythe’s (1999) book.

In written texts students may struggle to pronounce the word. In audio texts they may struggle to recognise a word they know on paper. And, even though they may understand the majority of the words in isolation (receptive skill material is generally roughly-tuned rather than finely-tuned) they may have trouble stringing all those words together to create an overall meaning. There is no quick-fix solution to this. As teachers, the best thing we can do is encourage students to read and listen as much as possible to gradually acquire this