Farrah Oral Reading Approach

10), an embedded approach, investigating the complexity of relationships of graphophonic knowledge. Additional activities to support phonics instruction include building word lists based on common elements (Pinnell & Fountas, 1998, p. 157), segmenting words into onset and rime (Emmitt et al, 2013, p.12) and the introduction of high frequency or sight words through modelling and sight words games such as flash cards, sentence strips, bingo, word shapes and extensive reading (Fellows & Oakley, 2010, p. 219) ensuring students reach a point of automaticity (Konza, 2016, p. 157), as sight words feature sounds that contradict the rules for learning the 44 phonemes and the point of automaticity allows higher-level comprehension processes to occur due to available cognitive

For example linking sounds and letters they are currently as follows, Hear and say sounds in words in order in which they occur, Link sounds to letters naming and sounding the letters of the alphabet. Use the phonic knowledge to write simple regular words and make phonetically plausible attempts to write more complex words.

Comprehension is also an important factor when speaking of literacy. Students should be taught the many strategies that will help them with comprehension and word recognition. In my experience in a first grade classroom I used many of these strategies. Within my lessons I included the activation of prior knowledge to construct meaning, the use of context clues in a sentence, pictures clues, predicting, and drawing inferences about ideas or characters in the text. I always made sure that I modeled the strategy for the student before they set of to do it.

With exceptional children, often many of them have auditory processing problems which means that something is preventing them from hearing the information they are receiving. Phonological processing is having the ability to detect the different phonemes or speech sounds as stated by Chard, D.J. & Dickson, S.V. (2018). This is a problem that many of the children in the exceptional children’s department have which makes teaching reading all the more

The essential literacy strategy goes along with the standards and learning objectives by using context clues to help the student figure out unknown or unfamiliar words. Students will build reading comprehension skills by using context clues for figuring out unknown or unfamiliar words while they are reading. Then the students will perform the strategies individually. The related skills address the use of prior knowledge of synonyms and antonyms during the hook and transition portion of the lesson. The reading and writing connections go along with the learning objectives, because the students will read their assigned book and picking out words they do not understand. The students will have to write the sentence with the unknown word in it, and use context clues to figure out the definition of the unknown word. The central focus for this unit of study is for the students to use context clues to better their comprehension of what they have read in their assigned books. The students will be able to use context clues within sentences to determine the meaning of unknown or unfamiliar words. These lessons deal with comprehending text by using context clues to help figure out unknown words. The lessons build off each other by adding more detail to learning about context clues. As the lessons progress the students will be more independent when using context clues. The first lesson is learning about what context clues are. The second lesson will focus on using context clues to figure

For example, children are taught to take a single-syllable word such as hot apart into its three individual letters, pronounce a phoneme for each letter in turn /h, o, t/, and ‘blend’ the phonemes together to create a word – ‘hot’. Another method of teaching phonics is to use ‘analytic phonics’, which is where early readers are introduced to the whole word, before being taught to analyse them into their component parts (Wyse et. al, 2007). Hall (2006) argues that early readers typically move from discriminating among large units, such as whole words, to smaller units, such as parts of words and individual letters. Putting forward the case that a synthetic only approach would be disadvantageous to some early readers, and that the analytical approach is often accessed first by many readers, she goes on to state that the sensitivity to onset and rime (the initial sound followed by the final group, as in c-at and b-at), which is the focus of an analytic approach, comes first developmentally. It would be important to mention that Hall (2006) also states synthetic phonics is crucial since the beginner reader needs to get to the phoneme, or individual sound (the focus of a synthetic approach). Furthermore, Hall (2006) also states that pattern recognition is

When performing the Yopp-Singer test of phoneme segmentation Carmen was showing confidence when breaking words apart. Carmen is a seven-year-old second grade student that is not performing at a second-grade reading level. Although she is not reading at her grade level, Carmen works hard to raise her reading level. She is constantly reading at home and practicing her reading during class. Currently, Carmen is reading at a first grade level with some minor challenges that she will need to overcome

Initial assessments revealed that Cormac has strong listening comprehension and with support and explicit instruction in decoding (print skills) and sight word recognition, Cormac has the ability to read at a higher level. His strengths in certain phonics include many of the early emergent literacy skills such as letter identification and letter sound correspondence as well as initial sound identification and phoneme segmentation. He demonstrates weaknesses in sight word automaticity, effective use of the three cueing systems, and decoding unfamiliar CVC words with short vowels as well as phonograms, phoneme blending and phoneme substitution.

Stacy is strong reader with excellent decoding skills. She does have some difficulty with longer words. This lesson helps students like Stacy to segment longer words into syllables so that they can use their prior knowledge to read and comprehend words in context. The syllable patterns that will be used for this lesson are CVC, CVCe, and CVVC with an emphasis on compound words.

An important variable in a student’s reading ability is their knowledge and use of various reading strategies such as inferring, questioning and evaluating (Paris, Wasik, & Turner, 1991). Initially Dana should work specifically on monitoring/clarifying while she reads, she seems to understand when something doesn’t make sense and she should be taught how to fix her reading when it doesn’t such as backing up to re-read, cross checking and checking for

I created word work cards that will help my book buddies decode words with vowel digraphs. I have created blue bordered cards with beginning consonants, green bordered cards with vowel digraphs, and orange bordered cards with ending consonants. Before working with these cards, I will show my book buddies a poster I created that will help them understand that in many cases, when two vowels are together, the first vowel is the sound that is heard. After reviewing the poster, I will begin using the word work cards. When using these cards, my book buddies will each have a card with the vowel diagraphs oa, ai, and ea. I will ask my book buddies to say the sound of the digraphs and then choose a blue bordered card to place on the left side of the card that contains the vowel digraph. I will have my book buddies sound out the letter or consonant cluster on the beginning sound card and then the card containing the vowel digraph. They will then select a card that can complete that word by choosing an orange bordered card that will complete the word,

Farrah has able to identify 186/220, or 85%, of basic sight words and 103/143, or 72%, of basic sight word phrases. Continually, Farrah attended to initial consonants making visually similar miscues, such as “one” for “on,” “gave” for “give,” and “these” for “those.” In addition, Farrah consistently substituted short vowel sounds for long vowel sounds, such as “cam” for “came,” “want” for “wait,” and “bring” for “bright.” . Farrah made similar miscues during the basic sight word phrase assessment, such as “can” for “came,” “use” for “us” and “cute” for “cut.” Both the reliance on initial consonants and the inconsistency of middle vowel sounds suggest that Farrah is unfamiliar with long vowel patterns

In the article, “Teaching rimes with shared reading” written by Sharon Gill, she states that daily practice of shared reading can lead to successful and enjoyable reading experiences for our youngest learners (p. 191). Shared reading is a wonderful vehicle to help young readers with basic skills such as one-to-one correspondence, fluency, and vocabulary. Researcher Richard Allington also concluded the importance of shared reading experiences for our students whose second language is English (p. 191). Gill believes “Teaching onsets and rimes is a better approach to phonics than teaching individual sounds because onsets and rimes are much more consistent than single letters.” (p. 191-192) In the article, “Ways teachers can help children develop phonics knowledge” written by Constance Weaver, she notes the importance of “discussing interesting patterns of onsets and rimes, in the context of shared reading experiences” (p. 3) Unlike Gill, Weaver does not go as far to say that onsets and rimes should be taught first rather than individual sounds.

Full phoneme segmentation: Counting out the number of syllables. Speech practice with CVC words. Have students participate in silent reading and use their own ability to sound out words they don’t know with syllable practice. Students can count the number of syllables in a rhyme or poem, they can clap together counting syllables in

He stated that strategies differentiate within an individual and that a person can use a variety of strategies to achieve his or her goal.