Fourth Grader's Struggle With Syntax In The English Language

Teachers, who are aware of children becoming emergent writers, can better understand the amount of effort and concentration required. Teachers can appreciate the value of observing children’s early writing for evidence of children’s developing phonological knowledge of written language.

Again using the standards of a year 6 pupil within national curriculum, it shows that in relation to transcriptional areas it is clear that this child is quite confident with their spelling and handwriting. There are more strengths than weaknesses. This child has the ability to spell words with a silent letter, such as, like and would. Their ability to use homophones is clearly shown especially in words like would, were, look and wear. However, it was noticed that this child struggled with the homophone their and there, due to incorrectly using this in their writing e.g. ‘this argument is about if their should be’ rather than using there. In their writing only one spelling mistake was noticed, which was about, incorrectly spelt-

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.

Ehri’s Phases of Word Reading and Spelling Development has four different phases that are used to describe the progressive stages of a reader. The first phase is the Pre-alphabetic phase, in this phase there is no letter to sound consciousness only visual features of a word which the students use as a reminder of how to read the words. Phase two is the Partial Alphabetic. When readers are in this phase they use some of the letters in the word (mainly the first and the last letters) to attempt to pronounce the word. Phase three is the Full Alphabetic Phase. In this phase the readers are now able to use and understand the alphabetic connections in words. The readers are now able to map graphemes to phonemes of words that have been read to them

Juan was able to read all the words in the preprimer list with ease. He demonstrated his ability to read all the words with fluency, up until the fourth grade words were given, is when he began to have a few miss-read words. But besides having some trouble he was still able to get fifteen words correct from the list that he was given to read. The words in which he seems to have difficulty with, were the ones that consisted of words that that had letters that did not make sounds, for example, stampede. There were three passages that I administered to Juan in which I believe would accurately determine his level of reading. These were W, X, and Y. Since he is in 5 grade I believed that giving a passage that was a grade lower, one that would fall

Fluency in reading and writing involves many steps that can be taught at home or in the classroom; however, when a teacher and/or parent focus is primarily on the preparation of a variety of activities that include practice in one particular area, such as a popular activity called Scoop the Pelican. This activity involves cut-up sentences. Scoop the Pelican is a productive activity for children who are having difficulty learning about letters, sounds, and words. When reading continuous print, children seem to forget what they know. When we test in isolation, most students seem to know letter-sound relationships, phonograms, or high-frequency words; however the reader uses both pauses and intonation to parse sentences into meaningful phrases.

Bakhet is also in Mrs. James class. With Bakhet, I decided to use the alphabet flashcards because he is a level one ESl student. I wanted to see how well he knew his letters and the sounds each letter makes. Bakhet knew his letters well but did not know most of the sounds. I decided to run through some letters sounds with him and relate them to an animal or object.Bakhet seemed to grasp the concept a little. I ended my session with Bakhet by reading a book to him. He seems to enjoy the book. He listened quietly and paid close attention to the story. One of the last students I interacted with in Mrs. James class was Henry. A seven-year-old Haitian boy. Since Mrs.James , his first-grade teacher, told me he knew how to write stories well that

Tyler is a 9 year old fourth grader whose independent reading level was assessed to be at the preprimer level. Initial assessments revealed that Tyler’s strengths include: using semantic and syntactic clues when reading words in context, and mastery of certain phonics elements including initial consonants, initial blends and digraphs, ending sounds, vowels, and phonograms. He demonstrated weaknesses in certain phonics applications such as blending, substitution, and vowel pronunciation, as well as comprehension and vocabulary.

Richard’s performance in reading and mathematics measures his capability is multiple areas across each domain. When reading Richard has an understanding of the association of letter to sound when reading. He was able to associate letters with their proper sound with both vowel and consonants. The Dolch word list and WJ subtest 1 measured word identification, Richard decoded words and blended the sounds to read the entire word. He was able to automatically identify letters with one of two syllables with minimal hesitation. When reading DIEBELS and words in the Dolch word list, Richard was able to identify high frequency words in isolation and when reading the words within the passage. Measuring Richard’s comprehension, Richard was capable

As discussed within the lesson plan, the letters-sound correspondence th- /th/ was chosen as the focus for this lesson due to data from a previous phonics assessment and anecdotal evidence that supported the idea that many students are confusing the /th/ and /f/ sounds when spelling and pronouncing unfamiliar words. In particular, many students are substituting the /th/ or th in words for a /f/ or f – spelling the word “with” as “wif”. This lesson aligns directly with the standard CCSS.ELA-LITERACY.RF.1.3.A (Know the spelling-sound correspondences for common consonant digraphs) and specifically works to strengthen the correspondence between th-/th/. Additionally, by learning and gaining confidence with using digraphs students work towards the standard CCSS.ELA-LITERACY.L.1.2.E (Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions) as they begin to use these digraphs to decode and spell new words.

Jennifer has a history of difficulty with early reading skill milestones. She had difficulty learning the letters of the alphabet in kindergarten as well as trouble with initial sounds, sight vocabulary and rhyming. Her overall language development was

Mason Moreschi has a very good relationship with reading. He enjoys reading and has been reading since he was very young. Mason’s favorite types of books are realistic fiction, fantasy, and nonfiction. Although he has favorites he will read any kind of book and will most likely enjoy it. However, he does not enjoy writing as much as he loves reading. His mom would try to get him to write as much as she could, he liked to write short stories and would often show his mom his finished project. He loved to be read to or read himself, he just didn't like to write as much as he liked to read. Now, after a few years of school he has a better sense with writing with structure and proper grammar, but it is still not great. He gets confused on sentence

Joe is able to listen and show his awareness of separate words in sentences and this comes to play when he is in small group reading time with Miss Mayra and she asks him to read a sentence on a page he slowly traces along with his finger and pausing when he notices a space between each word on the page so he takes his time and recognizes that those words are separate from each other. When he is practicing writing his name he is able to recognize every letter by saying each one out loud as he writes it down on paper. He makes sure to say each letter slowly so he writes it out correctly. What I have noticed about Joe when he writes his name is that he writes it in the style of letter strings and sometimes doesn’t write his, “e’s and “j’s” in the right direction. A skill that Joe is still working on is his understanding of the events in some stories that are shared to the class verses in small group readings with the teacher. Even though this is a skill that Joe is working on he still shows a strong interest in books that he is familiar with and understands really well versus new picture books at times. Another skill that Joe is working on is his phonological awareness when it comes to singing songs and reciting rhymes that have repeating sounds. He does sometimes have trouble with fluency and writing because he is an English Language Learner but is

Taking heed of advantages of literature, there are some disadvantages of it too that might cause in language classes. Syntactic difficulty may be one of the disadvantage when it comes to reading literary texts as literary texts are sometimes far from Standard English. It is usually observed when it comes to old poetry. Poems are usually written in a form deviant from the standard of speaking or even writing and thus they make understanding them a giant task. Lexical difficulty of the literary texts adds fuel to the fire. Because sometimes it is seen that literary texts are loaded with old and outdated vocabulary not practiced in today’s English. Words such as “thee and thou” are not normally found in today’s English. Also some words have changed

Kurtis’ overall achievement in reading and written expression fell within the average range with slightly low average scores in reading fluency and oral reading when compared to his same aged peers. Kurtis struggled with word attack skills and had difficulty with sounding out of words. Kurtis could identify beginning sounds, but when he was asked to read nonsense words he struggled with short vowel sounds and correct pronunciation. However, Kurtis’ Letter-Word Identification and Passage Comprehension were within the average range. When he read sentences orally he mispronounced words, and did not slow down to correct his errors even when they did not make sense. On the reading fluency subtest, he was required to read a short sentence and