How To Improve Lilly's Literacy Skills

Author note: This paper was prepared for the American Federation of Teachers by Louisa C. Moats, project director, Washington D.C. site of the National Institute of Child Health and Human Development (NICHD) Early Interventions Project, and clinical associate professor of pediatrics, University of Texas, Houston, Health Sciences Center. Her work is supported in part by grant HD30995, “Early Interventions for Children with Reading Problems,”

(Counselors Affecting Reading Everyday). My plan would involve developing one-on-one counseling sessions where the students would start off by taking a learning style inventory as well as a reading interest inventory. The purpose of the learning style inventory would be to help the students as well as their teachers to understand how each individual child learns and processes information. The reading interest inventory would serve the purpose of helping the students to find a particular type of text that they may enjoy reading. Upon completion of the learning style inventory and reading interest inventory, the students would begin meeting with the counselor to receive one-on-one reading opportunities using books that students self-select based on their interest. This one-on-one meeting will serve to meet the needs of those students who stated that they did not have anyone at home to read with. The students will utilize the school’s Accelerated Reading program to take quizzes on the books they read with the counselor. After earning their first five Accelerated Reading points, a book will be purchased for the student based on their interest. This incentive plan will serve as a means to provide personal books for those students that do not own any as well as attempting to help them to get over the fear or taking reading tests. During these weekly meetings, the counselor will provide a variety of reading text (based on student

Literacy is a vital part of all later learning. Because of this, the children will engage in hands on activities that relates to what they have read and give them opportunities to make up their own versions, as well as make up their own stories. They will have a large group story time and a partner reading time. An ample variety of books will be available at all times. Signs with words and pictures will be posted around the classroom showing, daily activities, objects that are used daily, and the placement of toys and

Overall, the read aloud lesson was a great experience in which I learned many aspects about myself. I believe that conducting more read aloud lessons would help me improve in tone and fluency for reading. Also, in my opinion, an interactive read aloud is a great way to assess students’ knowledge of the central message of a book. I will use the interactive read aloud lesson in my future classroom ever change I get to help my students be

Through a mixture of the images on the page, the words and her previous experience she was able to draw a deeper meaning that what is available on the textual

In addition, Harrison and Sellwood (2016) identify intensive instruction with shared book readings. This would include making the text relevant, breaking it down into its components, and eventually using it as a basis for writing new stories. In regard to relevance, shared book reading is similar to oral cultures of Aboriginal and Torres Strait Islanders.

The Valerie’s story represents the life of many immigrants who travel to others country in order to have a better life. Immigrant like Valerie face many challenging because of the language and low economic situation that forces them to work. Her story show how learning English is independent learning and how she expand their literacy skills by reading literature that show the value of her life . The story of Valerie indeed impressive . However, it is important to recognize that it is the case in many classrooms across America. The learning environment is the USA is far from the ideal , and there are many reforms to be implemented to increase the standards of the education and to ensure that everyone has the same opportunities regardless of

The first task the Kassidy completed was word recognition. Kassidy was given lists of sight words for each grade level. She reached second grade before

Most of the other students in her 2nd grade classroom are able to read classroom text and complete work independently. They also read books for enjoyment on their own. The reading time in her classroom consists of a block during which the teacher works with small groups and the children are expected to work quite independently when they are not working directly with the teacher. The class uses a trade book format and this is utilized across the curriculum. Students are provided with short skills building lessons in large and small groups. Most of the time spent during explicit reading instruction is targeted to helping students develop reading fluency.

I chose this tool because it allows Alyssa to develop automaticity when reading, which will aid with reading fluency by improving her words per minute (wpm) rate. Alyssa enjoys computerized learning and equates the computer with games. Alyssa needs repeated reading practice. The Fry phrases website I chose has number of levels so we can practice on both Alyssa’s independent reading level, as well as expose her to grade level material. The section I chose provides Fry words and phrases, but it uses them in a meaningful text sentence instead of having the words in isolation. The index flashcards are used as an introductory warm-up, but Alyssa also brings these flashcards home for a review and to complete a follow-up activity.

The young girl is eight years old and lives outside of the city limits in low-income housing. She is the youngest of three children who live with their mother. Her mother is single and works three jobs to make ends meet, and tries to be active in the children’s lives. She enjoys different types of animals and likes to play with her dolls. She is very smart and prefers to be read to instead of reading out loud. Her current level of development for reading is behind most of her peers, although she shows a high competency for improvement. She needs reinforcement with sight words, connecting letters to sound, decoding text, and reading fluency.

The aim of this 20 minute reading session with my 7 year old niece Elli was to learn how to use a modelled and shared reading strategy with young children and the value of modelled reading in a balanced literacy program (Tompkins, Campbell, Green & Smith 2015). So I began with seating arrangements. I made sure we were seated side-by-side making sure the book is in her hands. I noticed she was flipping through the pages to further grasp more information about the book. So I decided to ask her the first question on my list which was, what do you think this book

With buddy reading, I think that it is a great way for a strong reader to help a

In order to assist Rose in achieving 30/50 sight words I have created a fun interactive activity for her. For the reason, that Rose is extremely active and loves to move around I incorporated movement into the intervention lesson plan. The lesson is geared to help Rose learn her sight words by being an active participant and creating her own dance move for each sight word, she is shown. I believe that by Rose, creating a dance move to a sight word will allow her to feel in control and at the same time, she is learning her words. During the process, Rose will be able to visually see the word, say the word, think about the word, and create a move for the word, which will allow her to begin automatically knowing her sight words and ultimately learning them. Through repletion and daily practice, I believe Rose can achieve her the goal of learning 30/50 sight words.

After the completion of these assessments, Lucy’s reading skills continuously improve by practicing reading strategies for word study that begin at the transitional long vowel patterns within word patterns stage. Word Study strategies should start as a teacher-directed two-step sort that examines the CVC,