Instructions For Selecting Appropriate Words

Reading Panel has declared that explicit and systematic phonics instruction is the most effective way to teach reading. Phonics instruction, along with a reading program that provides exposure to vocabulary and interesting literature, can build lifelong readers. The National Reading Panel supports five methods of phonics instruction. a) Synthetic phonics: Students learn the individual phonemes and then strategies to blend those sounds into words. b) Embedded Phonics: The National Reading Panel defines

from the last 3 years. I gathered information about my students’ writing which was from grade level meetings, that I participated in, with colleagues to analyze my student writing to determine how well they were applying previously taught vocabulary words to write. I gathered information from notes that recorded the conversations that took place at these meetings regarding my students’ limited vocabulary use in their writing. I gathered information from observational rubrics I used to score students’

morphological analysis to decode written English. Students are expected to use knowledge of letter-sound relationships to decode regular words in text and independent of content. I chose Elkonin boxes as the tool to help my student master this targeted skill. I selected this particular strategy because Elkonin boxes help students build phonological awareness by segmenting words into sounds or syllables. Additionally, they teach

benefits of Splash Math are to increase the students math confidence and competence, help master key math skills, provide student progress reports, and engaging. To promote student learning in a classroom, I will utilize Splash Math after direct instruction. The students will pair off into groups of two to three students. Students would collaborate to solve simple and

and related skills has been the identification of the role of phonological processing in learning to read. It is now widely recognized that children will struggle to learn to decode text if they cannot segment and blend the separate sounds within words orally. As a consequence, there has been an increasing emphasis on the inclusion of phonological skills training in programs designed to help young children learn to read. Presently it is greatly recommended phonological intervention plan should be

I. INTRODUCTION Vocabulary or word knowledge is a very important area of a language, and plays a crucial role for learners in acquiring a second language (Cameron, 2001). Without vocabulary, learning all other language skill is impossible. Therefore, helping students to master English vocabulary is not only concerned with providing necessary input but also requires appropriate assessment. There are a number of ways to assess students’ word knowledge both formal and informal test. Many classroom

selection of an appropriate reading text is critical. If the

Selecting Appropriate Books for Children As children interact with their environment and the people around them, their linguistic, cognitive, social, and emotional abilities develop further. Through these interactions, children construct knowledge by organizing and classifying the new knowledge based on prior learning experiences (Brown, & Lee, 2012). Vygotsky believed social interactions influence both intellectual and language development, and he identified social interactions as the key method

teaching is to never allow your ideas to be permanent, to stay accessible to the likelihood of being wrong - or to additional alternate ways of doing things, to always be changing some of your ideas. It is important to be a reflective teacher. In other words, we need to think about (to reflect on) what we are doing and why. Reflection is merely a matter of thinking about what is happening in our lessons but there are a number of more structured means of accomplishing this. Strengths As a teacher, I

Foundations of Reading Assessment and Intervention Research Paper In order for teachers to facilitate effective reading instruction, they must determine what the students’ academic reading levels are. This research-based paper will introduce many assessment tools that teachers can use to evaluate students’ baseline reading stages in order to appropriately guide interventions and instruction. Individual students’ needs can be evaluated through initial and continuing reading assessments. Teachers can do this