My Observation Of Mrs. Mizenko's Classroom

A systematic, explicit, phonics-emphasis program is one in which the teacher organizes his or her instruction based on a sequence of phonics and word-recognition skills, from easier to more difficult; this program also emphasizes students reading print without relying on pictures or memorization. The whole language approach, however, encourages students to guess unknown words from pictures, context, and a few letters, or to memorize whole words and repetitious language patterns. The phonics-emphasis program focuses on decoding words and on phoneme/grapheme correspondence that are taught cumulatively throughout instruction whereas the whole language approach does not focus on phonics or phonics is implicitly or haphazardly taught.

The Fry Sight-Word Inventory is an informal, criterion-referenced screener which measures high-frequency word achievement. Fry 's Instant Words have been determined as the most common words used in English ranked in order of frequency. Specifically, Fry found that twenty-five words make up approximately a third of all items published, one-hundred words comprise almost half of all of the words found in publications, and three-hundred words make up approximately sixty-five percent of all written material. The first three-hundred words on Fry’s list should be mastered by the end of corresponding grade levels, and lists four through ten should be mastered between fourth and fifth grades. Each hundred words are broken down even further into twenty-five words per list, according to difficulty and frequency, and should be assessed sequentially. The goal of progress monitoring high-frequency word mastery is to increase fluency on high-frequency words in order to further automaticity within our students’ reading, which ultimately impacts overall comprehension.

Show the list of words to the student and have the student attempt to read the words.

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

Sight words hold such importance because they are one way to determine a student’s reading level. These words connect to the idea that, “candidates know how to determine the skill level of students through the use of meaningful indicators of reading and language arts proficiency prior to instruction, how to determine whether students are making adequate progress on skills and concepts, and how to determine the effectiveness of instruction and students' proficiency after instruction.” My understanding of this benchmark comes from the San Diego Quick Assessment we used to assess our scholars at the beginning of the three week program and again at the end. The San Diego Quick is a way to assess a student’s reading ability or level. According to the article “The Graded Word List: Quick Gauge of Reading Ability” written by Margaret La Pray and Ramon Ross, the assessment “is a graded word list, formed by drawing words randomly from basal reading glossaries and from the Thorndike list”. There are thirteen different word lists that determines a scholar’s independent reading level, instructional level, and frustration level. When I assessed the Kindergarteners, I wrote the sight words out on index cards and asked students one by one to come with me to play a game. For Kindergarten, I had to start with the pre-primer level although the directions advise an administrator to start two years below the student’s grade level

Building vocabulary is an important task in the early grades. There has long been debate on how one should go about teaching vocabulary such as, it is better to teach a limited number of words fully and more intense or expose children to many words to enhance “incidental learning”. Research has proven that incorporating both into instruction is most effective. Read-aloud and teachers increase use of vocabulary have also been proven to help vocabulary and word knowledge. There are three tiers of words that children are presented in their life. Tier one words are those that they are most familiar with such as park, tier 2 are the increasingly hard words such as fortunate and finally the tier 3 words are words that students have rarely been exposed

On another day, i was able to work with four-year-old John. With John, i decided to use alphabet flashcards. I chose to use flashcards because his teacher, Mrs.Bogue, briefly explained to me that john is able to recognize letters. John did well with recalling the letters as I flashed the cards to him .However, when I asked him to write a letter down without the card in front of him he struggled. John could not write the letter without a visual guide. In my opinion, john needs help in memorization. Later that week I was able to work with a little girl named Tina. Mrs. Bogue had mentioned that Tina is a great drawer and struggles with her words. I wanted to hear for myself how well Tina spoke. So I decided to use the print out drawings again.

Ms. Castrovinci classroom was very welcoming, she seems to have a really great connection with her students. Ms. Castrovinci first grade class at Galaxy Elementary School has 20 students. Eight of her students are female and fourteen are male. Ms. Castrovinci classroom was full of diversity and featured students from different ethnic backgrounds. Four students are European, Three students are Hispanic and thirteen are African American. The classroom’s diversity, ethnic background consists of Hattians, European's from Ukraine, Russia and religions were Catholic, Jewish and Creole. Among the twenty students in Ms. Castrovinci classroom two of the students had ADHD, one had down syndrome and eleven students have speech and language problems or

The first lesson during the sight word intervention was focused on teaching sight words that began with the letter W, many were questioning words like “where, what, and who”. The objective of the lesson was to recognize and write the words “what, were, want, who and was”, the passing criteria for both objectives was 4 out 5 or 80 percent. The teacher candidate

The third lesson was focused on sight words that followed the “sneaky e” rule. The student reviewed the nine previously taught sight words, the first objective of the lesson was for Skylar to recognize all of these words by sight. The second objectives was for Skylar to write the words “there, like, came, ride and ate” with their correct spelling patterns. The passing criteria for both objectives was 6 out 7. The student was shown flashcards of the previously taught words. The student read the card aloud, if the student read the word incorrectly, the student was asked to reread it and the card was put into a different pile. After going through all the words, the teacher candidate went over all missed words with Skylar. Then she watched a video

When my student is writing and is decoding a word he visually knows what the word it supposed to look like and even if he incorrectly spells the word, the word seems to be visually similar to the correct spelling of the word. For example, in one of my students sample writings he wrote the word “crack” as “krak”. This was a phonetic misinterpretation, but he visually configured the word in which a reader could understand the word or expression he was trying to use in his narrative story. He also do not reverse letters or transpose letters , meaning that the letters have switched places such as writing “the” as “teh”. I have also observed that my student uses a lot of sight words in his writing samples which help to visually understand that some words such as “will” and “puddle” have two letters that repeat inside the

Because of the rich diversity found in today’s classroom, we as teachers have to consider ways of adapting the curriculum so that all children can learn to recognize and use appropriate and descriptive vocabulary. Teaching a child how to decode words requires knowledge and skill. I must keep in mind that aiming instruction at a lower functioning level wastes time and effort. On the other hand, aiming too high can produce frustration, and worse, confusion (Morris, 2008).

My cooperating teacher starts each reading lesson with an informal reading and grammar check; in the lesson that I observed, students had to identify which of the following words was spelled correctly, whil, wate, went, wannt. Three out of the five students properly identified the correctly spelled word. Students were also required to implement appropriate punctuation into sentences. Finally, students were given a sentence and had to label a location in which an individual might hear and/or say the sentence. For example, “I finished all of my homework last night” and “I dare you to jump in the water”. One out of the five students correctly labeled an appropriate location for both

Students were pretested before the two groups were put in this experiment, the pretest tested for running record of text reading, letter identification, concepts about print, word reading, writing vocabulary, and hearing and recording sounds in words. Once the pretest was done, teachers started the EBP and throughout were testing students on phoneme segmentation, deletion task, slosson oral reading, and degrees of reading power. Once the Reading Recovery was completed, students with vocabulary improved 13.75 times than a student that was not included in this practice, also improvement of 4.60 times with hearing and recording sounds with words. Other ending results were the improvement of letter identification by

The ability to recognize words is imperative children’s reading fluency. As children progress through school, if there word recognition does not increase they are at risk. Sight words are important for words that are not easily decodable, because they provide contexts and allow for the child’s comprehension (Sullivan, Konrad, Joseph, & Luu, 2013). How children go about learning sight words is a common question amongst researchers. Children acquire early knowledge of sight words in the home whether it be conversation or practice, as well as at school. The following research provides evidence assessing these relationships.