Reflection: Kids Count At Williams, Grade 2

My early reading experiences reflect the history that Vogt and Shearer (2011) describe in the first chapter of Reading Specialists and Literacy Coaches in the Real World. The basal reading programs of the 1970s and 1980s included “leveled readers, phonics activities, and a great deal of comprehension skill practice, usually found on the pages of the accompanying workbooks. The programs also included highly structured, detailed teacher’s guides, with different lesson plans for each of the three instructional groups” (Vogt & Shearer, 2011, p.13).

To help increase Joe’s ability to read his writing aloud, the teacher can provide content instruction and timely feedback. In my strategies for Joe’s second goal I emphasized that “Students need to be able to connect the tasks of an assignment to their own

Many students were reading below grade level, and Tyner needed an intensive reading model that could fill in the gaps of each student’s literacy. She began using a basal reading program called Early Steps (Morris, Tyner, & Perney, 2000). Tyner decided to use some of the components of Early Steps to develop her own reading model that would focus on the needs of beginning and struggling readers. The Small-Group Differentiated Reading Model consists of a framework specifically designed for beginning and struggling readers so that they may progress through the appropriate developmental stages and become proficient

L. Ms. L told me that her job is to supports, supplements and extends classroom teaching, and works collaboratively with other teachers to implement a quality reading program that is research-based and meets the needs of students. She also performs assessment and diagnosis that is vital for developing, implementing, and evaluating the literacy program in general. She is instrumental assessing the reading strengths and needs of students and provide that information to classroom teachers, parents, and specialized personnel such as psychologists, special educators, or speech teachers, in order to provide an effective reading program. Ms. L also acts in the capacity of providing leadership as a resource

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

It was a joy to watch Alex continue to make great strides in his reading this past semester, making a conscious effort to apply all of the reading skills and strategies introduced in class to his independent reading. Alex’s daily adhesive notes demonstrated his fine analytical

As a Reading Specialist at James Gettys Elementary School, I work with students in grades Kindergarten through fifth grade in a small group setting. I provide intensive instruction to struggling readers within and outside the students’ classroom.

Creating and implementing effective lessons for a literacy learner who is struggling with reading and writing takes much effort and appropriate resources. Throughout the Literacy Development course, I have gained much insight and resources that have become valuable tools in addressing students’ literacy needs. Each week, I conducted lessons and activities that targeted the needs of many students, but my initial focus on was on one particular student. His individual reading level, spelling development, and writing abilities were analyzed and the recorded data was used

At our school district, we strive to meet the instructional needs of Joshua by adapting our lessons. These adaptations will help Joshua comprehend the lessons, focus and content. Joshua will spend at least 95% of his time in my general education classroom. He has qualified for assistance through our Title one reading program. He will also visit Mrs. Brown our Learning support teacher to help reinforce lesson content. Joshua struggles with reading in general; to have him succeed in class I will offer strategies for Joshua to acquire. Through our team effort we will help make sure Joshua has success in reading comprehension.

I tutored a struggling reader in Kindergarten. In this paper, I will refer to the student as “Sue Elle” and the school as “ABC Elementary” for confidentiality purposes. Sue Elle is a 5-year-old girl who lives with her mother, father, and her two older siblings. She did not attend preschool before entering Kindergarten. She spent most of her preschool years with her grandmother. In comparison to the class,she tends to perform at the lowest level amongst her peers. Currently Sue does not receive any academic support. The teacher believes that she can become a better reader, however,she is concerned about Sue’s lack of letter and sound recognition.

This resource had been created to encourage a child to learn to read through play. It is in the form of a game and it is aimed at helping a child repeat the words that extra practice is needed from a book that has been read. The resource created is a game that incorporates play and praise in which are essential skills to support a child that is learning something new. Games enable all children to develop skills without pressure and are particularly important for children who may be less confident (Lindon, 1993). The ‘Let’s Read’ game can be used for a variety of ages as the words can be changed and personalised depending on the child’s reading ability. This game is a good way of helping to teach a child to read and improve on words that they struggle with because it is taught by learning through play, therefore the child is less aware they are learning and it is a fun way to practice. The child is also receiving praise and reward through the star reward sheet that comes with the game. By

The following proposal outlines our plan to implement a Dramatic Reading Program to challenge the war on illiteracy in our local community. This program would be implemented to sustain and environment of learning that intentionally support, enhance, and sustain the practices of reading and include several ways of learning. An effective reading program develops reading competence in all students and is based on proven practices. Three components are critical to the design, implementation and sustainability of powerful reading instruction: professional development that equips educators with a solid knowledge base; instructional tools and a school system that supports the implementation of the program.

This will familiarize children with the basics of reading at an early age while promoting the recognition of letters and ultimately, words (“Preparing for Kindergarten,” 2012, p. 28). It is essential that a child’s verbal language abilities be formed prior to their entrance into kindergarten. This means the child is expected to identify items in their surroundings, comprehend directions, and communicate using full sentences (“Preparing for Kindergarten,” 2012, p. 28). The article also discusses the importance of early mathematical abilities. Parents should teach children how to count to ten before they become kindergarteners (“Preparing for Kindergarten,” 2012, p. 32). The role of teachers in this endeavor is critical to ensuring the success of all students. However, it is important for teachers to be cognizant of differences among children in terms of reading level. Also, there may be some students who cannot count that high or others who have no prior experience at all with counting. For example, some parents may not read to their children on a daily basis, some students may be English language learners, and other students may struggle with a learning disability. When developing a lesson plan, differentiated instruction is required. This will allow the material to be adapted to various capabilities and learning styles. The ultimate goal is to successfully form the foundation of a student’s academic

J.G’s mother, P.G, stated that her influence in her child’s education is direct and heavily involved. She attends all of her son’s extracurricular activities and helps him with school assignments. Every night she assist J.G with his homework assignments and she ensures that he has completed all of his nightly assignments. After his homework is complete she gives him an additional reading passage. She uses these passages to assist his reading development and ensure that he is keeping pace with his peers. Since J.G was a toddler she has read to him each night, and as he has gotten older she prompts him to read outloud their nightly story. She says that his reading is improving, because when he first started first grade he struggled learning how to sound out words. However, as the school year progressed his reading skills have improved. He knows 200 sight words, which is appropriate for a typically developing peer of the same age. However, his mother would like to find ways so that he is more interested in reading.

Once I was in elementary school at Pleasant Hill, we started learning about creative writing. Even though I was never very good at it, it improved my imagination and skills as a young writer. Accelerated Reader was another curriculum that helped me excel to reach a higher level of reading. This was a program that assessed the student 's reading level and tested them on whether the students had completed reading a book and if they could answer basic questions over the plot of the story. The program