Go phonics curriculum review Part one : In level four first six lesson talk about r controlled vowel and the rest talk about l control vowels and Le control. For r control vowels the letter r controlled most always change the phonemes of the vowel. The vowel is followed by an L most always the vowel like a will change from short to the o sound. For the Le is mainly at the end in multi- syllables, words where the e is silent. For the letter y it is I friend so it will make the phoneme I or e. Then when teachers are teaching the lesson's teacher need to make sure to use the advice from getting started like giving detail instruction. Also, check to make sure the student is holding their pencil correctly and form the letter from top to bottom …show more content…
This lesson has also taught consonant sound with their 2 sound like c for /s/ or g for /j/. Also, unaccented syllables most always have the Schwa sound which causes the vowel say short /u/. I like when the teacher and the student do a read aloud about the farm and then exit into the creative writing step. For the creative writing step I like how the teacher is supposed to ask have any of you ever been to the farm. That is a neat way to get the student interested in subjects and make connections. This a great way to get students involved before reading a book or write a story, it also shows the student different view or experiences from their classmate's about visiting a farm. It's an outstanding way to cause students to use their sensory and their emotional recall. Have the student write a few things they did or saw. Part three : Teacher should teach the creative writing proccess . In the text introduces a brief explanation on why is important. Creative writing is important to have students learn because it facilitates the student understand their own experience. It also facilitates the class get a deeper understanding of their peers experience and make connections. Creative write help teach the student basic skills and technique that will help gain student confidences and broaden their fundamentals and interest in writing. Creative writing makes the child used their brain by applying critical thinking. This helps the student enlarged their writing skills
Students should care about learning how to write at the college level because it is part of the foundation of learning how to comprehend readings. Learning to understand any type of readings can help in the workplace as well as college. This is because the reader will be able to fully the grasp the idea of what is being told to to them. Therefore, the best way to learn this skill is being able to be a writer that knows how to “influence a student's comprehension”(Alhabri 2). This could also help in the workplace because you know what to do in order to get the job done effectively.
Writing is a practice that most of us were taught when we were young. We were taught the basics of grammar, how to form a sentence, conjunction words, how to write paragraphs and more. Although we have learned this skill while growing up and have used the skill every year after entering kindergarten, this does not mean our writing process will ensure the best work. The authors that I chose each encourage their audience to excel in the art of writing in their own way to help with the writing process.
In the lesson, Mrs. Firpo focused on the long e and long i sounds for the letter y. She tells the children that the y can sound like a long e and gives them examples, like baby. She then tells them that the y can also make the sound of a long i and gives them examples, like fly. This helps the children to gain oral phonemic awareness. After that she shows them pictures
An important reason why educators should enforce writing in their classes is so their students will be successful at whatever job they choose to take. Teachers should always incorporate writing in their lesson plans, no matter the subject. Writing in every class should be “a way to study, to learn, or to construct new knowledge or generate new networks of understanding,” but instead, it “has become increasingly rare” (Tyre 5). Writing is a critical part of every job there is.
Writing is a skill that will help you succeed, regardless of your future. College students having to take writing courses makes them become the best writers they can possibly be. Some students feel that college writing classes should not be mandatory. Taking a college writing class broadens your education, perspective, and increases intelligence. A big part of college writing is the teachings of the literate arts.
The rules we have covered thus far are spelling generalizations. We have gone over the FLOSS rule. This rule states that if a closed syllable word ends in l, f, s, or z then the l, f, s, or z are doubled. We have also extensively worked on the /k/ sound and how to know if it is a c, k, consonant ke, or ck at the beginning or end of a word. Andrew has been given the rules in multisensory lessons and we play games for extra reinforcement. We will continue to review these concepts in future lessons. We will also begin working on the Level 2 scope and sequence next
For this lesson they sat on the carpet in a circle. Mrs. Barger gave them the directions of hands in lap and crisscross. The students followed along right away. Mrs. Barger had the class sing a song called Vowel Bat which helped them work on the vowel sounds. As they were singing the song the students were supposed tap in their office on the vowel whose sound they were hearing. Next, they played a game prior to them playing the game Mrs. Barger had them all stand up and wiggle high, middle, and low a few times and then it was time to begin. The game that they played was simple but the students really enjoyed it. The students were supposed to hide the pom-pom under one of the cups with a vowel written on it. Another student covered their eyes and then had to guess which one it was under and they have to say the correct vowel sound. The rules were discussed as a class such as no cheating, not laughing if someone gets it wrong, and that only Mrs. Barger will be the teacher. As the class was playing the game one girl said the wrong sounds and knew immediately after she said it that it wasn’t the right sound. She then corrected
Phonics is described as “understanding letter-sound relationships, as well as larger letter pattern/sound pattern relationships” (Ruddell, 2009). Though in my opinion there is a lot more to phonics than this. There are several aspects to phonics, different types of phonics, negatives to the idea, and several ways to teach it. In this paper I will address all of these based on research I found, the discussion I had with my peers, and my own opinion.
The teacher went over the sound and the vowel pair with the children and then paired them into four groups. The teacher went over the sounds and manipulated them with help from students to make new words. After, the teacher divided the class into groups and gave out clipboards. The students were to find three pictures with /oa/ words on them and write them down. Once they read it to themselves and identified a word, they went back to their seats and drew pictures for the three words they wrote down. One child wrote down boat and then went back to his seat and drew some boats in water. This activity was effective because the students were reading and writing as well as moving around the classroom. The children were also able to draw visuals, which will help them remember the words they wrote when they look back at their
The strengths of the lesson in my opinion was the fact that the students could play a game while also participating with consonant blends and consonant digraphs. Even though throwing buttons into a cup is fun and the lesson involved competition, it still made the students think about consonant digraphs and consonant blends. I also think that it helped the students realize how many words are made with consonant blends and consonant digraphs, which will help with their phonemic awareness.
We write a lot of essays in high school and also in college. Essays are profile of a person or a place, and are ready-made structures or forms. Being a creative writer helps you see different possibilities in your work.Having structure is a good writing technique. You can have structure at the beginning , middle, and end of a creative writing.
A critical reflection on my experience of assessment in phonics and how this will implement my future practice. In this essay, I will be reflecting on my experience of a phonics assessment that I undertook with two children in a Reception class. The setting was in a school with two classes per year, in a large village. The children assessed were studying in Phase 3 of Letters and Sounds.
“Not only can writing proficiency be a predictor of school success, but effective writing is also an essential skill for demonstrating learning,” says Todd H. Sundeen (2015) who wrote an article in the Journal of Adolescent & Adult Literacy. Sundeen
The strategy that I recommended for Mrs. Davis is the Words your Way Strategy. This strategy combines both phonemic awareness and phonics, and the lessons are typically short. Students are given a set of letters and the teacher dictates what words the students should spell. The teacher follows kind of a script where the teacher might say “change the first letter in cat to make
The text listed several ways that teachers can demonstrate the purpose of words and written language. Without being in my own classroom where these patterns are established, there was just a couple that I could get accomplished in this one lesson. I attempted to read a predictable book and help the students write a patterned book. Beforehand, I wrote out a word from the story to add to the word wall, but the teacher didn’t have a dedicated word wall. She did have several items in the classroom labeled though. The word that I wrote out was “brown”. After showing it to the children and putting it up on the board, one boy jumped up out of his seat and pulled a piece of paper out of a container. It was a brown piece of construction paper with the word brown on it. He made the connection and was able to read the word or at least recognize it. Conversely, while trying to create the concept of a word, I used the wrong terminology while trying to get the students to find rhyming words in the story. I asked if they heard “anything” that sounded the same at the end; I should have asked if they heard “two words that sounded the same at the end of the words”.