Sight Words

In terms of numeracy, the children were drawing a variety of shapes in the sand which allowed me to use new words with them to further develop their vocabulary. I also used everyday words to help reinforce their existing vocabulary in a new context.

he most fundamental responsibility of schools is teaching students to read. Indeed, the future success of all students hinges upon their ability to become proficient readers. Recent scientific studies have allowed us to understand more than ever before how literacy develops, why some children have difficulty, and what constitutes best instructional practice. Scientists now estimate that fully 95 percent of all children can be taught to read. Yet, in spite of all our knowledge, statistics reveal an alarming prevalence of struggling and poor readers that is not limited to any one segment of society:

Students will be read parts of the first few pages, teacher will then pause at words and say just the beginning sound and have students guess what the words mean. (Ex: Over in the Ju____.) Students will then be expected to guess words that may fit the book and begin with the letter Ju (Jungle). This practice will

Reading is a means of language acquisition, of communication, and of sharing information which is essential in being a productive member of society. If and when a student missed an opportunity to learn the skills necessary for reading, it’s has a profound impact on their lives. As educators we realize that teaching all children to read requires that every child receive excellent reading instruction. We are also aware that children, who are struggling with reading must receive

The lesson should first be introduced to the class through the vocabulary. This gives the students the back ground on the words used to describe what the lesson is about, and allows them to use the words in context with what they are doing.

Encourage students to think back to this lesson when they are reading text. “If you come across one of these words or a new word that you do not know, use the sentence or sentences around the word to figure out the meaning.”

Reading fluency is considered an integral component of the reading process and it has a big presence in the classroom. Its importance became evident since the National Reading Panel (2000) pronounced fluency instruction and assessment an essential and was thus incorporated into the reading First guidelines of No Child Left Behind in 2002 (Shelton, Altwerger, &Jordan, 2009). Reading fluency has been defined in many ways; an outcome of decoding and comprehension, a contributor to both decoding and comprehension, the ability to recognize words rapidly and accurately, the connections

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

According to the Oxford Dictionary, the definition of blind is “unable to see; sightless” (Definition of Blind in English, 2015). However, I do not like to be put in such a box. I define blindness as merely a heightening of other senses. What do you think of when you hear the word sight? More than likely you think of shapes, colors, and objects. My idea of sight consists of many senses; smell, touch, sounds, those are the things that I “see” with. How about the word blind; what do you think of then? The most common relation to the word blind is disabled; however, we are a very abled people. Even though I carry a cane among my person I get through my daily life just as any other able-bodied human being (Question 1).

One aspect of my lesson that I felt went well in the implementation of my lesson was the information being grasped by the learners. Before I began my lesson, I asked the learners some questions about the fun phonics letter. I started off by asking the children if they knew what the fun phonic letter for the week was, then I asked them to tell me some words that begins with the letter “Dd”. Next, I read a story called “Harry the dirty dog”. Throughout the story I asked some questions to keep the learners engaged. I asked them questions like “what words that begins with the letter “Dd” did you hear?” I can tell they were engaged because their answers were never off topic. The learners were so excited about the end result of their letter “Dd”

Designing an individual intervention to increase reading fluency requires completion of assessments that will determine the child’s reading strengths and weaknesses. An inaccurate reader needs direct instruction on improving word recognition, which may include sight words and decodable words (which rules is the student not applying) at their instructional level. Once the goals have been established, in this case fluency, the intervention will begin with an introduction on fluency and word recognition.

For a child who is just starting to learn to read, they need sufficient practice in reading a variety of different books to achieve fluency. Reading can be complex and has many different aspects (Burns,1999). It is suggested that children who have problems reading and writing at a young age will find it hard to catch up as they get older and will not reach their full potential as adults, many will withdraw from school or society and some becoming involved with crime (MacBlain,2014). 40 percent of children find learning to read a challenge but with early help, most reading problems can be prevented (Reading Rockets, n.d.).

Fluency is an important key idea in reading.. Fluency means that students can read with at least 95% accuracy in identifying words and sounds. Fluency is important in reading because it will be used as a base in having students identify new words when reading. Fluency is not only important in reading, but in writing as well. When working with my tutee I have noticed that while she can read the text well, when it comes down to writing key words or vocabulary from the text she has trouble. She can correctly identify the sounds the word makes, but not spell them correctly. Fluency is important to master for new students, because then when they are reading new texts they can identify similar words and key phonemes.

Watching videos in English. As observed, they are keen on this activity. At the end of every class they were shown a video about the vocabulary presented in the lesson. Videos often include songs, personally I think it is a good combination between visual and audio materials.

Many students are passed on through the education system without having proper reading skills. These skills consist of fluency, comprehension, and phonemic awareness. Reading skills are foundational building blocks for elementary aged students. Students who lack proper reading skills, such as fluency or the rate in which they read, will ultimately lack comprehension of what they are reading due to the amount of time in which it takes the students to read. This leads to the question, how does fifth grade students lack of fluency affect his or her reading comprehension? Unfortunately, because reading skills taught in kindergarten and first grade focus mainly on phonemic