System 44 Case Study

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

Using Technology for Phonics Instruction in Kindergarten is an article written by Rita Suh and Victoria Gerson which can be found in The California Reader in the SPRING 2013 VOL. 46, No. 3 issue. Suh and Gerson are both graduates of the Masters in Reading/Language Arts according to https://www.ced.csulb.edu/readinglanguage-arts-grads-rita-suh-and-victoria-gerson-published-california-reader. They document through the article, their advantages to having technology in their classrooms and how it enhanced their classroom instructions.

Literacy Reform In every school across America, effective practices of reading instruction are being discussed. Calkins (2012) suggests that over 85% of students being tested on grade level literacy standards are non-proficient. Research suggests that students, who are unable to read proficiently by third grade, are not predicted to ever learn to read or have successful lives when they reach adulthood (Martinez, 2008). For these reasons, it is important that districts implement literacy models and instructional reforms that have been well researched and shown to be successful. The instructional reform method of Balanced Literacy is being used throughout the country to meet the challenging standards of the Common Core. Teachers will need

(Counselors Affecting Reading Everyday). My plan would involve developing one-on-one counseling sessions where the students would start off by taking a learning style inventory as well as a reading interest inventory. The purpose of the learning style inventory would be to help the students as well as their teachers to understand how each individual child learns and processes information. The reading interest inventory would serve the purpose of helping the students to find a particular type of text that they may enjoy reading. Upon completion of the learning style inventory and reading interest inventory, the students would begin meeting with the counselor to receive one-on-one reading opportunities using books that students self-select based on their interest. This one-on-one meeting will serve to meet the needs of those students who stated that they did not have anyone at home to read with. The students will utilize the school’s Accelerated Reading program to take quizzes on the books they read with the counselor. After earning their first five Accelerated Reading points, a book will be purchased for the student based on their interest. This incentive plan will serve as a means to provide personal books for those students that do not own any as well as attempting to help them to get over the fear or taking reading tests. During these weekly meetings, the counselor will provide a variety of reading text (based on student

According to the Georgia Department of Education, the Georgia State School Board of Education adopted a new set of standards known as the Common Core State Standards for English Language Arts. Since the Common Core Standards State Standards assess the same English Language Arts standards as the Georgia Performance Standards, Georgia’s curriculum is called Common Core Georgia Performance Standards. Of the ELA standards for first grade, one requires that students be able to ask and answer questions based on the details in a text. This standard also requires that the student be able to retell stories, including details, and demonstrate comprehension. This could be an issue for special needs students. Students with a learning disability in reading often have difficulty comprehending texts in books and other reading material that is written at their grade level. However, there are many strategies to use to improve reading comprehension in struggling readers. With the increase use of technology, my review is written to determine if pre-recordings readings are more effective than teacher-led read aloud in improving comprehension skills of students with disabilities.

Shared book reading focuses on developing comprehension, alphabetics, and general reading achievement to enhance student literacy achievement. The teacher selects a text and reads it aloud to a student and/or group of students. The shared book reading program allows the teacher to model reading strategies, increase alphabetic skills, and activate and increase comprehension skills through targeted questions, prompts, and strategies. During the reading the teacher prompts students with strategic prompts and/or questions to engage the students in the text. Moreover, the teacher directs the students to key elements within the pictures, words, and/or text features. The teacher tailors the shared reading experience to meet the needs of the participants (International Reading Association Common Core State Standards (CCSS) Committee, 2012). Hence, educators are able to alter prompts, questions, and strategies to enhance the learning needs of

Why would you like to apply for Viper: I think playing viper over and over again is getting kind of repetitive so i think i could moderate it and make it a better server in general due to my activity i would be moving people in ts anytime i am on i would be trying to get on the server everyday to atleast moderate it for as much as i can and i think this could really improve the server a quite bit since some people complain about staff and the server in general. Another reason is because i find having a job to do is kind of fun my job would be to assist people and ban hackers of course i do not ban unless i am completely sure the person is hacking if i need assistance i would ask for a higher staff member to help me with the situation in general

For this class the teachers also incorporate technological advancements into the reading curriculum by implementing computer programs that teach phonic and language awareness with sight word decoding and recognition. The computer programs are particularly useful for providing positive incentives for the students as they view instructional games as rewards for accomplishments in classroom tasks; therefore the students continue to learn, independently, in addition to their work in class with their peers and teacher.

RTI provides the framework for reading instruction at Newsome Park elementary School. Due to limited resources and a burgeoning population of at-risk students RTI is not implemented in mathematics or content areas. A school wide positive behavior intervention system is in place. Every student in second grade is screened using the Phonological Literacy Screening (PALS). This data is used to identify instructional reading levels, and spelling/phonics knowledge. PALS assesses accuracy, fluency and comprehension. However, the comprehension assessments are not considered rigorous enough for an accurate assessment of this skill. Additionally, students are screened for sight word recognition using the Fry word lists. The results of these screenings guides development of small groups, identifies students for the most intense levels of intervention, and serves as a basis for goal setting. The full PALS is administered in the fall and spring (Newport News Public Schools, 2015). An additional PALS assessment is given in mid-year as a diagnostic. PALS quick checks, Fry word lists, informal running records and DRA’s are administered throughout the year to monitor progress and set new goals (Newport News Public Schools, 2015). This is all in accordance with Virginia’s Response to Intervention Initiative. This initiative establishes a multi-Tiered system of interventions. The initiative states that typically 5- 10% of students would receive Tier 3 instruction, 10- 15% would receive Tier

. By the time he is seven he should have learn how to swallow suck, grasp, cru and even palmar grasps. There are other thing that he will stop doing, for example, tonic neck reflex and grasp.

Project Description This is an Inclusion Support Core Curriculum Project for reading. My goal is to align instruction in Language Arts & Literacy with the Common Core Standards. Each grade level in Middle School features standards that describe what students should know and be able to do to, in order to

Headsprout is an online program that supports early childhood literacy through phonemic awareness and phonics. Our non readers and early readers spent around fifteen to twenty minutes each day listening to interactive videos. Along with the interactive videos our students had access to an online library of book that matched their reading level. This opportunity aligns with the twenty-first century framework of information, media and technology skills because Headsprout provides our youngest scholars with access to an educational tool that will help shape them as life long readers. Although the majority of students enjoyed Headsprout, we had a few students who complained that it was “boring”. My co-teachers and I realized that one or two of our students who complained need activities that were more hands on, such as forming sight words out of play dough or sing songs related to phonemic awareness. While technology is being used more and more throughout classroom, it is important to remember that our students each have their own way of

The authors and graduate students that conducted this study wanted to find out if incremental rehearsal (IR) was an effective intervention strategy to help struggling students improve letter sounds and fluency. Interventions are arranged by intensity (lowest to highest) which is organized using a three-tiered model. Incremental rehearsal is a Tier 3 intervention; therefore, it is typically implemented when a Tier 2 intervention was not proven to be successful. Not only were the authors testing the success of incremental rehearsal, but they were also doing so using a computer-assisted tutoring program. The study examined this strategy with four kindergarten students.

Remediation, having the student practice phonemic awareness, actually makes changes in the brain and increases the activity in the necessary parts to develop reading skills (Reading Development and Challenges PowerPoint, May 28). Understanding what the students are struggling with, such as understanding that it is recognizing phonemes which plague students with dyslexia, is integral to being able to actually devise accommodations in the classroom and strategies to help them. Shaywitz (2003), for example, helped me understand that in the case of a student with dyslexia, it is not the knowledge which they lack, but rather the ability to decode the phonemes of the word. It is not a lack of intelligence, but rather a difficulty with

Most of the other students in her 2nd grade classroom are able to read classroom text and complete work independently. They also read books for enjoyment on their own. The reading time in her classroom consists of a block during which the teacher works with small groups and the children are expected to work quite independently when they are not working directly with the teacher. The class uses a trade book format and this is utilized across the curriculum. Students are provided with short skills building lessons in large and small groups. Most of the time spent during explicit reading instruction is targeted to helping students develop reading fluency.