Teaching Methods For An Educator

This has deepened my understanding of the big 5 concepts of literacy (phonemic awareness, phonics, vocabulary, fluency, and comprehension) through understanding what criteria can be used to determinate what is effective developmental for a reader and what needs improvement. The Informal Reading Inventory is one example of this because it allows me to assess word recognition, oral and silent reading, comprehension, and literacy capacity. All of which is valuable information which I can then use as a reading teacher to determine further instructional moves. While I have yet to have a place to fully put these assessment techniques into my full practice as a first year teacher. Learning about how to properly assess these components has better equipped me to think about my students' literacy abilities and further strategize my instructional planning to meet the diversity of their literacy

Phonological awareness is being able to distinguish the assembly of isolated sounds that make up words and experiment with adjusting the distinct sounds known as Phonemes to form new words (Emmit, Hornsby & Wilson, 2013). Elements of phonological awareness include practice with separating, manipulating and grouping together sounds of words, in addition to exploring words and sounds in an enjoyable way using rhymes (Matheson, 2005). Phonological awareness provides innovative processes for a broader vocabulary and the ability to sound out new words (University of Oregon, 2009). The decoding process that occurs allows readers the ability to then concentrate on the meaning of what they read and improve their reading development (Reid Lyon, 1998). When teaching phonological awareness to children, teachers should work in small groups that explore only a couple of concepts at a time for instance how the mouth moves when saying a variety of isolated sounds in comparison to these phoneme sounds blended to assemble a word (Learning Point Associates, 2004). In conjunction with the familiarity of phonemes and words in phonological awareness, it is imperative to integrate this fundamental feature of reading development with understanding graphemes, and the link to letters in print to their phonemes sounds with phonics (Fellows & Oatley,

We chose to assess phonological awareness because it is a crucial component in children’s development of writing, spelling, and reading skills (Paul & Norbury, 2012). Phonological awareness refers to an individual’s awareness of the sound structure or words; it can be characterized by words, syllables, onset/rime, phoneme manipulations, and the ability to rearrange these different levels into various patterns.

During the running record assessment, I learned that this process was more difficult than I thought it would be. It was hard to keep up with the student as she read and to make the correct marks on my copy. As I had more practice with this process, it became easier for me to follow along as the student read and to mark my copy correctly. I also learned that there are many different types of running records that can be used to assess students. My host teacher printed the last two assessments from a web page that provided various types of running records for various reading levels.

when planning lessons and activities for the children/young people the teacher will also need to adapt certain methods to use within these to suit the needs of individual children making sure they can reach the targets and can develop from the work set as all children learn at different stages and some may struggle more than others in doing so, the learning objectives may be modified for certain children, teachers tactics may be adjusted and activities may be adapted to suit each individual need. By doing this the teacher is identifying the individual needs of the children within their class towards their learning and education and making a record of it to be able to review their progress which can then be used to update the children themselves or the parents, carers of the child or young person on their development and areas they are achieving in or may be struggling in that need to be developed and how this can be

Every day teachers are required to make decisions before, during and after teaching. Some of these decisions will seem small and insignificant and others will have far reaching consequences. All of the assessment undertaken and subsequent decisions made can potentially enhance teaching and influence student learning outcomes for the better (Brady & Kennedy, 2009). There are numerous things to be assessed and various methods for assessing. One example of this is the assessment of reading. A Running Record is one method of assessing a child’s reading (Hill, 2012). The running record allows the teacher to note a child’s reading behaviour as he or she reads from a chosen text. It examines both the accuracy of reading and the types of

To measure children’s phonological awareness, teachers should look at children’s ability with different skills. For example, a child with strong phonological awareness is able to understand and can use, alliteration, the concept of spoken word, rhyme, syllable blending and syllable segmenting. Children start to read by listening others, and then recognizing sound in words, sounding words out for themselves and recognizing familiar words, so it is important for children to learn the phonological awareness because it can help kids to become a successful reader.

“Put Reading First” talks about the most important elements of reading such as phonemic awareness, phonics, fluency, vocabulary, and comprehension. The article explains the purpose and importance of these concepts, due to the idea of how hard it is for some children to read. It also offers the idea of instructional strategies to use for the concepts. For example, Phonemic awareness is being able to hear, distinguish between the sounds being heard, and make sounds in spoken words. This involves understanding that some words have the same beginning sound or segmenting the beginning and ending sound in the words. The article also goes on about the individual breakdowns of the concept such as graphemes and phonemes. It then goes over the strategies

Phonics are essential to literacy and children’s ability to learn to read and write. Phonics are a system of associating letter symbols with speech sounds (Orton, n.d.). They have an important role in the Australian Curriculum and Reporting Authority: phonics and word knowledge [ACARA]. There are two main concepts related to phonics they are analytical phonics and synthetic phonics. Diana Rigg (2016) states that “direct systematic instruction in phonics during the early years of schooling is an essential foundation for teaching children to read” (para. 3). Phonics are used by children to learn to read and to write, they include letter identification, onset and rime, blends and the relationships between blends and phonemic awareness (Hill, 2012, p.259) (Rigg, 2014). There are many teaching approaches that may be implemented to teach phonics effectively. This essay will discuss, critique and analyse phonics their importance and how different teaching approaches may be implemented to teach phonics to students effectively. It will maintain that synthetic phonics have been proven to be more successful in teaching children than analytical phonics, although it is imperative to use both a synthetic and analytical approach to teaching children phonics.

This research aims to explore the effect of ‘Read Write Inc’ (RWI) as a systematic synthetic phonics intervention on the development of children’s reading in Key Stage 1 (Miskin Website). The argument about whether the phonics or the whole word approach to teaching children to read and spell has been around since the 1950s. It is no closer to being resolved nearly 70 years later. This advocates that reading is a vital and crucial part of a child’s education (Anderson, 2015). The current government is in favour of using systematic synthetic phonics interventions to develop reading in schools; where the children learn the sounds of the letter rather than the whole words. Education Secretary Michael Grove is behind this intervention and has provided funding for training and has introduced a screening reading test for all six year olds to check their reading skills (Garner, 2011). Nick Gibb cited by Garner (2011) agrees expressing that systematic synthetic phonics should be incorporated into more schools, suggesting that it has major and long-lasting effects on children’s reading and spelling. The government in 2005 has introduced systematic synthetic phonics as the focal method for teaching reading skills to early year’s students.

Before 1975, in Woods Loke Primary School in Lowestoft, England, teaching reading was based on whole word approach. Finding a group of children with writing and reading difficulty was a reason to find a method to teach children letter sounds first to see if basic knowledge of sounds and their relation with words is a helpful and practical one. As Sue Lloyd, the author of the method says, later in 1980s, the school introduced some blending structures in addition to the letter-sound activity. Sounds in words were taught first, it helped children to identify them and relate them to the letters. This phonemic awareness made reading and writing much easier for learners. Based on an external research experiment

The most important skill any child can leave primary school with is the ability to read independently and effectively for meaning.’ (DFE National Literacy Strategy)

Reading begins with a foundation in spoken language. Children must understand the relationship between the ways words sound and how they look and relate to one another on paper. Early exposure to reading and writing introduces children to emergent literacy. They learn that printed words are meaningful, there are different forms of printed matter, there are rules for spoken language transcribed and there are some predictable conventions of written language. Children are effective readers when they exhibit phonological awareness and are capable of identifying distinct sounds that make up words. When presented with phonological awareness,

Phonemic awareness is a critical skill for a child when learning to read an alphabetically written language. A fair amount of confusion among educators, and a lack of knowledge among society, persists about what this skill is and why it is so important. Written for practitioners, this essay describes phonemic awareness and discusses why it is a prerequisite for learning to read, how we have come to understand its importance, why it can be difficult to acquire, and what happens to the would-be reader who fails to acquire it. Our discussion of phonemic awareness is framed within a particular view of reading, to which we turn first. Phonemic awareness is a relatively new focus for educators.

Abstract/ Purpose –The purpose of this paper is to evaluate the traditional methods of teaching as well as multimedia teaching and to suggest other useful teaching methods that can be attempted in imparting knowledge to the students. Basically teaching must include two major components sending and receiving information. Ultimately, a teacher tries his best to impart knowledge as the way he understood it. So, any communication methods that serve this purpose without destroying the objective could be considered as innovative methods of teaching.