Week 5 assignment Instructional Practices for Emergent Literacy Learners

Since 2010, there were 45 states that have adopted the same educational standards called Common Core State Standards (CCSS). The initiative is sponsored by the National Governors Association and the Council of Chief State School Officers and seeks to establish consistent education standards across the states. The Common Core Standards is initiative state-led effort that established a single set of clear educational standards for kindergarten through 12th grade in English and Mathematical standards. These standards help to educate all of the students equally, they help children who move from state to state, as well as they help to prepare students for college and workplace. The common core standard helps to provide a clear understanding

Standards Addressed: The following Common Core State Standards are the focus of this exemplar: RI.7.1, RI.7.2, RI.7.3, RI.7.4, RI.7.5; W.7.1, W.7.2, W.7.4; SL.7.1; L.7.4, L.7.5

Back to school reading in the primary grades usually begins in the classroom assessment, and part of a formal reading assessment includes reading fluency. Teachers strive for students to read grade-level texts throughout the year with purpose and understanding. Testing students in reading by using a variety of formal assessments, such as DRA (Developmental Reading Assessment) or PALS (Phonological Awareness Literacy Screening) provides a little insight into how well students read, but there is usually only one or two reading passages used. Fluency is one area that is extremely important, but seldom practiced because most students read independently to themselves. Together with phrasing, expression and punctuation, pace is can be evaluated by teachers in small group guided reading lessons. Students are given an opportunity to read out-loud in front of their teacher and their peers, but often will not receive daily practice with fluency everyday.

This report concludes that Common Core State Standards for English Language attempts to prepare high students for college level English Language Arts classes and create national standards that are available for every state to use. However,

The National Governors Association Center for Best Practices made up a set of educational standards called the Common Core State Standards in Suwanee, GA which dealt with math and english-language arts for grades k-12. They were “developed in collaboration with a variety of stakeholders including content experts, states, teachers, school administrators and parents. The standards establish clear and consistent goals for learning that will prepare America’s children for success in college and work”. They tell what the students need to learn, but aren’t there to show the teachers how to teach. The process took nearly a year, with people leading it from almost all 50 states, and even in different countries.

Common Core State Standard Initiative is a fairly new educational initiative that provides standards that emphasize what K-12 students must know in both English and mathematics, by the end of each grade. States that participate in the Common Core Standard Initiative agree to hold all students in the same grade to the same standards. Prior to its implementation, there are many concerns that follow this initiative. One of the main concern among teachers are their readiness and preparedness to implement the Common Core State standards. These standards are created by politicians and others who are not directly in the classroom teaching the students. The necessary awareness of teachers and their concern about their readiness and whether or not they

They should do this by creating read-aloud with narrative and informational books. These books should be challenging enough that students would not be able to read them independently with many unrecognizable words. Tier 2 words should be selected after the book has been read by saying the word, describing how it was used in the book, the definition, and two uses for the word. ELL storybook intervention pays more attention is focused on comprehending the story. Strategies are similar for Tier 2 word instruction, teachers should pick books and group them by theme, and divide book into segments, review vocabulary, and comprehension.

The official website of the Common Core State Standards Initiative (http://www.corestandards.org/) specifies common core as the set of high quality academic standards in Mathematics and English Language Arts/Literacy (ELA). The learning objective of a student outlines what a student should know and do at the end of each grade from K-12. The standards were to ensure that the students as they come out of schools have all the necessary skills to succeed in their college, career and entire life. Math and English were chosen as the subjects for Common Core standards as

Students were pretested before the two groups were put in this experiment, the pretest tested for running record of text reading, letter identification, concepts about print, word reading, writing vocabulary, and hearing and recording sounds in words. Once the pretest was done, teachers started the EBP and throughout were testing students on phoneme segmentation, deletion task, slosson oral reading, and degrees of reading power. Once the Reading Recovery was completed, students with vocabulary improved 13.75 times than a student that was not included in this practice, also improvement of 4.60 times with hearing and recording sounds with words. Other ending results were the improvement of letter identification by

Read alouds are important component of the Elementary Language Arts classroom because it helps students with new vocabulary words, comprehension skills and encourages them to like and participate in the reading. Read alouds allow students to ask questions about the story so they can get a better understanding of what they are reading. When a teacher chooses a specific strategy to share with the class, she is asking them to play close attention and explore the strategy with him/her. It allows students to use their listening skills and pay close attention to listen for the words that rhyme or to make connections to their own life.

During this assessment I reflected on my recent reading clinical I did through Minot University and my practicum time, both were 4th grade aged students. Using that time I was able to score my self-assessment as follows: Often/Sometimes – 19 and Often – 1; the scoring key provided put me at very effective. Reflecting back on my time I am excited about teaching and absolutely loved my time reading and encouraging students to read. This is encouraging because my concentration is reading and there is nothing more important than being able to read and comprehending what is being read.

Word Recognition is the ability for a student learning to read to recognize written words automatically. Students must be able to recognize common words automatically from a list; meaning students must recognize common words in the absence of context clues. The student’s ability to recognize common words and their ability to decode unfamiliar words will affect how fluently a student is able to read. Reading fluency is important because it is a major component to reading comprehension. To increase a student’s word recognition skills, students will need to have strong skills in decoding and sight word vocabulary.

The Common Core State Standards are a set of mathematics and literacy standards that outline what a student should be able to do at the end of each grade level. Rather than focusing on the minimum needs of the educational system like NCLB, the Common Core State Standards strive to meet the rigorous needs of student learning in order to prepare them for the future. Common Core State Standards Initiative (2015) states, “The standards were created to ensure that all students graduate from high school with the skills and knowledge necessary to succeed in college, career, and life, regardless of where they live.” The initiative explains that the standards were created because of the growing trend of students in the

Literacy educators take on a vital responsibility when it comes to educating children on literacy skills. The strength of such skills or lack thereof determines future literacy success. To assist teachers in quality literacy instruction, informal reading assessments must be utilized to direct instructional planning. Results from these assessments allow teachers to know a student’s development, thus plan accordingly for instruction as stated by Dr.Bear (Laureate Production, Inc.2014a).Informal reading assessments also guide teachers to understand a student’s frustration, instructional, and independent levels of learning. With many informal assessments to choose from, the following information describes what was used for my literacy learner known as “Student 1” and the reasons behind choosing such assessments.

. ." (2001, p.16), his instructor may allow him to choose from interesting, but still pre-selected articles that are slightly, "beyond [his] comfort zone and then provide support . . ." to build up his vocabulary (2001, Tomlinson & Hutchinson, p.45). Additionally, "read-alouds" (2003, Hirsch, p.21) help students develop their oral vocabulary skills, improve their existing reading vocabulary, and their comprehension. A Read-aloud with Dustin, supported with a discussion and a lesson built around the selection will round-out his comprehension over time.