10), an embedded approach, investigating the complexity of relationships of graphophonic knowledge. Additional activities to support phonics instruction include building word lists based on common elements (Pinnell & Fountas, 1998, p. 157), segmenting words into onset and rime (Emmitt et al, 2013, p.12) and the introduction of high frequency or sight words through modelling and sight words games such as flash cards, sentence strips, bingo, word shapes and extensive reading (Fellows & Oakley, 2010, p. 219) ensuring students reach a point of automaticity (Konza, 2016, p. 157), as sight words feature sounds that contradict the rules for learning the 44 phonemes and the point of automaticity allows higher-level comprehension processes to occur due to available cognitive
Spelling words are used all-week, at home, by completing worksheets, lists, and sentences that utilize these words, with their parents. In order to determine if these assignments are done correctly, Mrs. Jones (1) requires parent signatures on homework and (2) checks homework weekly for accuracy and full completion. If questions are unanswered or are answered incorrectly, she will call individual students up to her desk to discuss their work. She also uses this information to measure whether or not a student’s work assignments should be reevaluated, then given a new assignment at a lower or higher level, to ensure they are mastering the appropriate learning objectives in due
At this stage, students are aware of letter formation, print knowledge, how to alphabetize and phonological and phoenemic awareness as taught in Level K. New skills include segmenting words into syllables and syllables into sounds (up to 5 sounds), short and long vowels when given letters or sounds, identification of the structure of words such as blends, digraphs, base words, suffixes and syllable types including closed and vowel-consonant-e syllables. Students are expected to read and spell closed and vowel-consonant-e syllable type words, name sounds for r-controlled vowels and for vowel digraphs and vowel diphthongs, how to read and spell compound words and other words with two syllables, how to read and spell words with “s”, “es”, “ed”, and “ing” suffixes, and how to read and spell words with unexpected vowel sounds. Students will learn to read and spell words with CVC, CCVC, CVCC, CCVCC, and CVCe. They will read and spell 100 high frequency words including a list of trick words and they will read and spell targeted high-frequency, non-phonetic words. Students will begin to produce sentences using vocabulary words, will read about 60 words per minute with fluency and comprehension,
“Words Their Way is a developmental spelling, phonics, and vocabulary program. It was developed by Invernizzi, Johnston, Bear, and Templeton. Words Their Way is intended to be a part of a balanced literacy plan that includes fluency, comprehension and writing. Word study is implemented as a small component of the literacy plan but it is also interwoven in actual reading and writing texts.” Through my participation of such classes and by experiences that I have encountered with literacy and assessments, I feel that I have mastered standards 3.1, 3.2, 3.3, and 3.4. I can successfully use data from assessment tools to guide the instruction needed within my classroom or on an individual basis. As a classroom teacher, I work closely with the
Accurate, automatic recognition of printed words drives the reading process (Morris, 2008). Spelling assessments play a vital role in this process and enhances the development of reading. These assessments also serve as an important tool when assessing the reading ability of students. When attempting to recognize any challenges students may face, spelling assessments are very useful. Dr. Bear goes into detail about spelling assessments and how they provide valuable insights about the reading development of students and goes into detail about
This is a very important strategy for the students to learn so that they are able to read more independently. The students are taught how to take a difficult word that they do not know how to read and break it down into small parts to read it. We want the students to become independent readers. To do this we are taking different things that the students already know and using them to help them uncover new words. Not only does this help the students to decode tricky words, but it also helps them to better comprehend what they are reading. The students are using context clues and making connections to decide what the word is and if it makes
If time, ask students to come up with their own sentences using some of these vocabulary words.
Show student a long word. (For this introduction, the word excellent was used.) Ask the student to read the word. Because this is a first grade lesson, it is probable that the student will have difficulty. Demonstrate for the student how to break the word into syllables. Then, have the student read the syllables individually and then gradually altogether.
I linked back ground knowledge by asking students, “What Easter means to you?” I allowed several responses from different students. For phonics, I allowed student to come up with different contractions by telling the class what two words they used to create the contraction.
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”
Instructional strategies to assist tier 3 words are concept of definition and semantic feature analysis. Concept of definition is when the teacher makes connections to new words to known words. A word map is helpful in this process. The target word must be a part of a category, a specific content-area. Semantic feature analysis is similar to concept of definition, however in semantic analysis you are using a chart that lists members of the same category together. For example, if the topic were insect’s students would call out insect names to put in the chart, what they might have, for example; legs and
The educator will assess the words mastered through the students writing and reading them aloud. As the students focus on writing and saying the words this can help them remember and retain the words. A list of words will be provided to the students to read correctly in one minute. As the students read the words the educator will record how many words were read in a minute. The Fluency assessment will be completed throughout the year to help guide instruction and increase reading fluency.