January 20, 2010
Hot Blogging Article
As I read this article on blogging I did not realize that students in elementary school were using them. I have recently (in the last 6 months) been introduced to blogging. I am not thrilled about blogs. I have tried to get into the blog scene but have yet to get my mind wrapped around it yet. Blogs seem like a good thing for education and everyday life. I have found that blogs are helpful in the learning process. As I have traveled through the last 6 months blogging about articles I have read and children books that I have reviewed I have learned how helpful that blogs can be. As I read the Hot Blogging article I had a flash back to high school where the first time I used a blog. I used a blog for my sophomore reading class. We were reading Greek mythology. I remember the teacher made us write a blog about each section we read. Also, I did a blog in one of my early college reading classes. We were reading the Scarlett Letter. The teacher made us write as different characters of the book. We had to blog about fictional things that were happening in our lives now. It was amazing to see the class participation. I like the four types of blogs; classroom news, mirror, showcase and literature blogs. I believe blogs can be used in more than just language arts. In mathematics we have a blog pal. In this blog the student solves a word problem and we have to respond and help the student understand the problem. Blogs can be useful for all subjects. As a teacher I believe I would use a blog in the high elementary grades. (3-5) I like the idea of a classroom blog page. I would like for students to experience blogs unlike myself. I did not see a blog or participate in one until high school.
November 4, 2009
Fluency Article
- What are the three dimensions of fluency? How can you assess each dimension?
Accuracy in word decoding: a reader must be able to sound out the words with little errors.
Automatic processing: the reader needs to use as little mental effort as possible decoding the text.
Prosodic reading: the reader must pair the text into syntactically and semantically units.
To assess accurate word decoding calculate the percentage of words a reader can read accurately on grade level. By looking at the reading rate one can assess automatic processing. To determine the reading rate of a student is to have the student read aloud a grade level passage for 60 seconds and then adding how many words they read correctly in that 60 seconds. For prosodic reading the assessment is to listen to the student read a grade level passage. After the student has read the passage, judge the quality by using a rubric. The student is scored on expression, volume, phrasing smoothness, and pace.
- Rasinski refers to fluency as a “bridge” between decoding and comprehension. What does he mean by the “bridge” metaphor?
The bridge metaphor means that for a child to be able to cross the bridge a child must be able to decode text to have comprehension of the text that they have read.
3. What instructional methods does Rasinski suggest for students with difficulties in automatic and prosodic reading?
Rasinski suggest using assisted readings and repeated reading. Assisted readings can help students be more fluent with their readings. The way to use assisted reading affectively is to read the passage aloud to the students, then have them follow along reading silently then aloud as a group. To be a fluent reader practice is a must. The repeated reading will help improve in decoding, reading rate, prosodic reading, and comprehension of passages.
November 3, 2009
Study Guide for Chapter 5
Study Guide for Chapter 5 (Howard Street Tutoring Manual—Morris)
Answer these questions and post the responses into your blog.
- What grade is Curt in?
Third grade
- Look at the summary of scores in the table on page 170. Notice that there are scores for the grade-level lists of words from the Word Recognition Test (Flash and Untimed) and scores for orally reading grade-level passages (accuracy of word reading, e.g. percentage of words read correctly and rate, expressed in number of words read per minute).
a1. What was the flash score for words at:
first-grade level? 100, 95, and 75%
second-grade level? 50%
third-grade level? 20%
b1. What was the accuracy score at:
1-2 level? 97%
2-1 level? 90%
2-2 level? 84%
c1. What was the rate score at:
1-2 level? 65
2-1 level? 44
2-2 level? 36
d1. Look at the spelling scores in Table 5 on page 172: What was the percentage correct score for:
first-grade words 60% second-grade words 0%
Consider the expected scores in the following tables, then compare those expectations to the scores Curt produced.
a2. With the Word Recognition Test, flash scores are generally interpreted as follows:
90-100% indicates Independent Level
60-85% indicates Instruction Level
Below 50% indicates Frustration Level
a3. Which grade-level flash score is the best choice for Instruction Level?
1-2
b2. With oral reading accuracy, scores are generally interpreted as follows:
98-100% indicates Independent Level
95-97% indicates Instruction Level
Below 92% indicates Frustration Level
*Note: 92-94% accuracy is marginal; take a close look at Rate.
b3. Which grade-level accuracy score is the best choice for Instruction Level?
1st grade
c2. With oral reading rate, expected grade-level ranges are as follows:
Grade Words per minute
1st 45-85
2nd 80-120
3rd 95-135
c3. What do Curt’s rate scores indicate about his grade-level reading?
Curt is at the 1st grade reading level.
d2. With spelling scores, around 50% correct indicates Instruction Level.
Curt does ok with 1st grade spelling but gets frustrated with 2nd grade spelling because he missed all of the 2nd grade words.
d3. What do Curt’s spelling scores indicate about his Instruction Level.
Curt’s spelling scores for first grade level shows that it is a lottle above average in his Instructional Level.
Put all of these scores together, and what do they indicate Curt’s reading level to be?
Curt is at the beginning stages of the 2nd grade reading level. He may be is the last couple months of 1st grade. His results indicate that he may be in the last of 1st grade.
- Look at the spelling errors that Curt makes. What stage of word knowledge is Curt in?
Within word pattern
Why do you pick this stage of development? What are the key characteristics?
In his spelling he represented good knowledge of consonant clusters and represented short vowels.
- Describe partner reading.
Partner reading is a form of guided reading. Before reading a review is necessary. The tutor and student take turns reading. They alternate pages.
- Which is harder for a student, partner reading or DRTA?
The partner reading is less difficult than DRTA because it is one on one based unlike the DRTA. The DRTA is more whole class. IT may leave people who are lower in reading leve a harder time to understand the lesson.
- In planning a DRTA, what is important about selecting places to stop?
Choose places that are normal breaks.
- In planning a DRTA, what is important about deciding questions to ask? What kind of questions? How many?
Ask prediction question and vocabulary questions. Ask questions about the story. Try to stay on topic and associate question to previously learned knowledge. Ask about 3 to 5 at ever stop.`1 `
October 6, 2009
Spelling of Words:A Neglected Facilitator of Vocabulary Learning
Please consider the following questions BEFORE you read the article.
What does it mean to know a word? When you know a word, what do you know of that word?
To know a word is to know how it is spelled, what it looks like and sounds like. Also, you need to be able to visualize the word as soon as it is said.
We live in a print society, in which we are bombarded with a variety of text online or in print. Depending on complexity of the text content, we encounter words that may not be very familiar to us. Think of a time when you had a similar experience. Think of a word that you came across while you were reading a particular text online or in print.
Pseudoword…it is not a word that is seen regularly or used on an everyday basis.
What strategies did you use to figure out its meaning? Did you decode the word? Did you use the surrounding context to cling a meaning to it? Or did you look it up in a dictionary?
I read the sentence again looking for clues. I even read the sentence after the word to see of there were words that could help define the meaning.
Do you think you learned the word’s meaning? Can you identify its meaning if you were presented its spelling?
Yes, pseudo mean not real or as the text states, “unfamiliar to readers”.
The article you are going to read deals with similar issues and sheds light on the connection between different representations of word knowledge.
Answer the following questions AS you read the article.
1. What was the hypothesis tested by the researchers?
Students will learn the pronunciations and meaning of new words better when they see spellings of the words during study period than when they do not.
2. Who were the subjects?
20 Second Graders 7 years old
3. What were the experimental conditions?
Students were taught the pronunciations and meaning of two sets of six nouns.
4. What did the treatment involve?
Students would learn the new words and try to recall their spelling and definition.
5. Which group (spelling-present vs. spelling-absent) gained more in vocabulary learning? How were the groups’ recall of pronunciations affected by the treatment?
6. Why do you think that fifth graders who were high on a word reading task benefited more from the spelling aids than their peers with less orthographic experience and knowledge, even though the two groups did not differ on receptive vocabulary knowledge?
7. What general conclusions were derived from the study findings by the authors? What implications were offered for vocabulary learning and instruction?
Students who learn the spelling of a word are more likely to be able to give the definition of the word also.
DRTA
Answer the following questions AS you read the article.
1. Describe in broad stokes the reading processes that take place during comprehension of informational text (p. 362, under Construction of Meaning and Concept Development with Informational Texts)
The reading process that takes place during comprehension of informal text acquires assessing knowledge, managing mental processes during reading within in the confines of a limited working memory and constructing a coherent mental representation through pruning and organizational processes. Also, cognitive strategy instruction and high level social interaction are important in the cognitive comprehension of text.
2. Specify the effect that background knowledge may have on constructing mental representations from informational text. Why should teachers be concerned about activating prior knowledge?
When a teacher reads a student and discuss what they know about a topic or the reading the teacher may be falsify information from the students. A teacher may be discussing the student’s background knowledge to the extended that the student may not be able to recollect the information in the text. To help students to make connections to the text it is important to keep on the topic of the book so that the student will be able to draw a connection to the knowledge they contain and the text that they have heard. Students can be naïve to think they are correct in their minds yet they may not be able to draw a connect of understanding to the text.
3. What are the three instructional approaches that can be used to help primary-grade students comprehend informational text? Describe their common (p. 365) and distinctive features (p. 363-
There are three instructional methods; picture walk, KWL, and DRTA.
Picture walk is used to identify the prereading conversation that takes place. PW is usually used with picture books (leveled text). Few new vocabulary words are introduced in the text. The conversation is between the teacher and the student as the student reads through the text. Usually picture walks are used to introduce new texts.
KWL (Know-Want to Learn-Learn), what does a student already know what do we want them to learn and what have they learned through the text. It is suggested to use KWL when informational text is read.
DRTA, (Directed Reading Thinking Activity) this strategy views reading as a problem solving process best accomplished in a social context. The teachers’ role is to divide text into sections and facilitate discussion on each section. Students must be responsible for establishing a purpose for the readings. The DRTA is most often used with narrative or non-narrative texts.
4. What is the purpose of the experimental study reported?
The purpose of the experiment was to explore how the KNL, DRTA and picture walk may influence developmental reading abilities and content acquisition when used with informal text in a primary reading group context. The focus was to investigate the different ways instructional approaches influences the meaning by novice readers.
5. Who were the subjects?
The subjects were 31 second-graders in two demographically similar schools in the same district.
6. Describe the reading materials used during the intervention.
Teachers recommended that the students use texts that are three to six months below grade level. Some texts that were chosen; descriptive text.
7. How long did the experiment last?
10 weeks
8. What were the experimental conditions?
School A, sessions was held in at a table in the hallway while at School B the sessions were held at a table in the school kitchen or room near it.
9. Describe the procedures specific to the Picture Walk, KWL, DRTA, and the Control Group conditions.
PW: Presented a brief overview of the text. Engaged in a interactive discussion about the book while they worked through the book page by page, talking about the pictures, the text structure and the students prior knowledge and making predictions based on the information provided. This method was the only one that introduced new vocabulary before reading the text.
KWL: On day 1 and day 4 groups were made. The topic was introduced and the topic was discussed. The students wrote what they knew they categorized them in the know column. Then the students asked questions about the topic to generate questions to put in the what to learn section of the column. Then the students read through the text they discuss to see if they can answer the questions that they have placed in the what to know column.
DRTA: Students made predictions and conclusions based on the title and cover of the book. Then they read the first section of the text and discuss and make more predictions of the book and so on.
10. What measures were used to determine the relative effectiveness of the treatments? Describe the measures briefly.
VRT (Vocabulary Recognition Task): A large body of evidence indicates that there is a strong relationship between vocabulary and reading. This is a yes or no task used to estimate vocabulary recognition in a content area.
Maze: This was a multiple-choice cloze modification. This was timed and group administered. The original content was retyped but missing ten content words. The score was based on the number of correct responses.
Free Recall: The child has a free recall of the days text. “Please tell me everything you can remember about the book also tell me anything the book made you think of”
Cued Recall: After the free recall each child is asked to answer three question based on the days text. It is scored as correct or incorrect.
11. Which treatment(s) were found to be more effective in increasing students’ vocabulary knowledge and maze performance (p. 381)?
The maze was more effective then the vocabulary performance. It was more difficult for the children to use the vocabulary performance.
12. Students’ comprehension of the texts was greater under the DRTA condition than KWL and the control conditions. What do you think explains DRTA’s advantage over the KWL condition (p. 382)?
It introduces new ways of thinking and supports critical thinking. KWL is ideas that the students have prior to the discussion but in DRTA they discuss new ideas and leads to thinking outside the box.
13. It was found that the treatments did not differ in the quality and quantity of students’ retellings (p. 384). In other words, students were not differentially affected by the treatments in the way they integrated textual information with prior knowledge. What does this finding mean in terms of the different emphases employed by experience-based (KWL) vs. text-based (DRTA) treatments?
The analyses did not reveal any significant differences by intervention for the number of total ideas recalled or differences in important of outside information.
Answer the following question AFTER you read the article.
14. In light of the findings from this study, what conclusions can you draw about the role of teacher support in children’s construction of mental representations from informational text?
It is important to discuss the text over and over to help support the child. It is up to the child to develop a mental representation of the information in the text but it is up to the teacher to help nourish that image.
September 22, 2009
Chapter 1,2 and 3 Response Questions
Slavin (Ch. 1)
Is there a reading crisis in America?
There is not a reading crisis in America. Things have not gotten any better or worse. Children’s “reading skills are not as good as they should be or could be but they are not diminishing”. It is not necessarily a crisis but a problem that needs to be adjusted to make reading scores better.
Are we doing as well as we should in elementary school?
No, there are too many children falling behind in reading. Children should be able to read before they enter into high school yet they are many who do not. This is a failure of the elementary schools. Children are failing in reading and that is a reflection of our schools. Students should not be failing. Our schools are failing and so are our children.
How instruction can impact children:
Natural Readers: These readers were read to as a young child. They often have developed good language skills at a young age. These natural readers still need teachers to teach them so they will be able to reach their full potential.
Teachable Readers: These readers need effective instruction to be able to succeed. These readers need good, organized strategies to understand. Teachable reader’s success falls on the shoulders of the teacher. It is up to the instructor to help these students succeed.
Tutorable Readers: These children need tutors in their early years to be somewhat successful. They not only need tutors but good teachers as well. These children may be children with reading disabilities but it is not to be ruled out that they cannot read. They can read with the proper tutors and instructors.
True Dyslexics: This is one of the smallest groups of readers. In this group the children will not learn to read even with quality classroom instruction and tutoring,
English Language Learners: These children may fall in any of the categories. Though the fact that they have limited English may make it more difficult to succeed in reading. If they learn to read proficiently in their native language then they must have an transition to English.
Example: Average School (Hardin Park)
100 first graders in 4 classrooms (25 in each)
Categories Percentage Count Count
Of Students in School in Classroom
(100) (25)
Natural Readers (40-50%) 50% 50 12
Teachable (30-40%) 35% 35 8
Tutorable (10-20%) 13% 13 4
True Dyslexics (1-2%) 2% 2 1
____________________________________________________________________
Morris (Ch. 2)
Explain what Morris means by the traditional role of kindergarten is “to level the playing field” in terms of literacy experience.
Some teachers have developed a hands off approach. There is little
What literacy activities should be included in a kindergarten reading program?
Reading aloud to children
Guided contextual reading
Letter sound study
Writing
Why read aloud to children? (5 things children learn)
Reading helps children to extend experiences beyond what they have experienced, gives them vocabulary to guide them through their new experiences, gets them familiar with rhythms and structures of written language. Listening to a story may help children develop a mental picture in their head before the picture is shown. Also, children can develop a distinction between written and spoken language.
Why is guided contextual reading important in kindergarten?
What is echo reading?
Teacher reads then the child repeats what they have read.
Describe dictated experience stories (language experience approach—LEA)
With the dictated experience children use their own experience that they put into their own words to learn to read.
Describe big book approach (shared reading approach)
A teacher uses big books which have large text and pictures to help the children to learn to read. Also, in big books they often times have repeated verses and rhythmic patterns.
Why include both LEA and shared reading methods in kindergarten?
It will help prepare them for first grade reading. Using both of these methods will help the students learn to read more proficiently and will help them advance when the text becomes harder and more complex.
Why is finger pointing so important for early readers?
It is important for the child to connect the sound of the word to the word. They must follow the sound to the text to be able to read.
Questions about letter-sound study:
If in small group you run across a child is not progressing as they should. Do you pull them aside and work them individually or work with them more in the small group?
Questions about early writing:
Is there a role for independent reading in kindergarten?
Yes I believe independent reading should be in kindergarten but it should be used only in small groups so that low level readers can be helped by the higher level readers. Independent reading helps children progress though their own pace.
Questions about early assessment and how it informs instruction:
____________________________________________________________________
Morris (Ch. 3)
What does Fraatz (1987) mean by “paradox of collective instruction”?
What Fraatz means by “paradox of collective instruction” is that a teacher is responsible to provide effective reading to every student in the class no matter what reading level they may be on.
What are the three critical components of learning to read?
Individual sounds in words, decode words by matching letters to sounds and word leveling prcessing so they can concentrate on meaning of what is being read
List the four tasks that the first-grade teacher can use to assess individual children’s reading ability during the first week of school. Describe what each task is used to assess?
Task 1: Alphabet student acknowledge and understand upper and lower case letters
Task 2: Concept of word in text is where the teacher watches to see if a student is using the finger pointing method accurately and efficiently.
Task 3: Spelling, the teacher address if the student is using beginning and end sounds and if they are trying to place vowels in the words.
Task 4: Word recognition, teachers will work with the students to see how many words they can recognize. Or how many words is in a students vocabulary.
What are some of the challenges of small-group instruction that face students and teachers?
How does Supported Oral Reading(SOR) differ from round robin reading in guiding children’s contextual reading?
SOR does not take place in small groups until day 2 when the teacher place students into partners. In round reading children take turns reading but they read different pages so not all children are getting the same words. In day 1 of SOR the children echo what is read so they all get to read.
Why is appropriate leveling of books important and how has it been used in intervention and classroom settings?
Describe the developmental sequence of word study instruction. What does the continuum consist of? Why is it recommended that teachers follow such a sequence of instruction?
How could you assess where a beginning reader’s is at on the continuum of word recognition skill?
Describe word sorting activities to teach beginning sound consonants and short-vowel word families.
What skills does word sorting help develop in beginning readers coupled with word games and spell checks?
What is instructional pacing? What factors were found by Barr (1974, 1982) to affect effective pacing?
In what ways can writing help beginning reader’s development?
What are three tasks that could be used to assess end-of-year reading achievement? Describe the tasks briefly.
September 15, 2009
Words Their Way Reflection
1.) Emergent (Preliterate):
The emergent stage is made up of children 0 to 5 years of age. In this stage spelling can range from marks to symbols that look like letters. The emergent stage is divided into stages itself. In the earliest stage children may be able to produce drawings, none of the draws look like letters. Throughout the stage children progress by learning letters. Such as letters in their own name. Also children start to become aware of the sounds of letters.
2.) Letter Name-Alphabetic (Early Letter Name and Letter Name)
In the letter name-alphabetic stage the children are beginning to learn the beginning sounds or letters. At the beginning of the stage children understand the first letter of a word but do not comprehend how the middle or end make look like. At the end of the stage children should be able to write the beginning and end letters in a word.
3.) Within Word Pattern (Within Word)
In the within word pattern stage children can read and spell lots of words correctly due to knowledge of word sounds and short vowel patterns. Children in this stage range in age of 7 to 10 years old. Also mnay adults and low skilled readers may fail into this stage. In this stage they move away from linear approach of letter name alphabetic and begin to include patterns and pieces of letter sequences. In this stage children begin to think of words by sound and pattern. They first study the long vowel and move into one of the most difficult parts of the stage, ambiguous vowels, because the sound is not short or long. In this stage children must learn how to use homophones which can complicate spelling.
4.) Syllables & Affixes (Syllable Juncture)
The syllables and affixes stages have children in the age range upper elementary to middle school children. Their ages range from 9 to 14 years old. In this stage students start to learn how to spell two letters two-syllable words. Children in this stage should not have a problem with one syllable words. The will learn how to do syllable junctions and how to use them properly.
5.)Derivational Relations (Derivational Constancies)
The derivational relations is the last stage of the development model. The children in this stage range from high school to college. In this stage the students look at how words share common derivations and related base words and word roots. In this stage many readers have to go back to the base word to correctly spell a derived word. This stage continues into their adult life and will be built upon as they grow.
September 14, 2009
Talk Text Reflection
Most important points:
The most efffective talk is to focus on important story ideas and giving children time to reflect rather than pushing for a quick answer. Having children to reflect on story content is beneifical for the child. The most effect read aoud strategies include; focusing the discussion on the main ideas of stories, dealing with ideas as they occur during the story, and allowing students to stop for discussions while they are reading. Read aloud strategies are the most affective when they are the uncommon ones.
Children like to see pictures that are closely related to the text of the book and that can relate to real world applications. Also, children like to respond to things that they can relate to. Children like to relate text to what they may now. They like to report on their own experiences to express what they have read about. Inconclusion children like to rely on pictures in text and discuss their own knowledge to reflect on what they have heard or read.
Summarize the key steps in planning and performing a Text Talk lesson.
Selection of text, Inital Questions, Follow Up Questions, Pictures, Background Knowledge and Vocabulary are the key components of a read aloud in a text talk.
The criteria for selection of text is that the book does not relay to heavily on pictures for telling the story, books construct menaing rather than a series of events. Also, use books with stories with complexity of events, and presentation of new ideas.
In inital question use questions that relate to the story at important events in the story. Ask questions that are relevant to the story rather than recalling words from the text.
With follow up questions it is important to allow students time to have a response to inital question and then allowing them to come up with there own questions to help in the class discussion.
Use pictures after the page has been read so that the children can imagine what is going to happen next or what is happening on the page. We want children to draw a picture in their own heads so that they do not have to rely on the picutre in the text. Also, ask questiosn that will help the children to visualize the pictures instead of show it to them immediatly. And sometimes the pictures in a book does not tell what is happening in the text. The text and the pictures may not match up. Thus leaving the students confused or even missing the whole point of the text.
Background knowledge needs to be used in a way that children will not be confused about the text. Some things have differnt meanings. Such as time and tyme, they sound the same yet mean different things. The same goes with children and prior knowledge.
Vocabulary is nesscary to know in text. Some books may have words that the students may not know. Take a moment to ask questions or explain the words. It will allow the students to have gaps filled in. Some students may not have the same vocabualry as others so it is nesscary to explain words that may not be known by the students.
September 1, 2009
Daddy Where Did the Words Go? Reflection
Study Guide: Daddy, Where Did the Words Go? (Flanigan, 2005) and Reflection
Name: Emily L. Durmire
8/31/2009
Please answer the following questions BEFORE you read the article.
1. Is it a good idea to have young, beginning readers use their fingers to point to words as they read (finger-point reading)? Why or why not.
Yes, but emphasis needs to be placed on the first word sound to help the child sound out the word instead of read in a straight line. Words need to sound out with the finger staying on the syllables until it is completely sounded out.
I thought before I read the article that children used their finger to keep their place.
2. Do most kindergarten students know what a word is (have a “concept of word”)?
No. The students could put sentences together but only because they used words in a rhythmic pattern rather than the words individually.
I thought that children had an understanding of what word meant because they use words in their daily bases. But to my surprise children really do not comprehend the concept of word.
3. Do most kindergarten students know what a phoneme is (an individual sound unit, often represented by a letter in writing)?
No. Kindergartens do not even know the concept of word. They just know what to say not how to say it. My initial reaction was no and I still believe no. I think they learn what phoneme is in their classes. They learn this by speaking, reading and listening.
4. How do children become aware of words and phonemes?
Children become aware of words by using many instructional strategies. In the beginning before I read the article I thought students only learned by listening and reading but there are so many ways to make students aware of words and phonemes.
Answer the following questions AS you read the article.
1.What happened with Jack’s finger pointing?
The words on the page and the words Jack were saying did not match up
2.What differences are there between speaking and reading?
Words are not separated by pauses there are usually no spaces between spoken words as there are printed in the text.
3.What is phoneme awareness (phonological awareness)?
The ability to consciously attend to and manipulate the sound structure of spoken language.
4.Describe the 4-stage model of early literacy.
Stage One: Beginning consonant knowledge
Stage Two: Concept of word in text
Stage Three: Phoneme segmentation ability
Stage Four: Word recognition
5.Describe what this means: “It is not in the telling, but it is in the very act of reading that Jack will actually learn how to read.” p. 10
They can teach Jack how to read until he is willing to try on his own. Jack needs to read on his own to really comprehend how to read and put words together.
6.What instruction helps develop beginning readers’ awareness of words and phonemes?
Beginning sound awareness and guiding children toward stabilizing their concepts of words in texts.
Instruction that can help:
Model finger-point reading of a familiar text
Echo reading
Buddy reading
Text Copies
Be the sentence
Focus on sight word developing
Concept of word center
Cut up a sentence
7. What questions do you have from the article? List them here.
I would like for the teacher to talk more about phonemic awareness. I still am not sure of what it is.
The whole article seemed a little over my head. I need it explained to me more in depth. I read through it several times but it is not registering in my mind. Just the whole finger pointing thing is it a good or bad thing?
Relfection
What role does finger pointing play in developing concept of word and phonemic awareness?
Finger pointing plays an important role in young readers. But it must be used in the proper way. Many children point to words but do not say them at the same time. Children need to be encouraged to use it the correct way by sounding out the word without moving the finger until the word is said.
Describe the 4-stage model of early literacy.
There are four stages in the model of early literacy. Stage one is beginning consonant, in this stage beginner readers begin to use the letter sound knowledge to get the first sound or letter of a word. This is the beginning of students matching written words to spoken words. Stage two is concept of word in text. In this stage the student will attend to the word boundaries. Stage three is the examination of the internal parts of the words. Once the student has grasped the beginning and end letter it is easier to understand the parts in the middle to make the whole word. Stage four is that the reader should be able to segment a whole word. By this stage a student should be able to increase their sight word knowledge.
Describe what this means: “It is not in the telling, but it is in the very act of reading that Jack will actually learn how to read.” p. 10
Children learn by doing. This quote from the article is an perfect examples of the old saying give a man a fish he eats for a day teach a man to fish he eats every day. Children must first be guided to learn to read. They will pick up on the vocabulary and words need to read. Children need to practice to learn. Reading aloud and with a partner will help the child to become a better reader. New readers should do what they have been taught. They need to show people what they have learned. This will help them more than anything begin able to practice.
What instruction helps develop beginning readers’ awareness of words and phonemes?
There are many instructional strategies that will help children learn to read such as read aloud, model finger-point reading of a familiar text, echo reading, choral reading, partner reading, buddy reading, text copies, the language experience approach, concept of word center, cut up a sentence, be the sentence and focus on sight word developing.
