- Jul 2015
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networkedlearningcollaborative.com networkedlearningcollaborative.com
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Assess and Track Students’ Fluency Over Time
It is important to keep track of students progress so teachers can determine if students need to move to different types of books.
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Poetry Readings
This will open up doors for children and show them all different forms of writing.
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Reader’s Theater
This can be intimidating to children but once they get into it, they can see the story come alive and have fun while they read.
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Tape-Recorded Reading
This also allows students to hear the text while they read along. It helps them to read the words and hear how the book should be read.
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Buddy Reading
I think buddy reading is a good strategy because it allows the kids to work together and they can help each other pronounce words they do not know.
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Echo Reading
I think this helps the student to hear words and how sentences are read and then repeat the correct pronunciation.
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Choral Reading
This will help the students to learn more about the text through discussion. Also by having the students read the same book, it will show that the students have something in common.
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Offer Many Opportunities for Students to Read Orally with Guidance and Support
I think having the students read the same type of books is helpful. I think having them read the same exact book over and over will only show how they can memorize.
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Teach Students Phrasing to Develop Fluency
This teaches students how to make the reading come to life and not sound robotic.
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Model Good Oral Reading
This sets and example of how students should read. It is a good model for them to follow.
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automaticity (rapid and automatic word recognition) and prosody (reading with phrasing and re cognition of punctuation)
All the components of reading fluency.
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First, we aimed to provide you with a weal th of background information about the structure of the written and spoken English language that will pr epare you to teach your Kindergarten through fifth grade students to read.
Good summary of what was written above.
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Appropriate feedback is important in all parts of the balanced literacy block
Providing feedback is so important because it helps kids to improve.
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introducing the sound-spelling correspondence or pattern (in the way explained above), blending sounds to form words (as described), and providing opportunities for constructive practice
Introducing students to new words and spellings and then having them practice helps students become more familiar with how to read new words.
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introducing the sound-spelling correspondence or pattern (in the way explained above), blending sounds to form words (as described), and providing opportunities for constructive practice
Introducing students to new words and spellings and then having them practice helps students become more familiar with how to read new words.
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word wall
I like this whole section because it explains how word walls should be used and what words should be on it.
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As you write each letter (or letters in the case of digraphs such as sh or vowel teams like ea ), say “sound” to prompt students to pronounce the corresponding sound. When you want them to blend th e letter-sounds, say “blend.” When you want them to pronounce the word naturally, ask, “What’s the word?” Hand signals might include pointing at the letters for students to say the sounds; sweeping the finger in an arc under the word to blend; and sweepi ng the finger straight across to say it naturally.
I like how this combines kids being active with learning sounds and symbols.
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As you write each letter (or letters in the case of digraphs such as sh or vowel teams like ea ), say “sound” to prompt students to pronounce the corresponding sound. When you want them to blend th e letter-sounds, say “blend.” When you want them to pronounce the word naturally, ask, “What’s the word?” Hand signals might include pointing at the letters for students to say the sounds; sweeping the finger in an arc under the word to blend; and sweepi ng the finger straight across to say it naturally.
I like how this combines kids being active with learning sounds and symbols.
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the two most critical tasks are segmenting and blending ,
These steps are important for children but there are also fun ways to have the students learn.
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The following activities
I really like all of the points listed. It gives steps to follow to make sure kids are learning what is necessary.
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diagram
This diagram really shows the steps to phonological awareness. I think it is really helpful.
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Use the Big Book to model appropriate reading behaviors for student
It sets a good example.
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Explicit and systematic phonics instruction is the most efficient and effective way to teach students to decode, and thus to read independently.
Taking students step by step will help them to become familiar and more comfortable with reading.
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Children who receive explicit, systematic phonics instruction are more likely to become excellent readers than those who do not. The above is especially true for “slower or economically disadvantaged students.” 5
It is important for students to get practice so they become comfortable with reading.
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- Jun 2015
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networkedlearningcollaborative.com networkedlearningcollaborative.com
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Syllables are easily defined: they have one, and only one, vowel sound. Syllables are useful to readers and spelle rs because they help us to separate long, complex words into comprehensible parts.
children have to break down words into smaller sounds and then put all the sounds together to make a bigger word.
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The sounds that surround a particular sound can influence its spelling.
again, we must closely study words and the letters that make it up.
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The position of the sound in a word can determine its spelling.
you have to closely study a word to figure out the sounds.
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Many sounds can be spelled in multiple ways, and some graphemes (letters or letter combinat ions) can represent more than one sound
you can't always sound out words.
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Invasions of England had a profound effect on the development of the English language
English is made up of many other languages.
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The length of a word and the number of syllables makes it easier or more difficult to pronounce.
we need to break down syllables and sounds to figure out the words.
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Identifying and Correcting Articulation of the Vowels :
showing student how to shape their mouths will help to improve their articulation.
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Diphthongs are sounds produced when the mouth moves from one formation to another within a single syllable.
some words require different shapes of the mouth.
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vowel circle
how letters are pronounced.
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As a teacher of beginning and/or struggling readers, you must help students learn and remember sounds by describing and drawing attention to what is happening in their mouths when they produce phonemes.
active learning will help the students.
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Not all consonants will blend together when they ar e adjacent because the rules of English phonology prevent this from happening
we need to show the student how sometimes letters' sounds do not cooperate with other sounds.
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In the production of stop pairs (/b/ and /p/), the flow of air through the mouth stops. In the production of fricative pairs (/f/ and /v/) the airflow is constricted but continuous. The affricative pair (/ch/ and /j/) combines a stop with a fricative sound.
stopping to think about these different pairs makes reading and word sounds easier to understand.
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The liquids are “the most problematic speech sounds for Engl ish articulation, reading, and spelling...These are among the later developing sounds in the speech production of many children and the most difficult to teach in speech therapy because they ‘float’ in the mout h. The liquids have no clear beginning or end point in articulation.” 28
this can be hard for children to grasp but practicing with the children will help them become more comfortable with these types of words.
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The nasals include consonant phonemes that are produced by exhaling all of the air through your nose.
different types of words require different types of breathing motions.
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To understand phonetics, it is necessary to learn a little about anatom
I never realized how important anatomy and reading go together.
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As a speaker of English, there is little need to know specific details of how to articulate various sounds. As a writer of English, you may occasionally refer to spelling conventions (such as “ i before e , except after c ”) but probably generally rely upon me mory and constant repetition to cue spelling patterns. However, as teachers of spoken and written English, our general knowledge of English will not suffice. To be precise in our assistance of students, we must have real knowledge of the construction of English speech and print.
it is important to think about why words are spelt the way they are.
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a. Level 1: student reads a word at a time in a halting manner, often has to sound out words, and reads without expression or attention to punctuation. b. Level 2: reads with some expression and attention to punctuation, may stop to sound out some words or repeat words. c. Level 3: reads smoothly with good expression, phrasing, and attention to punctuation; any repetition of words is to self-correct mistakes (which are generally rare). 17
How students grow as readers.
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Writing instruction shifts from mechanics to style.
At this level students should be taking what they have learned about forming words and applying it to how they write.
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Further, second graders should begin to make inferences as they read and should be able to recall many facts and details of both fiction and nonfiction texts.
At this level students should be understand what they read and not just recognizing the words they are reading.
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In first grade, all of the pieces of literacy that have been practiced in Kindergarten be gin to come together. Children become, in a real sense, independent readers.
Now the students start to put the pieces together and are on the road to becoming sophisticated readers and writers.
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Thus, the literacy advancements ma de by students in first grade ar e vast.
In the first grade there is now an emphasis on writing as well as reading.
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Additionally, the Kindergarten teacher has the responsi bility of introducing students to the concept that books and other print materials are sources of information.
It is important for young students to know what books are used for and all that they offer.
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within your cl assroom you will have students who range in ability dramatically, across several grade levels of standards.
Teachers have to teach at different paces depending on each child's ability.
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We have to isolate and teach concepts that we may not re member learning ourselves
These concepts are good for everyone at every grade level to be reminded of.
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Vocabulary development plays a central role in reading comprehension
Students should be taught vocabulary at every grade level.
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Book and Print Awar eness th
Helpful to young students.
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is built upon our book and print awareness, phonological and phonemic awareness, phonics and the alphabetic principle, and word and structur al analysis skills.
This list is the foundation of what helps us learn.
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