The first artifact I have attached is a small group lesson plan and a performance observation conducted by my university supervisor. The small group lesson that I have attached was taught during Literacy Block in the fall of 2014. I taught this reading lesson to first graders at Woodstock Elementary to high-level readers. During this lesson‚ the students were to respond and discuss comprehension questions throughout the story and re-write the ending to the story. The performance observation form
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even though they do not suffer from learning or other disabilities are: Lack of Phonemic Awareness‚ Decoding and phonics and Fluency. Phonemic Awareness is the ability to hear and manipulate phonemes‚ which is the smallest part of a spoken language. From a young age‚ most children attain the knowledge that language is used to express thoughts. According to the National Reading Panel (2000)‚ research indicates that phonemic awareness and letter knowledge are key predictors to student’s success in learning
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A Model Secondary (6-12) Plan for Reading Intervention and Development A response to requests from Minnesota schools and districts to provide guidance in developing reading intervention programs for secondary students Developed by the Quality Teaching Network: Reading January 2006 Acknowledgements The Quality Teaching Network: Reading (QTN: R) is a group of exemplary educators dedicated to assisting schools throughout the state in improving student achievement. The QTN is organized and supported
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words correctly. That shows that the student is about an average third grader. The student was not able to define two of the words. That was his only weakness in this section. The Challenges that Miguel’s Data shows are in Fluency‚ Comprehension‚ and Writing/Spelling. In Fluency: This is one of the student’s weaknesses. He scored below grade average. He scored in the 20th percentile‚ which means that he has significantly below grade level abilities in sight word recognition. An average third grade
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are two views of reading that have been explored throughout the years‚ the learning view and the acquisition view. There are similarities between both views‚ including that syntax plays a role in reading‚ that previous knowledge is important‚ and that early reading skills like phonetic awareness are important as well. The differences between the views lies with the focus that each view takes on syntax‚ including the importance of syntax and how syntax is approached with reading instruction. Although
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Professor Danna Meyers December 30‚ 2012 Reading Comprehension Reading is an essential element in every aspect of life. Therefore‚ understanding what is read is very important. Reading is a multifaceted process involving word recognition‚ comprehension‚ fluency‚ and motivation (Leipzig‚ 2001). Although many people view reading comprehension in different ways the primary goal of reading comprehension is to understand what the reader has read. In order to comprehend
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LESSON PLAN Name: Tammie G. McDaniels WGU Task Objective Number: EHT4/5 602.4.21 - 03 GENERAL INFORMATION Lesson Title & Subject(s): Hootie the Phonics Owl Topic or Unit of Study: Phonics/Integrated Visual Arts Grade/Level: Elementary Grades 1-5 Instructional Setting: Special needs self-contained classroom of nine students. Students will be seated at a large rectangular table. Students will participate in constructing their own owl puppet. (e.g.‚ group size‚ learning context‚ location [classroom
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Case study #1 Lily‚ White female‚ 10yrs. 9months.‚ public-school educated in Traverse City‚ Michigan‚ will be entering 6th grade in the fall‚ is young for her grade and is slightly less mature than her peers Assessed reading vocabulary using the CORE Vocabulary Screening - 6th grade Form 6A. The CORE screener measures how well students know the meaning of grade-level words they read on their own. Students read a word in a box and choose one of three words which mean about the same as the word in
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The purpose of this assignment was to find a child in the primary grades and create a literacy profile based on an assessment. To best assess Landon’s reading level and literacy development I chose to conduct a reading record for him. Before conducting the assessment I had to get to know more about Landon and we had to get comfortable with each other. I began by conducting two interviews one with Landon to get to know more about him‚ and the second interview was with a parent. From the interviews
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there is little evidence of its effectiveness. I would agree that phonics should never be the sole strategy for teaching reading; I do believe‚ however‚ that it is a very important component‚ along with phonemic awareness‚ vocabulary‚ fluency‚ and comprehension. The end objective should always be comprehension. Phonics is a tool toward that end. Phonics promotes fluency. Fluency builds enjoyment‚ self-esteem‚ and aids in comprehension. Before implementing a particular
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