week 7 assignment 3

1. Explain the three levels of words and how you can use word levels to decide which words to teach.

2. How do you teach your students to "chunk" words as a strategy for decoding unfamiliar words? When do you provide this instruction?

3. Based on Professor Allington's comments and the classroom examples, what are some ways you might foster word study in your classroom?

1.

A. Words that are familiar to the students like look and run, we don’t have to teach.

B. Words that appear often in the text such as freeway and hurricane, those words we must teach.

C. Words that are highly technical such as unicameral legislature and those you leave up to the subject teacher.

The second level, level b are words that appear in the students books and we have to focus on them the most.

2. The “chunk” strategy is when we teach our students that when they see an unfamiliar word they must take it apart. Make it into a beginning, middle, and end see which parts are familiar by students moving and then eventually put it back together. This instruction can be provided during guided reading or when the teacher is sitting with the students individually.

3.  When a teacher is reading to the class and sees a word that is unfamiliar to the students, it is the perfect time to foster a word study. She can use the strategy of chunking and the students continuing to move their thumb as they recognize parts of the word.

week 7 assignment 2

1. How can you ensure that your struggling readers have access to texts they can easily read?

2. How can you foster a learning environment in which students have many opportunities to practice reading?

3. Describe ways in which you can model fluent reading in your classroom throughout the day.

1. I can ensure the my students who have struggling reading get access to texts they can easily read by giving them a library in their classroom with age appropriate books, opportunities to practice reading, and to listen to my student’s reading without interrupting them.

2. To foster a learning environment in which students have many opportunities to practice reading the classroom has to be full of reading materials. Having their own class library with books that are appropriate and setting aside twenty minutes a day for students to read on their own, with the teacher coaching them, or in small groups.

3 Teachers can model fluent reading in their classroom by reading in phrases and pay attention to sentence structure while they are reading. It is also important to be careful not to encourage word by word reading. Students need to learn how to self regulate and self monitor their own reading.

week 7 assignment 1

1. A learning environment that includes labels in every learning center, a bulleting board with sight words and the student’s project.

2. Vocabulary is selected from lesson plans, practice activities, and everyday experiences in and out of the classroom.

3. They allocate a minimum of a half hour to word study.

4. The children use a sight word booklet which encourages the learning of words and we do many read alouds and repetition of the poems and stories.

week 6 assignment 3

https://docs.google.com/document/d/1BZvPCss77vFp0XZeG0VdDaZfKNPJSxfYUOTLCoz7rK4/edit?usp=sharing

week 6 assignment 1

https://docs.google.com/document/d/1jjlcNPBQKewGs-uLgC3QWot3eZNObrQMLT1QtklmhK4/edit?usp=sharing

week 5 assignment 3

The student read the passage easily with an overall accuracy rate of 93%. She corrected herself at a ratio of 1:5. Her reading was done with ease, as she was familiar with many of the sight works. When reviewing the story, I noticed the her comprehension was only satisfactory. She remember some parts of the story but not in much detail. When focusing on a lesson I would focus on reading comprehension. I would give her techniques that will help with that. For example I will tell her to underline as she is reading what she thinks is important. I would frequently ask questions while she is reading. I would also encourage her to reread the passage twice. With these tools her reading comprehension should be improved.

week 4 assignment 2

Based on the student’s reading of Whales and Fish, her reading is at a 95% accuracy rate. She had an error rate of 1:18 and a self-correction rate of 1:3. I found her reading to be strong overall, with a few minor mistakes which she sometimes self corrected.  From the retelling assessment the student was able to give an overall strong recap. She was able to adequately describe the similarities and differences between whales and fish.