Assignment 1 Looking Closer:-blog

Assignment 1 Looking Closer:-blog

Focus: Miscue Analysis/running Record (informal assessment)

Cueing System (students use three cueing systems to decode printed words: syntactic, semantic and phonic.

Look Closer questions:

1) Shared Reading

On your observational checklist (PDF), note the Essential Components that are addressed during the first part of the shared reading activity. How does this activity engage students who are at different levels of literacy development?

 During the shared reading phonological awareness was demonstrated by sounding out the correct vowels sounds and relating them to the new vowel sounds found on the word wall. Vowels were also related to consonants already on the word wall this helped develop student word identification/recognition. Ms. Perez used systematical ways to sound out vowels and upper case/lower case words.

During re-aloud word identification/phonics was used by rhyming the words of the Hot Dog Poem.  Comprehension and fluency/automatic, was implemented by reading and re- reading the poem with the students. The Hot Dog story related to most of the children’s diverse backgrounds enabling them to semantically relate to the text. Ms. Perez picks stories that children might like and user’s high frequency words, site words and rhyming words. The children were able to gauge prior knowledge about the hot dogs linking it to the text that was being read aloud.

During her explicit phonics lesson, how does Ms Perez support students’ problem solving skills? Ms. Perez sounded out the short /o/ sounds and long /o/ sounds for letter sound vowel association. Ms. Perez used consonants blends by replacing the beginning of the words and configured the words. By placing a different letter of the alphabet in front of /ot/ (H/ot/, G/ot/, SP/ot/. When one of the student confused /d/ with /b/ for d/ot Ms. Perez, put emphasis on the on the vowel sound until the student got the consonant blend correct. Then the children were asked to identify were to place the new learned words-under octopus /o/ vowel, the new word was placed on the wall-

Based on what you saw in the video, what are the different ways that shared reading can be used to promote literacy? Students will gain phonological awareness of vowels, consonants, word order and word recognition. Students were able to recognize if what they were reading-made sense. Also, phonological awareness promoted English oral language for Ms. Perez’s ELL students.

2) Guided Reading:

Why does she think it’s important for students to verbalize their strategies?

Once the students start verbalizing strategies the more internal they become and then the children start to use new strategies.  

  

What else do you notice about how she helps students build meaning in text?

Ms Perez helps the group build meaning by covering up one of the words with a post it-the children have to predict what the covered word is and does it makes sense in the sentence. The students have to make sense of the story in order to replace the missing word.

3) Differentiated Instruction: Video Segment

Ms. Perez sets up different centers in the classroom based on student capabilities. Students were also given a choice of what to work on by pulling a card with an activity. Ms. Perez had different levels of literacy. The fluent students worked on reading, writing and computer work. Some of the centers were working on portrait folders for comfort level readers. The student teacher was building on sound frequency in one activity.

Ms. Perez also floats around the room to each center making informal assess as she goes along and works one on one or with each group.

Reading and writing was connected by a shared reading activity of the Fish-The Fish reading was transposed in to a writing extension where the children had to write their our ideas about what “silly things the fish could do”. The writing extension was also turned into a class book with illustrations.

4) Assessment Video Segment

Ms. Perez individualized assessments guides her instructional decisions of how to teach during the year. Her assessment also, helps track individual student progress using RR and marking miscues based on a benchmark books.  The benchmark books are read the first week of school and in December, to plot the student’s progress on a graph. The graph also tracks student progress in March and June; by June students are suppose to reading at the level of the benchmark book on top of the graph. The assessments will gauge where the students are and what level of help they need throughout the year.

I am defiantly going to add an assessment questioner the first week of school. The assessment questioner will include what students have learned last year and what they interested in learning this year in my class. This will also guide my instruction during the year. Students also come to me with varied levels of knowledge and my assessments can help me focus on the students that need help.

I would also include on going research journals of what of interest to the student-This will give the students more time to develop their science ideas. 

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