Task #1

Task #1

fhttps://www.dropbox.com/s/2a34irlbewpx14m/Scan0016.pdf

What texts and material do teacher have in their classroom that support students development of fluent reading?

The co-operating teacher had leveled literacy Fontus and Pinnell-intervention sets1-4. Interactive writing accompanied with pictures, post-its were also used to think about words and after post-it opinion were written down students stuck them on the wall. The room also has words of the day posted. The room is bordered with alphabet pictures. After a story is read a graphic organizers is constructed in student teacher groups of how the author brings stories to life. The teacher also cut up three (some, out, come) words and instructed the students to make sentences out of the word cut up-I thought that was interesting because it also included word organization and word associations.

How do you select vocabulary to teach in all areas of curriculum?

I pick relevant vocabulary that are associated with the lesson being taught.

How much time do you allocate to word study?

Approximately 30 minutes is allocated to word study. Word study is incorporated in to the literacy lesson-which is a vital part of what is being taught.

What word study routines do they teach and encourage their students to use? Guided reading, read aloud’s, shared reading and independent reading. Also at the end of each book read-aloud students and teacher talks are conducted. Students are also given copy of leveled readers to take home and read to family members.

How do they differentiate instructions and tasks based on their students needs? Student are given time to invent part of the stories in their own words. Students come up to the word chart and pick words by using pictures, teachers ask the students about what going on in the story, one-on-one instruction, independent reading, and student’s pairs read with a higher leveled readers.