Word Study & Fluency Chart

Week 7 Fluency and Word Study Chart

The 6th grade class that I am observing is reading and writing an essay on the short story "Eleven" by Sandra Cisneros. The responses to the questions below reflect the lesson that is associated with the short story.

What texts and materials do teachers have in their classrooms that support students' development of fluent reading?

I noticed my observing teacher has a lot of visual aids set up on the walls around the room. This includes, but is not limited to individualized terms and definitions of: visualize, connect, questions, evaluate, etc to think about while reading a story. Also on the walls were definitions verbs, conjunctions, nouns, adverbs, etc  to help with essay writing. The room also has a class library for students to access, which included books, short stories, newspapers, etc.

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

 The observing teacher uses Tier 2 words from the short story "Eleven."

How much time do they allocate to word study?

The observing teacher allocates word study 3 times a week during the Do Now.

 

What word study routines do they teach and encourage their students to use?

 The observing teacher incorporates a vocabulary bingo and review before a test.

How do they differentiate instruction and tasks based on their students' needs?

The observing teacher uses iPad games and small group instruction to differentiate the vocabulary. 

Week 7 Assignment #3

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

1-     Familiar Words: these are words that students are familiar with, they recognize them while they are reading a text or in everyday settings. These words come easily to students and need to be reinforced but not the main focus of the lesson.

2-     Words they see in real life: these words are the words that need the most attention. They are works that students hear often but do not know their meaning and how to use them. These are words that you can students bring in from home after watching the news, documentary, or a tv show. They can also be words that students have read in a book, newspaper, or magazine. With the collection of words provided by the students the teacher can then create a lesson around them.

3-     Tech Words: these are words that are outside of the everyday lesson an elementary teacher might teach, it’s a more advanced vocabulary that is “reserved” for a specific content area such as science, art, or social studies. While these words are very important they are not need to be covered in depth at this point.

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

a.      You teach the students to “chunk” words by breaking the word down. Professor Allington suggested actually tearing the word up into sections that the student does understand by taping the beginning, middle, and end off. If the middle is still too hard then cut that in half, but to do that after you have read the entire sentence. Once you have broken down the word and have an understanding of it, put it back into the sentence to see how well you understand it. The next step is t use your fingers or thumbs to break the word down to try and understand it, usually by 10 days the students will have a handle on it.

b.      I would provide this instruction before and while students are reading a text. I would review the procedure with the class and as I circulate remind students to use the thumb trick we just went over to break down the word.

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

a.      I truly believe there has never been a one size fits all way to teach to our students. Each student learns in his or her own way and we need to differentiate our lessons for our students. A word chart in the front of the room may work for a handful of students but a flash cards or a notebook might work better for another handful of students. So, that is would I would want in my classroom, a word chart for everyone to see, flash cards for students who want to see it up close, and encourage students to write their words in a notebook who will benefit that way.

Week 7 Assignment #2

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

a.      As a teacher you want to find the correct reading level for all of your students. If you have any students that struggle at reading you can help them by identifying what the student associates with, what their interests are, what their personal background might be, and so on. If a student can connect with what they are reading they will be more likely to gain interest and become more fluent in reading any text down the road. Once their level is identified you can also create a classroom library that categories various books into different levels into different bins. This allows students to be able to have access to the text at their level and focus on their interests.

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

a.      Every school is going to have a different opportunity to access texts. From what I have seen in my observations is that many teachers pass down a class library to the next teacher, adding to what the new teacher might be bringing in, allowing the library to grow. The students then have a wide range of books to pick from, enhancing their learning environment. In the video, they discussed how you could buy 25 of the same books covering one the same topic or you could buy 25 different books covering the same topic in different ways.  I found this to be very factual and beneficial to the students.

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

a.      I have often seen students finish an assignment early and take out whatever book they have in the desk and just start reading. I think that is a great practice to instill in students because they are consistently practicing their fluency. To me it says “If you have free time, or finish before your classmates, pick up a book and enlighten yourself!” It also helps to keep students from distracting one another.

Week 6 Assignment #2 Phonics

Candidate’s Name: Kylie Hubbard

Grade Level: 1st Grade

Title of the lesson: Blending Sounds

Length of the lesson: 45 minutes

Central focus: Practicing the sounds of letters so that students will be able to match the sounds they are hearing to the picture they are seeing or locating on the screen. Prior Knowledge: Students will know their alphabet and have a general understanding of the sounds.   Phonics and word recognitions (1st Grade)

Key questions: Why do we need to know what each letter sounds like? Can letters make different sounds? Can two or more letters make the same sound? Can sounds be blended together to make a word?

Common Core State Standards Phonological Awareness: CCSS.ELA-LITERACY.RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). CCSS.ELA-LITERACY.RF.1.2.A Distinguish long from short vowel sounds in spoken single-syllable words. Phonics and Word Recognition: CCSS.ELA-LITERACY.RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.

Support literacy development through language: This lesson will help to reinforce how sounds and letters are blending together to make a word.

Learning objectives: Students will be able to express the sounds of letters. Students will be able to match sounds to letter while hearing them. Students will be able to blend sounds together to make a word.

Formal and informal assessment: Were students able to see the phonics flashcards and produce the right sounds? Were students able to to blend the sounds to make a word? Were students able to hear the word and select the appropriate picture?

Instructional procedure:   Students will gather at the rugged area in front of the teacher. The teacher will go through the phonics flashcards twice; the first time focusing on the sound(s) the letter makes, and the second time focusing on the words that are associated with the sounds the letter makes. The teacher will review any letters the students have trouble with. Students will then move to the computer or iPad area of the class. Students will log into education.com and be directed to the following assessment game: Blending Sounds Nighttime Photoshoot. Students will play 4 separate times as different words are spoken each round. Students will also have time to practice their spelling by listening to blending sounds. They will directed to follow the directions for Blending Sounds Spelling Game. They will play this game 4 times as well. Accommodations and modifications: The requirements of student IEP/504 plans will be followed to the letter. Headphones will be made available to any student who requires them.

Instructional resources and materials: Computer Phonics Flashcards http://www.education.com/game/blending-sounds-photoshoot/

Reflection: Was I able to accomplish everything in the allotted time? Were students engaged in all activities? Were students successful in using the online games? Was the assessment accurate?

Week 5 Running Record 2

Accuracy Rate: 88%
Self-Correction Rate: 1:2.25
Error Rate: 1:8

For this Running Record I selected a passage about Colors, I sat with a 1st grade student. The passage contained 83 words. The student self corrected the names of the following colors once: "yellow" and "orange", the student continued to struggle with the color "blue" and "black". At the end of the passage the student struggled with the word "together," however did not the first time it appeared. I found it interesting that the student added "er" to the words "dark" and "light."

As a mini lesson I would use an online program called Quizlets, the student can use the flashcard program to student the meaning of the words. Students can also practice spelling the words on Quizlet. We can review as a class, in addition students can use this program at home to practice.

Week 6 Assessment Lesson

Candidate’s Name: Kylie Hubbard

Grade Level:3rd Grade

Title of the lesson: Plurals and Complicated Words

Length of the lesson:45-60 Minutes

Central focus: Students will identify words or phrases they are struggling with while reading short stories. Students will be able to correct and read more fluently upon becoming more comfortable with their struggling words. Key questions: Students will develop the skills to read exactly what is on the page without struggling. Students will be able to understand what they are reading. Students will be able to tell a story and understand the story they are telling. Students will be able to recognize words and their meanings while reading a story. Phonics and word recognitions (Grades 2nd - 3rd)

Key questions: What words do you find your struggle with? Or find hard to remember? What words do you find hard to identify their meanings? When do we use plurals? What is the best way to remember the words means and when to use them as a plural? Many students have experiences reading stories in and out of school. They should be familiar with the layout of reading a story, as well as producing their own story in words and illustrations.

Common Core State Standards Phonics and Word Recognition: CCSS.ELA-Literacy.RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words. CCSS.ELA-Literacy.RF.3.3.a Identify and know the meaning of the most common prefixes and derivational suffixes. Fluency: CCSS.ELA-Literacy.RF.3.4 Read with sufficient accuracy and fluency to support comprehension. CCSS.ELA-Literacy.RF.3.4.a Read grade-level text with purpose and understanding. CCSS.ELA-Literacy.RF.3.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Support literacy development through language This lesson will help to clarify words that students may have struggled with in the past and how to help identify any words that could become a struggle. Vocabulary ●     Words students were struggling with: Must, Most, Though, Thought, Like, Liked, Likes, Baby, Babies, Both, Blow. Sentence Level ●       Sentence structure will include: a subject, verb, and object. Discourse ●     Students will work to identify plurals and similar looking words.

Learning objectives Students will be able to identify the correct use for words. Students will be able to identify when plurals should be used. Students will be able to understand what they are reading in provided text.

Formal and Informal assessment Were students able to identify words they struggled with? Were students able to make an appropriate word selection? Did students need to make any corrections?

Instructional procedure: Explain to students the difference in the following words: Must, Most, Though, Thought, Like, Liked, Likes, Baby, Babies, Both, Blow. Instruct students the complete the follow worksheet with the correct word. Review as a class, instruct students to make appropriate correction.

Part A. Fill in the blank with the appropriate word. I ___________ complete my homework before I can play outside. (Must, Most) How old is the _____________? (Babies, Baby) I really ________ how my friend colored this picture. (Like, Liked, Likes) I can’t believe the rain and wind will  ________ the leaves around. (Both, Blow) Do you ____________ blue over orange? (Like, Liked, Likes) I completed my chores even __________ I don’t enjoy them. (Though, Thought) There are so many __________ at the nursery. (Babies, Baby) I am __________ likely to pick an apple over a banana. (Must, Most) I will complete __________ my homework and my chores before playing video games. (Both, Blow) She ____________ to play on the swingset. (Like, Liked, Likes) They __________ the assignment was completed, even when it wasn’t. (Though, Thought) Part B. Create a sentence for each of the following words: Must, Most, Though, Thought, Like, Liked, Baby, Babies, Both, Blow. 1._____________________________________________________________   _____________________________________________________________ 2._____________________________________________________________   _____________________________________________________________ 3._____________________________________________________________   _____________________________________________________________ 4._____________________________________________________________   _____________________________________________________________ 5._____________________________________________________________   _____________________________________________________________ 6._____________________________________________________________   _____________________________________________________________ 7._____________________________________________________________   _____________________________________________________________ 8._____________________________________________________________   _____________________________________________________________ 9._____________________________________________________________   _____________________________________________________________ 10._____________________________________________________________     _____________________________________________________________ 11._____________________________________________________________     _____________________________________________________________

Reflection  Were students able to identify the correct words in the sentences Did students accurately complete the sentences with the correct word? Are students more comfortable using these terms?