EDLI635 Theory and Practice of Literacy Instruction

Name: Ariana                                                                                      Date: 3/28/2018 Grade: 1 st Grade Book Title: Frog & Toad Are Friends                                               Retelling Assessment   Key Elements Prompts 0 1 2 3 Sequence How does the story begin? What important things happened in the story? What was the order of events? * Setting Where does the story take place? * Characters Who are the main characters? Which was the most important and why? * Problem What was one important problem in the story? * Resolution How is the problem resolved? How does the story end? * Level of Prompting High (1) Medium (2) None (3) Scoring Guide

1.       Explain the three levels of words and how you can use word levels to decide which words to teach. Unicameral legislatures and words from chemistry, and biology. 2.       How do you teach your students to "chunk" words as a strategy for decoding unfamiliar words? When do you provide this instruction? By chunking, ask students to tear off the middle, end, or half of the word to decode/pronounce the middle of the word and then after a couple of days of tearing apart words and putting chunks together gradually students will start to decode 3. Based on Professor Allington's comments and the classroom examples, what are some ways you might foster word study in your classroom? Some ways to foster word study in my classroom include putting up a word wall and allowing students to put up words voluntarily on the word wall that they don’t know or looks interesting and want to learn more about and allowing the instructor to introduce a word to the class every

1.       How can you ensure that your struggling readers have access to texts they can easily read? The teacher must select texts in the classroom where students can have access to that match the kids’ level of reading proficiency and text that match their level of conceptual development. A class library is an area where students can select a book to read at their level. Included in the literacy can be text where students can read the book while comprehending.    2. How can you foster a learning environment in which students have many opportunities to practice reading?  Students can be exposed to different categorized genre of books in the classroom and then sub-divided into fiction and non-fiction. To practice reading it’s important for students to have access to books that they can actually read at their level and read accurately and some books that may have some background knowledge and experience with them. With opportunities of practice reading, students are able to compre

            1)      What texts and materials do teachers have in their classrooms that support students' development of fluent reading? To ensure fluent reading, the instructor in the classroom had materials such as word walls and books that were divided into levels from easy to difficult which allows students at different reading levels to have access to books and read they easily. How do they select vocabulary to teach in all areas of your curriculum? From my observation in a second-grade classroom, vocabulary words were selected from text that was read in the classroom. The words were then practiced to pronounce the word and then placed on the word wall located in the classroom where everyone can see. 2)       How much time do they allocate to word study? Word study was about 20 minutes. 3)       What word study routines do they teach and encourage their students to use? The word study routines the instructor taught was guided reading in small groups. 4)      

Candidate’s Name: Angelicia Ming Grade Level: Kindergarten Title of the lesson: Make a Word using onset & rimes Length of the lesson: 30 min Central focus of the lesson (The central focus should align with the CCSS/content standards and support students to develop an essential literacy strategy and requisite skills for comprehending or composing texts in meaningful contexts) The “onset” is the initial phonological unit of the word ( B in Bat) and the “rime” is the string of letters that usually follow the vowel and consonants at the end of the word (-at in Bat). Not all words have onsets. Teaching beginning readers about inset and rime helps them to recognize common chunks in a words where this will aid in decoding new words when reading and spelling words when writing. Key questions: ●     what do you want your students to learn? I want my students to be able to identify the onset and rime in each word presented ●     what ar