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Literature review on teaching phonics
Literature review on teaching phonics
An essay about a new focus on phonics in literacy instruction
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We also utilize a program called Project Read. It provides literacy curriculum for grades K-12 and focuses on phonics, reading comprehension and writing. We have a few teachers on staff that have been trained to help incorporate Project Read into all of the classrooms. It utilizes lessons that are based on direct concept teaching, higher level thinking skills and can also be adapted for the SDC classes, as it can incorporate multisensory strategies. This curriculum is supposed to make an improvement on RTI scores, but we don’t have data that shows Project Read results separated from Read 180 results, so the improvement gap and growth we have experienced could be from either program or both combined. We just recently incorporated a vocabulary
Literacy programs should be an integral component of every community. Not only do these programs serve adults and foreigners, but they also serve those that live with the problems of poverty throughout their daily lives. In 2000-2001, 15.7% of students missed 21 or more days during the school year. Students who miss many days of school because of illnesses beyond their control often fall behind in their studies. Many literacy programs help these students excel in what otherwise would have been a deficiency in their learning.
RtI was designed to provide early intervention to students that are experiencing difficulties in developing literacy skills. Throughout RtI, assessment data is collected to monitor student progress, and is used to determine if the intervention should be continued or modified (Smetana 2010). A common consensus is that the RtI framework consists of three tiers: Tier I, Tier II, and Tier III. In Tier I, primary interventions are used that differentiate instruction, routines, and accommodations to the students that need little to no interventions. The students in this tier are often times classified with the color green.
...tary level. Studies show a correlation between structured programs with a comprehensive systematic way of presenting curriculum is essential for helping students make progress in school). Explicit instruction is critical in teaching reading (Graves, 2004). Incorporating the CAFÉ strategies in whole group mini lessons and then allow student to participate in the Daily 5 reading activities seem to be a place where everyone is on the same page in teaching reading. The Daily 5 structure follows the characteristic of what “good literacy instruction” should be. It is consistent, and well designed in instructional routines. It has opportunities for authentic practice in reading and writing. It is highly motivated and engages students. Assessment is on going with each student and the class as a whole and learning objective build and change over time. (Teale, 2009)
The death penalty was brought to America in the 17th century. As of January 1, 2011, more than three thousand people were sentenced under the death penalty in the United States (Death Penalty Information Center). There are currently thirty-four states with the death penalty and out those states 1,272 inmates have been executed to date (Death Penalty Information Center). A number of inmates have perhaps been on death row for more than a decade. With the increase public support for the death penalty and the growing number of executions indicate there is an issue for competency (Bonnie, 1990). Therefore, “many states have begun to encounter some condemned inmates asserting that their prolonged confinement under sentence of death has left them mentally incompetent (Small & Otto, 1991)”. These inmates on death row live with the knowledge of their approaching death and some of these inmates are often mentally incompetent.
... and RTI’s have shown their significance in schools and classrooms all over the country. These programs are great for helping children and we can see the progress all the way though their academic years, helping children reach their full potential should be the desire for all parents and educators.
To begin, the RTI process my school begins with the teacher. At the beginning of the year, a battery of assessments is conducted to help identify students’ levels in reading. Students take the first Dibbles benchmark to determine their fluency rate as well as the Star test to diagnose phonemic awareness, vocabulary, and comprehension. Also, students are administered the Words Their Way spelling inventory to identify and create word study interventions. Once teachers have gathered all the data, they create a reading learning plan for students who scored significantly below the benchmark for the beginning of the year.
The Institute of Medicine (IOM) developed recommendations in 2001 for the delivery of patient-centered care. The vision set forth by the IOM uses the principle of educating all health care professionals as an interdisciplinary team emphasizing evidenced-based practice, quality improvement approaches and informatics. According to the IOM committee, a competency based approach could result in better quality care because educators would have information on the outcomes. This would lead to better patient care. In today’s health care market, better patient care will result in higher patient satisfaction scores. In turn, reimbursements will be higher.
Additionally, literacy does not only refer to reading. Literacy also refers to writing, discussing, and becoming fluent in the specific subject area. The original curriculum for my Hebrew reading classes only covered decoding. Yet, as I personalized my classes more, I began incorporating other aspects of literacy, including comprehension, writing, and discussion, and I noticed a vast improvement in my students’ overall learning. With my math students, too, as I incorporated different aspects of literacy related to my students’ personal learning styles, I noticed further
1. Christine’s leadership abilities could benefit by having knowledge of the stages of group development. Specific to her situation, it seems that aside from the very first group meeting, Mike was not present for the forming stage of the group. As a result, questions such as “What can the group offer me?”, “Can my needs be met and still contribute to the group”, and other discovery inquiries did not get answered for Mike so he has not felt part of the team so he has withdrawn from the group. As a leader, Christine could have encouraged to Mike the importance of being present for group meetings so he can be part of the team. For example, at the lunch room incident when Mike walked away, she could have talked with him individually and explained to him that she perceives that he does not feel welcome and has been avoiding team meetings. Christine could address the how important it is to attend the team meetings, explain to him the “WWIFM” (what’s in it for me) aspects and the fact that team needs him as he has so much that could contribute and add value to the team. She could also indicate that the team’s success will only be possible when every member contributes. By doing so, she can help ensure that Mike is able to join the group during the forming stage and hopefully move quickly to the norming and then performing stages.
These are the skills and competencies I have learned through my studies at Walden University. Kaslow, Grus, Campbell, & Fouad, et al. (2009) stated professionalism comes from my respect for those who need help. Integrity can be built with confidence in the therapist. Attitudes are charitable, polite, caring emotions toward others that fuel my motivation toward helping. This concern welfare of others comes from my religious and personal experiences as a child and young adult.
The “Nurse of the Future Core Competencies Self Assessment Tool (SSAT)” has eleven core competencies that are vital to every nurse on the floor. It include: Patient-Centered Care, Professionalism, Leadership, System-Based Practice, Informatics and Technology, Communication, Teamwork and Collaboration, Safety, Quality Improvement, Evidence-Based Practice, and Nursing Knowledge.
Schools need to change their curriculum system with new practices that rise education in each individual to increase literacy rates in the nation.
Introduction: Many assessment tools and interviewing skills are available to the clinical social worker within a mental health setting. This paper will examine one such assessment tool, the competency-based assessment, and its applicability in a mental health setting. A comparison will be made between this advanced assessment method and a generalist social work assessment. Interviewing people who have mental health concerns can offer challenges for clinical social workers. Several interviewing techniques that can help with some of these challenges will be outlined.
As the Principal at Morris Elementary School, it is my job to make sure that every student reaches their goals and get passing grades. It is important that kindergarten teachers understand how to incorporate developmentally appropriate practices. (DAP) in the classrooms. In this letter, there will be ways shown to summarize ways to introduce the new state mandated, text book-based reading curriculum to you. The curriculum is based on the Common Core State Standards for English Language Arts. Please take time out of your busy schedule to read this before the staff meeting on Thursday afternoon.
The authenticity of Interactive Reading is clear and therefore leads us to explore HOW we, as teachers, incorporate this strategy in our teaching most effectively. Fisher, Flood, Lapp, and Frey's study on "read-aloud practices" provides an excellent, research based framework for the implementation of Interactive Reading based on their observations of teachers in classrooms. Their 7 "essential components of an interactive read-aloud" is a practical guide of using this strategy and can be implimented with all children. These components provide a structure that allows us to teach ALL children (inherently allowing differentiation) while attending to common core state standards. Use of this strategy attends to the understanding of language and literacy development while providing for specific skill instruction in reading and writing.