My chosen student participant sessions consisted of Individual and Small Group experiences. The decision to implement a session in two entirely different ways, would allow the assessment of collective and individual strategies in areas of language comprehension and phonemic awareness. The small group session consisted of a reading experience, following the Model Reading strategy. I wanted to observe how Khalil socially/emotionally viewed himself as a learner when placed in a group setting. The individual activity focus was phonological awareness and the alphabetic principle; understanding, if Khalil grasped letter-sound associations, he is on the way to reading and writing words. At the beginning of both experiences, the student leaner participated …show more content…
I chose this scaffold activity to challenge his ability to not only associate k, h, l, and I with his name, but also to understand these same letters/sounds are a part of our reading environment in various forms. I displayed a picture word card of a kite and asked Khalil to listen for the first sound in the word and match the picture with one of the letters in his name. Immediately he identified the picture, but when asked to match picture with letter card, he stared at the literacy materials for a moment, then response, “I don’t know” ended the scaffold lesson. By way of an informal assessment, Khalil is now at the emergent level of literacy knowledge and struggles with decoding beginning letter sounds in words. Witnessing the student’s phonological struggle using the picture word cards, I rendered a professional decision to continue focus on letter/sound recognition, while building mastery of the complete …show more content…
From a professional stance, my future learning plan for Khalil is additional exposure to small group reading opportunities, but also partner readings as well. My educational goal for this student is to experience constant exposure to this form of reading strategy, thus building his self-esteem, through collaborative response exercises and continue to close sessions with individualized “Check for Understanding” informal assessment. Khalil’s lack of participation requires social/emotional accommodation during group reading-related activities. Prior to asking questions during group readings, stating that all responses are a “prediction”, meaning there are neither a right or wrong answer, but just a way of thinking about what is going on in a story. The next group modeled reading activity, I will try the session following the “Partner Reading” model, with only Khalil and another student and assess if his lack of responding is associated with peer-on-peer interactions as
Practicing Systematic Synthetic Phonics helps to develop early reading in a number of different ways; Ehri (1988) suggested that there were four main ways in which a reader might recognise an unknown w...
The article “Hands-on and Kinesthetic Activities for Teaching Phonological Awareness” is the study of language being composed of sounds and sounds that can be manipulated. Phonics is one of the primary building blocks of reading and learning. Phonics teaches children to listen more carefully to the sounds that make up each word. The study was performed in two before school programs, both with students in primary grades. The study contained 1 object box and 5 environmental print card games. The environmental game cards consisted of the Stepping Stone Game, Syllabication Object box, Vowel-Change Word Family, The Four-Letter Long Vowel Silent-e Words, and Sorting Words by Vowel Sound Game. This article I chose to write about was written by Audrey C. Rule, Jolene Dockstader, and Roger A. Stewart. The article provided 3 table graphs, 5 examples of Phonics Games, and 6 pages of the data collected to better account for how the experiment played out. This article was published in the Early Childhood Education Journal, which really proved to me that it was an excellent way to learn more about Hands- on Learning and Kinesthetic Activities.
Phonological awareness refers to an individual’s ability to hear and manipulate a variety of sounds in spoken words as well as recognize various parts of speech including syllables, rhymes and letter sounds (Canadian Council on Learning, 2006; Johnson, McDonnell, & Hawken, 2008). A child’s level of phonological awareness is directly related to later reading outcomes. Phonological awareness is enhanced when children are exposed to rhymes, have opportunities to practice letter sounds, and have opportunities to identify initial sounds in words
Jose applies basic phonemic awareness skills for unknown words; however, he struggles with sight words which may hinder his reading abilities. He struggles when more advanced phonemic skills are required such as with deletions, substitutions, and reversals. Jose will benefit in rigorous activities to build his phoneme and grapheme understanding and build his phonological awareness.
Group therapy is considered one of the most resourceful forms of therapy. The benefits to group therapy can be both cost-effective and a great means of support (Corey, Corey & Corey, 2014). The process of experiencing ideas and viewpoints expressed by your peers allows group members to become more susceptible to the counseling procedure. Group counseling also helps individuals to feel a sense of belonging due to similar situations and experiences shared by the group. The sense of support from group members can be an excellent means towards developing long-lasting relationships and developing communication skills needed to move forward during the counseling phase. In this paper, I will discuss my experiences throughout the group-counseling phase.
Four phases of reading development have been established (Ehri 1994, 1995, 1998, 1999) : pre-alphabetic, partial alphabetic, full alphabetic and consolidated alphabetic. These phases has led to the core understanding of children's reading development, apart from the pre-alphabetic phase phonological awareness skills are seen throughout the phases.
Phonemic Awareness and Alphabetic Principle in addition to Phonics and Decoding Skills provide students with early skills of understanding letters and words in order to build their reading and writing skills. Students will need to recognize how letters make a sound in order to form a word. While each word has a different meaning to be to format sentences. While reading strategies for Reading Assessment and Instruction, I was able to find three strategies for Phonemic Awareness and three strategies for Alphabetic Principles which will provide advantage for the student in my research and classroom settings.
From the beginning, where we were unfamiliar with each other and became a team, my team and I had started to learn each other name and getting to know each other. Throughout each meeting, we slowly start to feel more comfortable and open minded with each other. Not only are we getting familiar with each other, each meeting that was held we progress of becoming an effective team member, we learn our strengths and weaknesses of everyone. During the meetings, we learn many concepts from the textbook, “Communicating in Small Groups: Principles and Practices” by Steven A. Beebe and John T. Masterson. We were able to learn different types of concept in the textbook and utilized it as a team to complete certain tasks. The three concepts that impacted my team and I are human
Based on the small group that I joined in communication class, I will talk about what is working well and what is getting in the way in our group. Then I will discuss about what I can do to improve the group and the things about group project if there is a chance for a start over again. At last, I am also going to talk about what I think that I learned is an important lesson in this semester.
In a team-oriented setting, everyone contributes to how well the group succeeds overall. You work with fellow members of the group to complete the work that needs to be done. Having the right people in the correct roles is an important factor in measuring the success of a team, where you are united with the other members to complete the main goals. Every group is made up of definite strengths and weaknesses. Our team's 3-5 major strengths necessary to work accordingly consist of Informer, Summarizer, Orienter, Piggy-Backer, and Encourager. One of our strengths as a team is that we get input from everyone involved. Every member of our team is a leader in some way. Part of being a good leader is knowing how important it is to receive the best ideas from each member of their team. We attend group meetings where we discuss any challenges, issues, and problems. At these meetings, we often exchange ideas or brainstorm new ones with each other and come up with the best and most creative team solutions as potential answers to those perceived problems.
My reason for this is so the student would be able to sound out the words or use context clue by looking at the pictures that the book provided. I pulled one student aside where it was quite and no distractions. I instructed the student to use her finger from left to right as she reads the sentence on each page. She mastered this very well. As she was reading through the story and came across a word she didn’t know, I noticed that she would look at the picture and then say the word. I would then tell her to sound out the word so she would actually read the word and not just guess by the picture. There were a few times where I had to help her sound out a few words from time to time. As she was reading I noticed that some of her pronunciation was a bit off. You could definitely tell that she was born and raised in the south. Unfortunately, the student picked up some bad habits of using the wrong pronunciation and it has affect her the way she
Throughout this group project, I had an opportunity to observe and reflect how my personality traits contributed to and hindered the success of the team. According to the Big Five Model, I identify myself as low on extroversion, moderate on neuroticism as well as openness and high on agreeableness and conscientiousness.
Working in groups is challenging at times. Other times it is very rewarding. We are so focused on life that we do not take time to reflect on things as much as we should. Being in a Groups class has opened my eyes to a whole new world. I have begun to question, explore, and even understand how things work. I even get how they work sometimes. Not only is there a process involved in making individual decisions, process is involved in group decisions as well. This paper attempts give insight into my reflection of my group decision process.
Drawing heavily on the work of developmental psychologists Jean Piaget and Lev Vygotsky advocates of Cooperative Language Learning maintain that social interaction plays a central role in language learning (Richards, 194). Cooperative Language learning is defined as students spending most of their time w2orking in small groups of up to 6 students. The students are divided up into small groups and learning takes place through peer teaching, joint problem solving, brainstorming, and varied interpersonal communication and individual study monitored by peers. Learning is structured so that the group is motivated to ensure that their peers have mastered the material or achieved the instructional goal so that a process of cooperation is generated (Finchpark).
In the K class that I will be using Interactive Read Aloud, I will be specifically instructing those children (6 children - 2 boys, 4 girls - ages 5-7) with literacy skills in letter identification, alphabetic principle and sight word recognition and production. Given their needs (as a group), my instructional goals in reading instruction will include identifying letter names, identifying consonant and short vowel sounds, and in...