Student A is a 2nd grader and does not have much interest in reading. She told me that her mom rarely reads to her because she doesn’t have the time. She also said that she just wants to be a mom, so she doesn’t need to know how to read. She told me she likes little kids, so I told her she should be a teacher, but she said that would be too much work. Student A is not interested in reading, is not motivated to read at home, and doesn’t see the importance of reading. During literacy activities she hardly ever participates, she doesn’t pay attention to what the teacher is saying or doing, and does not follow along with the class during reading activities. When doing research for an animal book, Student A had a hard time finding information on …show more content…
When I performed the Emergent Literacy Profile on her, she was able to easily blend and segment onsets and rimes. She was also able to easily blend and segment phonemes. Student A was also able to come up with rhyming words. Student A is also strong in spelling the initial and final consonant phonemes correctly on spelling tests and on the QSI. She is good with blends and can spell most blends correctly and is able to identify the short vowel sounds when spelling. The QSI assessment placed Student A in the early to middle letter name-alphabetic spelling stage. Student A struggles with digraphs and does not recognize word patterns when …show more content…
She is in the transitional stage of reading. She is strong with the consonant letter sounds and the short vowel sounds, she can read blends and is familiar with some word families. However, words with more than one syllable are hard for her to read. Student A is weak in knowing different vowel patterns such as ay, ai, oi. She also struggles with silent e words. When I performed a Running Record with her in February, Student A was able to correctly say the beginning sound, but would then guess the rest of the word. The word often times didn’t make any sense in the story. When I did another Running Record with her in March, she still seemed to struggle with reading. She still would correctly say the first sound and then guess the rest of the word. She also was unable to read words with more than one syllable. When she encountered a multi-syllable word, she would wait until I said the word. Due to her lack in decoding skills, her reading comprehension also suffers. When she reads and makes up words to fit in the story, she is unable to know what the story is about and is then unable to answer questions about the story. Also, when the class does vocabulary they are supposed to write down the word and the definition and then they can draw a picture. Student A does not write the definition because she says it is too hard. She will draw a picture of the vocabulary word, after looking at what her neighbor has
Torgesen (1998) claims that the top reasons students have difficulties with reading is because they have issues correlating letters and sounds in words, or phonological awareness. Many students also have trouble memorizing sight words and many also have an
English Language Learners (ELL) require thoughtful and careful instruction for both reading and writing education. Both of these skills are necessary for a bright future and to be a functioning citizen in Canada. Those that do not possess considerable literacy levels will be effectively 'locked out' from so much knowledge, information and ideas that are part of the culture of society (Christie 1990, 20). Having a low level of literacy usually means acquiring an unskilled job. The relationship between literacy levels and poverty is something that should not be ignored (Gibbons, 2002). Developing literacy skills in ELLs is a daunting task and especially with students that have not developed those skills in their first language originally. Through the Curriculum Cycle and proper scaffolding of writing strategies, this paper will provide a lesson plan that will help develop an ELL's writing skills. It will include many different tools that will help students gain an understanding and confidence of the narrative writing form.
They have begun to develop sound-symbol understanding to speak the written words (Reading map of development, 2013), this is demonstrated by their ability to point at the word they are reading. The child is beginning to understand the book and its meaning, however fluency is not yet developed and several semantic mistakes were made. They display a good understanding of a graphonic cue and can do this mostly without prompt from the parent. Visual/pictorial cue can be achieved with prompt from the parent, the child is beginning to gain an understanding of how the pictures can match the text and this with more prompting should become an automatic cue. Vocabulary is still limited however it is expanding through their continued reading (Reading map of development, 2013). They know and understand that books are read from left to right and top to bottom. They also know how to ask for assistance when they get stuck on difficult
This is why I would focus on a word study instruction that incorporated diagraphs for this particular student. This assessment process using a spelling inventory was new to me, and I did not fully understand the process in the beginning. I was a little confused with the students familiarized of the th and sh sounds in some words, but not in others. This caused me to second guess the stage I was going to place her in until I received clarification on the various ways that students may spell words correctly from
Last spring I was part of a tutor agency that provided activities to students from 1st – 6th grade. Such agency main purpose was to give students a set of mathematical problems or English pieces of reading in order for them to have an outstanding outcome on these two subjects at school. During my tutoring sessions I had a 4th grade student named Carolina who had a difficult time keeping focus, understanding the concept, and fully interested. She preferred texting in the middle of our session or making excuses to go to the restroom. I honestly felt helpless for her, and I didn’t know what to do and how to help her raise her grades. I realized that our tutoring sessions weren’t any help for Carolina since her mom showed me her grades which got worse. I finally decided to plan my tutoring session with her ahead of time, so I can make it interesting and more effective for her to learn but in a fun way. I choose to get different colorful cards, markers, and everything that could grave attention. When our session started I used those markers and cards to show her how to solve a mathematical problem by color coding every different step of the problem. Later, I asked her to show me the mathematical process she used in a similar problem by using those colorful cards and markers. Apparently, I make her use all these fun utensils that made the learning process more fun and effective. At the end of our session, I gave Carolina a quiz regarding the content we covered, and she did make a progress. I noticed that for Carolina the use of colors at every different step actually made her learn. Maybe it was due to the strategy that I showed her and the ability for her to remember those steps by associating them with each color which I was amazed an...
Both groups placed in the early stage level of the groups. These students demonstrated difficulty with long vowel patters and ed ending words. I decided to administer the elementary
For starters, I would like to have more information on the student prior to assessing. I would like to know about the student classroom experience with reading. As a future Special Education Teacher, I have a passion for helping students who face more challenges. This student did not demonstrate that he faced reading challenges. In hindsight, I would like to have worked with a student with reading challenges in order to start developing a plan to close the achievement gap. Although, all students have room to grow, so I am glad to have worked with
The teacher does make sure the children are capable in saying vocabulary words correctly. Most of the students learn from her by imitating the way she moves her lips, when saying a word. The student seems to be doing very well in the classroom, by always interacting in the lesson, and actually paying attention on what the teacher is saying. The student is receiving an appropriate education in the classroom, in her appropriate grade level. I just feel that the student would be more engage, if they can interact with their classmates more. The work in the classroom should be less worksheets, more active involvement, like activities on the smart board or group
My relationship with literacy began when I started elementary school and that was the first starting point of my positive relationship with literacy. I really started to grow as a reader and writer throughout my middle school and high school years. Throughout my years of going to school I had many positive experiences that shaped my view of literacy today. My literacy skills have also enhanced throughout my educational years.
Diane Pedrotty Bryant, J. E. (2001). Iris. Retrieved April 1, 2011, from Secondary Students with Learning Disabilities in Reading" Vocanulary Development: http://iris.peabody.vanderbilt.edu/infoBriefs_local/cld/cld_vocabulary
My personal literacy development has been a constant struggle since my arrival in America as a boy with a Spanish-speaking mother and a bi-lingual father. We spoke Spanish at home. As I began school I could only speak a small amount of English and understood only slightly more. I learnt, as young children do, through listening to the people around me and using any visual aids I could to scaffold the gaps in my understanding (Winch, Johnston, March, Ljungdahl, Holliday, 2012). My lack of basic literacy affected every area of my learning with only math classes allowing me to feel slightly comfortable due to the international nature of numerical literacy. I quickly developed the oracy skills required to be able to contribute to social and academic situations but unfortunately developed other ways to hide my lack of progress in other areas.
A comprehensive approach to literacy instruction is when reading and writing are integrated. This happens by connecting reading, writing, comprehension, and good children’s literature. A comprehensive approach to literacy should focus on the many different aspects of reading and writing in order to improve literacy instruction. This includes teachers supporting a comprehensive literacy instructional program by providing developmentally appropriate activities for children. Comprehensive literacy approaches incorporate meaning based skills for children by providing them with the environment needed for literacy experiences. This includes having a print rich classroom where children are exposed to charts, schedules, play related print, and
One possible strategy that Ms. Thomas could try is on the days her student specific aide is not there, perhaps one of her peers in the class can step in and help Jodi with classroom activities. Peer mentoring can be defined as a helping relationship in which two individuals of similar age or experience come together informally, or formally through formal mentoring schemes (Beltman & Schaeben, 2012). Another possible strategy that can benefit Jodie on doing the reading assignment and questions is putting her and the entire class in small groups and have them work as a team. Ms. Thomas is aware that Jodie reads at a second-grade level so she needs to create a learning environment where Jodi can achieve and be successful. According to the case, Jodie seems to have an interest in the planets and the solar system. Ms. Thomas should find a book on the solar system and set-up an after school or before school reading program where she can work with Jodie one on one with her reading. Students will be motivated if they can read something they like or
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
Reading is an essential skill that needs to be addressed when dealing with students with disabilities. Reading is a skill that will be used for a student’s entire life. Therefore, it needs to be an important skill that is learned and used proficiently in order for a student to succeed in the real world. There are many techniques that educators can use to help improve a student’s reading comprehension. One of these skills that needs to be directly and explicitly taught is learning how to read fluently for comprehension. “To comprehend texts, the reader must be a fluent decoder and not a laborious, word-by-word reader” (Kameenui, 252). Comprehension can be difficult for students with learning disabilities because they tend to be the students that are reading below grade level. One strategy is to incorporate the student’s background knowledge into a lesson. This may require a bit of work, but it will help the students relate with the information being pres...