EDLI635 Theory and Practice of Literacy Instruction

View my Fluency & Word Study Chart here . The environment in the classroom is language-rich, complete with educational resources. Posters, word walls, big books, as well as the classroom library are all details that promote learning and education all the time. When selecting specific vocabulary words, the teacher chooses words that will come up during future instruction in the classroom. This way, the children are already familiar with the vocabulary words when they learn the new concept. Approximately 10-15 minutes is allocated for specific word study 2-3 times a week. During this time, children review old words by chanting and acting out the words, and then learn a new word to add on to the chant. For whole-language vocabulary, students learn techniques how to figure out the meaning of words they chance upon during their guided/ shared reading practices, activities, stories, experiences, and lessons in and out of the classroom. The students are encouraged to sound out famil...

View my Kindergarten phonics lesson here .

Upon noticing Mary's difficulty in differentiating between similar-sounding words and vowels, I created a lesson plan to help her improve in this area. You can view my lesson here .

You can view my running record here . Leah is a bright second grader who did a fine job on the passage “Ready, Set, Robot Race”. This passage is on a rather high level (Level P) for her age, but she was able to read and comprehend most of it with ease. With an accuracy rate of 96% and a self-correction rate of 1:3, I would conclude that her overall reading ability is at/above age level. Her fluency was super, as she sped through the passage just about a minute. I don’t think she needs any lessons for fluency improvement, but encouraging her to read more books will definitely continue to raise her levels. However, she did make quite a few errors (five in total) with basic singular/plural form of words. She added on an ‘s’ to some words, while skipping the ‘s’ in other words. She didn’t notice her mistakes- possibly because she was reading so fast, and the context of the text didn’t really change. Therefore, I decided to review the rules of singular and plural forms of words,...

You can view my running record on Whales And Fish by clicking on this  link . This child’s accuracy rate is 1:20, meaning that for each error made, twenty words were correct. With an overall accuracy rate of 95%, we can determine that this student could read this text pretty fluently. His self-correction rate was measured at 1:4, indicating that the child can monitor his own reading properly. I would conclude that this child is generally an independent and fluent reader at this grade level. However, I do think that he has a problem with language and grammatical tenses. He often says ‘most’ for ‘must’ and ‘lived’ for ‘live’, without noticing his error. He also seems to have an issue focusing, as he loses the place quite often and must be prompted as to where to continue. Therefore, I found it quite interesting and surprising to see that his comprehension was so good. He easily compared and contrasted whales and fish and gave many accurate details, although it seemed to me ...

I taught general studies to 5th grade students for 3 years. My subjects included Math, Language Arts, History and Science. I then taught 9th grade Algebra and 10th grade Geometry for two years. At the same time, I was also a Title One Math teacher for grades 4-8. At this time, I am not teaching, but I do look forward to returning to the education field very soon. Attached, you'll find my teaching philosophy: Teaching Philosophy

Shared Reading                 During Ms. Perez’s shared reading lesson, students of all reading levels join together to read the text. Although not all of them can read fluently yet, the students are observing an expert, their teacher, read with expression and ease. Those who have a harder time decoding are catching on with their peers who can. The children learn critical concepts of phonological awareness and how print works, as they improve their fluency and automaticity. Shared reading gives the children a chance to think that they’re reading on their own, thus giving them confidence to continue reading.                 When Ms. Perez moves on to explicit phonics instruction, instead of spoon-feeding the rule to them, she guides them with clues to help them figure out new words with the short o vowel sound. She then takes it a st...