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Reading Endorsement - Competency 2: Application of Research-Based Instructional Practices
In this course teachers will scaffold student learning by applying the principles of research-based reading instruction and integrating the six components of reading. Teachers will engage in the systematic problem solving process: use data to accurately identify problems, analyze those problems, design and implement interventions, evaluate the effectiveness of interventions, and intensify instruction based on individual student needs.
This is the phonic routine in my classroom (must of the time).
ReplyDeleteOn the first day, the phonic skill of the week is introduced/model on the boar. The students get to participate orally.
Throughout the rest of the week, the students have opportunities to revisit the skill independently, in small groups, or as a whole group using technology. If there is another skill to be introduced, it’s done on Wednesday.
Activities are aligned with the curriculum, and the parents know what the students are learning through the home learning.
Regarding the focus on a linguistic unit, even if our reading series could be doll and boring sometimes, I find that the activities have a clear focus on the unit. They are a little above grade level for the population I teach, considering that the majority of my students are ELL students. Initially, units are introduced according to the book, then the instructions are adjusted according to the students’ needs.
On the difference between oral language manipulation and the written language manipulation, I’m not sure how clear it is at the 1st/2nd grade level. The students know the difference between the spoken and the written language, but they still show difficulties with discriminating the sounds.
The students receive weekly assessments, but a good, strong indicator is the FAIR test. It helps structure my small group instructions, and evaluate how much progress the students made.
For Session 3’s Assignment, I interviewed my sister, who’s a 1st grade reading teacher in Palm Beach County.
ReplyDeleteQ: What does phonological awareness look like in your classroom?
A: I teach more reading for meaning, not so much phonics in isolation, because different words can have more than one sound, and phonics in isolation tends to slow down reading and comprehension (for example, the word “circus.”)
Q: Are activities sequenced, and aligned to developmental continuum? Does everyone (students, teachers, parents) understand the continuum?
A: We have to teach the standards but don’t do it necessarily in a particular order. We do follow a scope & sequence although the students and parents may not fully understand it.
Q: Is phonemic awareness a part of your daily language arts lesson?
A: Phonemic awareness is a part but not taught in isolation.
Q: Does each activity have a clear focus on a linguistic unit that is appropriate by level (phoneme, on-set, syllable, word)?
A: Yes, we do a lot of rhyming activities, like “fat cat, bit hit,” etc. It’s more about finding a part in a word that’s familiar, that will help the students learn other words.
Q: Is the difference clear between oral language manipulation and written symbol manipulation?
A: For my kids who are mostly ESOL, how they speak is how they write. There are a lot of verb tense and proper noun issues that need to be corrected.
Q: Are students allowed to practice enough?
A: Yes, there is a writer’s workshop, reader’s workshop, and word work activities on a daily basis. Oral language is practiced everyday as well.
Q: How will you measure progress?
A: Through reading running records, daily reading conferences, and guided reading.
Since I teach 5th grade, phonological awareness in my classroom is represented by the more advanced stages of teaching phonics. I do not teach letters or sounds, but I do emphasize the use of it when reading. I emphasize sounding out unfamiliar words and/or chunking or blending familiar parts to later blend them together to form a newly learned word. Additionally, I do continue to review substitution of phonemes in a word, rhyming words as well as alliterations (the use of different words with the same sound) when writing. On a daily basis my students perform what we call “Our Daily Language Drill.” This drill consists of many grammar as well as quick phonics type reviews. Examples of some of the activities we may do are: a. Give me two words that rhyme with……
ReplyDeleteb. How many syllables does this word have....
c. Give me an alliteration with the letter “G”
Another activity we do every Wednesday is what we call “I’m thinking of a word.” In this activity we use our spelling words to review basic phonics as well. For example the teacher may say….I’m thinking of a word that has two vowels. It has 5 consonants. It rhymes with the word ____. It has three syllables. What’s my word?
Like I said before, these activities are on the higher end of the phonological spectrum because it is a 5th grade class.
In the 5th grade the students know that the oral language sound goes hand-in-hand with the written letter form. We emphasize the use of sounding your words out when spelling or writing.
In my opinion, the student’s do have sufficient time to practice. For example, in the 5th grade not only do we do the above mentioned quick class openers, but it is touched upon when reading as a whole group as well as directly addressed in small group differentiated instruction.
How will I measure the progress of my student’s phonological aptitude? I will see it in their writing journals that tracks the progress of their spelling from the first day of school to the last. I will hear it when I listen to them read orally, I will track it through our bi-weekly quick reads score of their small group story as well as simply see it in their grades and understanding/progression of the daily language drill.
Jacqueline Basulto
ReplyDeletePhonological awareness plays an important role in my 1st grade class.Everyday my students spend 15 to 20 minutes "playing" with sounds.The students identify initial and final sounds,they delete,add,subtitute, and blend phonemes.The activities are sequenced according to their level of complexity and each activity helps students develop and enhance skills necessary to decode words.Each activity focuses on a linguistic unit,focusing on more than one linguistic unit will affect, in my opinion,the effectiveness of the activity.
The difference between oral manipulation and written symbol manipulation is very clear, phonemic awareness deals with spoken words and phonics deals with grapheme-phoneme correspondence.
The students are permitted to practice every day (whole and small groups). Their progress will be measured through reading tests, guided reading, and FAIR
The program that I teach is Voyager and it contains an advanced word study that is phonics for level one's and two's. Before every lesson students are introduced to words that they will see in their reading and they say the words, sometimes spell them out, and corrections are made by me and students repeat the word with correction. There is also a word study component that focuses on phonics for students that read 70 words or less in one minute. There are many measures that we can use, but we use FAIR to drive our instruction. It helps us tailor the small group to the student's needs. I think the instruction is clear. We measure progress by monthly assessments and FAIR.
ReplyDeleteWhat does phonological awareness look like in your classroom?
ReplyDeleteI believe that in my class the activities are somewhat aligned. Phonemic awareness is a part of our daily language arts lesson. All activities have a clear focus on linguistic unit that is appropriate by level. This is where small group or differentiated instruction goes on.. I feel that the current series that used within our school system is okay but our students receive less time developing a strong foundation of phonemic awareness because we jump from stories after stories that focus on different phonics at a time. I feel if we allot enough time in one given area we will see a difference in all our students not just the middle and high. The low will have the opportunity to catch up.We measure progress through A.R testing and benchmark assessment
What does phonological awareness look like in your classroom?
ReplyDelete1.Every thing is alligned well because of block scheduleing as well as Differentiated Instruction
2.Yes phonemic awareness deffinitely part of language art lesson through scope and sequence
3.yes because each grade level as different material as well as the reading plus which is by level
4.NO.
Ex. Headline poems look diferent than when they are actually presented in front of class
5.Yes with reading plus 3 sessions/week
story out of textbook each week
magazines/US Today
6.Progress is measured by reading plus, continuous data, and assesments throughout the day.
Andrew
nflores
ReplyDeleteI teach intensive math so I interviewed a reading teacher these were her response to my questions.1. A classroom steeped in phonological awareness is an informational intensive environment which encompasses many things.In this class, students are exposed to pictures, symbols, and they learn the structures and origins of words.2. Activities in phonological awareness must be sequenced, or follow the continuum in order for students to then make the connection to print.3. Yes, this is done through oral language experiences.4. Each activity is taught explicitly, with modeling of each component of the continuum. Most studentsin the reading classes are beyond this point, so the connection to the written piece is there.5. There are differences between oral language and writtensymbol manipulation with a clear connected focus.The marriage between the oral anf the written is crucial in order for students to make the connections to the sounds and its written representation.6. Guided practice and independent practice, with corrective feedback, is vital for students to become strategic readers. Throughout the reading blocks, students are given multiple opportunities for practice, and this done during small group, differentiated instruction.7. Progress is measured through progress monitoring sessions. Even before that, informal and formal checks are conducted through whole group and small group and small group sessions in the class to monitor where students are.
In my adult ESOL class phonological awareness is taught at the beginning stage of phonemes. Students learn sound-letter recognition to blend new words. Students engage in vocabulary activities daily to enhance their decoding skills. We start each class with an introduction of the new vocabulary that will be used in the lesson. I say the words, and the studnets repeat them. Students are allowed extensive time (one hour per class) to work on phonological skill building. Student are grouped to practice phonemes and word building. The CASAS listening program is used to assess students reading and comprehension skills.
ReplyDeleteIsrael Dominguez
ReplyDeleteI teach ESE class (Instructional Disable Students) I talked with the reading teacher.
1- Phonological awareness is an informational intensive environment which encompasses many things. In that class, students are exposed to pictures, symbols, and they learn the structures and origins of words
2- Activities in phonological awareness are sequenced, or follow the continuum in order for students make the connection to print.
3- Yes, that is done through oral language experiences.
4- Each activity is taught explicitly, with modeling of each component of the continuum. Most students in the reading classes are beyond this point, so the connection to the written piece is there.
5- There are differences between oral language and written symbol manipulation with a clear connected focus. The marriage between the oral and the written is crucial in order for students to make the connections to the sounds and its written presentation.
.6- Guided practice and independent practice, with corrective feedback, is vital for students to become strategic readers. Throughout the reading blocks, students are given multiple opportunities for practice, and this done during small group, differentiated instruction.
7- Progress is measured through progress monitoring sessions. Even before that, informal and formal checks are conducted through whole group and small group and small group sessions in the class.
Manolo Reyes
ReplyDeleteInterview of Mr. Escarra.
Since when you have been a Teacher?
I graduated and was certified as a teacher in Cuba in 1977.
What subject were you teaching in Cuba?
My certification was as a teacher of English as a second language.
That means that you taught English in Cuba.
Yes from 1977 to 1987 I was an English teacher.
When did you arrive at the US?
I arrived in 1987.
When did you start teaching in Miami-Dade County Public Schools?
In 2004.
Where have you worked as a teacher?
I have been a teacher at Lawton Chiles Middle and at Westland Hialeah Sr. High.
What subject do you teach?
In both schools I have been a teacher of English as second language.
What population of students you teach?
I specialize on ESOL students.
What are your preferred teaching techniques for your ESOL students?
There are many, but I like small groups, one on one and jumping reading.
During your years as a teacher have you met Ms Carmen Concepcion?
Yes, we worked together in the past.
What is your opinion of this teacher?
Are you sure this question is part of the interview?
Yes it is, and you better be honest!
Well, honestly, she is a great person and an excellent teacher.
Don’t worry, I wont tell Ms. Conception. Thanks for your time.
What does phonological awareness look like in your classroom? I taught second grade for 6 years. During my reading block I did teach phonics within the course of the reading block as well as at times I did have to teach it in isolation for some struggling readers (differentiated instruction). Are activities sequenced, and aligned to developmental continuum? Does everyone (students, teachers, parents) understand the continuum? I did teach it in accordance to the Miami-Dade County’s pacing guide which is basically the continuum of the reading book. Is phonemic awareness a part of your daily language arts lesson? Phonemic awareness is a part of each day. Does each activity have a clear focus on a linguistic unit that is appropriate by level? Yes, I do rhyming activities, phoneme deletion (beginning and final), clusters, blends, digraphs and syllables. Is the difference clear between oral language manipulation and written symbol manipulation? My students are mostly ESOL. Their writing reflects the way they speak. There are a lot of verb tense and proper noun issues that need to be corrected. Are students allowed to practice enough? Yes, there is a writer’s workshop, reader’s workshop, and word work activities on a daily basis, as well as I do use supplemental worksheets to send home for home learning . Oral language is practiced everyday as well. How will you measure progress? Through daily practice as well as weekly assessments, participation, oral language
ReplyDeleteQ: What does phonological awareness look like in your classroom?
ReplyDeleteA: I taught ESE for 8 years therefore phonological awareness was a very important component of our day. We reviewed phonic skills every opportunity we had. For example, within the reading block we used chucking words, blending sounds, etc.
Q: Are activities sequenced, and aligned to developmental continuum? Does everyone (students, teachers, parents) understand the continuum?
A: I tried to follow the pacing guide as much as I could, however the student’s IEPs drive the curriculum as well. I would differentiate the activities based on each student’s needs.
Q: Is phonemic awareness a part of your daily language arts lesson?
A: Phonemic awareness is part of the reading block and at times taught in isolation depending on the student’s IEP goals.
Q: Does each activity have a clear focus on a linguistic unit that is appropriate by level (phoneme, on-set, syllable, word)?
A: Yes, I did a lot of rhyming activities, phoneme deletion (beginning and final), chunking words (identifying familiar parts of words)
Q: Is the difference clear between oral language manipulation and written symbol manipulation?
A: Most of my students speak and write in the same manner. There was a lot of verb tense and proper noun issues that needed to be corrected.
Q: Are students allowed to practice enough?
A: No, I don’t think students have enough time to practice.
Q: How will you measure progress?
A: Daily practice, weekly assessments, FAIR.
Session 3
ReplyDelete1. What does phonemic awareness look like in your classroom?
Since I teach 9th grade intensive reading (levels 1 and 2), my level 1 students have the basic understanding of phonemic awareness but unfortunately are not reading at grade level. I often find myself helping them pronounce words as they read out loud.
2. Are activities sequenced and aligned to developmental curriculum?
I use the EDGE series for Intensive reading and they have an extensive vocabulary instruction.
3.Is phonemic awareness a part of your daily language arts lesson?
Yes, a language arts classroom would not be what it is if phonics wasn’t practiced on a daily basis. Even at the high school level, phonemic awareness is somehow covered on a daily basis either and on a larger scale by read alouds, vocabulary study, reading plus activities, word of the day, and so on.
4.Does each activity have a clear focus on a linguistic unit that is appropriate by level (phoneme, on-set, syllable, word)?
Yes, again on a larger scale the students are working on prefixes and suffixes, vocabulary meaning, synonym antonyms, all pertaining to a higher level of phonics.
5. Is the difference clear between oral language manipulation and written symbol manipulation?
Not with the level 1 students. They tend to write how they speak and constantly question the spelling of words. I help them sound out the words the same way as when they are reading.
6. Are students allowed to practice enough?
Absolutely, especially with the EDGE series and the Reading Plus weekly assignments. The EDGE workbook offers students a variety of activities to enhance their reading skills.
7.How will you measure progress?
Progress is measured throughout the school year by basic assessments, home learning, Reading Plus Assessments, FAIR assessments, Interim Assessments and any other activities relating to reading.
Q: Are activities sequenced, and aligned to a developmental continuum? Does everyone (students, teachers , and parents) understand the continuum?
ReplyDeleteA: Being that I am a Secondary teacher I was not trained on implementation and development of phonemic and phonics driils. But being that I am an ESE teacher I find that most of my students have decoding issue. I have just started incorporating activites in my class using the SIPPS kit and FCRR activities based on my FAIR data. I am being to understand the continuum but my students have not grasp the full understanding yet.
Q: Is phonemic awareness a part of your daily language arts lesson?
A: At first it was not, now that I am being trained on SIPPS and I teach EDGE it has to be.
Q: Does each activity have a clear focus on a linguistic unit that is appropriate by level (phoneme, on-set, syllable, word)?
A. Yes, being that I am in Secondary I try to focus on the more advance skills like syllables, word families, breaking words up by prefixes, roots and suffixes. I am very new to this so I am learning as I go along as well.
Q: Are students allowed to practice enough?
A: at first no, but no I am starting to make time for more practice.
Q. How will you measure progress?
A: FAIR, weekly assessments, oral reading etc.
What does phonological awarenes looks like in your classroom?
ReplyDeleteI taught Reading two years ago to six grade Advanced and Gifted students. I've never used phonological awareness in my classroom. However this year I'm teaching a Developmental through Language Arts levels 1 and 2, and now is when I really need to implement Phonological Awareness in my class. What I do in class with new vocabulary words is at the beginning of each unit I review the words and meaning with them and model with a word map.The activity I do with them is to repeat the new word out loud and to clap their hands as the word sounds so they can be able to separate the word into syllables.For homework they have to complete the word maps, which has the vocabulary word,separate in syllables, predict what the word means,definition,picture,examples and word in context. Once they know the words they write a paragraph or two with the new words learned.
As an assesment , I give them a Spelling/vocabulary test and I see them lip saying the words as they write them on their paper.
1- I use phonological awareness as a warm up for my reading block. We do things like orally manipulating the medial sounds of words, deleting initial and final phonemes as well as breaking words into their individual phonemes.
ReplyDelete2- Activities are sequenced based on curriculum and other research that I have read.
3- we use phonemic awareness daily
4- each phonological exercise has a clear objective that is stated before we start
5- the difference between oral and written/read manipulation is clear in instruction
6- students are given a lot of chances to practice what they learn in phonics instruction. Much of the center work is focused around phonics
7-students are given phonics assessments every in addition to FAIR testing and ongoing running records assessments.
Q: What does phonological awareness look like in your classroom? A. Since I teach technical/vocational subjects to the senior high school students, I do not include phonological awareness strategies in my lesson plans. However, I have learned how important is for children to understand and distinguish the sounds or phonemes in order for learn how to read. Therefore, I have prepared some activities to work with my six year old niece who is in first grade. The activities consist of matching objects with the same beginning and ending sounds and identify whether a given sound occurs at the beginning or ending of a word.
ReplyDeleteP.D. I sent several questions to a friend who teaches first grade but I did not receive her response.
In my science classroom, there is little to no explicit phonological awareness instruction. New vocabulary words are presented to a group of students who, regardless of their reading level, must learn the words introduced in order to understand the concepts. I introduce the necessary vocabulary, ask them to repeat. If the students are having difficulty with the word, I ask them to tell me how many syllables and tell me where the stress is. Then for the remainder of the lesson, I talk about that word over and over, introducing its various uses, eg. ion, ionize, ionization, in its application to scientific concepts.
ReplyDeleteActivities are sequenced in the manner I mentioned above with introducing new words. Whether or not they are aligned to a developmental continuum, they are aligned to the developmental continuum of the course content. Sometimes, I introduce new words that I know we will be encountering in an upcoming lesson, so they have already heard the word before. Sometimes, I don’t even realize that I am doing this, but I do it unintentionally on purpose. My students and their parents are all aware of the developmental continuum of my course content.
I do not deliver a language arts lesson necessarily, but I do introduce many vocabulary words. My exams and their study guides are geared towards practicing the words and their meaning in context and a clear and concise answer to solving problems. Sometimes, we play a version of Hangman where I give them the definition of the word that I want them to remember. Just last week in the discussion of carbon chemistry, the question was, “What is the name of the reaction that carbon compounds undergo to provide us the mechanical energy to move our cars?” The Hangman answer was combustion. While spelling it out, students were accessing their phonemic awareness, pulling up in their memory banks words that they had heard that started with com and ended with tion.
There is not a clear focus on a linguistic unit, though sometimes, with the example of ion given above and the combustion Hangman game, it comes out naturally through instruction. Thinking of it now, I really should use that technique more often.
I do not know how to differentiate between written manipulation and oral manipulation in my classroom. More often than not, I am seeking to find similarities when discussing scientific concepts rather than differences, eg. homo and hetero: homozygous/heterozygous, homogeneous/heterogeneous; and what they mean in context.
My students practice every day new words everyday, in asking questions of me, and in asking questions of each other, explaining ideas to classmates during labs, small group discussions, and problem solving activities.
I measure progress formally and informally, through spoken assessments, thinking about the words my students use when asking questions, and how they use the words they have been speaking in writing their exams.
1) List three things you learned today about vocabulary instruction
ReplyDelete-That one must emphasize –Pronunciation
-Comprehension
-Sighting
-Connotation
-Usage
-Vocabulary knowledge helps reading comprehension (Independent reading assignments/ Context clues/ Strategies/ Exposure to abstract words/ Opportunity for verbal expression/
-Meaningful example to support word)
-Make it a routine to read aloud and debrief by having a discussion
2) What instructional practice will you most likely use in your classroom? Why?
-I always have a vocabulary exercise each class, whether its brand new vocabulary words (definition and analogy/ skit), discussion after a read aloud, word maps and exposure to a cornucopia of abstract words or concepts. And over the years this has been very effective so I will definitely continue to use them.
3) What instructional practice would you least likely implement? Why?
-Being a Language Arts teacher I use all the instructional practices at one point or other during my lessons, some consciously and others unconsciously. Therefore, I cannot say no to any of the aforementioned practices.
As a secondary teacher for creative writing I noticed something intersting about a lot of my students. They already new a lot about alliteration because a lot of the musicicians they listen to (rappers) already use it. I workoed that into a recent lesson and they could not believe that a reading skill as simple as alliteration could be accomplished by using something they already knew. I told a reading teacher about this lesson and she, having some of the same students, picked up where I left off and used some of the same music artists and taught a lesson on rhyme and syllables. She plans to use a similar lesson to reteach onset and rime as well.
ReplyDeletePhonemic Awareness is very relevant in my classroom. The students need to have an understanding of it and how to use it in order to apply it to pronunciation in the classroom. Since this is a 3rd language for most (I teach French) the students are lucky because they are able to draw from the different phonemes in the other languages they speak (mainly spanish) in order to create the correct sounds for saying words in French. For example the "qu" sound, in English it in a quite different sound that in French however, it is this phoneme is exactly like the Spanish one and I am grateful for them to be able to make the distinction and remember it in order to apply it to a French word such as Qui (who), for instance. Since the students are of middle and high school age it is easier for them to make correlations but it is still necessary to remind them of such phonemic devices.
ReplyDeleteAs a Mathematics Instructor I had to reach out and interview an colleague who is a Reading instructor to respond to the following:
ReplyDeleteAre activities sequenced, and aligned to a developmental continuum? Does everyone (students, teachers, and parents) understand the continuum?
Yes, all reading activities are sequenced and aligned according to the Sunshine State Standards and the school’s district pacing guide. Additionally, all teachers, students, and parents should understand the continuum.
Is Phonemic awareness a part of your daily language arts lesson?
As a secondary instructor, I am not required to implement phonemic awareness in my daily instruction. However, since there are a significant of students who are entering high school reading below their current grade level, the district has purchased a phonemic awareness program for the struggling reader. This program called SIPPS is specifically for phonemic instruction.
Does each activity have a clear focus on a linguistic unit that is appropriate by level (phoneme, on-set, syllable, word)?
Yes, in the SIPP program has a clear and explicit focus on linguistic unit by grade level.
4. Is the difference clear between oral language manipulation and written symbol manipulation?
Yes, in the SIPP program, there is a distinct difference between oral language and written symbol manipulation.
Are students allowed to practice enough?
Yes, students are allowed to practice when being instruction through the SIPPS program.
How will you measure progress?
If I had to implement this program, I would monitor progress through formal/informal observations, assessments, discussions, and bi-weekly conferencing.