Assignment 1 - week 7

What texts and materials do teachers have in their classrooms that

support students' development of fluent reading?

The teacher has a library for students to access books at all times of the day. As well books in different areas of the classroom that included or the curriculum they are currently working on. The teacher also has a word wall that is in sections of sounds they are practicing on.

How do they select vocabulary to teach in all areas of your curriculum?

 The teacher selects vocabulary based on short stories that are read in the classroom and synonymous of every day words.

How much time do they allocate to word study?

 Majority of teachers from experience at least allocate wordy study on a daily basis a few times a day in different aspects.

What word study routines do they teach and encourage their students to use?

 The teacher uses quiz and a word scrambler on the smart board.

How do they differentiate instruction and tasks based on

their students' needs?

 The teacher sets small groups to work with, games and worksheet all on different level. 

Assignment 2 Week 7

    How can you ensure that your struggling readers have access to texts they can easily read?

As a teacher getting to know your students reading level is very important. Once you get to know their reading level you can get them books on subjects they are interested in and of course appropriate reading level books. These books can be place throughout the classroom or in the library center. You can also have the student access reading Internet games like kidzphonics.com. This website has different reading levels for kids and helps them with fluency.

How can you foster a learning environment in which students have many opportunities to practice reading?

Students will have many opportunities to read by having books in the reading library. I know that in my class I had books on every curriculum we were working on and once we finish that curriculum I would replace the books. As well the other teachers and I will swap out books so every student can have a equal reading opportunity throughout the class.

Describe ways in which you can model fluent reading in your classroom throughout the day.

Fluent reading can always be available for students through out the day by having books available and reading worksheet through out the classroom. If a student finishes their work early or have down time they can go to the reading center or reading/worksheet center to read. I have a student in my class that loves to color and read and after she is done coloring she goes and reads a different book. 

Assignment 3 Week 7

    Explain the three levels of words and how you can use word levels to decide which words to teach.

a-   Familiar words- Words that students already know in passing and you do not have to teach or review

b-   Common words- Words students here on a daily basis but do not know the meaning of the word. Students often bring these words in asking what does it mean.

c-    Highly technical words- Unique words that come from science or biology and aren’t so common so you leave up to the teachers to teach. Also words that children do not know. Most likely larger words above their reading level that they do know the meaning of.

  How do you teach your students to "chunk" words as a strategy for decoding unfamiliar words? When do you provide this instruction?

You teach students to “chunk” words by breaking down the word. This can be done in many ways, either by covering half the word and pronouncing it in “chunks” or coloring the “chunk” of the word in different colors to pronounce one at a time then bring together. Also to make sure you the student understand the word they cannot pronounce you have them use it in a sentence or either re-read the sentence they took the word from if that’s where it originally came from.

This instruction will be provided many time through out the day to the point that it will be common nature for the students to do on their own, as well throughout the day if reading or doing a specific assignment.

 Based on Professor Allington's comments and the classroom examples, what are some ways you might foster word study in your classroom?

I would foster word study in many different throughout my classroom because students learn differently. I would have a word wall, writing notebook where they will practice writing sentence with words from the word wall. I will also have flashcards for words and along with this cutting the flashcard in half so the students can pronounce the word if having trouble, so there can be a variety they can choose to do. When teaching one way is never good enough the more of a variety you have in the classroom is good because you can reach out to each student.  

Week 6 Assignment #1

Candidate’s Name: Erika Garcia

Grade Level: 1^st Grade

Title of the lesson: Feelings: Mad, Sad, Happy

Length of the lesson: 60 minutes

Central focus of the lesson: Students will be able to identify traits and feelings by using a variety of words and reading with fluency.

Knowledge of students:  Prior to the lesson students will know how to read with fluency with practice from shared and guided reading. Students will also know how to make sentence strips.

Common Core State Standards: CCSS.ELA-LITERACY.RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. CCSS.ELA-LITERACY.RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. CCSS.ELA-LITERACY.L.1.1.E Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). CCSS.ELA-LITERACY.RI.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

Support literacy development through language:        ·        Students will be able to extend their language of words through text and extend them on paper.        ·      Students will categorize the feelings word into different sections to extend vocabulary. Vocabulary        ·      Analyze, categorize, describe, synonym Sentence Level        ·      Sentence structure Discourse        ·      Text, structure, discussion

Learning objectives:        1.     Students will be able to use a variety of words to describe their feelings        2.     Students will be able to create a sentence strip and read with fluency.        3.     Students will be able to create a short story.

Formal and informal assessment    •    Let the students read their sentences. Highlight the alternative words they chose to use.    •    Check to be sure the words they chose reflect the appropriate feelings.    •       Leave the brainstorm sheet up for those students who need additional help.

Instructional procedure:        1.     During reading circle students and teacher will discuss feelings and traits and how one can understand how another person is feeling.       2.     We will discuss a previous movie we saw Inside Out, discussing the feelings. Following after we will read a book called No David!       3.     After these two examples we will together divided a chart sheet into three sections: Happy, Sad and Mad.       4.     Students will have to individually brain storm other words that have the same meaning. (synonym)       5.     After brainstorming students will share their words in an open discussion. Teacher will give additional words students did not come up with       6.     On a sentence strip students will write : (name) felt (feeling)  when he/she situation.       7.     Students will have to choose a word from the list we constructed toegteher as a class.       8.     Students will then read each of their strips to the class.       9.     Students will then be have to write in their reading/writing books how they felt during a specific time. Once again words have to be used from the constructed list.       10.  To close students will gather together again to read a shared reading of feelings with the constructed words. (made up by teacher)

Instructional resources and materials:       1.     No. David!       2.     Sentence Strip       3.     Reading/Writing notebook       4.     Pencils Accommodations and Modifications: Struggling students can dictate their sentences to the teacher and then write each sentence on a sticky note and let them copy it and read it out loud.

Reflection   ●     Did your instruction support learning for the whole class and the students who need great support or challenge?   ●     What changes would you make to support better student learning of the central focus?   ●     Was I able to accomplish everything within the given time?