Running Record

https://drive.google.com/file/d/0B-8l5rhQSbMIbVlpQXQxcG83S3c/view?usp=sharing

Week 7

: Assignment #1- Fluency
Fluency Questions:

*I do not teach now. This is based on personal experience or observations, or what I would do if I were to be teaching.

1.       Text and Materials: Readers (literature books), short books, workbooks, worksheets, words games, songs, poems, short stories.

2.       Vocabulary is selected by appropriate grade level (or slightly above grade level words). In subjects other than ELA, words a chosen based on the topic and lesson they will be learning at that point.

3.       Word Study: I’m not sure exactly-not a lot of time for independent study.  Most of the studying time should be done at home. Obviously, they will practice with these words in school, using word games, flash cards, songs,etc.

4.       Word Study Routines: sight words, songs

5.       Differentiate Instruction: different reading groups, one on one help, modified tests.

Fluency Chart: https://drive.google.com/file/d/0B-8l5rhQSbMINkJseDlVaWlXQ0E/view?usp=sharing

Assignment 2: Video Segment #1

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

Use books that are familiar to the student. Classroom should have libraries get different books instead all of the same-so many books on diff topics. Make sure that the students’ books are on their own level

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

Reading groups. One on one coaching.

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

Teachers shouldn’t interrupt poor readers during a sentence-otherwise they get used to stopping after every word while they read. After a while, the teacher can discuss the mistake- this trains student to self regulate.

Teacher should read aloud to model fluent reading. – teachers should comment on their reading habits so that students will learn. 

Assignment #3 Video Segment #2

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

1.     Easy words

2.     Word that are a little bit tricky but appear in every day language.

3.     Words that are learned in chemistry, biology, history,etc.

The first category is easy and the students know. The third category is for the subject teachers to teach. The 2^nd level is what we want to work on.

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

First say each part of the word and see if you know what that is and if it can give you a clue to what it is. After a while of doing this, the student can use his 2 thumbs to cover 2 parts of the word and see if they know the uncovered part. If they don’t know that, they can slide their thumbs to uncover a different part.After they get used to that, they will do it in their minds.

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

You can discuss words that come up in class- whether in a book, a science class or history class. The teacher can teach the students strategies on how to figure out the words themselves, both by reading further and looking at the context, or, chunking the word. 

Phonic Lesson Plan

Candidate’s Name: Chavee Fink

Grade Level: 3rd

Title of the lesson: The Vowels

Length of the lesson: 1 ½ hours

Central focus Phonics and vowel recognition

Knowledge of students to inform teaching Students need phonological awareness, and knowledge of vowels, vowel sounds, and word structure including vowels.

Common Core State Standards Sample: CCSS RF 1.3 (Reading: Foundational Skills, Phonics and Word Recognitions) 5. Know and apply grade-level phonics and word analysis skills in decoding words. 6. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. CCSS Conventions of Standard English 2.Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. F. Use spelling patterns and generalizations in writing words.

Support literacy development through language (academic language) Students will analyze the story and recognize the importance of vowels. Students will identify the vowels that belong in each word. Students will need both oral and written language for this class, as they will be discussing the story, as well as writing with vowels.

Learning objectives Will understand the importance of vowels. Will be able to add vowels to consonants to make them into words.

Formal and informal assessment: Students will be assessed informally, during the group reading activities, class discussions, and in class work sheets. The homework sheet will give the teacher a real feel on how much each student caught on to and understands.

Instructional procedure: On a SMART board, show the story, The Vowels, {http://www.tumblebooklibrary.com/ViewOnline.aspx?Is5=false&ProductID=6491} to the class. (*The Vowels is about a family, called the Vowels, who are not complete until each of their vowel children is born. Until each child is born, their words are without those vowels.) Ask the students to retell the story. Have them identify what happened when each child was born. Ask the students to recognize the importance of vowels. Go through the story again, pausing on each page to ask questions as follows: Why can’t we understand what they are saying? Which vowels do you think fit into this word. Which vowel did Alan/Ellen/Iris/Otto/Ursila/Aunt Cyndy add to the family? What vowel sounds (2 kinds) do we hear in his name? What other vowels are still missing? What happened when Otto got lost? Again, have the students identify the importance of vowels. Divide the classroom into groups of 4. Give out consonant cards, as well as vowel cards. Have one student make a word without vowels with the consonant cards. Their peers will fill out the words with vowels. Give out a sheet with the following sections: Which vowel is missing from each word? (Ex: fmily) Fill in the blanks: (Example: C_T, D_G, DR_SS, TABL_E. Extra credit: Turn these letters into a word! (Example: t, twr, ktchn) Do one example of each section on the board with the students. Give the students a similar sheet for homework to assess their comprehension.

Instructional resources and materials: SMART board The Vowels book, by Sally M. Walker http://www.tumblebooklibrary.com/ViewOnline.aspx?Is5=false&ProductID=6491 Letter cards Work sheet Homework Sheet

Reflection The instructional plans include the whole class. In third grade, the students are already familiar with vowels. This lesson just shows the importance of vowels and how they complete words. There is much practice done, including going through the story and filling in the vowels together, the game with cards, as well as work sheet and homework sheet. This lesson reaches all students.

As Mary had trouble with words with irregular spelling, such as through and though, I designed a lesson-plan to help her with these words. While she can use other areas of help as well, this is an easy thing to help her out with.

Candidate’s Name: Chavee Fink

Grade Level:3rd

Title of the lesson: Tricky Words

Length of the lesson:40 minutes

Central focus  Phonics and word recognitions (Grade 3)

Knowledge of students to inform teaching   Phonemic awareness, phonological awareness, letters and alphabets, letter-sound correspondence

Common Core State Standards   CCSS RF 1.3 (Reading: Foundational Skills, Phonics and Word Recognitions) 3. Know and apply grade-level phonics and word analysis skills in decoding words. c. Recognize and read grade-appropriate irregularly spelled words.

Support literacy development through language (academic language) ●    Students will need to identify the “tricky words”, or irregulalry spelled words that they learn. ●     Students will get a short passage, embedded with the irregularly spelled words that they will be learning. They need to identify those words. Later, they need to identify the sounds of these words. ●     Students will need to know the meanings of the words they are learning to read and spell, prior to class. Identify and read and spell

Learning objectives Students will recognize, read, and spell irregularly spelled grade-appropriate words.

Formal and informal assessment Students will be assessed during class time as they will be “called on” by the teacher to read aloud some words. During independent work time, the teacher will walk around and have different students read different words. The teacher will check the homework sheets to be sure that they have caught on, or see if they have not.

Instructional Procedures: The teacher will bring up a short passage on her smart board or projector. The teacher will ask the students what they think are tricky words in the passage. The teacher will then have each student come up to the board and write down their “tricky word” on the board. Words in the passage that are tricky are as follows: Through, though, laugh, tough, taught, naughty, bought, right, light. The teacher will ask the students to try and read these words. If a meaning is unknown (to ELL), the teacher will go over the meaning. She will then tell them which ones have silent “gh” and which ones have a sound. The teacher will put them in two separate lists on the board. The teacher will hand out a sheet with lines on it, in two separate columns: Silent “gh” and “gh” with a sound. As the teacher reads the words aloud, the students will decide which column they go in, and then write the word in that column (they can copy from the board). The students can each sit with a partner. Give out a paper with lines on it, so the students can cut cards. They will write the words on the cards, and then test their friends on the spelling. Time permitting, the students can draw pictures on the back of the cards so that they can test themselves. The teacher should give out a sheet with two columns of lines. The teacher should instruct her student to think of rhyming words. For example though-throw. Through-flew. Tough-stuff. This will help the student remember the sounds of the words. For homework, the teacher will give out a sheet with pictures of the words. The students will write the word that they learned next to the picture. Then they will match that word to its rhyming word on the other side of the page. Accommodations and modifications: Teacher will walk around and assist those struggling during independent and group time.

Instructional resources and materials used to engage students in learning. Short passage on smart board. Work sheets. Cards. Homework sheet

Reflection: As this class is rather slow-paced. Every student can follow. Additionally, in the group work time, the students can help their friends study the spelling of the words. Because of the rhyming and pictures the students will work with, the students will be able to remember the words better. With the group time and card-making, the classroom stays stimulating and exciting, rather than exclusively learning how to spell new words. This lesson addresses every students and all levels of students will be interested in this lesson and come out with the correct learning outcomes.