Final Exam
RE 5100 Teaching Beginning Readers and Writers
June 7, 2010
Holly Tilley
1a/1b. After looking at the spelling samples given I can determine a spelling stage for each student. John’s spelling stage would be at the Phonetic (Letter-name) level. John was substituting vowels in his spellings and he was not marking the long vowels. John is making one to one sound-letter matches. For example; the word side he wrote SID, leaving off the silent e which gives the letter /i/ its long vowel sound. Looking at other words on his list you can see that in; step (SAP), picking (PEKN), and dress (DAS) he was substituting different short vowels for the words. When thinking about what level of word study to start John on I would have to say that I would start with the short vowels. He has the beginning consonants down pat but he is switching his short vowels around subbing them out for each other. He needs to really focus on the sounds and patterns of short vowels.
Looking at Sue’s spelling list I would have to say that she is at the Pre-PhoneticStage. She is really on showing representation of beginning and ending consonants in her spellings, leaving out the vowel in the middle. Some examples from her list are the following; back-BK, feet-FT, dress-JS, and she also just gets the beginning sounds in a few words like for peeked she only got the “P”. When thinking about which level of word study to start Sue at I would begin her with the same as John with short vowels even though she could use a little review in beginning consonants. She is omitting the vowel in her words and really needs good instruction and exposure to the short vowels.
After analyzing Hannah’s spelling list I would say that she is at the vowel transition stage (within-word pattern). She is beginning to represent short vowels correctly (dress-DRES) and she is marking long vowels even though the vowel markers are sometimes misplaced. For example, she spelled side as SIED. Other examples of her spellings include; FETE (feet) and PIKING (picking). Based off of her spellings I would start Hannah with mixed vowel patterns. She shows that she knows her short vowel sounds. She needs help with the different patterns to get the letters in the correct position in a word. With Hannah you also want to review vowel markers.
1c. The spelling test that was given to John and Hannah would be a good predictor of end-of-first grade reading achievement because it would show the types of words that students can read which would be then matched to the level of text that they would be reading. I would say that by the end of first grade Hannah would be right on track/grade level with reading. Since this test was given in January, she would only need a little more review and practice with mixed patterns which shouldn’t be taught until late first grade. John would be a little behind Hannah or possibly even catch up before the end of the year. They both have the beginning and ending sounds which should have been learned in Kindergarten; which means they are on the right track. These spelling samples let us know Hannah and John are well on their way to become successful readers but each at their own pace.
2a. Once a child is able to name all letters, shapes and sounds then the child is ready to move on to beginning consonants. Students must know all letter knowledge in order to move on to picture cards so they are able to identify beginning sounds. Picture cards sorts assist the child in learning beginning consonant sounds. When teaching beginning consonants there is a certain order you need to follow. Students need to be introduced first to the letters; b,m,s. Once a child can sort the picture cards by beginning consonant sounds, letter cards are brought into play. Now students can place picture cards under letters. Then students write the consonant letter to dictation. After the first set of consonants are introduced then you repeat the cycle through the rest of the letters. You should not move on until you are sure that the child is making fluent, accurate responses. It is important to know beginning sounds so when moving to word families students are capable of focusing on the ending of a word. Word families are CVC words that focus the child’s attention on the ending consonant. Once a child is comfortable reading, sorting, and spelling a word family then you can add more families. After completing word families you move on to short vowel words. Short vowel words focus the child’s attention on the medial vowel, focusing really only on the vowel sound in the CVC word. Blends and digraphs are included but toward the end of the sort. Once students have mastered all word families you can introduce vowel patterns. Word family instruction serves as a bridge between beginning consonants and vowel patterns. Lastly, to begin vowel patterns, the child must be able to read at least three words in each vowel category. These words draw the child’s attention to the vowel patterns within the word.First you would start of with high frequency word(short, long, and r-controlled) patterns and after a student has mastered the high frequency words then you can introduce the low frequency words. With mixed vowel patterns you would start with CVC words and move to the following; CVCe, CVr, then CVVC. Each step of phonics helps prepare the child for what is next and they build off each other. After the different levels you could use word games to help reinforce the pattern/skill that was introduced. You can also to a spell check after each to really see if the students understand. These steps should help the student build up sight words and begin reading fluently.
2b. After each level of phonics instruction, (besides beginning consonants) students can play many different word games. Word games provide students with much needed practice on different vowel patterns. Not only are the students enhancing their learning but they are having fun. Games keep the kids attention and they don’t even realize that they are learning. Games help reinforce/review each step of phonics instruction. The games are also meaningful and help students to memorize sight vocabulary. Not only do the games help build word pattern knowledge but so does reading at an instructional level for students. When a student reads at an instructional level they can use patterns they know to help read words with teacher support if needed on new patterns. Students become confident in their reading; it’s not too easy or too hard. Students get the support and repetition they need to move on.
2c. When a child becomes fluent at completing each task at each phonics level then you can move the child to the next. Not only do they need to be fluent at each level but accurate as well. For instance if a child is struggling with short vowel word families; maybe they are having problems with the sorts, games, spell checks, or using them within their reading then I would not move that child on to the next stage with short vowel patterns (non-rhyming). Students need to be monitored very closely during phonics instructions so you don’t push a child into something their not ready for.
3a. Kids need to learn meaning vocabulary to help them become successful readers. This sets kids up for success in becoming a reader which helps them to comprehend what they are reading. It is important for teachers to give voice to word meanings that kids can not express on their own. It’s also important to have a program because most students depending on schools are coming in with no background knowledge and experiences to help expand their vocabulary so its up to us teachers to give that too them in a well thought out program.
3b. A program for directly teaching meaning vocabulary would be more important in a poor rural school than a rich suburban school. Students are coming into these poor rural schools with no background knowledge/experiences which means, they can’t relate to different stories. They also come into these schools with out being read to at home; so they are lacking the “text talk” that comes along with building vocabulary. These types of students need more attention to build their reading skills.
3c. The main resource for teaching vocabulary to young children would be the use of trade books; especially with the teacher reading aloud. Trade Books are an excellent source of sophisticated words. Teachers can use these books to describe a character/incident with an interesting word. With trade books teachers can use “text talk”; where teachers stop to question the students. Text talk has two main goals; one is to enhance comprehension through interspersed open questions and the second goal is to enhance vocabulary development.
3d. In Routman’s program she is reading good literature aloud which builds motivation, builds background knowledge and vocabulary. Also, builds and focuses on higher level questioning. You can also break into small groups where students can be taught at their instructional level; which could lead to more individual help with feedback, more appropriate along with whole class lesson. It gives students the experiences they might not have had at home.
4a. Struggling first grade readers are so at-risk in today’s educational system because they don’t have the support at home to keep up with what they were taught in Kindergarten. They are lacking the meaning vocabulary aspect in reading. Students are also coming in at the beginning of kindergarten never been read to or really exposed to books at home; which could hold them back in the reading process from the lack of vocabulary. If students come in not knowing then it will take a slower process to gain the knowledge they need to be adequate readers; which plays a part into first grade. Students come in already behind and then there is not enough one-to-one time to help the struggling readers, so they start to fall behind.
4b. One-to-one time is the most effective form of instruction known. Students get the complete attention of one well certified teacher. When in small groups the teacher still has to divide her/his time up with all of the students who still have their own needs. Small groups do not give enough time to each individual. There are four components of effective instruction for one-to-one tutoring. First, you have to look at the Quality of instruction; what is taught and how it is presented. Second, you need to make sure it is the appropriate level; neither too hard nor too easy. Third, Incentive; providing reinforcement and corrective feedback and Finally make sure you give the child enough time to learn and practice what is being taught. It is hard to do these four things within a small group when you still have students at different levels. One student might need more time on a concept but the rest of the group is ready to move on. One-on-one offers a better chance to any struggling reader to enhance their reading ability.
4c. The critical factor if paraprofessionals and volunteers are to be successful as reading tutors would be that they be well supervised along with well thought out plans that correlate to what is being taught in the classroom but at a different level for the child to understand. Tutors need to be well guided to make sure they are delivering the appropriate instruction.