UOP­ WEEK 1-6 RESPONSE_REPLY APE_536_Introduction To The Science Of Reading_April 2024

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APE/536: Introduction To The Science Of Reading/April 2024 Respond to the following questions in a minimum of 200 words: What are the literacy essentials? Define each one and explain what each means to your reading instruction and student learning. Literacy Essentials are instructional information.   They include comprehension, writing, vocabulary, word structure, fluency, and motivation, which are needed to build literacy. The reading process has five aspects: phonemic awareness, phonics, fluency, vocabulary, and comprehension. These five aspects work together   to create the reading experience. As children learn to read, they must develop skills in all five areas to become successful readers. Phonological awareness: The ability to hear sounds in words. It helps children learn how to blend sounds together to read words. Phonics: The understanding that letters are individual sounds. It helps children recognize words when they see them, which helps them learn how to spell new words. Fluency: The ability to read smoothly and accurately with expression. Fluent readers can read a text accurately and with expression at their own pace. Vocabulary: The number of words your child knows and understands the meaning of. An extensive vocabulary will help your child become a better reader and writer! Comprehension: This means understanding what you have read or heard—that it makes sense and that you can relate it back to other things you know about or experience in life (like the plot of a story). Explain the Simple View of Reading and how this will affect your reading instruction. How does this align (or not align) to the literacy essentials? The Simple View of Reading is a theory that   defines the skills contributing to early reading comprehension . According to the original theory, an individual's reading comprehension is the product of her decoding skills and language comprehension . The Simple View is useful for understanding the abilities underlying early reading comprehension. Studies supporting the Simple View of Reading have primarily relied on simple assessments of reading comprehension; they typically do not measure deeper comprehension, which may include critical reading or analysis of the author's craft, which matters for long-term literacy development.   The Simple View is limited in describing what underlies this deeper comprehension. However, for elementary teachers, this concept offers an influential way to understand the abilities contributing to emerging reading comprehension.
Explain the Gradual Release of Responsibility Model and how it is used in lesson planning. The steady release of responsibility framework   decisively shifts the mental load from the teacher to the students . The teacher moves from modeling to guiding instruction to providing students with opportunities to collaborate before they engage in an independent learning experience. The framework is structured so that scaffolding can occur through steps that the instructor has implemented as well as through the activities and guided resources provided. The gradual release of responsibility consists of the following phases: focused instruction, guided instruction, collaborative learning, and independent learning. References Bloser, Z. (2021). The Science of Reading Basics, Part 2: The Simple View of Reading. YouTube. Retrieved from https://www.youtube.com/watch?v=QtDEMHMRd8E. Dese. (2022, December 29). What Is the Simple View of Reading? Retrieved from https://www.doe.mass.edu/massliteracy/skilled-reading/simple-view.html#:~:text=The %20Simple%20View%20of%20Reading%20is%20a%20theory%20that%20attempts,Gough %20%26%20Tunmer%2C1986). IMCE Journal. (2023, February 21). The Essential Components of Literacy Instruction, Part 1 of 6. Retrieved from https://journal.imse.com/the-essential-components-of-literacy-instruction-part- 1-of-6/ Old Dominion University. (n.d.). The Gradual Release of Responsibility Framework. Retrieved from https://www.odu.edu/facultydevelopment/teaching-toolkit/gradual-release-responsibility- framework#:~:text=The%20gradual%20release%20of%20responsibility%20framework %20purposefully%20and%20gradually%20shifts,in%20an%20independent%20learning %20experience. Bloser, Z. (2021). The Science of Reading Basics, Part 2: The Simple View of Reading. YouTube. Retrieved from https://www.youtube.com/watch?v=QtDEMHMRd8E. Dese. (2022, December 29). What Is the Simple View of Reading? Retrieved from https://www.doe.mass.edu/massliteracy/skilled-reading/simple-view.html#:~:text=The %20Simple%20View%20of%20Reading%20is%20a%20theory%20that%20attempts,Gough %20%26%20Tunmer%2C1986). IMCE Journal. (2023, February 21). The Essential Components of Literacy Instruction, Part 1 of 6. Retrieved from https://journal.imse.com/the-essential-components-of-literacy-instruction-part- 1-of-6/
Old Dominion University. (n.d.). The Gradual Release of Responsibility Framework. Retrieved from https://www.odu.edu/facultydevelopment/teaching-toolkit/gradual-release-responsibility- framework#:~:text=The%20gradual%20release%20of%20responsibility%20framework %20purposefully%20and%20gradually%20shifts,in%20an%20independent%20learning %20experience.   1 st Reply What is the gradual release model of instruction lesson plan? It involves three main phases: Focused Instruction ('I Do'), where teachers model the skill; Guided Practice ('We Do'), where students practice with support; and Independent Practice ('You Do'), where students apply skills independently. Dec 21, 2023 The gradual release model of lesson planning has three phases: I Do, where the teacher models the lesson; We Do, where the students do the lesson with help from the teacher; and You Do, where the students work independently. After researching, I learned that the Madeline Hunter seven-step lesson plan consists of 1. Objectives 2. Standards 3. anticipatory set 4. teaching, input, modeling, and check for understanding 5. Guided Practice 6. Closure 7. Independent practice in addition to input, modeling, and checking for understanding. This was very interesting to read. I’m new to teaching, so I’ve never heard of the term, but I will do more research. Thanks CSUN. (n.d.). The Madeline Hunter Model of Mastery Learning. https://www.csun.edu/sites/default/files/Holle-Lesson-Planning.pdf Create a brochure or handout. Include the following information: An introduction stating the purpose of the brochure/handout. What is the Science of Reading? “The science of reading is an evidence-based approach to teaching reading that emphasizes the importance of five key components: phonemic awareness, phonics, fluency, vocabulary, and comprehension. These five components are essential building blocks of reading and are interrelated." Define and thoroughly explain each stage of reading (literacy) development.  Beginning Stage decoding using* knowledge of letter-to-sound relationships to figure out the identity and meaning of unfamiliar words in developing a sight vocabulary*words the learner recognizes at once in text and isolation. Transitional Stage
Their processes of encoding words, knowledge of sound-to-letter relationships, and spelling patterns to write words they want to use, well as representing ideas, become more rapid. Intermediate Stage Fluency develops further, allowing entirely natural-sounding oral reading of on-level texts. They are better able to balance the many cognitive demands of writing*more fluently encoding at the word and sentence levels, while sustaining focus and intent. Proficient Stage Reading can become much more flexible and strategic. Students become increasingly able to analyze themes and character motivations, as well as relate contemporary literary characters and themes to earlier works. Word knowledge may grow into an appreciation of the increasing range and importance of Greek and Latin word elements as well as the histories of words or etymology. Explain why orthographic knowledge is essential for reading development.  Orthographic Knowledge Orthographic mapping is the cognitive process we use to store and retrieve words by automatically connecting their pronunciation, spelling, and meaning automatically and effortlessly. Orthographic mapping helps explain how students read fluently, spell words, and learn new vocabulary when reading. Describe the characteristics of oral language by defining the types of knowledge and providing an example of each. Oral language is often associated with vocabulary as the main component. However, oral language is made up of much more. In the broadest definition, oral language consists of six areas: phonology, grammar, morphology, vocabulary, discourse, and pragmatics. The acquisition of these skills often begins at a young age, before students start focusing on print-based concepts such as sound-symbol correspondence and decoding. Because these skills are usually developed early in life, children with limited oral language ability are typically disadvantaged when they enter kindergarten ( Lexia Learning, 2018 ). Phonology Phonology covers the organization or system of sounds within a language. Once the phonological system has been acquired for essential listening and speaking, children begin to develop phonological awareness of words in sentences or syllables in words. Other aspects of phonological awareness include rhyme, alliteration, onset rhyme word families, blending, segmenting, and manipulating sounds. At the most complex level is phonemic awareness, blending, segmenting, and manipulating words at the individual sound or phoneme level.   Vocabulary (Semantics)
The development of vocabulary focuses both on expressive and receptive vocabulary. Expressive vocabulary represents the words a student actively uses when talking, writing, or communicating. Receptive vocabulary represents words a student understands based on context and background experiences but may not necessarily use when speaking or writing. A common misconception is that vocabulary can be measured simply by the sheer number of words an individual can understand and use, although this pertains only to the breadth of vocabulary knowledge. To measure the depth of vocabulary knowledge, a broader definition also includes a focus on such areas as: multiple meanings of words (homonyms), shades of meaning, figurative language, and relationships between words (synonym, antonyms, analogies). Morphology Sometimes considered to be a subset of syntax and sometimes considered as part of vocabulary (semantics), morphology is focused on the smallest units of meaning within a word, as well as the rules about how those words are formed. For example, if we were to examine the word “cats,” a basic analysis would show there are four phonemes: /k/, /a/, /t/, and /s/.  However, the word only has two morphemes (meaningful word parts): “Cat” is a feline animal, and “s” tells us that there is more than one cat. Morphology can also include the study of structural analysis —how words are joined together and build vocabulary by analyzing the morphological structure of the word (prefix, root, and suffix)—which then helps build upon the child’s foundation in vocabulary. Grammar (Syntax) As children develop their oral language skills, they also create an understanding of grammar— the set of structural rules that govern the combination of words and phrases into sentences and how sentences are combined into paragraphs. Knowledge of these rules helps children understand the relationship among words and apply vocabulary and abstract thinking to their oral language comprehension.   Pragmatics Considered by some reading experts as the “hidden curriculum” in a classroom, pragmatics requires the understanding of the social use of language. This includes social norms regarding conversational turn-taking, personal space, and appropriate behavior with peers and authority figures in a variety of common social situations. In some classroom settings, students lacking background experience—which can be attributable to cultural differences in some instances— don’t understand group dynamics and expectations regarding behavior. Understanding a variety of situations prepares students for more successful comprehension at later stages, including both listening and reading. Discourse Oral and written communication, also known as discourse, is a critical skill. For example, narrative storytelling follows a very specific format: Stories typically have a beginning, middle, and end. They describe the main characters and the setting in which they live, the conflict, and the resolution. An understanding of story structure is essential in order to read, understand, and write narrative. In contrast, consider the structure of expository, or informational text. These
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