Early Reading Plan
docx
keyboard_arrow_up
School
Grand Canyon University *
*We aren’t endorsed by this school
Course
480
Subject
English
Date
Feb 20, 2024
Type
docx
Pages
5
Uploaded by MinisterScorpion14428
Early Reading Plan
Stephanie Castillo
Grand Canyon University: SPD 480-0501
July 24, 2022
GOALS:
Phonics (cvc, ccvc, or cvcc) different letter combinations
o
Goal: Kenley will be able to decode cvc words and different letter combinations with 80% accuracy
Oral reading of sight words.
o
Goal: Kenley will be able to orally decode sight words and read aloud with 80 % accuracy.
Identifying key ideas and detail skills
o
Goal: Kenley will be able to identify key ideas and details such as the main idea, central message, descriptions of characters, recall who, what, where, and why with 80% accuracy.
Kenley is a 6-year-old little girl who is entering 1
st
grade. She recently moved with her parents and English is her second language. Kenley struggles with reading, and decoding and sight words. She also struggles with identifying main ideas and details from stories such as the who, why, where and what. The goals created are based on areas in which she struggles with. The main goal is to help Kenley to accomplish the above goals with the following activities and strategies. The first strategy is targeted towards the first two goals of letter combinations, decoding, and sight words. The strategy to target these goals will be sound letter mapping. With this I will present the words we are using, I will give Kenley a work sheet with boxes, the word will be presented on the top and together we will break down each word by sound. For example, if the word is cat, we will separate the word based on the sounds, first box we will focus on the /c/ sound, and write the letter, we will move on to /a/ and then continuing to /t/. Once the word is
broken down, we will then put sounds together and form the word. Another strategy I would use to help Kenley accomplish her goal of being able to identify main ideas and details would be scaffolding. Scaffolding is breaking down information into groups (Alber,2011). This strategy is used to break down the story and asking questions in each part this way the student won’t be overwhelmed with everything; they have just read they can take time after each part and reflect on what they have just read. There are three activities I would use to help Kenley. Two will be done in school and one will be done at home where her parents can help her as well. The first activity will be using sound letter mapping in different forms, such as matching sounds to the letters where the word is given, and Kenley will break down the word by sound matching the sound with the letter. That will lead into the next activity, once Kenley has matched the letters and sounds to form the words, she will then take out her sensory writing where she will write words, while writing in her sensory box, she will make the sound of each letter while writing the letter in her sensory box. This will help Kenley decode words including the sight words and how to write them and identify them in the process. The activity at home with her parents will be reading a short story, this will help Kenley with reading and decoding and reading her sight words as well as being able to discuss and identify main ideas and details. After each paragraph Kenley will talk about what she has read with her parents and write down key information within the paragraph she just read.
Moving from a different place is difficult for anyone, now adding that English is a second
language can be even more difficult. New place, and little understanding of the language is also scary. Taking into consideration the struggles of being a new place, and English not being her primary language, I would want her to feel comfortable within the classroom and make sure she
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
is socializing with her peers, with that it can help her with learning and understanding English better. I would want to assess different things like body language and reactions, because every culture is different and what we find disrespectful might be a sign of respect in her culture. This way I can find what is the best way to approach her. When it comes to academics, I would try my
best to get instructions and directions in both languages this way she can understand clearly what
needs to be done while still using the instructions in English, I would do this with her readings as
well so her parents can help her at home. By adapting to Kenley and her learning needs while still including English this can help her feel more comfortable and become more confident in learning and reading because it’s given to her in two formats. These should be considered because knowing English isn’t her first language, if information and materials aren’t initially presented in her native language, we as educators can’t gage where she really is on an academic level because she doesn’t understand English. I think in the start using both her native language and then using English will help her understand more and then eventually within time she won’t need both, she can receive information in English and will be able to translate information, if need be, in her own language.
References
Alber, R. (2011).
6 Scaffolding Strategies to Use With Your Students
. Edutopia; George Lucas Educational Foundation. https://www.edutopia.org/blog/scaffolding-lessons-six-
strategies-rebecca-alber
Lyon, C. (n.d.).
Literacy Strategy: How to Teach Sight Words
. Www.understood.org. Retrieved July 23, 2022, from https://www.understood.org/en/articles/how-to-teach-sight-words