Lesson 6 Participation Assignment
docx
keyboard_arrow_up
School
Rio Salado Community College *
*We aren’t endorsed by this school
Course
268
Subject
English
Date
Apr 3, 2024
Type
docx
Pages
4
Uploaded by UltraValorWasp25
Lesson 6 Participation Assignment (25 points)
Before you work on your assignment, please read this section. The purpose of assignments in this course is for you to show your learning of the lesson content. Therefore, it is very important that you use the keywords and terms in your answers and that you refer to the important concepts from the lesson and the readings
as you prepare your assignment. If you only write your own ideas in your answers, it will be difficult to assess your learning of the lesson content.
Respond to the prompts below in detail using evidence from the lesson, required readings, and multimedia resources.
1.
Explain why when students write about a text, their reading is improved. Describe stances to respond to a text. This response would explain five reasons why reading is improved by writing and explain the three stances with examples.
Writing supports constructing meaning – students express their opinions and interpretations through writing, and they must organize their thoughts about the text. Writing also gives students insight into literary tools that include style, word choice, precision, and again, organization. Reading improves when students write about a text in five distinct ways. These are reflecting on what they have read, gathering information, organizing the information, practicing literary forms, and to be able to share their ideas with others. The three writing stances for responding to a text are writing into, writing through, and writing out. The stance “writing into” allows students to access their word knowledge, raise questions and set a purpose for reading, foster their word consciousness, and make connections between themselves and the text they are going to be reading. In the “writing through” stance, students may chart information, identify important information, such as supporting details and plot points, and explore the characters, the setting, and other important literary elements as they read. In the last stance, “writing out”, students reflect and respond to what they have read. This gives them an opportunity to give personal, creative, and critical responses that also helps them to make connections to the text, as well as explore important text concepts. (Honig, Diamond, and Gutlohn, p. 630). 2. How should students divide the following words into syllables to pronounce them? Identify the syllables in each word. The teacher candidate divides each word correctly according to the most useful syllable division principles. Each syllable type is correctly identified.
[Here’s an example: turvind tur (r-controlled) vind (closed)]
blisteck, tameck, aishor, biltowgo, ebbanomine.
In order for students to pronounce these words, they should first chunk the word into syllables, and then use common pronunciation of the vowel sound for that syllable (short or long). They can then blend the syllables into a
word. (Rio Salado College, EDU268, Lesson 6: Writing, Syllables section, n.d., para.4,5,6).
Blisteck: blis (closed) teck (closed)
Tameck: tam (closed) eck (closed)
Aishor: ai (vowel combination) shore (r-controlled)
Biltowgo: bilt (closed) ow (vowel combination) go (open)
Ebbanomine: ebb (closed) an (closed) o (open) mine (vowel-consonant e)
3.
Explain what you can learn by looking at a student’s spelling.
According to Moats, there are several things a teacher can learn by analyzing
a student’s spelling. Teachers can tell how a student understands important elements of reading and writing such as recognizing word structure, speech sounds, sound and symbol combinations (roots, prefixes, suffixes, etc.), and how letters are used to represent speech sounds. Many reading problems show up in a student’s abialty to spell, and teachers can use spelling as a diagnostic tool to pinpoint areas a student is struggling. Spelling can also be used as a diagnostic tool to identify as well when students are making gains and improvements (Reading Rockets, 2014).
4.
The spelling of any word can be explained by what principles?
The spelling of any word can be explained by the five principles suggested by Hanna, Hanna, Hodges, and Rudorf: I.
The word’s language of origin and history of use.
a.
Knowing this helps to spell a word because words we use today come from several different languages that have contributed to a word’s spelling. Words also have regional/dialectical variations that have been influenced by early settlers of an area and also impact specific word spellings. II.
The word’s meaning and part of speech.
a.
Learning prefixes, suffixes, roots, etc. contribute to a student’s ability to understand what part of speech a word belongs to when they read and spell. III.
Speech sounds that are spelled with single letters and/or combinations of up to four letters.
a.
Students should begin writing letter/sound correspondences as soon as they are learning to read them. A systematic
phonics program teaches the sequence of instruction of combinations of speech sounds up to four letters to support spelling at this stage. IV.
The position of the sound within a word.
a.
Understanding how the position of the sound within a word changes the spelling gives students a cue of how it will be spelled based on the position of individual phonemes within a word.
V.
Established conventions of letter sequences and patterns.
a.
These standardized rules of spelling English words are used to
help consistently pronounce and spell words. (Rio Salado College, EDU268, Lesson 6: Writing, Spelling Principles section, n.d., para.2-7).
5. Describe your Field Experience tutoring by responding to the following:
A. Describe the student(s) you are tutoring.
The students I am tutoring include four 9
th
grade students, 3 male and 1 female. Three students have a current IEP and receive special education services for basic reading, reading comprehension, and written expression. One student also receives related services for speech for receptive and expressive language skills, and one student receives services for workplace skills for his OHI of ADHD. One student is a recently identified EL student who
is at the Basic level. The lowest reading Lexile score is 400 (3
rd
grade equivalent) and the highest is 670 (4
th
grade equivalent). These students are currently in their second semester of English 1 Yearlong and the classroom setting is cotaught. All students have good behavior and no attendance concerns. B. Describe the pretest you used to determine the student(s) needs. The pretest I used to determine the students I would be tutoring and helped to identify their specific needs is the Star Reading assessment. The students took the initial score assessment in September of last semester, and again in
December to track their progress. Students took the reassessment again on March 8
th
, and their final assessment will be given in May. The program tracks their progress and gives a suggested score they should reach by the end of the year. The program also gives an instructional planning report that suggests specific instruction and practice at an equivalent grade level for their score, as well as for individual target skills for both informational text and literature. C. Describe their phonics strengths and weaknesses.
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
My students’ phonics strengths include phonemic awareness, sound spelling/correspondences and decoding regular words. My students need support with encoding words at grade level, vocabulary acquisition, improving fluency, and reading comprehension. D. Describe the phonics strategies and resources you will use.
In addition to the Star Reading program, I will use a variety of phonics tools and additional resources to ensure that my tutoring instruction is adapted to the specific needs of my individual students. This includes utilizing interactive read-alouds, vocabulary building exercises and tasks (sentence writing, synonym/antonym exercises, pictures for words, prefix/suffix studies,
root/base exercises, vocabulary match games, etc.), white board work, leveled readings with multiple reads and annotating, and visual cue cards/exercises. Readings and vocabulary words selected for tutoring sessions are specifically chosen based on the current curriculum in the general education English class, as well as taking into consideration the students’ ages and interests
.