Reading Rockets 6-9 A Isaacs

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ADRIENNE ISAACS EDLC 651 Reading Rockets 6-9 Adrienne Isaacs School of Education, Liberty University Author Note Adrienne Isaacs, LUID: L31540624 I have no known conflict of interest to disclose. Correspondence concerning this article should be addressed to Adrienne Isaacs, Email: acisaacs@liberty.edu

ADRIENNE ISAACS EDLC 651 I. Reading Rockets Module 6 – Spelling A. an overview of the meaning and importance of the literacy component as well as the age group in focus Spelling is a process that must be learned through explicit instruction of the alphabetic principle and common sound/letter patterns. Many think that spellers are “born” not taught. That certain people naturally know how to spell. However truthfully it is that those people simply recognize spelling patterns more easily. Everyone can learn spelling patterns though it may be difficult for some. Spelling and reading rely on some of the same skills, namely phonemic awareness and understanding of morphology (word parts i.e., suffixes and prefixes). Good spelling skills increase reading and writing skills. As for age/grade, spelling instruction should coincide with reading instruction, with primary focus and emphasis being younger elementary grades with foundational patterns, and then continuing into upper elementary grades with more complex letter/sound patterns, word origin patterns and morphology. B. A paragraph summary of one video in module In the video, Invented Spelling, Carol Spinello, a first grade teacher uses a book The Little Yellow Chicken to prompt the children to plan their own party. As the children write lists of what they want to bring to the party, Ms. Spinello analyzes the spelling of their words. She notes the changes from conventional spelling to determine what sounds the child is hearing as they make their invented spelling. One line that particularly resonated with me in this video was “Spelling is a puzzle that everyone can solve once they know the rules” (Invented Spelling, Spelling, In Depth, n.d.). Ms Spinello explained that the children are more motivated to learn spelling rules and patterns when their own writing is used as the backdrop for the lesson, instead of a spelling worksheet for example. C. A bulleted list of at least 5 strategies with a brief description of the strategy  Teacher should provide explicit instruction of and lots of practice with “schwa” sounds.  Teachers can use games like being word pattern detectives and word sorting games.  Teachers should provide an explicit spelling routine (figuring out the first sound, second sound, third etc. in a word)  Teachers should combine a recognition of the importance of invented spelling as well as clear instruction on conventional spelling.  Students can spell words using manipulatives for each segment or syllable.

ADRIENNE ISAACS EDLC 651 D. A screenshot of the post-test:

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ADRIENNE ISAACS EDLC 651 II. Reading Rockets Module 7 – Comprehension A. an overview of the meaning and importance of the literacy component as well as the age group in focus Reading comprehension means understanding the concepts, context and what is being conveyed when one is reading. When students comprehend what they are reading then they are able to use reading to learn, instead of focusing on learning to read. When a child is strong in the skill of reading comprehension, he/she can think beyond just the word on the page; he/she can make connections to previous knowledge, make predictions about the text, make inferences, etc. "Reading comprehension, simply stated, is the act of understanding and interpreting what we read. What happens in our students' brains as they read is anything but simple" (Comprehension: In Depth, n.d.). B. A paragraph summary of one video in module In one of the videos, The Jigsaw Method, a reading comprehensions strategy was explained including the home groups and expert groups which allow children to discuss topics with one another and share information. Each student has “expertise” in a subgroup and by sharing the information with each other they increase their understanding of the topics. They report the main idea and details of what they read by filling out graphic organizers and giving reports to their home group. This strategy is effective because each student may pick up on and comprehend different details. By sharing with each other the students benefit from what each other noticed. (Comprehension, In Practice, n.d.) C. A bulleted list of at least 5 strategies with a brief description of the strategy  Teachers should encourage students to make connections to previous knowledge and experiences. Teachers can activate prior knowledge through introductory questions when introducing a text.  Teacher should pick texts that match the readers stage of learning. Independent and instructional level text should be used. Avoid frustration level.  Teachers can use graphic organizers and other visuals to chart key points and info in the text.  Teachers can encourage self-monitoring. Students can learn metacognitive strategies to think about their own thinking and understanding.  Teacher can use “ask and anchor” strategy to assess ahead of time what key terms and concepts the students will need to know going into the text. This will help the teacher to provide clarification ahead of time.

ADRIENNE ISAACS EDLC 651 D. A screenshot of the post-test III. Reading Rockets Module 8 – Writing

ADRIENNE ISAACS EDLC 651 A. an overview of the meaning and importance of the literacy component as well as the age group in focus Writing development begins in early education and spans a lifetime, as one can always improve in one’s writing skills. Writing is composed of four areas of skills: (1) the mechanics of writing or basic writing skills, (2) generating text, (3) planning and editing, and (4) writing knowledge or genre/style and knowledge of audience. Writing requires using skills learned for reading (phonics, vocabulary etc.) and applying those skills to generate their own text. Writing must be taught explicitly and sequentially, just like reading. B. A paragraph summary of one video in module In one of the videos, Stages of the Writing Process, Joan Sedita explained the four stages of writing—Think, Plan, Write, Revise. She explained that many people jump right to the “write” stage of writing. However, the best writing is well thought out and planned so that it has proper flow and structure. Also, the “revise” stage is often neglected for younger grades. However as early as Kindergarten, children can be taught to clarify their sentences, to add details, to correct mechanics, etc. Each stage is important and should not be neglected. (Writing, In Practice, n.d.) C. A bulleted list of at least 5 strategies with a brief description of the strategy  Sentence combining – Students can be taught to combine “kernel” ideas from small sentences into one, grammatically correct sentence with all the essential details. This strategy helps students to hone in on mechanics (commas, avoiding run-ons, using descriptors/adjectives, appositive phrases, etc.) and essential details.  Peer feedback – Teachers can pair students to give feedback on each other’s writing. Or students can read their draft aloud to their classmates to receive feedback. This allows children to help each other catch errors and omissions.  Teacher should teach students to outline paragraphs with topic sentence, supporting details, etc. Outlines help students to create more organized writing.  Students can use graphic organizers, sticky notes, maps or index cards to gather their thoughts for writing.]  Teachers should vary the type of writing required—i.e. not only narratives, but research reports, letters, brochures, etc. Varied assignments allow students to adjust to various audiences, and purposes of writing.

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ADRIENNE ISAACS EDLC 651 D. A screenshot of the post-test IV. Reading Rockets Module 9 – Assessment

ADRIENNE ISAACS EDLC 651 A. an overview of the meaning and importance of the literacy component as well as the age group in focus Assessment is essential because it can help to guide instruction. Assessment helps educators to know if instruction is effective and if students are acquiring the needed skills. There are multiple informal assessments to gauge the many different skills that reading requires. Group assessments of reading tend to miss many factors, so one on one assessments of reading are more accurate and effective for informing instruction. B. A paragraph summary of one video in module In Assessment by Specialists, the video goes through the assessment process for a young boy, Eric, who is struggling with reading. Eric and his mother visit the Lindamood-Bell Center to see what his problems with reading are. Throughout testing Eric makes several errors (omitting sounds, reversing sounds, etc.) that show he has poor phonemic awareness. The evaluator recommends intensive phonemic training. After 3 – 12 weeks of intensive training usually there is an improvement to the level of the typical range. Without training children will not simply “catch up”. Early intervention is critically important. (Assessment, Introduction, n.d.) C. A bulleted list of at least 5 strategies with a brief description of the strategy  Print awareness assessment – Teachers should ask can you tell me what letter this is? Can you tell me what sound it makes? This assessment is used in kindergarten.  Print awareness assessment – Teachers should ask Can you show me a letter? A word? A sentence? The end of a sentence? The front cover? The title? Etc. This assessment helps teachers to identify if students are familiar with the parts of a book, the parts of print/text? This assessment is also used in kindergarten.  Phonological awareness assessment – The is assessment determines if children are aware of syllables, rhymes, onset and rime, etc. This type of assessment can begin as early as age 3, and progress through the end of kindergarten.  Phonemic awareness assessment – This assessment tests the student’s ability to segment, blend, manipulate, etc., the 44 phonemes of the English language. This assessment is used in kindergarten through first grade. The PAST (Phonological Awareness Screening Test) is one example of an informal diagnostic tool for phonemic awareness.  Word recognition assessment--- This assessment is used at any grade level up to second grade for the sight words of that grade level. D. A screenshot of the post-test

ADRIENNE ISAACS EDLC 651

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ADRIENNE ISAACS EDLC 651 References Carreker, S., Liptak, E., Lubar, N., Seals, L., & Spear-Swerling, L. (n.d.). Reading 101: Self- Paced Learning Modules . Reading Rockets. https://www.readingrockets.org/reading-101/reading-101-learning-modules

Reading Rockets 6-9 A Isaacs

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