MOD 10 Journal Entry # 5 USE TO COPY
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School
Touro College *
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Course
640
Subject
Linguistics
Date
Jan 9, 2024
Type
Pages
3
Uploaded by KidMandrill3050
Ashley Popkin
SED
N
602
Module 10
Journal Entry #5: Teaching Reading and Writing
•
What are the issues related to reading instruction? What are the five components of
reading (review pages 311-312)?
The issues related to reading instructions are that some students might have trouble connecting
sounds to letters and letter combinations as well as phonological awareness skills. Students may
also have limited sight word vocabulary which may hinder their reading fluency and allow them
to read slowly and choppily (Bryant, Bryant & Bryant, 2
020). The five components of reading
are phonological awareness which is the ability to recognize and manipulate sounds such as
decoding and blending. Other components of reading are phonics and word study, reading
fluency which is your ability to recognize words automatically, reading vocabulary, and reading
comprehension
(Bryant, Bryant & Bryant, 2
020).
•
How can reading assessments (see Chapter 9) be used to identify struggling students and
to monitor Response to Intervention?
Reading assessments such as informal reading inventories can be used to identify struggling
students because they are unique reading tests that have word lists and graded passages meaning
that the passages/ words are given on grade level (Bryant, Bryant & Bryant, 2
020).
A student
who is failing may be identified as struggling. The same test can be given throughout the year to
identify growth in students and monitor RtI.
•
What are the characteristics of students who struggle during the writing process?
The characteristics of students who struggle during the writing process are that they often get
brain fogged, are inconsistent in thinking, have difficulty organizing, grouping, and forming
concepts, cannot see cause/ effect relationships, organize time poorly, lack persistence, jump to
premature conclusions, show poor judgment and cannot organize any ideas (Bryant, Bryant &
Bryant, 2
020).
•
How can writing assessments (see Chapter 9) be used to identify struggling students and
to monitor Response to Intervention?
Writing assessments can be used by having writing rubrics/ checklists as well as diagnostic
assessments. When writing students can have a rubric to check off what they believe was
completed. As teachers review, teachers can understand what the specific children are struggling
with. The teacher themselves can have a writing rubric for the child. As time goes on, teachers
can continue to give writing diagnostics to monitor RtI.
•
Reflection: Based on your new knowledge of teaching reading and writing to students
with disabilities share five ideas that you have found important and a description of why
those ideas are significant to you and your own teaching practice.
The idea I find important is always to monitor progress in the form of an assessment and that an
assessment does not take away from instruction. Another idea that I find important is the ability
to identify students who struggle in reading and writing. I also learned that reading has five
major components and it is important to focus on all because I tend to only focus on reading
comprehension but if students do not master the entirety of reading there is no reading
comprehension. Teaching irregular words is also important because irregular words do not have
the same sounds as perfect letter-sound correspondence. Using assessments is important to
understand your student's gaps and manipulate our teaching practice as teachers.
References
Bryant, D. P., Bryant, B. R., & Smith, D. D. (2020). Teaching students with special needs in
inclusive classrooms. SAGE.
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