ELM-315 topic 1 DQ 1 and 2

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Grand Canyon University *

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315

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Psychology

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Jun 11, 2024

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Topic 2 DQ 1 Review the “Heggerty” topic Resource and the associated video resources from the topic and discuss hands-on, physical approaches for teaching phonological awareness in the early childhood classroom. Describe two practices supporting embedded learning of these critical skills. Hello, Professor I've recently watched some Heggerty videos and realized that I've observed many of the techniques they promote being used in classrooms that I've worked in before. However, I also learned some new information that I can apply when teaching reading. One thing I found interesting was how physical activities during reading time can increase students' interest in learning. As someone who had hyper ADHD as a child, I saw movement to be crucial in helping me focus. I also learned about a game using hand clapping to demonstrate different sounds in a word and how it can help students understand where the word begins and ends. Additionally, I found it intriguing when they discussed implementing an open discussion system where students can freely converse with each other about what they are learning. Overall, I believe these videos provide great tips and tricks to help me improve my teaching skills. Janet
Topic 2 DQ 2 Phonological awareness involves blending and segmenting techniques. Describe two ways you can support readers with these skills. Hello, Professor It is essential to emphasize the significance of phonemic awareness to students so that they can identify syllables in words and improve their blending, rhyming, writing, and reading skills. One effective way to help readers develop these skills is to have them practice blending orally with 3-letter words. Once oral blending with 3-letter words is mastered, they can progress to more challenging words with digraphs (Sh, Ch, Th, Wh, Ph, Wr, Ck). Another strategy to engage students and teach them how to segment and blend properly is to sing a song to the tune of "If You're Happy and You Know It." After singing the music, the teacher can say a word in segments, and the students can guess the word. This strategy can capture the student's attention and make segmenting and blending more enjoyable. Resources: Reading Rockets. (2023). Blending and Segmenting Games. https://www.readingrockets.org/strategies/blending_games
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