During the following essay I’ll define two pedagogical strategies to decode words and help adolescent students become better readers. Two pedagogical strategies I find to be significant for decoding words would be phonemic awareness and phonics. Phonemic awareness prefers to the ability to hear, identify, and manipulate individual sounds-phonemes--in spoken words. I feel phonemic awareness is important because it’s the first strategy required for reading. As a child before you learn how to read you must first sound words out for example cat, dog, and map.
Another test Adrian could administer is: The Early Names Test. This test shows how well his students are able to decode grapheme-phoneme patterns in single-syllable words. This will allow him to see how well the students are able to decode and whether or not that will affect their reading ability. c. Adrian can also test their sight word recognition to see how far along each of his students are with their sight words. This test will let him see how much progress each of his students have made, and which words they still need to work on.
They are analytic skills and synthetic skills. Analytic skills involves the ability to break words into its phonemes while synthetic skills involves the ability to blend different phonemes to make words. A study done to identify the influence of alphabetic knowledge and oral vocabulary on phonemic awareness has found that oral vocabulary is an important predictor of analytical phoneme skills (Ouellette & Haley, 2013). This is an interesting finding as most would have assumed that alphabetic knowledge is a key aspect in teaching a child to read. However, according to the results of this research oral vocabulary plays a more significant role than alphabetic knowledge when learning to read.
between multiple pictures of desired and non-desired objects placed on their communication book. Consistent with the previous phases of PECS, the student is to a picture and hand it to their communicative partner. ?? ?If the student selects the picture of the desired item, then they are presented the actual desired item coupled with social reinforcement. When a student responds incorrectly, error correction strategies such as the 4-Step Error Correction Procedure10 are introduced to help the student realize his/her error.
c. Isolate and pronounce initial, medial vowel, and final phonemes in spoken single-syllable words. Learning Objective: Students will be able to produce and recognize initial blends of words. Description of the activity: The activity is a play off of tic tac toe in which students use pictures which help give focus on sound be able to work on the DSA feature B (). The DSA feature B is the initial consonant blends and diagraphs (). Students will match their game card pictures to the corresponding intial blend letters on the game board.
The first goal is student will correctly produce /ch/ in 8 out of 10 opportunities during 3 randomly selected sessions as measured by performance based assessments. The two objectives of this goal is student should be able to produce in isolation and student should be able to produce in words (initial, medial, final). The second goal is student will correctly produce /th/ and /l/ without verbal/visual cues in 8 out of 10 opportunities during 3 randomly selected sessions as measured by performance based assessments. The two objectives of this goal is the student will be able to produce in phrases and sentences and produce while asking/answering questions. The first thing I will have the student do is read books with /ch/, /th/ and /l/ words in them.
the Itsy-Bitsy Spider is a nursery rhyme that I can use to help children develop phonological awareness skills, specifically rhymes and alliteration. The author of the book Early Childhood Exp. in Lang Arts stated “Phonological awareness is important aspect of being ready to learn to read”. So that I will Recite rhymes in a whisper and say the rhyming word aloud and ask children to listen for words that rhyme. I will recite the rhyme stopping and waiting for the children to fill in the second rhyming word in a rhyming word pair.
Prediction from pictures or words is one useful strategy, so I recommend to use because it will enhance students thinking. For example, she might ask students to predict what they are going to read in the text using the title and the illustration and then students read the text and check their predictions if they were correct or not. Book covers, photographs give learners the idea of what they are going to read, in fact their brain starts predicting what they are going to read (Harmmer, 2007). Skimming which means to read quickly is also a useful strategy because it helps students to get the gist of a text (Scrivener, 2005). I think my teacher should use this strategy before asking students to read because it helps students to get the main ideas about the text, it helps students to require information that they want and to get a general sense of a topic.
In doing so, teachers give some suggestions by providing general clues regarding the location and nature or type of an error such as an underline, a circle, a code, a mark, or a highlight on the error, and ask the students to correct the error themselves (Lee, 2008; O’Sullivan & Chambers, 2006). For
For example an English teacher in a class give the students an exercise to do about nouns, here kids will imagine all the rules or methods in order to solve it. If kids have weak working memory they will not solve it because they come with a solution so they have a difficulty in storing on the new information. Beside this, remembering instruction is a way children use working memory to learn. In fact, when kids are asked to do a specific exercise for example about transitions so they should remember the information they learned about it and the new information the teacher explained. If they have weak working memory they will not be able to do them both at the same time.
If it appears as if they cannot communicate well through their stories, I will assist them by asking them questions differently in hopes to generate ideas for them without actually giving them the words/ideas that they need. If it still appears that they are struggling, I will make a note and watch these students more closely and work with them after I have seen their rough draft. I will also make a chart that includes all of the student’s names and make a smiley face () if they seemed to understand during the lesson, a check mark ( ) if it seemed that they need extra help but still understand the learning material, and a (X) sign if they did not get the lesson at
Something I have found is that when you read something back to yourself out loud, one is able to catch more error than you are when you read to yourself in your head. For the spelling issues, I would recommend that the student remember to use the spelling correction feature on Microsoft Word and that will help them significantly as the misspelled words will be underlined in read. Word is also able to catch some grammatical issues and those will be underlined in green. To fix the usage issues that exist within this essay, is may be effective if the student also remembers what tense that he or she is writing in and try to make it a point to stick to that tense. While the student is reading through their essay, they should also delete all the unneeded words from each sentences.