Week 8 Assignment

Assignment #1:

Sheila and John incorporates emergent literacy in their lessons by using the Word Wall to have the students write and read sentences. John used the missing word exercise to have the students complete the passage. He used the sight words to complete the sentences. The trial and error manner allows manner allows the students to demonstrate their vocabulary and sentence comprehension. The primary focus of the lesson were vocabulary and comprehension of the sentences. They both used the group setting to have the students participate orally in the lesson. They assisted their classmates and helped to complete the task without the teacher's assistance. The teachers used the Word Wall to have the students display their knowledge of the words they learned. Sheila used the opportunity to have them create their own sentences. John used the opportunity to have the students use the words on their wall to complete the sentences. They both had planned lessons, where the students had to use their sight words to complete the tasks. Sheila used one of the sentences that a student made; John used a paragraph with missing words.

Assignment#2:

Charmon and Shari both taught phonics lessons in the class. They chose to use different approaches because they had different lessons prepared. Charmon was teaching the a_e words before they were to read a story that had one of the words in it. She wanted them to become familiar with the words,so they could read the story clearly. Shari wanted to the teach the ug family words to the class. They used the phonics principles of finding family words and creating words with the same vowel structure and sound. The lesson that Shari created promotes more student engagement because they were allowed to select the words. Shari used her “Poem of the Week” to engage the students in a sing-song manner to learn the words. Becky's “Reader Theater” has the students practicing their scripts, which develops their vocabulary. In Shari's activity, all the students participated, but in the “Reader Theater” activity, the engagement was only from a select group of classmates.

The “Reader Theater” students would be assessed using the three stages of fluency as follows:

1. Connecting with the language: monitor the students as they practice the scripts before their presentation.
2. Getting comfortable in most situations: monitor and assess the way that the students read the script.
3. Constant improvement: while the students are presenting the script, I would assess the level of fluency when they are reading the script; compare it to the previous activities that the student completed.

Assignment #3:

The child that I practiced the QRI-5 assessment with was a Kindergarten student. He was very good with reading on a Primer level. He had some difficulty when answering the concept questions, but did better on the general questions. He needs to be assisted when developing answers in detail about the story. He will be able to move up a reading level by the end of the year, if there instructional assistance with developing question answers.