Notes page week 3 - Equipped ch 2-3 and Heggerty lesson PDF

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Week 3 notes on RDG 350 Heggerty Lesson Ch 2&3 from Teaching Reading Sourcebook...

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RDG 350 Notes Page – Week 3

Equipped for Reading Success – Chapter 2-3: Answer the questions below in DETAIL 1. From paragraph 1 on page 13 – Summarize the importance of phonological awareness and its impact on preventing reading failure. Phonological awareness is so important that if students have poor phonological awareness, they’re skills in reading are going to be poor and they will struggle with reading. However, students who have good phonological awareness will always become good readers. The good news is despite the developmental delays, the difficulties students who struggle with phonological awareness, are preventable and correctable.

2. Read the bottom of page 13 and define the difference between phonological awareness and phonemic awareness (SUMMARIZE, don’t copy). Phonological awareness is a broad term. Basically, phonological awareness means the student can recognize the sounds of words, that being whole sounds. Phonemic awareness means that students can recognize the sounds that each letter makes, as well as, the sounds that letters make when combined.

3. At the bottom of page 16, under Important Note – who should you refer students who are struggling with phonemic discrimination? Why do you think those two are mentioned? It is critical that the student can discriminate phonemes. Without this skill, their ability to read will be affected and they will have a very hard time with language development. These two things are mentioned because it is impossible to read fluently when you are insufficient in language development.

4. P. 16 – Why does the chapter say that phonemic awareness training is NOT optional? Explain/summarize, don’t copy. Phonemic awareness is not optional, because without having mastered phonemic awareness, the student will not be a strong reader. Some students develop the awareness naturally while learning to read, but some don’t.

5. Describe what is meant by the following levels of PA and what types of activities are involved in each:

a. Word level – ONLY in Sourcebook (see chart on page 118) Word level is assessing whether the student identifies or differentiates between each word. The student must tap one time, for every word in the sentence. The student must also put two words given, into a compound word. Lastly, the student must be able to take away a smaller word from the compound word given. b. Syllable level – Sourcebook pp. 118-119 AND Equipped p. 19 Syllable level is assessing if the student identifies each syllable in each word. The student must be able to break a given word into each syllable, blend a word together after being given each syllable, as well as being able to take away a syllable after being given a whole word. c. Onset-rime – Sourcebook pp. 118-19 AND Equipped p. 20 The student must be able to identify rimes from two given words. When being assessed, the student must determine if two given words rhyme, find a word that rhymes with a given word, find a word that does not rhyme after being given a set of 3 or 4 words, blend the sounds together and make a whole word after being given a word broken into onset and rime. d. Phoneme level – Sourcebook pp. 119 AND Equipped p. 21 The student must be able to recognize phonemes. When being assessed the student must be able to recognize individual sounds in the given word, select a word that has a common sound after being given a set of three or four different words, recognize the word that sounds off compared to the other three or four words given, combine the sounds from a given separated word into a whole word, recognize the word that remains when a phoneme is removed from the given word, make a new word by adding a phoneme to the given word, and make a new word by replacing a phoneme for another after given the word.

6. What do most phonological awareness programs focus on and why is this a problem? Most phonological awareness programs focus on segmentation tasks, and these segmentation tasks are easier than phoneme manipulation tasks. The reason this is a problem is because phonemic skills continue to grow after the first grade and this growth is better measured by phoneme manipulation tasks. If these tasks are not being given, they have no background knowledge.

Heggerty Video Questions 1. Do students need to have anything (manipulatives, game pieces) to make the Heggerty lesson multisensory? Why or why not? No, because the speaker uses her hands for visualization. 2. Describe what the speaker does to make onset-rime instruction more visual? What did her hand motions do for the instruction? The speaker used her fingers for each word, and she also pointed a finger on either hand to signify the beginning sounds. For example, for the word “rough” she pointed to the left palm of her hand and said “rrrrr” then switched to the right palm and said “ough”. She did the same with tough. This helped the children divide the word and identify the beginning sound, and this allowed them to be able to use that strategy as well. Another strategy was she used her hands while put together and “chopped” each time she sounded a phoneme in the word. She also used a rollercoaster hand motion to help the student identify the middle phoneme in the word. She did a few more different hand motions as well. Her hand motions helped the students visually see where each phoneme was placed or taken away. 3. What do you notice about the sequence that the speaker presents the letter cards in at the end of the video? Does that agree or disagree with what we learned last week as required by the Kindergarten TEKS? The speaker used the cards out of sequence. It agrees with TEKS, because they should be able to identify letters out of sequence. It would different if the alphabet was just being introduced. 4. How long did this lesson take? What do you think makes this phonological awareness lesson engaging for students? This lesson took nine minutes and some seconds. I think what makes this lesson engaging, are definitely the hand motions, her voice, and the cards. The reason I say this is because if the speaker did not have a bubbly voice, she may come across as boring. Kindergarteners are interested when your voice is perky. They tend to zone out or become less interested if you were to speak to them as an adult. Also, the hand motions helped stimulate the learners by visually showing them the phonemes with her hands instead of just speaking them. Also, the cards may have been fun for the kids to look at, and see the pictures and colors that went with the letters....