Critical Response Journal Analysis

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Critical response journal five is a reflective entry to detailed questions and thoughts pertaining to assessing and teaching reading. It is important that educators and other educational professionals have a clear understanding of reading development and effective reading strategies. 1. What are the components of reading instruction? Some of the key components of reading instruction that is described by the textbook is learning to decode and read words accurately and fluently. “Reading is a skilled and strategic process in which learning to decode and read words accurately and rapidly is essential”, (Sharon Vaughn, 2015, p. 177). Since I teach Kindergarten the majority of my students are “emergent readers”. A large portion of my reading…show more content…
Think about how phonological awareness and phonics are interrelated. How can you use these skills be utilized and expanded on to develop word reading and spelling skills? As the textbook describes, phonics is the understanding of letter-sound correspondence. Phonological awareness is the understanding of how the manipulate the phonemes of a word, such as blending or segmenting sounds. Individuals must first have a clear understanding of letter-sound correspondence, to be able to successful use phonological skills to later develop strong reading skills. “As students learn the letter-sound correspondences, phonological tasks such as oral blending and segmenting of onset-rimes and phonemes can be paired with graphemes (letters), thereby explicitly teaching the relationship of speech to print- the alphabetic principle”, (Sharon Vaughn, 2015, p. 180). The textbook goes on to explain that more advanced skills of phonological awareness is most related to an individual’s success with reading and writing. A large portion of the reading time in my classroom is devoted to letter-sound correspondence, as well as, phonological skills such as blending and segmenting sounds. Our school district uses a direct-instruction reading program that begins with letter sounds correspondence and continues on with blending, to sounding out the words, to eventually reading the words fluently. The program checks for mastery of these skills every five lessons, and provides intervention skills…show more content…
What are some different ways in which you can teach phonological awareness to one student, a small group of students, and a whole class of students? As described in the previous lesson, I currently use a direct-instruction reading program in my Kindergarten classroom. This program supports students being grouped by ability, therefore, I teach phonological awareness in a small group setting to all of my students daily. During this small group time, students verbally respond to teacher directed instruction as a group, as well as, respond individually to teacher direct ques. I also instruction students in small groups or individually during our “centers” time, when I create and instruct lessons and activities on phonological skills based on the current skills being taught in the direct instruction reading block. Some of these activities include matching beginning sounds to pictures, sight word bingo, or identifying middle and ending sounds. At times, I will pull students individually to review with them on letter-sounds correspondence skills and other phonological skills. I also teach whole group phonological skills during our “circle time”. During our circle time we identify the letter and corresponding sound for the week. WE identify sight words in our daily read aloud, and also play whole group phonics games. Students also get whole group instruction on phonics skills during whole group skills practice and review during our tools for learning block. I also try to

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