week 4

Assignment 1

•&νβσπ;What texts and materials do teachers have in their classrooms that support students' development of fluent reading?

Teachers generally have word walls in the classroom of tough words that students may having identifying or understanding. Teachers will also have reading material and books that are on, above, or below the students level of reading that are relevant to the key content to be taught.

•&νβσπ;How do they select vocabulary to teach in all areas of your curriculum?

Vocabulary is selected according to the level of difficulty of the word and what tier that it may fall under, more basic words are of a lower tier than those that are not as commonly used.

•&νβσπ;How much time do they allocate to word study?

Teachers generally allocate 30-45 minutes a day to word study. Depending on how long each period is.

•&νβσπ;What word study routines do they teach and encourage their students to use?

Most teachers encourage students to define words, sound out words that are unfamiliar or take weekly spelling test. To enhance word recognition and memorization.

•&νβσπ;How do they differentiate instruction and tasks based on their students' needs?

If a student is struggling the teacher will sit independently with that student 2 to 3 times a week to enhance that student’s level of learning. If required the teacher will communicate with the parents to assist the student at home to help reinforce the lesson or topic.

Reading element	Instruction	Opportunities for practice	Texts/materials
Fluency	Teacher read aloud Model fluent reading to students	Readers theater Independent reading	Plays scripts Variety of books relevant to key content areas
Vocabulary	Spelling test Explain unfamiliar words (different tier words)	Word wall Spelling test Defining words Independent writing	Independent writing Spelling test Vocabulary books
Decoding	Teacher reflections Sounding out tough words	Independent reading Group reading Shared reading Popcorn game	Read books relevant to key content subjects Word meaning and research

assignment 2

1. How can you ensure that your struggling readers have access to texts they can easily read?
Ensure that you have material in key content areas such as math, science, and social studies that will apply to the students learning and grade level. Match a student’s conception, interest and academic ability (grade level) to the book that is to be read.
2. How can you foster a learning environment in which students have many opportunities to practice reading?  The learning environment that would have to be set in place is a non-interruptive environment that allows the students silence to read and think of their ideas. The students would practice Small group instruction, and turn and talk reflections on what they have read in their readings. The teacher should demonstrate the coaching techniques and move around the room to sit in on each group or individual reader to ensure the students understand what they are reading.
3. Describe ways in which you can model fluent reading in your classroom throughout the day.
 I would model fluent reading in my classroom by reading aloud to my students. This will give them an understanding of what fluent reading sounds like. As I read to my students I will pause to reflect on my theory of what is and might occur throughout the story. As the story change I will pause to reflect with the students of how my theory has changed.

assignment 3

1. Explain the three levels of words and how you can use word levels to decide which words to teach.
Basic words  (bed ,look, run)
high frequency   (freeway, hurricane)
low frequency (isotope, asphalt)
A great way to have students learn word levels is by giving students a vocabulary pretest every Monday and a real test every Friday of the same list of words.

2. How do you teach your students to "chunk" words as a strategy for decoding unfamiliar words? When do you provide this instruction?

Have student’s record information about each chunk into a graphic organizer. This helps when student are struggling to identify keys words and ideas. It develops their ability to paraphrase and organize their data.
3. Based on Professor Allington's comments and the classroom examples, what are some ways you might foster word study in your classroom?

I would foster word study in my classroom by giving students a spelling pretest every Monday and a real test with the same words that Friday. To enhance the word study I would require the students to do an Independent writing assignment using 15 of the 20 words that are given to them to be spelled correctly on their Friday test.