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Reading Log 4

Reading Log 4

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Published by Alyssa Dekany

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Published by: Alyssa Dekany on Apr 27, 2011
Copyright:Attribution Non-commercial


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Reading Log #4Bear Chapters 1 and 2:Observations:- Orthography – the correct sequence of letters in the writing scheme- The first written words children learn are usually their own names- Invented spelling – not just random displays of ignorance andconfusion. Linguistic analysis showed that invented spelling provides awindow into a child’s developing word knowledge.- Word Study – By using students’ invented spellings as a guide,teachers can differentiate efficient, effective instruction in phonics,spelling, and vocabulary.Word study teaches students how to look at words so that they canconstruct an ever-deepening understanding of how spelling works torepresent sound and meaning. We believe that this word study is wellworth 10 to 15 minutes if instruction and practice daily.-Instructional level – word study instruction much match the needs of the child- One way to tell what a child needs to learn is through their spelling –Student’s spelling provides a direct window into how they think thesystem works- Stages of Spelling Development – Page 10 (chart) – page 14- Prephonetic- Alphabetic Principle – letters represent sound in a systematic
way, and words can be segmented into sequences of sound formleft to right- Synchrony – the harmony in the timing of developmentLayers of Orthography – Page 19Spelling Inventories – lists of words specifically chosen to represent avariety of spelling features or patterns at increasing levels of difficulty-Page 34, Power Scores and Estimated Stages table- Static reversals, Kinetic reversals, page 36- Spelling expectations by grade levels, page 44- Give spelling tests weekly to monitor mastery of the studied featuresand to send a message to students and parents that students areaccountable for learning to spell the words they have sorted andworked with in various activities all week.Wonderings:Spelling inventories seem tedious, time consuming, and hard tocomplete. Are they really worth the time it takes to complete in orderto help the children spell? They seem confusing and unnecessary. There has to be an easier way to help figure out what children knowand what they don’t when it comes to spelling.Connections:
When in my first grade classroom for the ELD’s, students wrote in their journal daily and I got to see how they wrote and spelled. Manychildren had trouble with reversals. Many of the misspellings in thetext are similar to what I saw in the field. My cooperative teacher didnot use spelling inventories though.Reutzel and Cooter chapter 2Observations:Important Phonics Patterns – pages 26-30Structural analysis – rather than attacking words on the letter-phoneme level or on the onset and rime level, this kind or wordidentification uses a readers’ knowledge of meaning “chunks” inwords.-End of the year benchmark skills – page 33-35- Favorite strategies for teaching phonics- Letter-Sound Cards- Phonics Fish card game (page 52)- Stomping, clapping, tapping, and snapping soundStudents with Dyslexia, Page 57Strategies parents can use to help children learn phonics skills – page59

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