You are on page 1of 3

Jamey Stafford

Dr. Colvin
READ 3311
February 13, 2017

February 14 Assignment

Chapter 3: Emergent Literacy

Early readers/writers Transitional Fluent readers/writers
readers/writers
First Grade Level Second Grade Level Third Grade Level
 Know how to use early  Read unknown text  Use a number of
reading strategies more independently sources of information
 Begin to attend print  Use meaning as well flexibly to read a
and apply one-on-one as grammatical and variety of unknown
correspondence of letter cues more fully text
matching sounds to  Recognize a large  Read for meaning with
letters number of frequently less attention to
 Decode unfamiliar used words decoding
words  Use pictures in a  Can independently
 Begin to attend to limited way while solve problems
more than one source reading encountered with text
for cues  Writing some children  Children’s fluency
 Recognize small continue to use continues to increase
number of sight words phonics or invented  Writing develops into
 Pays attention to spelling mostly conventional
meaning cues,  Demonstrate spelling
grammatical cues, and characteristics of a  Children will write
prior knowledge on traditional speller expressively in many
limited basis (applying spelling different forms
 Writing will progress rules, patterns, etc.)  Use an increasingly
through five stages of rich vocab and make
invented spelling more complex
sentences when
writing

2) Developing Concepts About Print
When reading a book out loud to the class I can ask question about the different
parts of the book in a way that they student would find interesting, such as in a
funny voice, or purposefully having the book the wrong way, to see if the class
would correct me. This way I wouldn’t be telling my students the correct answer
right away, and I could see what they understand about books.
Providing Direct and Vicarious Experiences
I would go to the library with my students and have them find books about their
cultural background, or assign them certain countries to explore. From their findings
I would have them make collages of things they found interesting about their
explored area and present it to the class. This would be a good project to do during
Jamey Stafford
Dr. Colvin
READ 3311
February 13, 2017

social studies or science, because you could even do the ecosystem or water
system. This will give students a chance to explore a new land without going to it.
Interactive Story Writing
I would read If You Give a Mouse a Cookie out loud to the students. Once we finish
the book we could talk about a different animal and what would happen if you gave
them something then what would they want. This would provide an example of what
I would be looking for, and would work on their story building skills for critical
concept of words.
Reading Aloud
I plan on letting the students pick what books they want to read aloud. This will
keep their interest since they chose the book and this will give the class a wide
variety of styles and structures.
Using Drama
My plan for this would be to have the student pick a title of a book that is on the
shelf that we have read out of a hat. Then group them together with the
corresponding titles. I would have props, costumes, and puppets for them to use. I
would then have them act out what happened in their book to the class. This will
work on their social and emotional readiness, and having them interpret the story in
their own way would help incorporate the character in a real life way.

Chapter 4: Phonemic Awareness
3) What did you learn that you did not know already, what learning
supported what you already knew, or what did you see that gave you a
great idea to use with your kindergartener in these videos?
It was interesting to find out that we have 244 sounds for 26 letters depending on
the combination. I liked video 11 Phonemic Segmentation. I think I will use pictures
along with words my kindergartener will understand to help her with the sounds and
letter combinations.

4) Find one great idea you would like to try using or adapting to use with
your kindergartener to build phonemic awareness skills. Provide the name
of the activity, how you would use it with your kindergartener, and the
benefits to your student.
I like sound blending using song but I would adapt it to Frozen songs since my
kindergartener really loves Elsa. I would use the song “Let It Go” to incorporate her
sight word the teacher was able to give me and have my student try and identify
the word in the song I would be spelling. This would benefit my student by
developing her phonological awareness and it would help my student progress in
segmenting and blending of words when she begins to read independently.

Chapter 5: Phonics, Sight Words, and Fluency
5) Review Figure 5.5 on p. 89 Eighteen Useful Phonics Generalizations.
Which of these generalizations did you not know already, may have
Jamey Stafford
Dr. Colvin
READ 3311
February 13, 2017

forgotten but are now reminded, gave you an ‘ah-hah!’ moment, make
sense now that you know, or are confusing? I am interested in your
reflections on these phonics generalizations and how reading this fits with
what you currently understand and know about phonics.
After reviewing Figure 5.5, I actually forget all of these phonics generalizations, but I
didn’t really forget them I just knew how to use them which made me forget when I
learn this.

6) After exploring these sight word sites, what did you specifically find
that was helpful or you could possibly use with your kindergarten buddy?
I really liked the sight words pathways! This can get my kindergartener up and
walking while she is learning. She often gets fidgety when we are sitting so playing
this game would be great to do with her.