Week 3 - Assignment 1

Segment 1 – Shared Reading

How does this activity engage students who are at different levels of literacy development?

The essential components that are addressed are: phonological awareness, word identification/phonics, vocabulary/concepts and fluency/automaticity. The essential components allows the students who have least experience reading to become familiar with the vocabulary in terms of the sound letters and words make especially when joined together. They also help those students to master fluency with the words. For the students who are more experienced readers, the essential components allow for reinforcement of vocabulary in terms of the different ways in which words and letters can be used to form other words as well as fluency with vocabulary.

During her explicit phonics lesson, how does Ms. Perez support students' problem-solving skills?

During her explicit phonics lesson, Ms. Perez supports student’s problem-solving skills by introducing vowels in a systematic way. Having a word wall which introduces spelling patterns and rhymes. Associating vowel sounds with a specific word that will help them with the sound of the vowel.

Based on what you saw in the video, what are the different ways that shared reading can be used to promote literacy?

To promote literacy, Ms. Perez used what is called writing extension, which challenges the students to come up with relevant words to complete their sentences. She also used sound sequencing, sorting pictures by rhymes as well as a making words activity all of which helps to do enhance the students’ vocabulary in different ways.

 

Segment 2 - Guided Reading

Why does she think it's important for students to verbalize their strategies? What else do you notice about how she helps students build meaning in text?

By verbalizing the strategies, Ms. Perez believes it helps her students internalize those problem-solving skills and so helps them to master their vocabulary as well as their ability to problem solve harder words. Another way Ms. Perez helps students build meaning in text is by repeatedly questioning them about the different words in the story and by doing so, they are able to make meaningful connections.

 

Segment 3 – Differentiated Instruction

How does Ms. Perez organize her classroom to support a wide range of learners?

Ms. Perez organizes her classroom into groups of students depending on their current reading and learning level. By doing this, she is able float around the classroom while conducting informal assessments to see what the progress of her students as well as what the skills they need to be developing.

How are reading and writing connected in classroom activities?

As the students enhance their reading skills, they are able to become more proficient writers especially as they are exposed to different books headlining different topics.

 

Segment 4 – Assessment

How does Ms. Perez use ongoing individual assessment to guide her instruction? How can the class profile be used to help group students and differentiate instruction?

The data collected from the assessment determines Ms. Perez’ instructional decisions, basically, what she will be teaching and how she will be teaching.

The class profile or the data rather guides Ms. Perez’ instructional decisions by helping her determine what skills each group of students need to working on as well as what activity or instruction she should employ to cultivate said skills.  

How can ongoing assessment be integrated into your own classroom practice?

By replicating what Ms. Perez did, which was to repeatedly refer to the ongoing assessment at key points during the school term. By doing this I will be able to keep up to date with each student individually as well as group-wise. As I do this, I will be able to determine what activities and instructional decisions to incorporate in my classroom.