Week 7 Building Vocabulary Assignments 1-3

1.    How can you ensure that your struggling readers have access to texts they can easily read?
a.    In my classroom, I will include a library of various books on all reading levels. Students will have access to nonfiction and fiction pieces they can easily choose from to read. I will make sure struggling students are doing partner reading, group reading and independent reading to strengthen their reading skills. I will monitor the struggling readers growth using running records each month. Students that does not improve I will give extra support for parents to work on at home. Some suggestions I would recommend is for parents to practice sight words  and computer programs that challenge students to recite the words.

2.    How can you foster a learning environment in which students have many opportunities to practice reading?
a.    I would foster a learning environment in which students have many opportunities to practice reading by introducing a classroom library. Reading should be a part of the lesson plans each day. Additionally, Students should be introduced to non-fiction and fiction pieces daily. Each day a student should have 30 minutes to read a book of their choice. The book the student should read should be on their reading level. 

3.    Describe ways in which you can model fluent reading in your classroom throughout the day.
a.    I hold students accountable for sounding out words and decoding words better looking for help. Each morning I would read the current events article in class to model the fluency and pacing of my words. Throughout the day, I would have students focus on a certain skill that I would look for during their reading block. For example:
i.    Reading words loud and proud
ii.    Breaking down the smaller words in the bigger word
iii.    Reading crisp and clear
iv.    Decoding words
v.    Using context clues

4.     Explain the three levels of words and how you can use word levels to decide which words to teach.
a.    Familiar words: looks, jump hop
b.    Words that often appear  in conversation or the news: hurricane, democracy, diplomat 
c.    Highly technical  words- words you hear in science class, words that are removed that is not so common.

5.    How do you teach your students to "chunk" words as a strategy for decoding unfamiliar words? When do you provide this instruction?
a.    To chuck a word, a student will have to separate the beginning and end of the word. Students will identify a smaller word within the bigger word. The goal is for the student to break down the sound chuck words at a time until the skill is not necessary anymore. 

6.    Based on Professor Allington's comments and the classroom examples, what are some ways you might foster word study in your classroom?
a.    Draw the words from the materials students are reading.
b.    Using comprehension and context clues to determine the meaning of the words. 
c.    Look for familiar text that students will be interested in learning. 
d.    Look for text that students will use in their daily conversations.