Please enable JavaScript.

Coggle requires JavaScript to display documents.

My Top 10 Takeaways from EDTS 371 - Coggle Diagram

- - - - Phonics teaches students how to build relationships between sounds and letters or letter combinations and how to use those relationships to build and learn words.
        
        Phonics teaches students how to build relationships between sounds and letters or letter combinations and how to use those relationships to build and learn words.
        
        I was assisting a student in my practicum class with his writing assignment, and he was very confused that the word 'read' can be used in two ways. He kept saying the different read that did not make sense in his sentence. This was just one example I saw of the English language being weird!
  - - - Fluency is the ability to read as well as the student speaks. The student is also able to make sense of what is being read without having to stop to decode the words they are reading. Fluency is different from memorization, because fluency is developed with the repeating of accurately sounding out words the student is reading.
        
        Developing fluency is critical to a student’s motivation to read. When students struggle to sound out letters and words, reading can become a difficult task. If a student struggles with fluent they may begin to perceive reading as a negative activity.
        
        In my practicum placement I saw students take turns reading their social textbook out loud to the class. There were some students who struggled to sound out letters and words, while others had complete fluency.
  - - - Vocabulary is very closely tied to reading comprehension, and it can be absorbed or learned both orally and through print. Most vocabulary is learned through everyday listening in conversations, reading aloud, or independent reading. In fact, studies show that there are direct links between how many words children hear spoken at home and how well they excel in 3rd grade. This is because children are unconsciously building their oral vocabularies all the time.
        
        In order to understand a reading, a student must know what the words mean. Beginning readers use their oral vocabulary to make sense of words they see in print. If a student encounters an unfamiliar word while reading, the students reading is interrupted until the new word is added to their mental vocabulary. Direct instruction of explicitly taught vocabulary, as well as word-learning strategies, can help build a large vocabulary and improve reading fluency and comprehension in students.
        
        During my practicum I observed the grade 5 social class. During this class they took turns reading out loud from their text book. I noticed that when there was a word that the student did not know or had no previous knowledge about they would stop and take time to sound it out and use the word-learning strategies they have been taught.
  - - - Students with developed reading comprehension abilities can predict, infer, make connections, and analyze what is being read. If you want to think of reading like a watering can, then the four preceding pillars are the different parts that make up the watering can, like the handle, spout, and body of the can itself. Comprehension is the water. Without it, you still have a watering can, but an empty watering can won’t help your flowers grow. Comprehension allows the flowers of literacy to bloom as it gives meaning and purpose to what is being read.
        
        Even before children become independent readers, they can begin practicing and developing comprehension skills when books are read aloud to them. Students who comprehend what they read are both purposeful and active readers. They use metacognitive strategies to think about the purpose of what they’re reading and monitor their own understanding as they read. This allows these students to isolate and verbalize where they have a lack of understanding, which, in turn, opens doors for them to apply specific strategies to attain that understanding.
        
        In my practicum classroom they were doing a novel study on the book Wonder. During my last few weeks there they were having a midterm test on Wonder. During review I was amazed at how the class knew so many little details about the book and each character. They were able to understand, remember, and make meaning about what the book Wonder was all about.