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(1/2) APD 2211H: Growth & Change Graphic - Coggle Diagram
(1/2) APD 2211H: Growth & Change Graphic
practicum experiences
Grade 2/3 Practicum
taught a series of lessons on the revision part of the writing process
later, after my experiences teaching in an inquiry-based grade 4/5 classroom, I recognized how much more beneficial it is for students to learn revision by revising their own work, rather than revising writing samples that are decontextualized from their lives (as I required of them during these lessons)
created cross-curricular lessons using the language and social studies curriculums
used a variety of media, including podcasts, picture books, videos, to teach social studies mini-units around the Potlatch ban and exclusionary immigration laws
supported a reader's theatre learning activity aimed at oral communication learning expectations
supported oral reading fluency
supported metacognition around oral communication
Kindergarten Practicum
participated in phonics instruction program based on jolly phonics in a kindergarten classroom
created centre activities that integrated literacy in a kindergarten classroom, i.e., having students draw and label water protection activism signs
observed and facilitated playful phonological awareness instruction
used songs such as Willoughby Wallaby Woo
used chips to visually represent the phonemes
Grade 4/5 Practicum
performed Acadience benchmark reading assessments (reading fluency and comprehension) in a grade 4/5 classroom
this assessment data on reading comprehension was supported by the CORE reading maze comprehension assessment
one student performed well on the Acadience benchmark reading assessment for comprehension, but below average on the reading maze comprehension assessment - raised a question of why this might be
supported students through structured writing process, including conducting one-on-one writing conferences to discuss students' writing pieces
I have a lot to learn about writing conferences and how to structure them
worked with students who experienced writing anxiety, especially around idea generation
questions around the handwriting vs. typing and/or speech-to-text technology - many of the students who struggled with writing were able to produce lengthy written pieces and demonstrate an astounding enthusiasm for writing when they started using speech-to-text technology, but it made editing and revising challenging because the writing would look like their stream of consciousness speech without any structure
conducted reading conferences to assess (for/as learning) reading habits, reading comprehension, and reading fluency
literacy tutor with Frontier College / United for Literacy
volunteered as a literacy tutor for a virtual Saturday Reading Circle program for children aged 5-7 years prior to this teacher education program - felt wholly unprepared and looking back, I had a lot of whole language misconceptions, i.e., assuming that reading a word for a child when they make an error reading is beneficial to their learning to read
building on this experience and my lack of self-efficacy as a virtual tutor, I would like to learn more about tools for supporting literacy virtually
APHD2210: Introduction to Curriculum: Language & Literacy
collaboratively completed a literacy profile for a grade 3 student based on video data and writing samples
phonemic awareness inventory
phonics survey
oral reading fluency assessment using grade appropriate
CBM
we proposed finger tracking as a strategy as the student skipped words during the oral reading fluency assessment - I am wondering around the contexts in which finger tracking might be detrimental to reading, particularly around phrasing and intonation in oral reading skills
assessed writing sample for organization and writing conventions
learned the five core domains of reading development - their importance and their characteristics
phonemic awareness: the ability to hear, identify, and manipulate the individual sounds (phonemes) in spoken words - a part of phonological awareness
phonics: the phoneme-grapheme (written symbol for a phoneme; might include one or many letters) correspondence
fluency: reading with accuracy (few errors), speed, and prosody (intonation, phrasing, expression)
vocabulary: the body of words and their meanings that students must understand to comprehend text
reading comprehension: making meaning of the text