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Our job as educators is to develop a plan for our young learners to receive
the best education that fits their learning needs. Not all students learn the
beneficial for all students. Children need ample opportunities to read widely
and across genres to write texts for others to comprehend, and to engage I
After carefully looking over all the data that was given to me, I have found
that over half of the students are receiving inadequate scores on their
awareness skills. Building these skills will help students with their reading
and writing. The students that are struggling need more help and intense
education practice. The students who are excelling should keep being
The data shows that 5 out of 10 students received overall scores in the
60% range, 1 in the 70% range, 1 80% range, and 3 in the 90% range in
their phonological awareness skills. These scores are alarming, more than
half of the students are not grasping these skills. The graph below shows
(PASS). The sections highlighted in yellow are the scores that are below
80%. As we can see students struggle the most with phoneme substitution,
more elaborate sentences. Even though the majority of students did not
need to build these skills up for the students who are struggling. The
students who received scores in the 90% range needed more work in at least
one are of their phonological awareness. We can build up these skill while
pushing them forward advancing their other skills. With adequate lessons
and instruction time we can build up the students scores increasing their
understanding. From his data we can see where we need to start to increase
Student Rhyme Sentence Blendin Syllable Deletio Phoneme Phoneme Phoneme Overall
Segment g Segment n Isolation Segment Substitute Score
6 5 5 9 6 6
7 6
A 5 5 7 0 5 6 3 1 64%
B 6 5 7 4 6 9 3 3 86%
C 6 5 7 5 6 7 6 3 90%
D 6 5 7 0 4 8 2 6 76%
E 6 5 7 4 6 9 6 3 92%
F 5 5 7 3 6 8 6 6 92%
G 4 4 6 0 4 6 3 3 60%
H 5 2 7 3 4 7 4 2 64%
I 5 2 7 3 4 7 4 2 68%
J 3 5 7 3 4 5 3 0 60%
not only about reading well, or recognizing words, its about understanding
what you have read, being able to write and articulate your thoughts
together like a building. (Taberski 2011) Literacy starts with a time to read, a
time to write, and a time to talk. That is our foundation of being literate.
Next is the pillars to hold up our roof. The pillars consist of accurate fluent
holds up our roof of comprehension. With our building each one of these
phonological awareness student are struggling more to figure out words and
recognize patters of sounds and creating words then students can build
spend more time on meaning from the book or passage then trying to
Strong readers make strong writers. After reading the running records done
on each students it is clear that even the students who excel in phonological
awareness still need to work on other aspects of their reading and literacy
development. The 3 students in the 90% range still needed work of retelling
sense in the passage. This shows that even though students might excel in
one aspect other parts of their literacy is struggling and limiting their
good comprehension and writing skills that they will need to take on with
instructions time, increase exposure, and the use of whole group and small
group instruction. Whole group instruction will involve the introduction of our
lesson of the day. I will follow the model of the gradual release of
you do, instruction plan. I will first model the assignment for the students,
answer any question they might have. After I have modeled the lesson
this model. In this phase the students and I will complete the assignment
together. When I work on the assignment with the students this strengthens
their understanding. They are allowed to make mistakes and learn through
doing while I am working with them. After it seems the students have a good
understanding of the lesson we will then proceed to the you do phase of
the teaching model. In the you do model students are doing independent
work on the lesson. This is where they put their skills to work and really
discover how well they understand the material. Using the gradual release
model give students multiple avenues to learn the material and it gradually
instruction gives the students more attention to address their learning needs.
Small group instruction is best used when centers are set up around the
room. Students will rotate between different areas (centers) of the room
letters, cutting out newspapers, labeling items, and practice letter formation
discusses what students need to focus on, either word work, spelling, or
other decoding skills. The students then are able to get in their reading
areas and read their leveled books of their choice. The independent reading
process would consist of about 25 minutes. Students need time to actually
read, and to read real books (Taberski 35). Reading real books gives
running record, or individual work on their reading skills. This will allow me
to focus my attention on one child and give them the resources they need to
be successful. After the independent reading students should talk with their
books will help foster their enjoyment of reading. The writing workshops will
the mini lesson students will then have time for independent writing. During
their independent writing time I will come around to different students and
give individual or small group help. This will help guide students into the
their love of writing. After students are finished with their writings they will
be given a chance to share out what they have wrote. Talking with students
or letting students share what they are doing will foster a relationship
between reading and writing that our students need to understand. (Taberski
2011, p. 70) Giving students the experience to share helps them take pride
engaging to keep their attention and foster learning. Utilizing different songs
and games is a fun way to keep the students active and engaged while
students hear every sound and manipulate what they are hearing. Have
students pretend to have (or have) gum in their mouths and stretch the gum
out for every sound they hear in a word. This helps students recognize the
students to place each sound of a word in a different box. For example if you
ask the students to take the word ball and have them place the word tiles
into different boxes based on the sounds they hear the words should be
broken up into 3 boxes, /B/ /A/ /LL/ or the word ask /A/ /S/ /K/. Teaching
out what sound is being repeated. Students can play word games like say
stay now say it without the st. Playing these games during transitions
will help keep students keep their skills sharp and not have to create a lesson
out of it. Saying multi-syllable words with spaces between the syllables then
ask the students what word is this. For example dif fi cult what word is
this? Or ap pe tite what word is that? This gives students practice with
(Taberski 121).
and other literacy skills is filled with diverse lessons for diverse learners. My
plan will involve the implementation of engaging lessons that focus on the
students needs and abilities. I will implement whole group and small group
implement the use of reading that can really focus on the necessary skills to
will also be writing workshops where students can focus on their extensive
writing assignments, word work, letter formation, and writing subject matter.
I will also have small group centers where students will get practice in
smaller groups and more focused mini lessons to increase their learning
If we follow these steps to improve literacy we will provide our students with
tools and resources that they can use later in life to promote success.
Helping build their literacy and confidence all around improve scores and
quality of education.
Our job as educators is to develop a plan for our young learners to
receive the best education that fits their learning needs. Not all students
learn the same. As educators we need to adapt and change our lessons
read widely and across genres to write texts for others to comprehend, and
2011 p.10)
After carefully looking over all the data that was given to me, I have
found that over half of the students are receiving inadequate scores on their
awareness skills. Building these skills will help students with their reading
and writing. The students that are struggling need more help and intense
education practice. The students who are excelling should keep being
60% range, 1 in the 70% range, 1 80% range, and 3 in the 90% range in
their phonological awareness skills. These scores are alarming, more than
half of the students are not grasping these skills. The graph below shows
(PASS). The sections highlighted in yellow are the scores that are below
80%. As we can see students struggle the most with phoneme substitution,
more elaborate sentences. Even though the majority of students did not
need to build these skills up for the students who are struggling. The
students who received scores in the 90% range needed more work in at least
one are of their phonological awareness. We can build up these skill while
pushing them forward advancing their other skills. With adequate lessons
and instruction time we can build up the students scores increasing their
understanding. From his data we can see where we need to start to increase
Student Rhyme Sentence Blendin Syllable Deletio Phoneme Phoneme Phoneme Overall
Segment g Segment n Isolation Segment Substitute Score
6 5 5 9 6 6
7 6
A 5 5 7 0 5 6 3 1 64%
B 6 5 7 4 6 9 3 3 86%
C 6 5 7 5 6 7 6 3 90%
D 6 5 7 0 4 8 2 6 76%
E 6 5 7 4 6 9 6 3 92%
F 5 5 7 3 6 8 6 6 92%
G 4 4 6 0 4 6 3 3 60%
H 5 2 7 3 4 7 4 2 64%
I 5 2 7 3 4 7 4 2 68%
J 3 5 7 3 4 5 3 0 60%
not only about reading well, or recognizing words, its about understanding
what you have read, being able to write and articulate your thoughts
together like a building. (Taberski 2011) Literacy starts with a time to read, a
time to write, and a time to talk. That is our foundation of being literate.
Next is the pillars to hold up our roof. The pillars consist of accurate fluent
holds up our roof of comprehension. With our building each one of these
phonological awareness student are struggling more to figure out words and
recognize patters of sounds and creating words then students can build
the patters and easily recognize words this is also transferable to writing.
Strong readers make strong writers. After reading the running records done
on each students it is clear that even the students who excel in phonological
awareness still need to work on other aspects of their reading and literacy
development. The 3 students in the 90% range still needed work of retelling
sense in the passage. This shows that even though students might excel in
one aspect other parts of their literacy is struggling and limiting their
good comprehension and writing skills that they will need to take on with
instructions time, increase exposure, and the use of whole group and small
group instruction. Whole group instruction will involve the introduction of our
lesson of the day. I will follow the model of the gradual release of
you do, instruction plan. I will first model the assignment for the students,
answer any question they might have. After I have modeled the lesson
this model. In this phase the students and I will complete the assignment
together. When I work on the assignment with the students this strengthens
their understanding. They are allowed to make mistakes and learn through
doing while I am working with them. After it seems the students have a good
the teaching model. In the you do model students are doing independent
work on the lesson. This is where they put their skills to work and really
discover how well they understand the material. Using the gradual release
model give students multiple avenues to learn the material and it gradually
instruction gives the students more attention to address their learning needs.
Small group instruction is best used when centers are set up around the
room. Students will rotate between different areas (centers) of the room
letters, cutting out newspapers, labeling items, and practice letter formation
discusses what students need to focus on, either word work, spelling, or
other decoding skills. The students then are able to get in their reading
areas and read their leveled books of their choice. The independent reading
read, and to read real books (Taberski 35). Reading real books gives
running record, or individual work on their reading skills. This will allow me
to focus my attention on one child and give them the resources they need to
be successful. After the independent reading students should talk with their
books will help foster their enjoyment of reading. The writing workshops will
the mini lesson students will then have time for independent writing. During
their independent writing time I will come around to different students and
give individual or small group help. This will help guide students into the
their love of writing. After students are finished with their writings they will
be given a chance to share out what they have wrote. Talking with students
or letting students share what they are doing will foster a relationship
between reading and writing that our students need to understand. (Taberski
2011, p. 70) Giving students the experience to share helps them take pride
engaging to keep their attention and foster learning. Utilizing different songs
and games is a fun way to keep the students active and engaged while
students hear every sound and manipulate what they are hearing. Have
students pretend to have (or have) gum in their mouths and stretch the gum
out for every sound they hear in a word. This helps students recognize the
students to place each sound of a word in a different box. For example if you
ask the students to take the word ball and have them place the word tiles
into different boxes based on the sounds they hear the words should be
broken up into 3 boxes, /B/ /A/ /LL/ or the word ask /A/ /S/ /K/. Teaching
out what sound is being repeated. Students can play word games like say
stay now say it without the st. Playing these games during transitions
will help keep students keep their skills sharp and not have to create a lesson
out of it. Saying multi-syllable words with spaces between the syllables then
ask the students what word is this. For example dif fi cult what word is
this? Or ap pe tite what word is that? This gives students practice with
(Taberski 121).
and other literacy skills is filled with diverse lessons for diverse learners. My
plan will involve the implementation of engaging lessons that focus on the
students needs and abilities. I will implement whole group and small group
implement the use of reading that can really focus on the necessary skills to
will also be writing workshops where students can focus on their extensive
writing assignments, word work, letter formation, and writing subject matter.
I will also have small group centers where students will get practice in
smaller groups and more focused mini lessons to increase their learning
If we follow these steps to improve literacy we will provide our students with
tools and resources that they can use later in life to promote success.
Allowing students adequate opportunities to practice, multiple genres to read
across, and consistent avenue for writing will give students ample
Helping build their literacy and confidence all around improve scores and
quality of education.
Bibliography
Ray, K. W.,& Cleaveland, L.B. (2004) about the authors: Writing workshop
with our youngest writers. Portsmouth, NH: Heinenmann.
Fisher, D., Dr. (n.d.). Effective use of the gradual release of responsibility model [Abstract].