I have been able to administer the Nonsense Word Test to Peter, my focus student, and found out some aspects of vowels need to be taught to him. (#FEAP1e) English is the most morphologically complex language with sound variations of the same letter, digraphs, and blends. In order to make this challenging world of language accessible for Peter in a realistic sense, we must plan our instruction to meet his linguistic needs. His reading level is below grade level, thus making him eligible and liable to participate in RTI that takes place multiple times a day in our classroom with small guided reading groups. (#FEAP4a) A couple instructional strategies that we could try with Peter and still engage the whole class in learning would be covering some words in the "Nifty-Thrifty-Fifty" system of words.(#FEAP2h) Multi-syllabic words were what Peter struggled most with on the test. I believe that going over words that share common morphemes with other words in depth, as in teach the meaning of each morpheme, is beneficial to their decoding skills. Decoding is what's holding Peter back from enjoying reading as much as he could. Also, we must find an appropriate reading level for him to start his instructional practicing with.(#FEAP1a) It has been frustration level for most of the time that I have heard him read out loud. I plan to have a wide range of passages to perform our running records with. (#FEAP1d)
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AuthorMax McElligott Archives
December 2014
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