Take Home Midterm: RE 5100
Mia Johnson
Slow-starting students beginning in my first grade classroom would experience several types of assessments and instruction. Within the first weeks of school, I would assess these students using some basic assessments such as phonemic awareness, concept of word, letter recognition and production, as well as sound production. The phonemic awareness assessment would include counting number of words in a sentence, rhyming words, matching beginning and ending sounds, as well as a spelling component. With this assessment, I would be able to determine if my students have mastered beginning and ending sounds, aural concept of word (distinction of syllables and words), and to what degree of initial, medial, and final sound discrimination they have. I would use the letter recognition and letter/sound production to determine if the students can master these tasks in isolation. The concept of word assessment would allow me to establish where to start and how much to stress groups of letters as words. These assessments would allow me to obtain the information I need to begin my daily reading and writing instruction with these slow-starting students.
In the best interest of my students, I would ability group my class as inconspicuously as possible. The group of slow-starting students would be exposed to an abundance of literature in a whole class daily read aloud, daily LEA through class discussion and writing, and much practice in a small group setting at the reading table with direct instruction. Assuming the outcome of the assessments showed a deficiency in concept of word and phonemic awareness, I would begin with basic picture sorts (which I would increasingly add word family sorts as the students progressed) and direct phonics instruction with letter-sound (reciprocal) relationship at the reading table. I would also use some predictable, repetitive text to get the students reading. I would model and expect accurate finger pointing of the text as we echo and chorally read the text together. This would give my students a successful experience in reading.
In addition to the small group instruction, my students would be involved with big books focusing on concept of word, model reading, exposure to words, sight word vocabulary, and satisfaction of reading with emotion. I would expose my students to whole group modeling of story dictation and concept of word during the rereading of the class story. During writing, these students would be asked to reread the class story as well as their own story with accurate finger pointing. I would call attention to the phonemic awareness as we reread the stories together (the individual student and myself).
As I work with small groups and individual students, the other students will be involved in “station rotations” (similar to Dr. Morris’ example in Reading Instruction in First Grade). I call them station rotations in my classroom. The students have group colors. Each day there are four stations that each group must attend. We rotate on a 20-25 minute schedule. Station #1-Reading: Students will meet at the reading table and I will give each group leveled instruction. The slow-starting students would begin with picture sorts with letters as headers, introduction and review of a 2-3 appropriate sight words as well as reading and rereading a predictable, repetitive text chorally. At least twice a week, we would write a group story based on an event in a familiar story. I would make copies for the group to have as one of our readings. Station #2- Journals: My assistant or volunteer would be at this station. The slow-starting students would be asked to draw a picture of something they would like to add to their daily journal. Once the picture is drawn, the students would write about their picture. The adult at this station would then record the dictation and have the student to go back and reread their entry with accurate finger pointing. Station #3-Review: This station is set up to be independent. The students are given a review activity, which may involve letter recognition, spelling words, or sight word activities. The slow-starting students would be given a sheet with letters and pictures to match. The level of difficulty would increase with their level. This station requires them to develop responsibility and self-reliance. Station #4- Literacy Center: This station is set up with literacy tubs that contain several leveled activities that enhance reading and writing skills. Some of the skills include: picture/letter match, name bingo (with classmates’ names), writing on a dry erase board, magnetic letters with word lists, and write the room notebooks (student are encourage to walk around the room and copy down words that are displayed, calling their attention to a print-rich environment).
Each station is designed for differentiated instruction. The reading and writing stations have an anecdotal notebook for myself and the other adult to take any notes during each group’s rotation. This allows me to better plan for the next rotation. Each group gets specifically what they need to allow those who are ready to move on and those who are slow-starters to build a foundation while feeling successful, not realizing their homogeneous grouping. These groups are not permanent and can be adapted if needed.
The slow-starting students in my first grade would be exposed to whole class instruction through our themed unit, artwork, reading of big books, and mini-lessons in writing using a similar approach to language experience. They are also allowed to work on their instructional and independent levels in station rotations in order to get the differentiated instruction they need to be successful first graders.