Essay Available:
page:
2 pages/≈550 words
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3
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Other
Subject:
Education
Type:
Coursework
Language:
English (U.S.)
Document:
MS Word
Date:
Total cost:
$ 9.5
Topic:
literacy skills
Coursework Instructions:
When teaching literacy skills in the classroom, teachers must be mindful of the varying literacy skills and abilities each student possesses and create instruction and learning opportunities that can help students practice their skills, particularly in students who have reading deficits. The ability to structure activities that allow students repeated practice in deficit skill areas can lead to improvements in these areas and allow students to become proficient readers.
Allocate at least 6 hours in the field to support this field experience.
Note: This assignment is due at the end of Topic 3.
Part 1: Identifying Skills Deficits
With your mentor, complete the following.
Identify 1-2 students with similar literacy skills deficits. Discuss why these are considered deficits and which milestone skills the students have not demonstrated and/or mastered.
Review existing skills data and reading performance for the students and discuss the specific needs the students have to overcome the skills deficits.
Discuss strategies and activities that have been previously applied to help the students overcome the deficits, including the successes and challenges associated with each strategy/activity.
Identify and develop a practice activity that you can do with the students to practice the deficit area skills. Ensure that you understand how the activity should help the students improve in the deficit area.
Practice executing the activity with your mentor in the role of the student to ensure that you are correctly implementing each step of the activity.
Part 2: Addressing Skills Deficits
Under your mentor’s supervision, complete the following.
Work with the students you and your mentor identified in Part 1 to implement the practice activity designed to help the students improve their deficit area skills. You should meet with the students at least twice and conduct the practice activity with them so they can improve in the skills deficit areas.
Debrief with your mentor to discuss the effectiveness of your implementation of the activity and the students’ response to the activity.
Use any remaining field experience hours to provide support or assistance to the class as directed by your mentor.
In a 250-word reflection, addressing the following.
Describe the skills deficits exhibited by the students and the activity you developed to help them practice and improve their skills in the deficit areas.
Describe the results of implementing the practice activity with the students and discuss the long-term results you would expect to see if you did this type of activity with the students over an extended period of time.
Reflect on your execution of the activity and its effectiveness. Include a discussion of both successes and challenges as well as changes you would make if implementing the activity again.
Coursework Sample Content Preview:
Literacy skills
Student Name
Institution
Course
Professor
Date
Literacy skills
In my field experience, I had the opportunity to work with two students in the third grade who exhibited similar deficits in the areas of decoding and reading fluency. The two students were able to recognize letters and simple sight words but had difficulty with sound combinations to decode unknown words. This weakness slackened their reading speed and made it hard to read related text since much of their mental work was devoted to word recognition but not meaning-making. The issue of decoding, as well as fluency, has been identified as a major obstacle to comprehension because fluency is seen as the connection between word recognition and comprehension (Kang and Shin, 2019). These initial experiences solidified in me the importance of offering specific interventions before the students can lag even more in literacy development.
Upon examination of earlier interventions, my mentor and I realized that interventions, such as paired reading and flashcard exercises, were attempted but produced only slight improvements in the students. Based on this, I created a repeated reading task with explicit decoding practice. The passages that were provided to the students were short and decodable and matched their reading level in instruction. The initial part was decoding the difficult words individually, and the students read the passage several times to develop accuracy, automaticity, and prosody. The rationale behind this method is that repeated reading and explicit decoding have been demonstrated to have a dramatic effect on word reading fluency, parti...
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