Synthesis Project Spring 22

CK
by Claire Karwich6 views·Updated May 5, 2022
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  1. Hi my name is Claire car vic and this is
  2. my synthesis project for a Dll 33 51 spring 2022.
  3. The five concepts that I chose to synthesize today are phonics guided reading,
  4. working with an E.
  5. L. L. Vocabulary and comprehension.
  6. So first off with phonics this semester I feel I deepened my understanding with
  7. phonics because of the frequency of developing
  8. lessons from my case studies students.
  9. One thing that really helped me understand phonics this semester was when
  10. we created posters on one of our very first class periods that
  11. we came to.
  12. Um
  13. These help me plan my lessons for my case study students
  14. for example my group created a compound word anchor chart with words like cupcake,
  15. milkshake and watermelon.
  16. So whenever we needed to plant a lesson it was very useful
  17. to look up at the walls in our classroom and get ideas.
  18. Another way that I was able to understand phonics on a
  19. deeper level was by teaching lessons to my case study students.
  20. We always had a phonics teak included in our lesson plan.
  21. The one I used for the majority of my lessons was 1.2
  22. B II which said decoding words with initial and final consonant blends,
  23. diagrams and try graphs.
  24. My students needed help in diagrams and blends. So we did that majority of our time
  25. something that I love to use to help teach phonics was pulling out anchor charts.
  26. I attached one that I made right here to the right,
  27. I made one over dia graphs which we again focused on a lot and
  28. it was easy for them to refer to and I think it helped them.
  29. Another thing that I feel worked well when I was
  30. teaching phonics was to end my lessons with games.
  31. For example I would do sort activities where they
  32. had to place pictures under the correct sounds.
  33. For example the pictures that were the ch dia
  34. graph words would go under the ch column,
  35. so my students would sort cheese, chili check et cetera in that column.
  36. Next we have guided reading.
  37. I feel I have gotten great experience with guided reading this semester.
  38. I have seen the benefits of guided reading throughout
  39. my student teaching and working with my case study students
  40. for example, with my case studies students at centennial,
  41. we participated in guided reading every single week I picked out books that
  42. I thought they would be interested in to help engage them in reading,
  43. which I have found to be a beneficial aspect.
  44. I have also gotten the opportunity to perform running records on
  45. my students while they are reading their guided reading books.
  46. This helped me see if they needed to be moved up
  47. A level down A level level or stay where they are.
  48. One of my students actually stayed on level and one of them got to move up one level
  49. and I think this is a perfect example of why guided reading books and
  50. also running records are so great for us to utilize and assess our students
  51. guided reading goes hand in hand with phonics because we would choose books to read
  52. based on what we needed to work on that week regarding phonics.
  53. So for example when I needed to focus on the th dia graph I would pick
  54. out a guided reading book that had a few th words that we could refer to.
  55. Next. We have working with an E. L. L.
  56. So one of my students was actually from Francis
  57. semester in his first language was french not english.
  58. So this
  59. had me have to develop my lessons to accommodate that.
  60. So um some of the strategies I liked to use were one
  61. having him read his guided reading book multiple times during a lesson
  62. really help him understand those words help his comprehension as well. Um And then
  63. the second thing is
  64. giving him a lot of
  65. not a lot of vocabulary but frequent vocabulary
  66. words that I would teach each lesson.
  67. I would focus on about three each lesson and really get them into his brain.
  68. And then I also provided him with picture cards for those new vocabulary words.
  69. And then
  70. fourth
  71. I would provide him with time to discuss and interact with his partner and me.
  72. So it would help
  73. him understand what was going on to talk about it with us.
  74. And I found these strategies to work really well.
  75. Next we have vocabulary
  76. this semester I felt like I got really good at
  77. teaching and implementing vocabulary into my lesson plans again.
  78. Especially because of my E. L. L. Student who needed more support here.
  79. So I found the perfect amount of words to teach.
  80. My students were 3 to 4 words each lesson because
  81. doing more than that overwhelmed them and I didn't want them
  82. to get on a frustration level.
  83. Another thing I learned while teaching vocabulary is to preview the words to them.
  84. This meant that I would go over the words
  85. before having them read the guided reading books.
  86. I would do this by asking them questions about
  87. the words and then giving them kid friendly definitions.
  88. I learned this semester about the different tiers in vocabulary.
  89. For example. Tier one is basic words like yes and no.
  90. Tier two is less common words but we see
  91. them appear in the text like fascinating or hungry
  92. In Tier three. Are those specialized words like ectoplasm or orbit.
  93. And then I also was able to see that
  94. including vocabulary also help their fluency fluency tremendously because they
  95. understand what they are reading and now they can
  96. read through those tough words in their garden reading books
  97. And then to the right I just attached a visual I really liked that
  98. gives more examples of tier one words and then Tier two and tier three.
  99. And you can see tier one is kind of a bigger chunk of words.
  100. Tier two is in the middle and tear through three is
  101. like a little smaller chunks that are those harder words.
  102. Mm hmm.
  103. And lastly we have comprehension.
  104. So I learned that I could ask the teacher and the facilitator steppin
  105. during guided reading to help improve comprehension
  106. by asking questions throughout the book.
  107. I also would have my students predict
  108. which is an effective strategy because students
  109. are being creative and thinking about what is going to happen in the story.
  110. For example, I would say by looking at the cover of the book, what do you predict?
  111. The book will be about?
  112. Another comprehension strategy I learned was visual realization.
  113. I like to ask my students what they saw in their heads.
  114. After reading, reading certain pages.
  115. Lastly, K. W. L.
  116. Charts are a good tool to use while trying to improve comprehension
  117. because they get students to talk about the things they already know,
  118. what they want to know and what they've learned.
  119. We did this a few times with our Gr books
  120. and I think their comprehension was always better after we did this.
  121. Thank you