Audio Transcript Auto-generated
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Hi, my name is Erica solace and I will be presenting my synthesis project.
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The first thing we have is balanced literacy,
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balanced literacy consists of four components.
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Independent reading
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guided reading,
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shared reading
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and interactive Riedel outs.
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Independent reading happens when a child reads a text on
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their own with minimal to no assistance from an adult.
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It can be done in or out of school and
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can be done voluntarily for enjoyment or assigned as homework
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guided reading occurs when students read to
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practice or consolidate effective reading strategies,
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I was able to do many guided reading lessons with my red raider reader this semester,
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each lesson focused on something different and my student would read a short text
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that was specifically for her level.
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While she would read,
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I had her focus on a specific concept that I pulled from a reading
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teak and then she would complete award work activity to support her development.
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These lessons guided her to be able to problem
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solve and practice strategies using level appropriate texts,
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shared reading involves interactive reading that
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occurs when students join together to
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read a book or text with support and guidance from the teacher.
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Students are given maximized opportunities to interact
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with the text with their peers and teacher
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interactive.
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Read aloud are selected texts that are read aloud to the class as a whole and
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often include pauses for questions to be asked
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and allows teachers to assess student comprehension.
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I had the opportunity to read to interactive read
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aloud to my red raider reader this semester.
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Both times my student listen to me,
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read the text answered questions throughout my reading
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and then completed an activity that related to the story.
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Most importantly,
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I made sure to give her the chance to make connections with the text,
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modeled my thinking to help guide her development
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and she overall stayed actively engaged while
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listening and talking about the text.
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Next we have the big five of reading.
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The five components are comprehension,
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fluency, vocabulary,
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phonics and phonological awareness and phan emmick awareness.
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Comprehension involves a student's ability to process a text,
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understand its meaning
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and apply it. Using prior knowledge.
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I was able to witness my red raider reader applying the skill in her learning by
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answering questions and making connections to many of
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the texts that she read this semester.
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She also showed me
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that she could draw meaning from the text and could retell parts of the story
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to help expand her comprehension.
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Fluency involves a student's ability to read without hesitation as if
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they were talking in a conversation and with appropriate speed,
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accuracy and expression.
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Once a student can read fluently
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whether it is allowed or to themselves,
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they will be able to fully comprehend and understand as they read.
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My Red raider reader showed me that she was capable
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of doing this while she read plenty of times.
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However, there was one time that was so special to me.
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I read a text while modeling intonation and expression and
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she read the text after me with the same expectations.
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After the reading I had her do an
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activity where she chose an emotion or characters voice
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to read a variety of sentences.
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She loved being able to add emotion and different tones or voices
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depending on what she chose.
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And she understood how much more interesting
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her reading could be by implementing this skill
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vocabulary when reading our words that we need to
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know in order to understand what we read.
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This is the foundation when trying to comprehend or understand a text,
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a student needs to know the meaning of words that they read
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to convey an overall meaning of the text.
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My red raider reader showed me she was capable of playing this
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in her reading. When we read a text called a job for sloth.
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Before my meeting with her,
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I pulled words that were present in the text multiple times and while
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we read I asked her questions about what she thought the words meant
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during the reading she was able to form her own definitions of the words
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in order to understand the text as a whole.
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Some of the words that I pulled were not a part of her vocabulary at the moment,
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so it was so amazing to see her work towards accomplishing that goal.
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She then completed an activity where she matched a picture with its job title.
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During the lesson, she told me that she uses pictures to understand words
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that she may not know. So she did well at applying the skill with the activity
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phonics teaches students how to read through
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the relationship between letters and sounds.
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This guide students to form the letter sound correspondences
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that are needed to decode words.
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Phonological awareness is the ability to recognize and
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work with the sounds in a word.
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Teachers can teach the skill through word work,
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manipulating words and abstinence
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and making connections between words we see or the sounds that the words make
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If anemic awareness is the student's ability to hear,
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identify and manipulate individual sounds into spoken words.
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This should be auditory and it's something that you can do in the dark.
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Teachers can teach the skill by having students
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repeat the sounds and words that they say.
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Now we are going to talk about student diversity in the classroom,
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multiculturalism.
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The way teachers scaffold information and differentiated instruction all
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work together to provide a space for students to learn
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incorporating diversity in the classroom
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gives support to all students when they are finding
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titles of texts that they can read and connect with
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on some level while still affirming their own cultural beliefs
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and identities and hopefully developing positive insights about others.
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These aspects tie together because it requires students to use
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background knowledge that they already have from prior experiences,
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apply newly learned ideas that they learned
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during many lessons or from interactive read aloud
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allows them to make personal connections in
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their reading to convey clear and meaningful messages
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and overall guides them in summarizing their thoughts
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into a main idea,
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opinion or meaning of the text.
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It sort of resembles petals on a flower.
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They are individual in different parts or elements,
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but they all serve and aim towards the same goal and purpose as a whole.