Synthesis Project

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by Ericka Solis5 views·Updated May 3, 2022
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  1. Hi, my name is Erica solace and I will be presenting my synthesis project.
  2. The first thing we have is balanced literacy,
  3. balanced literacy consists of four components.
  4. Independent reading
  5. guided reading,
  6. shared reading
  7. and interactive Riedel outs.
  8. Independent reading happens when a child reads a text on
  9. their own with minimal to no assistance from an adult.
  10. It can be done in or out of school and
  11. can be done voluntarily for enjoyment or assigned as homework
  12. guided reading occurs when students read to
  13. practice or consolidate effective reading strategies,
  14. I was able to do many guided reading lessons with my red raider reader this semester,
  15. each lesson focused on something different and my student would read a short text
  16. that was specifically for her level.
  17. While she would read,
  18. I had her focus on a specific concept that I pulled from a reading
  19. teak and then she would complete award work activity to support her development.
  20. These lessons guided her to be able to problem
  21. solve and practice strategies using level appropriate texts,
  22. shared reading involves interactive reading that
  23. occurs when students join together to
  24. read a book or text with support and guidance from the teacher.
  25. Students are given maximized opportunities to interact
  26. with the text with their peers and teacher
  27. interactive.
  28. Read aloud are selected texts that are read aloud to the class as a whole and
  29. often include pauses for questions to be asked
  30. and allows teachers to assess student comprehension.
  31. I had the opportunity to read to interactive read
  32. aloud to my red raider reader this semester.
  33. Both times my student listen to me,
  34. read the text answered questions throughout my reading
  35. and then completed an activity that related to the story.
  36. Most importantly,
  37. I made sure to give her the chance to make connections with the text,
  38. modeled my thinking to help guide her development
  39. and she overall stayed actively engaged while
  40. listening and talking about the text.
  41. Next we have the big five of reading.
  42. The five components are comprehension,
  43. fluency, vocabulary,
  44. phonics and phonological awareness and phan emmick awareness.
  45. Comprehension involves a student's ability to process a text,
  46. understand its meaning
  47. and apply it. Using prior knowledge.
  48. I was able to witness my red raider reader applying the skill in her learning by
  49. answering questions and making connections to many of
  50. the texts that she read this semester.
  51. She also showed me
  52. that she could draw meaning from the text and could retell parts of the story
  53. to help expand her comprehension.
  54. Fluency involves a student's ability to read without hesitation as if
  55. they were talking in a conversation and with appropriate speed,
  56. accuracy and expression.
  57. Once a student can read fluently
  58. whether it is allowed or to themselves,
  59. they will be able to fully comprehend and understand as they read.
  60. My Red raider reader showed me that she was capable
  61. of doing this while she read plenty of times.
  62. However, there was one time that was so special to me.
  63. I read a text while modeling intonation and expression and
  64. she read the text after me with the same expectations.
  65. After the reading I had her do an
  66. activity where she chose an emotion or characters voice
  67. to read a variety of sentences.
  68. She loved being able to add emotion and different tones or voices
  69. depending on what she chose.
  70. And she understood how much more interesting
  71. her reading could be by implementing this skill
  72. vocabulary when reading our words that we need to
  73. know in order to understand what we read.
  74. This is the foundation when trying to comprehend or understand a text,
  75. a student needs to know the meaning of words that they read
  76. to convey an overall meaning of the text.
  77. My red raider reader showed me she was capable of playing this
  78. in her reading. When we read a text called a job for sloth.
  79. Before my meeting with her,
  80. I pulled words that were present in the text multiple times and while
  81. we read I asked her questions about what she thought the words meant
  82. during the reading she was able to form her own definitions of the words
  83. in order to understand the text as a whole.
  84. Some of the words that I pulled were not a part of her vocabulary at the moment,
  85. so it was so amazing to see her work towards accomplishing that goal.
  86. She then completed an activity where she matched a picture with its job title.
  87. During the lesson, she told me that she uses pictures to understand words
  88. that she may not know. So she did well at applying the skill with the activity
  89. phonics teaches students how to read through
  90. the relationship between letters and sounds.
  91. This guide students to form the letter sound correspondences
  92. that are needed to decode words.
  93. Phonological awareness is the ability to recognize and
  94. work with the sounds in a word.
  95. Teachers can teach the skill through word work,
  96. manipulating words and abstinence
  97. and making connections between words we see or the sounds that the words make
  98. If anemic awareness is the student's ability to hear,
  99. identify and manipulate individual sounds into spoken words.
  100. This should be auditory and it's something that you can do in the dark.
  101. Teachers can teach the skill by having students
  102. repeat the sounds and words that they say.
  103. Now we are going to talk about student diversity in the classroom,
  104. multiculturalism.
  105. The way teachers scaffold information and differentiated instruction all
  106. work together to provide a space for students to learn
  107. incorporating diversity in the classroom
  108. gives support to all students when they are finding
  109. titles of texts that they can read and connect with
  110. on some level while still affirming their own cultural beliefs
  111. and identities and hopefully developing positive insights about others.
  112. These aspects tie together because it requires students to use
  113. background knowledge that they already have from prior experiences,
  114. apply newly learned ideas that they learned
  115. during many lessons or from interactive read aloud
  116. allows them to make personal connections in
  117. their reading to convey clear and meaningful messages
  118. and overall guides them in summarizing their thoughts
  119. into a main idea,
  120. opinion or meaning of the text.
  121. It sort of resembles petals on a flower.
  122. They are individual in different parts or elements,
  123. but they all serve and aim towards the same goal and purpose as a whole.