Audio Transcript Auto-generated
- 00:02 - 00:07
Hey guys, welcome to my spec 73 43 Final My
- 00:08 - 00:09
name is Kirsten Acevedo.
- 00:10 - 00:13
Um My project is over the objectives covered in coarse
- 00:14 - 00:17
a speck 73-43 with dr Santee.
- 00:18 - 00:21
And it's pretty much over how we can as educators
- 00:22 - 00:23
can create stronger readers.
- 00:28 - 00:31
So one of the objectives covered in our syllabus was,
- 00:32 - 00:34
you know, what makes a strong reader?
- 00:34 - 00:37
Um now I put at the bottom of that is
- 00:37 - 00:41
providing a rich learning environment because I believe that to
- 00:41 - 00:45
be one of the biggest keys of creator creating a
- 00:45 - 00:45
strong reader.
- 00:46 - 00:48
now the key off to the side has six little
- 00:49 - 00:55
legs basically to represent that providing a rich learning environment
- 00:56 - 00:59
and creating a strong reader, whether that be you are
- 01:00 - 01:04
the educator slash teacher or you are the parent or
- 01:04 - 01:05
guardian, that's at home.
- 01:05 - 01:07
There is multiple factors to this.
- 01:08 - 01:13
So one of the topics that we covered under becoming
- 01:14 - 01:16
how to how we can make strong readers in this
- 01:16 - 01:18
course was early intervention.
- 01:18 - 01:22
Now I believe early intervention to be, you know, one
- 01:22 - 01:24
of the little legs of this key.
- 01:24 - 01:27
So we talked about how, you know, intervene.
- 01:28 - 01:32
Early intervention can be seen as early as birth that
- 01:33 - 01:39
specifically meaning, you know, diagnosing kids that have maybe some
- 01:39 - 01:40
sort of hearing disabilities.
- 01:41 - 01:43
Whereas, you know, if a child is struggling to hear
- 01:44 - 01:46
the more difficult it is going to be for them
- 01:47 - 01:48
to become a strong reader.
- 01:48 - 01:57
Because giving giving Children large and rich learning environment starts
- 01:58 - 01:59
at such an early age.
- 01:59 - 02:03
So that's why early intervention is so important.
- 02:03 - 02:09
Now, really we start to see this Starting to develop
- 02:09 - 02:10
around the age of three.
- 02:11 - 02:13
So, you know, you might not think about it and
- 02:13 - 02:17
you might, you know, put your child at home daycare
- 02:18 - 02:22
or maybe us, the parent or family members watching them
- 02:22 - 02:23
or maybe they are in daycare.
- 02:24 - 02:27
But it is so important to know that as early
- 02:27 - 02:30
as the age of three and even below that is
- 02:30 - 02:33
when it is time to start creating that rich learning
- 02:33 - 02:37
environment. This can be seen as um using higher vocabulary
- 02:38 - 02:39
words around your Children.
- 02:40 - 02:44
Um, so that way they start to get that large
- 02:45 - 02:48
and rich vocabulary once they are able to start reading
- 02:49 - 02:50
come the age of five.
- 02:54 - 02:56
Uh, next one of the objectives that we talked about
- 02:57 - 02:58
was how to promote reading at home.
- 02:59 - 03:05
Now we, as educators can provide lists of reading um,
- 03:06 - 03:10
text to the parents at the, I don't want to
- 03:10 - 03:14
say great appropriate because not every child is going to
- 03:14 - 03:15
be at grade level.
- 03:16 - 03:19
And it is that is something that as educators, we
- 03:20 - 03:25
need to understand and the more that, you know, the
- 03:25 - 03:29
more that we start to disregard that factor, we're going
- 03:29 - 03:32
to be giving Children books that they cannot read and
- 03:32 - 03:36
the gap of them, you know, if they are a
- 03:36 - 03:39
poor reader and the gap between them becoming a strong
- 03:40 - 03:44
reader by giving them those higher text level um books
- 03:45 - 03:47
that gap is just going to be bigger.
- 03:47 - 03:50
So it's very, very, very important that as educators, when
- 03:50 - 03:54
we provide these lists of reading material to keep in
- 03:54 - 03:57
mind and make sure that they are reading level appropriate
- 03:58 - 04:01
for these students, um I really wanted to stress the
- 04:01 - 04:04
importance of reading books that these students are interested in.
- 04:05 - 04:08
Um I like to use myself as an example as
- 04:09 - 04:10
I'm sure many others can as well.
- 04:10 - 04:17
But um it was it was not a secret that
- 04:17 - 04:20
I was not a big fan of history and all
- 04:20 - 04:24
my social studies classes growing up and I believe that
- 04:25 - 04:28
a lot of that had to do with the textbooks
- 04:29 - 04:32
and books over history, they were stuff that I was
- 04:33 - 04:37
uninterested in and topics that because I wasn't interested in,
- 04:38 - 04:38
I really didn't understand.
- 04:40 - 04:44
So because I wasn't understanding the text that was being
- 04:44 - 04:46
read to me or that I was required to read,
- 04:46 - 04:51
I ended up doing um not poorly in the class,
- 04:51 - 04:53
but definitely not as great as I did in all
- 04:54 - 04:54
of my other classes.
- 04:55 - 04:59
So it's important to read books and provide books that
- 05:00 - 05:01
your students are going to relate to now.
- 05:02 - 05:05
I know that as a whole um if you are
- 05:05 - 05:08
part of a big class, it's hard to find things
- 05:08 - 05:14
that all Children are um interested in now that can
- 05:14 - 05:18
mean, you know, maybe you have boys who really like
- 05:18 - 05:21
football, maybe you have girls that really like gymnastics, maybe
- 05:21 - 05:23
you have girls that are really interested in sports.
- 05:23 - 05:26
Maybe you have boys that are interested in other things.
- 05:27 - 05:31
Um so maybe coming up with a broader range of
- 05:31 - 05:34
things. Um I know that a lot of my students
- 05:34 - 05:36
right now as a middle school teacher, they are really
- 05:36 - 05:37
interested in Tiktok.
- 05:38 - 05:42
So I tried to find the Tiktok big topic of
- 05:43 - 05:46
the, you know, month a week that everybody is talking
- 05:46 - 05:48
about and that's kind of how I like to relate
- 05:49 - 05:50
to the learning of my students.
- 05:50 - 05:53
So being able to provide them with books that they're
- 05:54 - 05:56
interested in is, you know, they're going to be more
- 05:57 - 05:59
willing to read more excited to read those books and
- 06:00 - 06:05
the probability of them comprehending and you know, remembering what
- 06:05 - 06:09
they read is going to be, you'll find that it
- 06:09 - 06:12
will be a lot higher versus books out there really
- 06:13 - 06:14
have no interest in in.
- 06:14 - 06:17
So as an educator, it's very, very, very important to
- 06:17 - 06:18
keep that in mind.
- 06:19 - 06:23
Um and again, just to stress to parents and guardians
- 06:23 - 06:25
that early intervention is key.
- 06:25 - 06:30
So again, um even reading as early as you know
- 06:30 - 06:33
before birth reading to Children while you know they're still
- 06:34 - 06:37
in and the tummies and after that um reading to
- 06:37 - 06:38
them as infants.
- 06:38 - 06:41
It that is so important because their brains at such
- 06:42 - 06:42
young ages are sponges.
- 06:43 - 06:47
So even though it might seem pointless, um it's important
- 06:47 - 06:49
to stress that early intervention is key.
- 06:50 - 06:55
And um providing those students with that um learning environment
- 06:56 - 06:58
at such an early age is going to go a
- 06:58 - 07:00
lot further than what you know, somebody may think.
- 07:04 - 07:09
Okay, so next we covered in a suspect 73 43
- 07:10 - 07:11
was the theories on reading.
- 07:12 - 07:14
Um So one of the theories that we talked about
- 07:15 - 07:17
was and forgive me if I'm saying this incorrectly, um
- 07:18 - 07:23
Charles five stages of reading now, it's, you know, number
- 07:23 - 07:27
from one through five, but stage zero is the pre
- 07:27 - 07:30
reading stage, which is a lot of oral language development.
- 07:31 - 07:34
Um a lot of this has to do with letter
- 07:34 - 07:40
recognition and some phonological awareness, um which is also a
- 07:40 - 07:42
five key components reading which we're going to later discuss
- 07:43 - 07:47
in this final project, but the pre or the pre
- 07:47 - 07:51
running, which involves oral language development, um like I said,
- 07:51 - 07:56
the letter recognition, this is, you know, for instance, Children
- 07:56 - 08:00
looking at the alphabet and being able to say the
- 08:00 - 08:02
letters of the alphabet and being able to tell you
- 08:02 - 08:03
yes, that is a letter A.
- 08:04 - 08:06
Not necessarily yet, what sound does it make, but just
- 08:07 - 08:09
so that way they know that is the letter A,
- 08:09 - 08:12
that's the letter T Ian, so on.
- 08:13 - 08:17
So the very first stage of Charles five stages is
- 08:17 - 08:18
the initial reading stage.
- 08:19 - 08:20
This is stage number one.
- 08:22 - 08:25
Uh this talks about letters that represent sounds again, phonological
- 08:26 - 08:29
awareness, so now that they are able to see yes,
- 08:29 - 08:30
this is in a letter A.
- 08:31 - 08:33
Now they're able to say yes A makes the uh
- 08:34 - 08:38
sound. Um and so on the next stage, number two,
- 08:38 - 08:42
we have confirmation in fluency and this includes decoding, which
- 08:43 - 08:45
is correctly pronouncing words.
- 08:45 - 08:47
So um Uh huh.
- 08:48 - 08:52
Oh, so you know, things like that um Next we
- 08:52 - 08:54
have stage number three reading for learning.
- 08:55 - 08:56
So this is expanding.
- 08:57 - 09:00
Learning entails the actual reason to learn now.
- 09:01 - 09:06
Think about when you are, let's say in middle school
- 09:06 - 09:09
and you have a really big test coming up in
- 09:09 - 09:09
your reading class.
- 09:10 - 09:12
Well, you know that it's going to be under over
- 09:12 - 09:13
chapter seven.
- 09:13 - 09:17
So you want to read chapter seven in order to
- 09:18 - 09:22
expand your learning, Why am I having to read this
- 09:22 - 09:24
chapter of my book?
- 09:24 - 09:26
Why am I having to read this chapter in my
- 09:26 - 09:27
math textbook?
- 09:27 - 09:30
Maybe my history textbook, my science textbook.
- 09:31 - 09:33
So now not only are they reading for pleasure really
- 09:34 - 09:38
like when they were younger and um just learning how
- 09:38 - 09:41
to read, you know we get short sentences, then they
- 09:41 - 09:42
get to small chapter books and they get to bigger
- 09:43 - 09:48
chapter books and now um we have stage numbers, they
- 09:48 - 09:51
where they're actually reading to um expand their knowledge.
- 09:53 - 09:57
Um So next on Charles five stages of reading is
- 09:57 - 10:01
number four, this talks about the multiple viewpoints of reading
- 10:03 - 10:08
now um before the number four multiple few points is
- 10:09 - 10:13
about you know students recognizing mhm.
- 10:13 - 10:15
Different parts of the text.
- 10:15 - 10:20
So basically what that means is and students are able
- 10:21 - 10:24
to recognize, you know if I want to get a
- 10:24 - 10:27
higher grade on my history test, I'm probably going to
- 10:27 - 10:31
read um my history textbook, not a Junie B jones
- 10:31 - 10:37
textbook. So they understand the reason for having textbooks um
- 10:37 - 10:39
also an online database.
- 10:40 - 10:43
Maybe your teacher said we need you to have a
- 10:44 - 10:47
to pure reviewed articles for your final project.
- 10:47 - 10:50
So they're probably not going to go to Wikipedia because
- 10:50 - 10:55
they know it's an incredible source and instead um maybe
- 10:55 - 11:00
go to their schools online library um further online database.
- 11:02 - 11:06
So now students are Children and students are starting to
- 11:06 - 11:11
recognize you know what different um text are used for.
- 11:11 - 11:15
So um again I'll use myself for an example when
- 11:15 - 11:18
I was in about, I would say probably middle school
- 11:18 - 11:21
early high school if I wanted to read for pleasure,
- 11:21 - 11:25
I was probably reading something like um the series of
- 11:25 - 11:26
unfortunate events.
- 11:27 - 11:28
I was very very big for me.
- 11:29 - 11:30
I read all of them and I loved them.
- 11:31 - 11:32
Or maybe I was catching up on a harry potter
- 11:33 - 11:36
book or a twilight books that was reading for pleasure
- 11:36 - 11:36
for me.
- 11:36 - 11:39
Now if I wanted to look up something I knew
- 11:40 - 11:43
that I wasn't going to look something up in my
- 11:43 - 11:45
twilight book, I probably was going to go to something
- 11:46 - 11:46
like google.
- 11:46 - 11:50
Um if I needed to cite my sources or if
- 11:50 - 11:54
I needed to have sources and a project of mine,
- 11:55 - 11:57
I was going to again go to um an online
- 11:58 - 12:01
database and look for uh maybe google scholar, things like
- 12:01 - 12:04
that. So now they're starting to see that, you know,
- 12:06 - 12:08
what are these different texts used for and why?
- 12:10 - 12:14
Uh huh Next in Charles five stages, we have number
- 12:14 - 12:17
five and this is construction reconstruction and now this is
- 12:18 - 12:22
the most important stage and in my opinion where when
- 12:23 - 12:25
as an educator, one wanting to create a strong reader
- 12:26 - 12:29
and promote reading, this is the stage that we want
- 12:30 - 12:31
our students to get out.
- 12:31 - 12:35
This is really developing um a view of the world
- 12:36 - 12:36
through reading.
- 12:37 - 12:42
So this um this theory is supportive uh that to
- 12:43 - 12:45
show that yes this is how we can create strong
- 12:46 - 12:51
readers. Uh huh.
- 12:52 - 12:57
Um Next objective covered in our syllabus was reading for
- 12:57 - 13:01
those with disabilities including english learners.
- 13:02 - 13:05
So basically this can be seen as students with reading
- 13:05 - 13:10
disabilities, maybe those with just S LG specific learning disabilities,
- 13:11 - 13:16
whether that be maybe math computation, math comprehension, um things
- 13:16 - 13:19
like that and then english learners, students who who english
- 13:20 - 13:21
is not their first language.
- 13:22 - 13:28
Um so basically for students with learning disabilities, these students
- 13:28 - 13:32
typically have um poor word recognition and language comprehension.
- 13:33 - 13:35
Now I know this to be true based off of
- 13:36 - 13:38
the uh four squares that we had.
- 13:39 - 13:43
Um it was a figure of shown her, I can't
- 13:44 - 13:47
remember which chapter was exactly in our book that we
- 13:47 - 13:49
had. Um I know is on a couple of uh
- 13:50 - 13:50
quiz questions.
- 13:51 - 13:57
And so students with learning disabilities, they were placed under
- 13:57 - 13:59
bore word recognition and language comprehension.
- 14:00 - 14:03
So basically some strategies that we want to help these
- 14:03 - 14:08
students with is um sight word practice.
- 14:08 - 14:11
Where are these words typically placed in a sentence?
- 14:11 - 14:13
Um so where can you see?
- 14:15 - 14:17
Where are you typically going to see a noun, a
- 14:17 - 14:19
verb and so on in a incentive structure?
- 14:21 - 14:24
Um Learning comfort, language comprehension.
- 14:25 - 14:26
How can we help that?
- 14:26 - 14:31
We can activate prior background knowledge and tech structure just
- 14:31 - 14:32
like your word recognition.
- 14:37 - 14:41
And next we have the interests of text and I
- 14:41 - 14:43
wrote, you know, what exactly does this entail?
- 14:44 - 14:48
So I put, you know, noun for pronoun adjective adverb.
- 14:49 - 14:52
Um these words, because this is what is part of
- 14:52 - 14:52
a sentence.
- 14:53 - 14:57
So in order for students to understand some structure, this
- 14:57 - 14:59
is going to be good for reading comp.