05-+Phonics+in+Both+Informal+and+Academic+Language

Reading development is greatly influenced by conventional spelling; syllable conventions; language-rich and print-rich environments’ spellings or prefixes, root words, and affixes in many ways. In a way, each one is connected. Conventional spelling is the “proper” way of spelling that we all want our students to one day achieve. Reading development is greatly influenced by this because the less our students read the less amount of time they are subjected to the conventional spelling we want them to learn. The easier it becomes for them to invent ways of spelling words on their own instead of the way that the word should properly be spelt.
 * How is reading development influenced by issues such as:**

Syllable conventions are also of great importance because they teach students how to sound out the letters in each word. I remember as a little girl my mom used the “clap along” strategy to count syllables in the words I was reading. One syllable=one clap. It worked really well and it helped me to sound out each letter in ways that would help me learn how to spell the words correctly. Syllable convention is definitely needed to help support spelling convention. Reading development is greatly influence by both because they affect how quickly students will be able to read (fluency), as well as how much the students will be able to understand.

Spellings of prefixes, root words, and affixes are of great importance. This really ties in with syllable conventions; which is directly correlated to reading conventional spelling. If students are able to read a word, find out what the prefix, root, and affixes are, they will be better able to understand the content they are reading. Simple things like knowing “anti-” means “against” will help students know that words like “Anti-Semitism” means “against-?” Then, all can find out what the rest of the word means. This is important because being able to break words down to their root meaning will help students build a better foundation in their reading skills. They will be able to develop much faster and become much better readers…they may even enjoy it!

Providing my future students with a language-rich and print-rich environment will also have a positive effect on their reading development. Without these two elements teachers will struggle to encourage their students to develop good reading habits that will improve their reading and understanding of the English language. I read an article from //The National Children’s Book and Literacy Alliance// website and I found it very interesting! The concepts they portrayed also made so much sense! The first thing that caught my attention was how teachers, as always, should lead by example. So, how do we do that during class? Simple: //read to the students!// It doesn’t have to be for the entire class period, but if we read and make it fun and interesting (using proper/exciting voice inflection, proper diction, making sure to read clearly) we can capture their interest in a story. This will show them how much we enjoy reading, and how fun it can be! We can read books that are appropriate for their age level. Before reading we can pull some vocabulary words (words they do not already know) and define them. Then during the text reading they will know what those new words mean. This will strengthen their language and their ability to read so much more!

Syllables: [] Language-rich environment: []

The instructional plan must describe the following categories:
 * Instructional Plan:** Identify and describe an explicit reading instructional plan for scaffolding development of phonics with words from both informal and academic language. In other words, what is one great way to teach conventional spelling, syllable conventions, spellings of prefixes, root words, or affixes in your content area, using language-rich and print-rich environments ? (choose one from the previous list)

__a. Objective for your course:__ The students will be able to identify the spelling, syllable conventions, and prefix/root word/affixes of their vocabulary words.

__b. Introduction:__ I would begin by explaining how important it is to know the true meaning of a word. It is even better if we trace the word back to it's original language. I would explain that languages sometimes "borrow" words from other languages and put a twist on it to make it our own. Then I would take one of the vocabulary words--listed on the Content Analysis page--and ask them what they think each word means, and what language it may have originated from. I would allow students to pair up in groups of at least two so that they could collaborate together. They would have to do this without the help of dictionaries or other sources!

__c. Model:__ After allowing students to pair up in groups and brainstorm about what they think their word means I would take them step-by-step through how they can find the word’s meaning. Breaking the word apart and finding out what the prefix/affixes etc. mean. This would give the students a better idea of what the words really mean, and they may be able to relate to them better!

__d. Guided Practice:__ After modeling for the students how they can break down a word and discover its meaning the student would do the same thing with the word their group brainstormed about. This would help them practice in groups how to accomplish this. I would be circling the room helping out when/where needed and also keeping them focused on the task at hand!

__e. Independent Practice:__ Once the guided practice has been completed students will choose 5 of their own vocabulary words that relate to the overall topic of the class, in this case WW II. After they choose the 5 words they will break down each word, discover what it originally meant, and then use it correctly in a sentence (one vocabulary word per sentence). This will show that they know the different parts of a word, they understand the words they chose, and that they can use the new words in a sentence.



 **How is reading development influenced by issues such as:**  Reading development is greatly influenced by conventional spelling; syllable conventions; language-rich and print-rich environments’ spellings or prefixes, root words, and affixes in many ways. In a way, each one is connected. Conventional spelling is the “proper” way of spelling that we all want our students to one day achieve. Reading development is greatly influenced by this because the less our students read the less amount of time they are subjected to the conventional spelling we want them to learn. The easier it becomes for them to invent ways of spelling words on their own instead of the way that the word should properly be spelt.  Syllable conventions are also of great importance because they teach students how to sound out the letters in each word. I remember as a little girl my mom used the “clap along” strategy to count syllables in the words I was reading. One syllable=one clap. It worked really well and it helped me to sound out each letter in ways that would help me learn how to spell the words correctly. Syllable convention is definitely needed to help support spelling convention. Reading development is greatly influence by both because they affect how quickly students will be able to read (fluency), as well as how much the students will be able to understand.  Spellings of prefixes, root words, and affixes are of great importance. This really ties in with syllable conventions; which is directly correlated to reading conventional spelling. If students are able to read a word, find out what the prefix, root, and affixes are, they will be better able to understand the content they are reading. Simple things like knowing “anti-” means “against” will help students know that words like “Anti-Semitism” means “against-?” Then, all can find out what the rest of the word means. This is important because being able to break words down to their root meaning will help students build a better foundation in their reading skills. They will be able to develop much faster and become much better readers….they may even enjoy it!  Providing my future students with a language-rich and print-rich environment will also have a positive effect on their reading development. Without these two elements teachers will struggle to encourage their students to develop good reading habits that will improve their reading and understanding of the English language. I read an article from //The National Children’s Book and Literacy Alliance// website and I found it very interesting! The concepts they portrayed also made so much sense! The first thing that caught my attention was how teachers, as always, should lead by example. So, how do we do that during class? Simple: //read to the students!// It doesn’t have to be for the entire class period, but if we read and make it fun and interesting (using proper/exciting voice inflection, proper diction, making sure to read clearly) we can capture their interest in a story. This will show them how much we enjoy reading, and how fun it can be! We can read books that are appropriate for their age level. Before reading we can pull some vocabulary words (words they do not already know) and define them. Then during the text reading they will know what those new words mean. This will strengthen their language and their ability to read so much more!

 Syllables: []  Language-rich environment: []

 **Instructional Plan:** Identify and describe an explicit reading instructional plan for scaffolding development of phonics with words from both informal and academic language. In other words, what is one great way to teach conventional spelling, syllable conventions, spellings of prefixes, root words, or affixes in your content area, using language-rich and print-rich environments ? (choose one from the previous list)  The instructional plan must describe the following categories:

 __a. Objective for your course:__  The students will be able to identify the spelling, syllable conventions, and prefix/root word/affixes of their vocabulary words.

 __b. Introduction:__  I would begin by explaining how important it is to know the true meaning of a word. It is even better if we trace the word back to it's original language. I would explain that languages sometimes "borrow" words from other languages and put a twist on it to make it our own. Then I would take one of the vocabulary words--listed on the Content Analysis page--and ask them what they think each word means, and what language it may have originated from. I would allow students to pair up in groups of at least two so that they could collaborate together. They would have to do this without the help of dictionaries or other sources!

 __c. Model:__  After allowing students to pair up in groups and brainstorm about what they think their word means I would take them step-by-step through how they can find the word’s meaning. Breaking the word apart and finding out what the prefix/affixes etc. mean. This would give the students a better idea of what the words really mean, and they may be able to relate to them better!

 d. Guided Practice: <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> After modeling for the students how they can break down a word and discover its meaning the student would do the same thing with the word their group brainstormed about. This would help them practice in groups how to accomplish this. I would be circling the room helping out when/where needed and also keeping them focused on the task at hand!

<span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> e. Independent Practice: <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> Once the guided practice has been completed students will choose 5 of their own vocabulary words that relate to the overall topic of the class, in this case WW II. After they choose the 5 words they will break down each word, discover what it originally meant, and then use it correctly in a sentence (one vocabulary word per sentence). This will show that they know the different parts of a word, they understand the words they chose, and that they can use the new words in a sentence.