Word Identification Top 10
Word Identification Top 10
Word Identification Top 10
Kandyce Wood
Rationale
Throughout this course our class has expressed how we as educators hope to instill strategies that
students will reflect and practice as they explore various texts. The National Research Council
acknowledged
three factors that interfered with the initial acquisition of reading proficiency: (1)
problems understanding the alphabetic principle, (2) failure to acquire the verbal knowledge
necessary for comprehension, and (3) the absence or loss of motivation to read (Skills Emphasis,
Theories and debates are tossed amongst educators as everyone seeks the best methods for
ensuring proficient readers. Numbers and data rate educators based on their performance,
seem to seek assurance of our strategies in results, numbers, and color-coded data. Rather than
seeking assurance in short term milestones, our focus should shift to strengthening readers who
take pride in their progress, reflect on their progress, and show implementation of reading
“The goal to “play catch up” by teaching a wide array of skills out of authentic reading
and writing contexts might provide short term gains but not lasting ones; students can become
skilled but not strategic or thoughtful about their reading (pg. 105, Morrow & Gambrell).”
As we aspire to grow readers who are motivated, intrigued, and enlightened by literature, we
assess where literacy exposure begins. In this course we have evaluated effective techniques,
methods, and frameworks that promote confidence and independence. To build independent and
competent readers, then we must reflect on practices and strategies exposed to emergent readers
Before students begin learning the alphabetic principles, students need application of creating
meaning behind the sounds spoken to them. If students hear the same word connecting to an
object, emotion, or place then they are able to form a connection. As noted in Effective Literacy
Instruction,
Eventually, with increasing exposure to new words and word play involving rhyme,
alliteration, and the like, children begin to notice smaller aspects of words (Dickinson,
McCabe, Anastasopoulos, Peisner-Feinburg, & Poe, 2003) (pg. 194, Taylor & Duke).
recognized that children learn as a result of their social interactions with others (pg. 76). If a
child is instructed to write with a pencil, then the child will learn the name and purpose of that
object. Children become familiar with the world around them through exposure of spoken
language.
In order for students to become successful readers, then students must acquire decoding
skills in which they are effectively acknowledging rhymes, letters with sounds, blends, segments,
syllables, and whole word meaning. Learning extensive strategies is a process which before
concepts and phonological awareness. Print concepts provide insight of how familiar a student is
with the concepts of words, reading from left to right, parts of the book, roles of the author and
illustrator while phonological awareness indicates if students are able to separate oral language
Lasting Effects of Implementing Strategies for Word Decoding
into syllables and individual phonemes, along with applying the sound knowledge to letters in
When we allow movement, dance, song, chants, we open doors for students to hear how
words are made of phonemes. We create opportunities where students can laugh at words such as
“pigs in wigs” or jump twice for ap-ple. As advised in Language and Literacy Development, “To
recognize anything (ex: a face, a song, a word, a scent), you will need a copy or representation of
it stored in your memory that is matched to what you hear, see, or smell (Brynes, pg. 60).” If
students acknowledge the differences in phonemes, then they are able to notice how words could
change meaning. To build phonological awareness, students can practice using techniques that
Differentiate Phonics:
Differentiation allows teachers to meet students at their present level in order to support
using strategies and skills that will prepare students for higher level thinking. If differentiation is
not implemented into phonics instruction, then students’ intrinsic motivation could alter as the
materials taught could be mastered by students who require introductory strategies in decoding
words with multisyllables, suffixes, prefixes, etc. For students who require extensive support
with phonics strategies, then it is recommended to pull these students in smaller or individual
settings, also known as Tier 2, where they are receiving appropriate guidance and practice of the
strategy being taught. Throughout my literacy block I aim to differentiate by providing different
levels of word work and fluency stories that students are able to keep track of in their data
Lasting Effects of Implementing Strategies for Word Decoding
notebook. Once a word work list is mastered meaning the word is decoded, marked up, and
meaning applied, then the student can record the accomplishment before moving forward to the
next list. Fluency is the same concept of mastery; however, students are working to identify the
number of correct words in a certain amount of time. Fluency instruction using the FORI or
WIDE-FORI models allow exposure for rereading a single challenging section or two-three
challenging sections within the week. By providing differentiated word work and fluency pieces,
approach. With explicit phonics instruction, it is thought best to incorporate a hybrid approach of
whole language instruction since some English words are undecodable, examples are said, your,
done. These words are considered best retained with memorization. “These connections become
stronger and faster with practice, eventually contributing to automatic and fluent word
recognition (pg. 85, Morrow & Gambrell).” Students are successful when integrating a skills
emphasis and meaning emphasis approach. Across all scientific research findings, it is proven
that when we have a balanced approach to literacy and we place equal importance on phonics as
enhance their decoding skills from emergent to proficient need extensive modeling and support.
Lasting Effects of Implementing Strategies for Word Decoding
Early Intervention in Reading (EIR) referenced in Language and Literacy Programs That Work
by Byrnes and Wasik, pg. 391 is an example of a program that serves as a guide for small group
instruction. Early Intervention in Reading was designed by Barbara Taylor in 2001 with a focus
on students who are identified as ‘at risk’ readers. At the beginning of first grade, teachers work
to implement strategies taught in both whole and small group settings. As students succeed with
implementing strategies to decode unfamiliar words, students are introduced to noting those
words in fluency passages, applying the word meaning in various texts, writing the word in
Throughout phonics instruction and guided reading groups, I have experienced success
with students implementing decoding skills following the Self-Teaching Hypothesis created by
Dr. David Share. If we as teachers are allowing opportunities where we model how to practice
strategies for decoding, then we are setting the expectation for readers to follow. We must hold
ourselves accountable for practicing and modeling these strategies until students are practicing
them in small groups and furthermore independently. We use the Fundations Phonics Program
created by Wilson Language Basics, this program assists us in whole and small groups where we
are modeling a strategy before having students practice the strategy in groups before providing
insight of mastering the skill independently. There is no one size fits all for using the I do, we do,
you do approach rather educators can integrate expectations, strategies, and incorporate a variety
of tools including digital applications, creative drawings, manipulatives, oral expression, or mind
maps.
applying meaning to words helps enhance student comprehension of various texts. If students are
decoding without meaning, then students are disconnected. Influencing students to apply
decoding strategies with unfamiliar words will assist students to create meaning using the word
in scenario, illustration, or conversation. Word webs are tools where students can notice how
morphemes such as prefixes, inflected endings, word families, etc. may change a word’s
meaning. Exposing students to academic vocabulary will enhance content knowledge. If students
are establishing networks to connect words, then students notice words that share meaning,
words that have semantic attributes. If students retain the meaning of academic vocabulary, then
Evaluate Assessments:
Assessments hold power over our day to day instruction. Data from both summative and
formative assessments provide assistance with guided reading groups, Tier 2 groups, as well as if
instruction received could be deemed explicit. Our ABC book club discussed the “The Columns”
as a resource for reflecting student data to further seek interventions that fit specific needs.
“The Columns provide teachers with a tool that assists in identifying the foundational
reading needs of students in their classrooms. This tool is meant to help teachers
understand what foundational reading skill is missing so that the student is placed in the
p. 1).”
While assessments hold power, we must reflect the types of assessments we are providing for our
Lasting Effects of Implementing Strategies for Word Decoding
students. In order to monitor needs of students, then it is important to reflect a variety of tools to
access student comprehension through recordings, digital tools, writing with paper or
whiteboards, running records, word building, etc. While formative assessments are required,
teachers should also assess cognitive, affective, and conative factors that influence students’
As stated in Best Practices in Literacy Instruction, before thinking about what to teach, it is
important to consider the environment within which learning will take place (Morrow &
Gambrell, pg. 79). Our classrooms need to be filled with community, motivation,
encouragement, and opportunity. If we are not providing our students with opportunities where
they can collaborate and communicate new knowledge with one another, then students will not
learn independence, critical thinking skills, and will not have essential skills and strategies to
decode unfamiliar words. “Classroom environments that encourage children to take risks and
overcome challenges are vital to development (Morrow & Gambrell, pg. 79).” In order to build
classrooms with a growth mindset, then we must praise, acknowledge, redirect, and promote
student learning in every way possible. Personally, I incorporate the CAFE literacy program and
the Daily Five within my literacy instruction; both programs align and work to increase
individually confer with me about their reading strengths and areas of growth. Together we
celebrate growth before collaborating on a CAFE strategy that best fits an area of growth for that
student. Following our meeting, students continue to work on mastering their individual strategy
in preparation for the next scheduled meeting. The Daily Five requires teachers to set rewarding
Lasting Effects of Implementing Strategies for Word Decoding
expectations, while modeling healthy leadership skills. The expectation is for students to engage
in literacy activities while the teacher is working with guided reading groups. As noted in Best
“allows students to practice a range of strategies for decoding words they do not
automatically recognize. By both focusing on the strategies used for decoding and on the
encourages a growth mindset among her young readers (Morrow & Gambrell, pg. 82).”
It is vital to note incidents that moments we as educators may think of as small or miscue,
students may feel their world crumbling beneath them. An example of this is the stress of time
management and trying to meet with every guided reading group on top of meeting the standards
and objectives addressed during whole group instruction. As time is heavily valued, we have to
think of circumstances when we ask students to share or respond to a question and in return we
are met with a blank stare. I have personally prompted student(s) or asked another student to
assist; whereas, I now reflect if the time was allotted where my student could process their
thoughts to share aloud. It is recommended to wait approximately five seconds as children yearn
opportunities to share their voice and participate (Morrow & Gambrell,pg. 79).
Find Motivation:
Students yearn for excitement and to connect with their surroundings. If students are
working with texts that do not appeal to their interests, are difficult to decode, not given adequate
support, along with rushed or completing activities without meaning or sense of purpose, then
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“When students’ interests direct their goals for learning and problem solving, there is a
choosing to read more widely, and increased confidence (Guthrie & Humenick, 2004)
In experience I have encountered situations where students laugh or shout with joy during an
activity; however, I have also witnessed tears, defiance, or avoidance with activities. The ARC
(Access, Relevance, Choice) model described in Best Practices in Literacy Instruction, pg.12
provides crucial input on how teachers can create activities where students are exposed or
Students find humour in connecting new knowledge with things relevant to their everyday life. I
work to take notes of student interests in order to promote those interests with implementing
opportunities for student choice as it can be hard to allow time or support with students of lower
grades choosing a strategy to best fit their needs or a partner to practice with.
Conclusion:
“Theoretical frameworks and research suggest that there is no single method or approach
to teaching language arts that is universally effective with all young children. In contrast,
teachers need to possess a broad repertoire of theories and instructional strategies, and
draw from this repertoire to address students’ varied learning needs (Morrow &
Gambrell,pg. 78).”
As an educator of lower elementary grades and summer school tutor for Kindergarten students
with little phonemic awareness, I yearn to share the theories and strategies emphasized
Lasting Effects of Implementing Strategies for Word Decoding
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throughout this course. As educators, our job is to freely explore, reflect, and practice teaching
methods that prove to be resourceful and innovative. Utilizing a variety of effective programs
and practices not only promotes academic achievement, but also establishes classroom
environments with trust, responsibility, and positivity. Through our classroom communities, we
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References
Brown, J. D., & Schmidt, J. (2019). Matching Reading Data to Interventions: A Simple Tool for
Byrnes, J. P., & Wasik, B. A. (2019). Language and Literacy Development, Second Edition:
Paradice, R. (2009). Book reviews: Language and literacy development: what educators need to
know Byrnes, J.P. and Wasik, B.A. Child Language Teaching and Therapy, 25(3), 368–369.
https://doi.org/10.1177/02656590090250030702
Michael Pressley and Richard L. Allington. (2014). Reading Instruction That Works (Fourth
Morrow, L.M., & Gambrell, L.B. (2019). Best practices in literacy instruction (6th Ed). New
York: Guilford.
Share, D. L. (1999). Phonological Recoding and Orthographic Learning: A Direct Test of the
https://doi.org/10.1006/jecp.1998.2481
Taylor, B. M., & Duke, N. (2013). Handbook of effective literacy instruction: Research-based