Lesson plans to teach decoding

Running head: LESSON PLANS TO TEACH DECODING1

LESSON PLANS TO TEACH DECODING10

Lesson plans to teach decoding

Martin Hahm

Grand Canyon University

Adolescent Literacy

SED535N

Alicia Leach

August 03, 2010

Lesson plans to teach decoding

A recent article asks about the origin of the word, kaizen. This Japanese word has two elements called morphemes, kai and zen, which mean good and change respectively. The term, morpheme, has a Greek root, morph, which means form. A morpheme refers to the smallest unit in a language which has meaning by itself, whereas an allopheme are groups of different morphemes, but keeping the same morph or root meaning. The morph, allo, here means other referring to other morphemes with the same morph. It could, however, also be considered a phoneme. Parts of a word that may not stand on their own are called phonemes meaning sounds and, when attached to a root word are called affixes, which include prefixes, suffixes or another part attached to the word, or morpheme. So begins this lesson on teaching lessons about decoding and how instruction in language is changing? The answer to the question in the Japanese word, kaizen according to the article using this term. It is good and changing data being used to provide new and changing-for-the-better instruction (Smith, Fien, Basaraba, & Travers, 2009, p. 16-17, 21). This brief essay considers two research-based strategies to decode words, using knowledge of phonics, syllabication, along with the etymology of morphemes and phonemes to analyze, evaluate discuss what may work best.

The needs of each area may vary, so strategies to achieve appreciable progress in literacy goals may vary as well. A collaboration of five states, Alabama, Florida, Kentucky, Rhode Island and New Jersey addressed five strategies with some variation for their respective states. These strategies 1) made adolescent literacy a priority for all people with a stake in the results, 2) set high standards and goals, 3) made the resources line up with their goals, 4) built up the educators capacity to serve as coaches and specialists with varying development according to states needs, and 5) measured results for accountability and future decisions, yet none was satisfied with the assessments available. , the interviewees described a need for greater oversight capacity (Bates, Breslow, & Hupert, 2009, p. 6).

This educator has discovered through the years that use of phonics is a major step forward in all levels of literacy, perhaps, primarily since this was personally lacking during the time he was in the elementary public schools. There was no Kindergarten either. Having capable and caring parents assured, however, a strong foundation, and success in school is attributed to a sixth through eighth grade teacher who taught diagramming as well as encouraging reading out loud. This seems to have scientifically supported research to substantiate the importance of encouraging fluency to increase comprehension. Although a correlation between fluency and comprehension does not prove causationthat fluency or lack of fluency leads to improved or deficient comprehensionthe findings do suggest that this is a possibility (Razinski et al., 2005, p. 25). This conclusion is substantiated further by the Texas Educational Agency which encourages repeated reading with a variety of activities such as student-adult , tape-assisted , partner, taped and theater reading with this observation:-Fluency develops as a result of many opportunities to practice reading with a high degree of success (AdLit.org: Adolescent Literacy , 2002)

Another strategy is preparing students for reading a particular book. One would determine what may be of special interest for them and let them read for the adventure of discovering these interests ad a precious treasure. This is one of a multitude of strategies teachers can use. Kylene Beers recommended this technique commenting: the more we frontload students knowledge of as text, and help them become involved in c constructing meaning prior to reading, the more engaged they are likely to be as they read the text (Beers, 2003, p. 101).

According to a workshop which took up this entire day at Theodore Roosevelt School (TRS), Ft. Apache, AZ, SRA Corrective Reading promises success for students failing literacy for their grade levels, middle school youth scoring at a second and third grade reading level. The details of the most recent series, which TRS is using, tell how it is designed to provide differentiated instruction that is appropriate for each learner (Engelmann, Hanner, & Johnson, 2008, p. 9). The overall strategy is a teacher-directed program. Along with a variety of individual strategies used this is one preferred by this essayist and from which positive results are both expected as well as being worked for. The other strategy, which works well in science, is use of Greek and Latin roots, as well as comparing with other roots and using etymology in general. Most all of the variety of strategies has merit and to determine which is preferred above these two just mentioned will require experience. In the meantime the major steps to help our kids read, toward greater adolescent literacy, is good with positive changes, as our Japanese term reminds, kaizen.

References

AdLit.org: Adolescent Literacy. (2002). http://www.adlit.org/article/3416

Bates, L., Breslow, N., & Hupert, N. (2009, April). Five states efforts to improve adolescent literacy (US Department of Education R E L No. 0 67). Retrieved from Regional Educational Laboratory NE Islands: http://library.gcu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED504787&site=ehost-live&scope=site

Beers, K. (2003). When kids cant read. Portsmouth, NH: Heinemann.

Engelmann, S., Hanner, S., & Johnson, G. (2008). SRA Corrective Reading - Series Guide. Columbus, OH: SRA/McGraw Hill.

Razinski, T. V., Padak, . D., McKeon, K. A., Wilfong, L. G., Friedauer, J. A., & Heim, P. (2005, September). Is reading fluency a key for successful high school reading?. J O U R N A L O F A D O L E S C E N T & A D U L T L I T E R A C Y, 49, 2227 . Retrieved from http://web.ebscohost.com.library.gcu.edu:2048/ehost/detail?vid=1&hid=105&sid=8ff1b951-f309-4294-9ba0-012213de0ab5%40sessionmgr113&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#db=aph&AN=18347307

Smith, J. M., Fien, H., Basaraba, D., & Travers, P. (2009, May/June). Planning, evaluating, and improving tiers of support in beginning reading. TEACHING Exceptional Children, 41, 16-22.

LESSON PLAN Using Greek and Latin roots in vocabulary (See Day Four)

Lessons for a 67 day delivery with remediating diagnostic and summative assessments within formative assessments to be inserted in the appropriate areas as teacher, T.A., and student self-assessing continue within lesson sequence on Lesson Plan. Vocabulary and concepts require continual reinforcement and review.

See below for vocabularyDay 4 for Greek and Latin roots.

Strategies include use of other practices in other three lesson plans, using affixes, as explained according to Greek and Latin etymology, phonics, modeling pronunciation, and syllabication, as each term is dissected/broken into parts for understanding and put together again for practicing fluency.

Other strategies in this lesson will be reading out loud sections of a textbook where these terms are used, in unison as a class (choral), then as individuals with pairs/partners observing fluency w SRA rules, and individually as a TV personality sharing information to explain pictures in text which would be part of a TV series on this area of the science world. Repetition would also be used for the purpose of reaching an acceptable level of fluency according to Language acquisition standards. This is lesson planned for next 7 days. See Day four for Greek Latin roots, even though other criteria for the other LPs are included. More time may be needed.

Date: August 7, 2010 Grade/Class/Subject: Grade Seven/ Science

Unit/Theme: How to do science with bugs

Standards: Use the inquiry process to form questions based on observations, comparing and contrasting, making inferences using precautionary procedures with insects (critters) and lenses recording information to establish a hypothesis [S1C1-4, S2C1-2]; The cell theory [as it relates to S 3 Science in Personal and Social relationships, and Strand 4] gives understanding of life and [Concept 3, PO2-4] the relationship of man to the world of arthropods, arachnids and insects, values and responsibilities. Use of detailed AZ Standards posted and in portfolio.

Content Objectives:

1. Students will research bugs, observing to study, describe, drawing and/or explaining parts of bugs and critters, compare and discovering differences in insects, critters and self, categorizing as researched.

2. Students will be able to talk about the environment of bugs and how they interact with people and survive in ecosystems. Biosphere 1, 2 and 3 (mini-biospheres)

3. Students will be asking questions to make a hypothesis about the relationship of man and bugs/critters comparing and contrasting to argue risk/reward issues regarding survival.

Language Objectives:

1. Students will listen actively to acquire knowledge, language vocabulary and use in relevant context, both social and academic uses.

2. And analyze text for expression, enjoyment and response to other related content areas.

3. Students will repeat terms, express thinking and ideas orally, and in a variety of writing genres. (Log in, notes