WK 2

After watching the 10 mini videos and skimming through the resources, I learned that print awareness with fluency includes sounds of speech in the English language, phonemic awareness, reading fluency at grade levels/instructional levels, vocabulary, and spelling to build reading comprehension. Parental involvement is vital in building word and letter sight recognition. It is important for parents to read to their children at very young ages including in first stages of learning before they attend school.  Also, after watching the video, I learned that building awareness is more than just singing the alphabet. According to the video and research, students have to study words groups, word combinations, and how words fit together in the English language leading into highly developed phonically awareness. In addition to the fluency strategies I learned the importance of choral reading by the teacher in unison with students to demonstrate how fluent reading is supposed to sound. In connection to fluency level strategies: book buddies and phonic games can motivate students to learn in a fun way. I will include some of these strategies in my class; these strategies will add multiple levels of assessments for reading comprehension.  Another interesting implementation was reading tutors in which students use computer assistive devices to develop reading cues, spelling, phonically awareness, and sight vocabulary. The computer assistive device also read tricky words the student was having difficulty with. This was a great addition to motivate students and build confidence. However, the only downside might be the diversity of voice recognition. Not all students sound the same-some ELL’s student have accents and the computer assistive voice recognition device might not be sensitive to different accents. Also, I leaned about somatic gradients with building of relationships among different words spring boarding from vocabulary and concept closed (teacher) sorts with open sorts (student) to further build comprehension.