18 Appendix L Read To Read With Write With Word Study Talk With RRWWT Framework

18 appendix l read to read with write with word study

  • Walden University
  • READ 6609
  • Assignment
  • holleystejskal1102
  • 18
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18Appendix LRead To, Read With, Write With, Word Study, Talk With (RRWWT)Framework TemplateThe following framework represents the essential components of reading as an effectiveapproach to planning literacy instruction for the academically diverse classroom. As youplan your instructional activities below, you must incorporate at least one technology tool within one of the activities your literacy learner can use to support their literacy development. In your rationale, make sure to address the reasons for the use of this technology tool. Reading StageSpelling StageREAD TO READ WITHWRITE WITH WORD STUDYActivity (Include specific text title(s) or type(s) of text)I am identifying concepts of print using the book Snowball Soupby Mercer Mayer. Describe the activity here:I conducted a book preview with my early literacy learner. During the book preview, I was assessing her knowledge of concepts of print. Activity (Include specific text title(s) or type(s) of text)My early literacy learner Annalee and I read the book Snowball Soupby Mercer Mayer. Describe the activity here:While reading the bookSnowball Soup, I had my early literacy learner listen for rhyming words. ActivityDescribe the activity here:I had my emergent literacy learner write facts about Jackie Robinson. I also had her make predictions before reading the close reading passage. ActivityDescribe the activity here:I had my emergent literacy learner complete a graphic vocabulary organizer. The graphic organizer her identify the part of speech, apply the word in a sentence, and illustrate the meaning of the word with a picture. RationaleI quickly concluded that my early literacy learner spends a significant amount of time reading and knows how to read a book. She did a fantastic job identifying the parts of the book. RationaleWhile reading the book Snowball Soup by Mercer Mayer, myearly literacy learner asked what quotation marks were and their purpose. RationaleI wanted Zion to become familiar with critical facts about Jackie Robinson. I also felt with her writing down facts it would help her level of comprehension of crucial facts from the passage. RationaleThe results from the graphic vocabulary organizer indicated thatZion gained an understanding of the vocabulary words as well as mastered using them in the correct context.

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