When responding to your peers in such a way that is directed to their initial posting, make it personal to them, not generic. Refer to a point they made in their post, ask deeper questions about a statement they made, relate an experience that you had that correlates to their post.
Be sure to address all of the Guided Response criteria for each peer response. Feel free to ask questions of them for clarification if needed or agree/disagree with their position (in a non-accusatory way) and back it up.
(This above is what the teacher expects when responding to peers. Below is the Guided Response criteria in which is very important an has to be addressed)
WHAT IS UNDERLINED IS IMPORTANT
Guided Response:
Review your classmates' posts.
1. Discuss the possible implications of not using the alphabetic principle while teaching students to read.
2. How might not having a strong foundation in the alphabetic principle impact student achievement?
PEER 1
Children's knowledge of letter names and shapes is a strong predictor of their success in learning to read. Knowing letter names is strongly related to children's ability to remember the forms of written words and their ability to treat words as sequence of letters. When teaching the alphabetic principle I will be focusing on letter sound, provide the children opportunities to practice letter sound relationships during daily instruction and allow the children opportunities early and often to apply their expanding knowledge of sound letter relationships to the reading of phonetically spelled words that are familiar in meaning.
Some ways that we use the alphabetic principle in our classrooms are: having the letters of the alphabet posted in the classroom, centers labeled with words and pictures; all posted at children's eye level.
The book that I will be using to teach the preschoolers in my class the alphabet would be a alphabet rhyming book, K is for Kissing a Cool Kangaroo By Giles Andreae. "The goal of rhyming alphabet books is to make text easy to memorize, but is also important to have children focus on the shapes of the print letters as well" (Coats, 2013 Section 8.1). This story takes us through the alphabet with rhyming words for each letter of the alphabet.
When children are presented with a rhyming scheme they will remember the letter because of the fun way that it was paired with words that sound alike. One way that I would use this story is to have the children to point to the words in the picture that begins with the letter P (piglet or pear). This would help them to make a connection between the letter P and things that begin with that letter. After we have done that, another activity that we could do is to break the words down by syllable.
PEER 2
Once children have a basic understanding of how letters on the page relate to sounds they hear, they are ready to start putting those skills to use in independent reading. Most children books are leveled books or easy readers that are designed to help children move from an understanding of the alphabetic principle to the decoding of words, this books always have high-frequently words appropriate for the child level.(Coats,2013).
To help a child in 1st grade, l will have all 100 Dolch sight word in a flash card, introduce ten new sight words or less every week and have the child repeat each word and using the words to make sentences.
Sight word bean bag toss.
Place all the focus sight word cards on the floor in front of the student face up. Space them out so that there is about a foot between each card. Give the student a bean bag to toss onto a word. The student reads the word the bean bag lands on(or near).Previously learned sight words can be added to increase the difficulty of the lesson, if the student miss done sight word you can help them by encourage him/her to sound it out and make a sentence with the sight word.
Book review.
Author - David Mcphail is the creator of dozens of wonderful books, including Big Brown Bear's Up and Down Day; Sisters; Mole Music, a New York Times Book Review Best Illustrated Book of the Year; and several recent Green Light Readers for Harcourt. He lives in New Hampshire.
Title- Rich id sick
Age range-4 -6 years
Grade level-Kindergarden-First grade
Publisher: HMH Books for Young Readers; 1-Simul edition (April 1, 2004).
ISBN-10: 0152050922
The story was about jack (a rabbit) tries to help his sick friend Rick (a bear) feel better. Then, after all his efforts, Jack finds that he needs a nap and crawls into bed with is friend.
The ink-and watercolor drawing are expressive and full of sight clues, this ii an age appropriate for early readers.