Chapter+8+(SPED+420+Notes)

Return to SPED 420 Chapters Page __**Chapter #8**__ **Chapter #8 Outline** : Phonics Approach Mapping Strategies Reading Work Activities

Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011)



Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011)



Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011)

Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011)


 * __Question #1: __**I think it is important to discuss the content of the book in detail because they students are younger and they may not understand how the crab lives, where it lives, or what it does. I think the students need to have background knowledge about the book before getting into it because we do not want them to be confused about the crab and what is going on.
 * __ Question #2: __** We as teachers need to make sure the students are understanding each piece of the reading. We cannot assume they will pick up on the story and the main point on their own. Teachers need to take time to discuss the story and important parts of the book in depth along with discussing some pieces of the book that may be confusing. Not all students find reading easy or fun and they may need a little more help with understanding the book and its point of views.
 * __Question #3: __** The students are learning to use the words they are learning in sentence form. The students may not understand what the word means completely, but putting it in sentence form may help them to better to understand. The students are learning to use the words they are learning in context. The students are also practicing sounding out each world in the sentence and trying to spell all on their own. Practicing sounding out words and practicing writing these word in the sentence form is great. Students need to learn how to write the correct letters, but to also know when you use and do not use capital letters.
 * __Question #4: __** The teacher asked the student how they figured out a word, and asked them to repeat the process of how they sounded it out. The teacher asks different questions about the book, but she also makes comments about certain things in the book to initiate thinking with the child and getting them to respond and predict about the book. The teacher has the student go back and look at words that were mispronounced. The teacher has the student explain why what they said the first time was wrong.
 * __Question #5: __**<span style="color: #000000; font-family: 'Comic Sans MS',cursive;">Starting with a phonemic awareness activity is helpful in getting the students listening and thinking about the sounds the letters make. The students begin to listen for a pattern and what the beginning, middle, and end of words sound like. To be able to decode a word the student must know how to sound out the word and that requires them to know how to sound out each letter and part of the word properly.