The Alphablocks Series

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A. Read/Apply Gunning Text Chapter 12 Approaches to Teaching Reading; & Chapter 14 Creating and Managing a Literacy Program
Read/Apply Honing, Diamond, & Gutlohn Text PP. 744-803 MTSS for Reading Success; Resources; Sample Texts; Activity Masters; and Teaching Charts
6.3.B. Reflection on what you have learned about Teaching Reading & Take Aways
You have read and been exposed to a wealth of resources about the foundations of reading and how to teach reading. So, in this part of the quiz write a simple reflective statement (no more than a paragraph) that illustrates what you have learned about the foundations of reading and how to teach reading. You must connect your reflection to one of these Course Objectives:

Express an understanding of different belief systems about reading and learning to read. & 2. Discuss various approaches to reading instruction.; 7. Acknowledge the importance of assessing reading performance and current assessment trends; 8. Discuss various trends in the teaching of reading and instructional materials; 3. Adapt instruction to accommodate diverse learners with advanced or limited reading ability, English as Second Language (ESL), developmental and physical considerations, and other exceptionalities; 5. Demonstrate an understanding of the Science of Reading and the Big 5 Ideas of Reading (Phonemic Awareness, Phonics, Fluency, Vocabulary and Comprehension) through practice and discussion.; 8. Discuss various trends in the teaching of reading and instructional materials; 12. Facilitate professional growth by developing increased ownership and responsibility and by developing collaborative and collegial relationships with peers; 13. Apply and extend technology and media skills and understandings by critiquing, selecting and using technological resources in planning and delivering instruction; & 14. Address the Science of Early Learning – 7. How do young children learn to understand what they read?
B. Then View one of these episodes from either of the Alphablocks Series here on YouTube: https://www.youtube.com/channel/UC_qs3c0ehDvZkbiEbOj6Drg Links to an external site. <https://www.youtube.com/channel/UC_qs3c0ehDvZkbiEbOj6Drg>or found on NetFlix.
OR view one of the episodes of Super Why! https://www.youtube.com/playlist?list=PLa8HWWMcQEGRwepxFUwG__-zDcOkSyr8V Links to an external site. <https://www.youtube.com/playlist?list=PLa8HWWMcQEGRwepxFUwG__-zDcOkSyr8V>or online at PBS Kids: https://pbskids.org/superwhy/Links to an external site. <https://pbskids.org/superwhy/>
C. Apply what you have learned in this course by writing a brief reflective statement to explain whether the episode of Alphablocks/Super Why is literacy based. Then further reflect if this kind of resource would help you in your future classroom to teach reading? Explain in your reflection what course objective was addressed/or related to the video. Try to use at least one citation from the two texts for this course the Gunning text and Honig et al. text. This needs to be a really short essay. No more than 2 paragraphs.

 

Sample Solution

regards to the osmosis of pieces into lumps. Mill operator recognizes pieces and lumps of data, the differentiation being that a piece is comprised of various pieces of data. It is fascinating regards to the osmosis of pieces into lumps. Mill operator recognizes pieces and lumps of data, the differentiation being that a piece is comprised of various pieces of data. It is fascinating to take note of that while there is a limited ability to recall lumps of data, how much pieces in every one of those lumps can change broadly (Miller, 1956). Anyway it’s anything but a straightforward instance of having the memorable option huge pieces right away, somewhat that as each piece turns out to be more natural, it very well may be acclimatized into a lump, which is then recollected itself. Recoding is the interaction by which individual pieces are ‘recoded’ and allocated to lumps. Consequently the ends that can be drawn from Miller’s unique work is that, while there is an acknowledged breaking point to the quantity of pi

regards to the osmosis of pieces into lumps. Mill operator recognizes pieces and lumps of data, the differentiation being that a piece is comprised of various pieces of data. It is fascinating regards to the osmosis of pieces into lumps. Mill operator recognizes pieces and lumps of data, the differentiation being that a piece is comprised of various pieces of data. It is fascinating to take note of that while there is a limited ability to recall lumps of data, how much pieces in every one of those lumps can change broadly (Miller, 1956). Anyway it’s anything but a straightforward instance of having the memorable option huge pieces right away, somewhat that as each piece turns out to be more natural, it very well may be acclimatized into a lump, which is then recollected itself. Recoding is the interaction by which individual pieces are ‘recoded’ and allocated to lumps. Consequently the ends that can be drawn from Miller’s unique work is that, while there is an acknowledged breaking point to the quantity of pi

regards to the osmosis of pieces into lumps. Mill operator recognizes pieces and lumps of data, the differentiation being that a piece is comprised of various pieces of data. It is fascinating regards to the osmosis of pieces into lumps. Mill operator recognizes pieces and lumps of data, the differentiation being that a piece is comprised of various pieces of data. It is fascinating to take note of that while there is a limited ability to recall lumps of data, how much pieces in every one of those lumps can change broadly (Miller, 1956). Anyway it’s anything but a straightforward instance of having the memorable option huge pieces right away, somewhat that as each piece turns out to be more natural, it very well may be acclimatized into a lump, which is then recollected itself. Recoding is the interaction by which individual pieces are ‘recoded’ and allocated to lumps. Consequently the ends that can be drawn from Miller’s unique work is that, while there is an acknowledged breaking point to the quantity of pi

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