Module 5: PowerPoint Responses

Vocabulary Development PowerPoint

In this PowerPoint we see different strategies for developing a student’s vocabulary. Personally I love to see students self correct. It is proof they understand what they read was wrong or did not make sense and they are reading for meaning. High frequency words often pose a problem for students that struggle with reading because they do not follow the typical pattern. My student teaching experience allowed me to work with students that were significantly below grade level in reading and many of them struggled with high frequency words. I’ve tried most of the strategies in the PowerPoint, however, I’ve never tried the Carbo Recorded Book Method. It sounds like it can be very beneficial for a struggling reader since it’s much slower than a book on tape.


Linking Phonics and Vocabulary PowerPoint

This slide conveyed the point that phonics and decoding skills are both linked together. It's important to make sure students understand that all parts of reading will help them to become stronger readers and to provide them with texts that will allow them to demonstrate this.


Phonics, High Frequency Words, and Fluency PowerPoint

This PowerPoint was awesome to me! I loved how it explained the word building process, as well as how to introduce the letter sounds. I completed my student teaching process in a third grade classroom last Fall and saw first hand how many students struggle with phonics, fluency, and high frequency words. I spent a lot of my time reteaching the material instead of building upon the skills they should have already developed in the earlier grade levels. I also liked how the PowerPoint mentioned using poetry to increase the students' confidence in their reading ability since it is more predictable. I've never been a fan of using predictable texts, however, I do see the potential it has for struggling readers.

Assessing Vocabulary PowerPoint

This PowerPoint was very informative. While reading through this PowerPoint I was immediately thinking back to how a student comprehends even though they may miscue. I personally would rather a student miscue the word “house” for “home” because the meanings are similar. I know ultimately the student understood what the passage meant but needs more review with the word. Just like the PowerPoint mentioned, “There are different ways of “knowing” a word.” When I worked with my students and they came to an unfamiliar word I would often ask them prompting questions (that dealt with the passage) to assess whether or not they were able to determine meaning from the word. When looking at the sample approaches in the presentation I don’t believe I’ve used any of them, however, I like the idea of using a Vocabulary Rating Sheet and the Partner Quizzes.