Posted: January 3rd, 2024

Digital Bulletin Board: Phonemic Awareness, Phonics, Vocabulary, Fluency, and Comprehension

Education
Title: Digital Bulletin Board: Phonemic Awareness, Phonics, Vocabulary, Fluency, and Comprehension

Paper instructions:
The Report of the National Reading Panel for Congress highlighted five essential components of reading instruction: phonemic awareness, phonics, vocabulary, fluency, and comprehension. Early childhood education professionals must apply research-based best practices to the instruction and assessment of reading to support young learners in mastering these to become successful readers.

For this assignment, create a digital bulletin board, such as Padlet, to communicate information about phonemic awareness, phonics, vocabulary, fluency, and comprehension as they apply to reading instruction in the inclusive early childhood classroom.

For each component (phonemic awareness, phonics, vocabulary, fluency, and comprehension) include the following:

Video of yourself defining and explaining the component.
Two developmentally appropriate classroom activities to support development of the component and an explanation of how the activities can be differentiated for students with exceptionalities.
One at-home activity and one website to assist families with developing the component at home. Get custom essay samples and course-specific study resources via course hero homework for you service – Include a 2-3 sentence explanation of how each activity/resource will meet the reading needs of young learners with and without exceptionalities.
Support your digital bulletin board with a minimum of three scholarly resources.

Submit the scholarly resources and a link to your digital bulletin board in a Word document.

While Ace homework tutors – APA style format is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using Ace homework tutors – APA formatting guidelines, which can be found in the Ace homework tutors – APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

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I need help writing my essay – research paper include all details in order to complete the video.

The National Reading Panel’s seminal report to Congress in 2000 highlighted five essential components of effective reading instruction for children: phonemic awareness, phonics, vocabulary, fluency, and comprehension (National Reading Panel, 2000). Mastery of these five areas is crucial for students to become proficient, independent readers. Early childhood educators must implement evidence-based practices to teach and assess these reading components in a developmentally appropriate manner. One strategy is the use of a digital bulletin board to engage students and families with information and activities related to each reading skill.
Phonemic Awareness
Phonemic awareness refers to the ability to hear and manipulate individual sounds, or phonemes, in spoken words (National Early Literacy Panel, 2008 – Affordable Custom Essay Writing Service | Write My Essay from Pro Writers). For example, recognizing that the word “cat” consists of three separate phonemes: /k/, /a/, and /t/. According to the National Reading Panel (2000), explicit and systematic phonemic awareness instruction significantly improves children’s word reading, reading comprehension, and spelling abilities.
To introduce phonemic awareness on a digital bulletin board, an early childhood educator could create a short video explaining this reading skill. In the video, which could be uploaded to Padlet, the educator may say “Phonemic awareness is being able to hear the individual sounds in words. Let’s break the word ‘cat’ into its sounds: /k/, /a/, /t/.”
Two classroom activities that support phonemic awareness development include sound bingo and sound sorting (Ehri et al., 2001). For sound bingo, the teacher calls out sounds and students mark pictures on their bingo boards that begin with that sound. This activity can be differentiated by providing some students with fewer pictures to mark or pictures with initial sounds written out. For sound sorting, students listen to sounds on audio clips or objects in a bag and sort picture cards into piles based on initial sounds. To make this activity more accessible, some students could sort pictures with initial sounds written out.
An at-home phonemic awareness activity is “I Spy Sounds,” where a parent points out objects in the home and child says the beginning sound, such as “I spy a lamp – /l/.” The website www.starfall.com offers phonemic awareness games, stories, and lessons that support the needs of all learners through options like sound effects, highlighted text, and repetition (Starfall Education Foundation, 2022).
Phonics
Phonics instruction teaches students the relationships between letters and sounds and how to use this knowledge to read and spell words (National Reading Panel, 2000). Systematic, explicit phonics instruction significantly improves reading achievement of students from kindergarten through 6th grade as well as spelling achievement.
In a video for the digital bulletin board, an educator may define phonics as “learning the sounds of letters and letter combinations and using this knowledge to read and write words.” Two classroom phonics activities are letter-sound bingo and magnetic letter manipulation (Joseph & Schisler, 2009). For letter-sound bingo, students cover pictures on their bingo boards when the teacher calls out letter sounds. This can be adapted by providing some students with fewer pictures or pictures labeled with letters. For magnetic letter manipulation, students arrange magnetic letters to form words while following multi-step instructions from the teacher, such as “Put the letters C-A-T together to spell cat.” Some students may benefit from written instructions.
An at-home phonics activity is for parents to play “I Spy a Sound” while driving, such as “I spy something that starts with /s/ (stop sign).” The website https://www.abcya.com offers over 200 phonics games that provide auditory and visual support through highlighted letters, sounds, and repetition (ABCYA, 2022).
Vocabulary
Vocabulary refers to the words students must know to communicate effectively (National Reading Panel, 2000). Research shows direct vocabulary instruction results in greater reading comprehension. In a video, an educator may define vocabulary as “the words we need to know to understand what we read, hear, and say.”
Two vocabulary activities for the classroom are picture sorting and vocabulary bingo (Marzano, 2004). For picture sorting, students group pictures by semantic categories, such as animals or foods. Pictures could have words printed below for some students. For vocabulary bingo, students cover pictures on bingo boards when the teacher says vocabulary words. Boards with fewer pictures or words printed below could provide needed support.
An at-home vocabulary activity is making an “All About Me” book with family where children dictate sentences using target vocabulary words. The website https://www.starfall.com includes stories, games, and vocabulary lessons supporting all learners through options like highlighted text and repetition (Starfall Education Foundation, 2022).
Fluency
Fluency refers to the ability to read text accurately, quickly, and with proper expression (National Reading Panel, 2000). Repeated reading of text improves fluency and overall reading achievement.
In a video, an educator may define fluency as “reading smoothly and at a conversational pace.” Two classroom fluency activities are paired reading and reader’s theater (Rasinski, 2014: 2024 – Essay Writing Service. Custom Essay Services Cheap). For paired reading, students take turns reading aloud with a partner. Pairs could read the same text or different leveled texts. For reader’s theater, students practice and perform a short script, building confidence. Some students may benefit from highlighted text.
An at-home fluency activity is for parents to read with their child each night. The website https://www.tumblebooks.com/library/book/repeated-readings offers repeated readings of ebooks to build fluency through modeling and practice (TumbleBooks, 2022).
Comprehension
Comprehension refers to the ability to understand and gain meaning from text (National Reading Panel, 2000). Effective comprehension strategies include summarizing, questioning, visualizing, and making connections.
In a video, an educator may define comprehension as “understanding what we read.” Two classroom comprehension activities are story mapping and picture sequencing (Duke & Pearson, 2002). For story mapping, students fill in elements of a story like characters, setting, problem, and solution on a graphic organizer. Some students may need a partial map. For picture sequencing, students arrange picture cards in the order events occurred in a story. Some students could sequence with pictures and words provided.
An at-home comprehension activity is for families to read together and discuss the story using questions like “What happened first?” The website https://www.storylineonline.net/ features celebrated actors reading children’s books along with an highlighted text option, supporting comprehension for all learners (Storyline Online, 2022).
Conclusion
In conclusion, a digital bulletin board provides an engaging way for early childhood educators to share research-based strategies and activities to support development of the five essential components of reading: phonemic awareness, phonics, vocabulary, fluency, and comprehension. By including videos, classroom and home activities, and online resources, the bulletin board equips both students and families with knowledge and ideas to promote reading success for all.
References
Duke, N. K., & Pearson, P. D. (2002). Effective practices for developing reading comprehension. In A. E. Farstrup & S. J. Samuels (Eds.), What research has to say about reading instruction (pp. 205–242). International Reading Association.
Ehri, L. C., Nunes, S. R., Willows, D. M., Schuster, B. V., Yaghoub-Zadeh, Z., & Shanahan, T. (2001). Phonemic awareness instruction helps children learn to read: Evidence from the National Reading Panel’s meta-analysis. Reading Research Quarterly, 36(3), 250–287. https://doi.org/10.1598/RRQ.36.3.2
Joseph, L. M., & Schisler, R. (2009). Should adolescents go back to emphasizing basic literacy skills in preparation for learning? Alliance for Excellent Education Policy Brief. https://all4ed.org/reports-factsheets/should-adolescents-go-back-to-emphasizing-basic-literacy-skills-in-preparation-for-learning/
Marzano, R. J. (2004). Building background knowledge for academic achievement: Research on what works in schools. Association for Supervision and Curriculum Development.
National Early Literacy Panel. (2008 – Affordable Custom Essay Writing Service | Write My Essay from Pro Writers). Developing early literacy: Report of the National Early Literacy Panel. National Institute for Literacy. https://lincs.ed.gov/publications/pdf/NELPReport09.pdf
National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. National Institute of Child Health and Human Development. https://www.nichd.nih.gov/sites/default/files/publications/pubs/nrp/Documents/report.pdf
Rasinski, T. (2014: 2024 – Essay Writing Service. Custom Essay Services Cheap). Why reading fluency should be hot! The Reading Teacher, 65(8), 516–522. https://doi.org/10.1002/TRTR.01077

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