Ideal Reading Program For Fifth Grade - 1738 Words

Ideal Reading Program for Fifth Grade Devon Alder Liberty University How should a flourishing reading program for fifth grade appear? â€Å"There’s no one best way to teach reading; instead, [educators must] create a balanced literacy program† to meet every student’s needs (Tompkins, 2014, p.327). It is essential that all literacy programs feature instruction in phonemic awareness, phonics, fluency, vocabulary, and comprehension so that students can become capable readers and writers. Phonemic Awareness Phonemic awareness is â€Å"the ability to hear, identify, and manipulate individual sounds—phonemes—in spoken words,† which can be a complex process for some (Armbruster, 2009 p.10). To exemplify, in the word â€Å"mat† an individual†¦show more content†¦By learning alliteration, the students could create poems and tongue twisters that begin with the same initial sound. Identification and the manipulation of phonemes must be done successfully so that their poems and tongue twister are accurate. I could model an example of alliteration by saying: Ms. Alder ate Aunt Annie’s apples. In rhyming, the students could hear that certain words have the same ending sound. I could model this too by saying: Ba baa black sheep, have you any wool? Yes sir, yes sir, three bags full. A clear understanding of alliteration and rhyming can also be taught through the use of read aloud texts. If I taught younger students, I could crea te activities that required them to substitute and or blend sounds. For example, I could say the word â€Å"mat† and ask the students to substitute /m/ for /b/. They would then form the new word â€Å"bat†. As for blends, I could have the students sound out specific phonemes such as /s/ /a/ /t/ to create words such as â€Å"sat†. Phonics Phonics â€Å"is the set of relationships between phonology (the sounds in speech) and orthography (the spelling pattern of written language† (Tompkins, 2014, p.152). This is the ability to know that each alphabet letter has a sound that correlates with it. Although phonics and phonemics awareness differ, phonics â€Å"puts the intervention at the level of sounds, not letters, making sound concrete and