Holcomb,+Madeline+Inclusion+strategies+for+reading,Phonemic+awareness,+phonics,+fluency,+comprehension,+and+vocabulary+development


 * Let me start by saying, My name is maddie and I enjoy long walks on the beach!!! Okay, I had to say that!!! Here is what I really want to say!!!**

**My education and career goals**: **My name is madeline Holcomb but I go by Maddie. I am in the two year MAT program and absolutely love it!!!! I have lived in Talent for 26 years now in the same house that my mother grew up in. I live on five acres with my parents, son, brother, and grand parents. I have been in college three times now and have finally found my area. I attended SOU in 2004 and graduated in 2008 with a Bachelor of Science in Psychology. I then became a legal certified assistant in 2009. I started working in an elementary school shortly after my second round of college and worked as an Instructional Assistant until june of 2011. I am working towards my Masters and eventually want to get as many endorsements as possible!!!**

**What are some Fun and interesting facts about you?**
 * I was named after a children's book called Madeline. My mom said it was a sign because it had come in the mail for my brother shortly after she suspected she was having a girl!!! I have a wild pet peacock that roams in our neighborhood. We call him Pete!! He is the best pet ever because he comes and goes as he pleases:) My favorite beverage is a two shot, soy hazel nut latte!!! They are my drink of choice. I have a three year old son named hayden who is an amazing child even when we are thankful he is not twins!!!:) I come from three generations of teachers and it is said that it is in my blood. I have been helping in the classroom since I was five years old!!! I often feel like a seasoned teacher because I have helped for so many years!!! **



**What is your greatest fear about being a teacher?** My greatest fear of being a teacher is being able to help all individuals of all levels equally. My attention will have to be spread so thin and I want to always do the very best that I can. I sometimes put too high of expectations on myself and it can be very challenging to be that way. I want all of my students to love school as much as I did and do.

I love to scrapbbok, take pictures, draw and color with my son, go shopping, buy shoes ( especially boots! I am a bootaholic!!!), play games, hit golf balls, lay in the sun, and read.
 * What brings you joy? **

I have experienced having a hard time in school. I was a terrible math and science student. I do not find it fun, nor do I particularly want to do those subjects. I always tried my best and it sometimes did not help, but I know what it is like to struggle.I will definetly be able to helo my future students cope with struggling. I know what worked for me and what did not so I can now apply that to my classroom instruction.
 * Have you ever experienced a time when something was extremely difficult to learn? **

I want to gain specific information on how to effectively work with all students of all levels. I am interested in learning more about IEP's and how create appropriate lessons. That is just part of what I want out of the class. I am interested in simply learning more about inclusion.
 * What do you want to gain from this course? **



INCLUSION STRATEGIES FOR READING, PHONEMIC AWARENESS, FLUENCY, COMPREHENSION, AND VOCABULARY DEVELOPMENT

READING IS EXTREMELY IMPORTANT TO ME AND IT HAS OFTEN OCCURRED TO ME THAT IF WE DID NOT KNOW HOW TO READ, THAT LIFE AND SOCIETY WOULD BE DRAMATICALLY DIFFERENT. READING IS IN EVERTHING WE DO. JUST WALKING DOWN THE STREET, THERE ARE WORDS TO HELP PEOPLE GET TO WHERE THEY NEED TO BE. VERBAL LANGUAGE INVOLVES VOCABULARY AND COMPREHENSION. IT IS THEN USED TO WRITE OR PRINT OUR WORDS WHICH ARE THEN READ. READING IS CRUCIAL TO SUCCESS IN LIFE.

Five important facts learned:

1. There are a variety of reading strategies and each child learns differently.

2. Reading comprehension occurs only after a reader is able to automatically decode words.

3. The average student learns about 3,000 words per year.

4. Reading Comprehension is a wide topic that has many elements.

5. Phonemic awareness is the ability to hear, identify, and manipulate individual sounds or phonemes in spoken words.

My top Resource :

[] This is an incredible website for everything that an educator will ever need! The reading comprehension sheets inlcude weekly reading books, reluctant reading activities, reading comprehension themes, and more. There is an option to change the grade level on the website and the resources will be modified for that new grade.

Resources:

1. Reading Comprehension []

This website provides seven strategies for teaching reading comprehension. It addresses issues like monitoring comprehension, metacognition, graphic and semantic organizers, anwering questions, generating questions, recognizing story structure, and summarizing.


 * I give this 5 out of 5.***

2. Reading Comprehension [] Into the Book is a reading comprehension resource for K-4 students and teachers. It focuses on eight research-based strategies: Using Prior Knowledge, Making Connections, Questioning, Visualizing, Inferring, Summarizing, Evaluating and Synthesizing.There are several online interactive activities,engaging 15-minute video programs. There are teacher and student resources available.


 * I give this 5 out of 5***

3.Phonemic awareness, reading fluency, and comprehension [] This is an online interactive learning tool for reading, language arts, phonics, and more. There is curriculum for grades pre-k through eighth grade. It is broken down into the different areas like reading comprehension, phonica curriculum, phonemic awareness, reading fluency, building vocabulary, learning to read, reading skills pyramid.


 * I give this 5 out of 5*


 * 4. Reading Fluency**


 * []**


 * This website provides ideas to help with reading fluency.**


 * I give this 4.5 out of 5*


 * 5. Vocabulary building**
 * []**


 * This resource helps build vocabulary by providing activities and ideas to effectively teach new words to students.**


 * I give this a 4.5 out of 5***

6. Interactive reading games and activities

[]

PBSkids.org is a website that includes reading games, activities, and teaching ideas for students.
 * This site deserves a 4.5 out of 5*

7.Phonemic awareness []

This resource provides phonemic awareness activities for kindergarten and first grade students.


 * I give this a 4 out of 5*

8. Phonemic awareness

[]

This resource provides a variety of activities that students can use to learn phonics. There are warm ups, games, and work sheets.

9. Reading cartoons

Word World

media type="youtube" key="o9xMPxQF3KE" height="433" width="753" The PBS cartoon Word World is a world built out of words spelled out and displays how to spell words and say the letters. 10. Vocabulary building cartoons

Word Girl

media type="youtube" key="s8VeVUwmlJk" height="395" width="763" Word Girl is a PBS cartoon where Word Girl is a super hero and her power is to define words and use them in a sentence.

Disabled Community Based Learning Project:

**Writing lesson**
 * Grades 4th**
 * Expected Outcomes**
 * Learning Objective: To be able to write one paragraph using superlative vocabulary to describe things, and name objects in a category and name the category to which objects belong.**

**Teaching /Learning Strategies** __**Step 2: Continue writing sentences by writing five separate sentences that relate to each other. The teacher would read aloud the beginning of the sentence and asking the student about the prompts.**__ __**Step 3: Write one full paragraph consisting of five sentences using season related writing prompt. The teacher would need to model what a paragraph looks like.**__
 * Learners will:**
 * 1) **Practice writing one sentence using writing prompt and teacher model and assistance.**
 * 2) **Practice writing five individual sentences based on writing prompts with teacher modeling and assistance.**
 * 3) **Write a five sentence paragraph using writing prompts with teacher assistance by asking the student about the writing prompt.**
 * Resources Needed:**
 * Writing prompt, notebook paper (wide rule), pencil, eraser**
 * Directions:**
 * Step 1: Introduce writing sentences by using a writing prompt chosen by the teacher and modeled by the teacher on how a sentence should be written. Example: “I like dogs. Dogs are_ and ___.” Write one sentence.__**

**Resources** __[]__ __[]__ __[]__ __[]__ [] __[]__ **Reflection:** The writing lesson I have created is based on the goals of a fourth grade student on an IEP for all subjects. He finds writing to be extra challenging and his goals are to use the correct irregular plurals and past tense (mice drew), to use superlative vocabulary to describe things, and to name objects in a category and name the category to which objects belong. His measurable annual goal is to use grammatically complete sentences when retelling stories or events or describing objects. His progress will be measured by having 100% of his sentences correct in a language sample. The writing lesson is based on repetition and modeling. At first, the student will learn how a sentence should look and how to write one correctly. The teacher will ask him questions regarding a chosen writing prompt that is age appropriate. The student will discuss what a good sentence would sound like and how to write it. The teacher would say “ We are going to write about dogs today. Tell me about dogs. What do they eat? What do they like to play with?” The student would talk about dogs and start thinking about describing them. The teacher would then say “ We are now going to write a sentence about dogs. Your job is to fill in two words in the sentence. Here is the sentence. Dogs are fun because they like to and What are two words that you could use to describe dogs?” The student would then repeat this process until he felt comfortable writing one sentence. The next step would be to be to introduce a paragraph and what one looks like. There needs to be five sentences that all work together. The teacher would need to model how to write a paragraph. The student would then practice writing five sentences that relate to each other with the help of the teacher asking about the topic and discussing it with the student. After the student gets comfortable writing five sentences, he would then create a paragraph using a writing prompt based on a relevant season of the year. With his teacher’s help, he would create a paragraph. This lesson would help this student learn how to categorize and describe objects using superlative vocabulary. He would be exposed to the writing process using repetition and discussion of the topic.