Rdg351 Wk 5 Discussion Spelling, Writing, And Comprehension Strategies

Post a total of 3 substantive responses over 2 separate days for full participation. This includes your initial post and 2 replies to classmates or your faculty member. Due Thursday It's a new school year and you’ve just given your second-grade students The Monster Test (Gentry Developmental Spelling Test) and had them complete a writing sample. According to Gentry’s (2022, p. 4) scoring phases in The Monster Test, the majority of your class is at phase 4 consolidated/automatic alphabetic spelling of spelling development, but 5 of your students tested at phase 3 full alphabetic spelling. Their writing samples reflect this, as they produced only a couple sentences in response to the prompt with most words spelled incorrectly. They also tested below grade level on the informal reading inventory you gave the previous week. As you consider future instruction for these students, review the spelling, comprehension, and writing strategies in the following chapters of your textbook, Literacy in the Early Grades, in this week's learning activities folder: • Ch. 5, “Learning to Spell” • Ch. 8, “Teaching Comprehension: Reader Factors” • Ch. 11, “Scaffolding Students’ Writing Development” Consider reading “Writing to Read: Evidence for How Writing Can Improve Reading” by Kelly N. Tracy from the International Literacy Association. To access a PDF version of The Monster Test, access The Monster Test and select “Click here for a pdf version of the Monster Test.” Respond to the following in a minimum of 175 words: • Considering the developmental spelling stage of your 5 struggling students, what are 2 spelling and 2 writing strategies you might use to strengthen their spelling and writing skills? • How can you use small-group instruction to further develop these students’ writing and reading comprehension skills?