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Module Ten Discussion

Rachelle - One video that stood out to me was "What is Heart Word Magic?". This video stood out to me because I have seen heart words being used during my mentor teacher's reading instruction in my field experience. After one of my observations, I asked her about heart words, and she explained that the heart represents the part of a word that does not follow the expected sound-spelling pattern, while the other letters are decoded using their regular sounds. Watching the video helped deepen my understanding of this strategy and why it is effective for teaching reading. I enjoyed learning that connecting the sounds in a word to its written form is one of the most effective ways for students to learn to read words. The video explained that simply posting sight words on a wall and hoping students memorize them through exposure is not an effective practice because it only relies on visual memory rather than helping students connect sounds to letters. I also liked how the video described heart words as "how to make the tricky, sticky", helping students remember irregular spelling patterns while still applying their phonics knowledge to the rest of the word.

I foresee implementing heart words into my reading block by introducing one new sight word each week using the heart word strategy. As new words are added, I would continue reviewing previously learned heart words to strengthen students' long-term retention and automatic word recognition. This approach would provide students with repeated practice while reinforcing the connection between sounds and written words.

Ellie - While going through these articles and the videos, I gained a lot more insight on literacy and literacy instruction. Through methods I could bring into the classroom and also how I can help support my students to be the best learners that they can be. The video that stood out to me the most was ‘How to use Orthographic Mapping to Teach Sight Words’ (Learning at the Primary Pond, 2021). This video stood out to me because I find orthographic mapping very interesting. It is the process of students being able to recognize connections between letters and sounds instantly and how they are able to store them in their brains to be able to use it later. In the video, I liked how she went through how she shows students the separate sounds within a word and drawing a box so that it is a visual for her students. And when she explains why she put the specific letters in each box, she is showing the students what team is working together. Such as, vowel teams, digraphs, vowel-consonant-e or even diphthongs. But it showed me the more that we work through and help them link the letters to the sounds within words, then they will eventually be able to read them instantly. I can see myself implementing this into a reading block as it can be very helpful for students to be able to see the specific letters that go with the sounds in the words. But also, being able to see how there are different ways of writing sounds to introduce them to more phonemic awareness.

Isabel - The video that stood out the most to me was "Heart Word Magic". This video stood out because it really explained heart words and high-frequency words that are very easy to read without sounding them out. It also explained automatic letter-sound association and how it helps store sight words in our sight-word memory. I liked watching the video and learning more because it is the same program used in my school district, and it was interesting to see a little bit of the reason the program is being used. I also liked how the video mentions that connecting letter sounds to the letters can be lost when it comes to learning new words; it brought the idea that even though heart words are words that you know right away, the sounds of letters in most words will still sound the same in order to help differentiate what the word actually is. To implement this into a reading block, I think it would be beneficial to go over words that are seen the most in the reading and really practice with the students in order for the words to become heart words for them. Taking time out of the day to really practice and go over different high-frequency words and really hone in on the words that can become heart words for the students can help them immensely when it comes to reading.

Week 10: Instructional HLPs

Lindsay - I believe HLP 16: Use Explicit Instruction has one of the greatest impacts on student learning. Many students in special education need skills to be directly taught, modeled, and practiced before they can complete tasks independently. As a special education teacher working with students with emotional and behavioral needs, I see how important it is to provide clear expectations and step-by-step instruction. When students understand what is expected of them, they are more likely to be successful and less likely to become frustrated.

In my classroom, I use explicit instruction and scaffolded supports by breaking assignments into smaller, more manageable steps, modeling expectations, and providing visual supports. For example, I have a student who can complete his math assignments but often refuses to start. At times, he becomes so frustrated that he crumples or tears up his paper. I am considering using a file folder with the assignment divided into three sections, letting him choose which section to complete first. I hope that giving him some control over the assignment and making the work appear less overwhelming will help with task initiation. I also use technology programs that allow students to practice academic skills at their own level and pace. Does anyone else have any ideas on how to get this student to stop ripping up his assignments?

One of the biggest challenges with implementing these practices is meeting the different needs of students while managing behaviors and providing instruction. What works for one student may not work for another, and strategies that are successful one day may not be as effective the next. It can also be difficult to provide consistent instruction and supports when students struggle with emotional regulation or refuse to participate. I think it is important to remain flexible, continue trying different strategies, and use student progress to determine what is working.

Jordan - It is difficult to choose one HLP as having the greatest impact on student learning as they all provide different aspects that are equally impactful depending on the student and their needs. The instructional HLP's that I find have the most impact on student learning would be HLP 7, 10, 13, 15, and 16.

To apply explicit instruction in a special education classroom I would use teacher modeling to state the learning goal and model the skill, guided practice of the teacher and students working through the skill and providing immediate corrective feedback while checking for understanding, and independent practice for the student to perform the skill on their own while the teacher continues to monitor progress. To apply scaffolded supports in a special education classroom I would use visual aids such as step-by-step checklists or flowcharts, pre-teaching key terms or background knowledge before diving into complex units, providing sentence starters and word banks. Lastly, applying instructional technology in a special education classroom may look like interactive whiteboards and projectors with visual timers displayed, projected step models, screen readers from assistive software and speech-to-text tools.

Teachers may encounter challenges of pacing students with different levels of need, keeping sustained attention, finding time to break skills down into isolated steps while still meeting district curriculum timelines and testing goals. Many students have strengthened the learned helplessness with scaffolding that is too comfortable and can become dependent on accommodations instead of it building independence, fading supports too early or keeping them too long, and the massive prep time it takes to design, organize, and implement different supports can all be challenges teachers encounter while implementing these practices.

Olivia - I think the instructional HLP that has the greatest impact on student learning is HLP 16: Use explicit instruction. Students in special education often benefit from having skills broken down into smaller, manageable steps with clear modeling and guided practice before working independently. In my K–1 special education classroom, I see how important it is to provide clear directions, model what I want students to do, and give them opportunities to practice with support. I would also use scaffolded supports, such as visuals, sentence starters, manipulatives, and repeated practice, to help students build confidence and become more independent. Instructional technology can also be helpful when it provides students with engaging, interactive ways to practice skills at their own pace.

One challenge teachers might encounter when implementing these practices is finding the time to plan and individualize instruction for students with different learning needs. In special education, students may be working on very different skills, even when they are in the same grade level. Another challenge is knowing when to remove scaffolds so students can begin completing tasks independently. Technology can also be difficult to implement if students become distracted by the devices or if teachers do not have enough training or resources. Overall, I think the key is finding a balance between providing enough support for students to be successful while still encouraging them to challenge themselves and develop independence.