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Phonic And Word Study Pretest

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On the Phonic and Word Study pretest, I got 40 questions out of 75 correct. Once I finished the pretest I realized that I know a lot less about phonics than I thought. This self-evaluation was challenging but it made me excited about all the new information I will be learning this semester. I scored the highest on sections IV and V. Sections IV and V covered incorrectly divided syllables within words and the correct onset in a one-syllable word. I did the worst on section VI, which covered the correct pronunciation using symbols. I did not know the correct pronunciation symbols for any of the words, and therefore I got every question wrong in this section. During this semester, I will focus mostly on the concepts that I got wrong on this pretest …show more content…

I will need to study daily to learn all the concepts in phonetics that I do not know. As a developing student, I can strategically build my learning for this class by coming to class, doing all of my homework, and studying every day in effective ways. I believe taking notes in three columns is an effective way to take notes from the reading and to recall that information in the future. My columns would be labeled main ideas, details from the reading, and my observations. I think three column notes would be an easy way to use my notes as a study tool. I also think using the retrieval process for studying is a vital tool for long-term retention. I will create flashcards, do pretests, and write down everything I know about a topic before looking at the book. This method will also allow me to easily access this information in the future.This week I completed the first quiz on English vowels (California dialect) and the homework #2. I got a 100% on the vocal tract master quiz, and I achieved that score by studying my note cards for 15 minutes each day before the

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Chapter 5 of the Assessment provides detailed information about phonics and the different forms of assessments used to test phonic skills (informal phonics inventory, informal decoding inventory, and z-test). The book provides many sample documents to have a better picture/idea of the different assessments and what they look like. The first assessment mentioned is the Z-test, this assessment exposes if the reader is capable of decoding one-syllable words. An example used in the book is as follows; “a child is given the (/z/ sound) word like zat, the child must recognize the similarities and differences of spelling patters that make up rimes by pronouncing the pseudwords. With this assessment it is important that the teacher/evaluator understands

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Study Smarter Not Harder In the article, “Re-reading is inefficient. Here are 8 tips for studying smarter” Joseph Stromberg writes about studying techniques that are proved to be more efficient than others. Stromberg wrote about the time he spoke with Mark McDaniel who is a psychologists at Washington University. Stromberg and McDaniel talked about key studying tips that McDaniel came up with through research that’ll help students and teachers (Stromberg).

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My note taking has also improved with the methods i have been instructed in. If my friends or others desire it, I will assist them in bettering their study habits as well. It is better for us all in the long run. I am hoping to keep these, and other practices, in memory when taking future classes and in improving my

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The methodology you describe, taking notes while reading; is not something I have accomplished in the past. My former education experience consisted of underlining too much in my text books, though taking thorough notes during lectures. I continue to regularly write notes during a Continuing Education Unit (CEU) course, lecture, or seminar. Writing my own outline of what is being spoken of, is my strength; writing notes or questions while reading literature is my deficiency. Distractions are something else I struggle with also.

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In turn, the accessibility of the book and notes make it possible for them to be easily pulled up and used as a point of reference in class, which attribute further retention of the

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