Ed480 Teach Back Doc

Using technology to Assist LL By JingMin Zhu. Indalecio Ed-480

Introduction: • The purple of this project is to assist our language learner students to become a better English speaker by providing technologies guidelines, websites, strategies and other useful resources. • This project will divide into five developmental stages and they are phonemic awareness, phonics, vocabulary, comprehension and fluency. • In each stages will include three components and they are question, strategies and website.

What Is Phonemic Awareness? • Phonemic Awareness is knowing that words are made up of individual sounds; can be taught without print. Phonemic awareness is a critical goal for kindergarten and 1st grade teachers in the CNMI. (phoneme-smallest unit of sound)

Strategies: • Sound Matching • Sound Isolation • sound Blending • Sound Substitution • Sound deletion • Sound Segmentation

Why Phonemic is Important? • Research prove that phonemic awareness is a strong predictor of reading success. • Phonemic awareness is the foundation for understanding the sound-symbol relationships of English, which is taught through phonics lessons.

Web Sites: http://teams.lacoe.edu/documentation/classrooms/patti/k- 1/activities/rhyming.html • http://teams.lacoe.edu/documentation/classrooms/patti/k-1/activities/sylla http://teams.lacoe.edu/documentation/classrooms/patti/k-1/activities/syll • http://teams.lacoe.edu/documentation/classrooms/patti/k-1/activities/ons • http://teams.lacoe.edu/documentation/classrooms/patti/k-1/activities/isol • http://teams.lacoe.edu/documentation/classrooms/patti/k-1/activities/seg • http://www.manatee.k12.fl.us/sites/elementary/palmasola/phonpag e.htm

What is phonics? • Phonics is when a reader learns to use letter/sound relationships to form words and is able to recognize words when he sees them. • Phonics instruction is when the instructor helps the beginning reader see the relationship between sounds of spoken language and letters of written language. Understanding these relationships gives the child a tool that he can use to recognize familiar words and figure out words he hasn't seen before.

How to Improve Phonics? • http://www.kidzone.ws/kindergarten/consonants.htm • http://www.kidzone.ws/kindergarten/consonants-concepts.htm • http://www.kidzone.ws/grade2.htm • http://www.kidzone.ws/phonics/index.htm • http://www.kidzone.ws/phonics/cardgame.htm • http://www.kidzone.ws/phonics/book.htm • http://www.kidzone.ws/phonics/wordwall.htm • http://www.kidzone.ws/phonics/bphonics1.htm • http://www.kidzone.ws/phonics/bphonics3.htm • http://www.kidzone.ws/phonics/bphonics4.htm • http://www.kidzone.ws/phonics/bphonics5.htm

Web sites: • http://www.readinga-z.com/phonics/decodelis • http://www.genkienglish.net/phonics.htm • http://www.oup.com/oxed/primary/literacy/or • http://www.oup.com/oxed/primary/literac y/ort/electronic/

Why Vocabulary is important? • Vocabulary is critical to reading success for three reasons: • Comprehension improves when you know what the words mean. Since comprehension is the ultimate goal of reading, you cannot overestimate the importance of vocabulary development. • Words are the currency of communication. A robust vocabulary improves all areas of communication — listening, speaking, reading and writing. • How many times have you asked your students or your own children to “use your wordsquot;? When children and adolescents improve their vocabulary, their academic and social confidence and competence improve, too.

How to learn Vocabulary? • Direct Instruction • Wide reading • Words In Context • Books • Talk • Word Study • Word Consciousness

What are the Web sites? • http://www.vocabulary.co.il/index_main.php • http://www.vocabulary.com/ • http://www.schoolhousetech.com/products/vo • http://www.free-games-for-you.com/ • http://givefinder.com/Vocabulary/

Why comprehension is important? • Comprehension is the reason for reading. If readers can read the words but do not understand what they are reading, they are not really reading. • As they read, good readers are both purposeful and active. • Good readers are purposeful. Good readers have a purpose for reading. They may read to find out how to use a food processor, read a guidebook to gather information about national parks, read a textbook to satisfy the requirements of a course, read a magazine for entertainment, or read a classic novel to experience the pleasures of great literature. • Good readers are active. Good readers think actively as they read. To make sense of what they read, good readers engage in a complicated process. Using their experiences and knowledge of the world, their knowledge of vocabulary and language structure, and their knowledge of reading strategies (or plans), good readers make sense of the text and know how to get the most out of it. They know when they have problems with understanding and how to resolve these problems as they occur. • Research over 30 years has shown that instruction in comprehension can help students understand what they read, remember what they read, and communicate with others about what they read.

How to build reading comprehension? • Monitoring comprehension • Metacognition • Graphic and semantic organizers • Answering questions • Generating questions • Recognizing story structure • Summarizing

What Are The Websites? • http://www.readingrockets.org/?gclid=CKHZ-PP6zI8CFRsFagodWiA_-A • http://www.readinga-z.com/land/guided.html • http://www.indiana.edu/~crls/rogerfarr/mcr/usingta/usingta.html / • http://www.understandmore.com • http://users.erols.com/interlac/testdir.htm • http://www.rhlschool.com/reading.htm • http://www.abcteach.com/directory/reading_comprehension/ • http://www.teach-nology.com/worksheets/language_arts/readi • http://www.literacy.uconn.edu/compre.htm

What Is Reading Fluency? • Fluency is the ability to read text accurately and quickly. Fluency bridges word decoding and comprehension. Comprehension is understanding what has been read. Fluency is a set of skills that allows readers to rapidly decode text while maintaining high comprehension.

How to Improve Reading Fluency • 5 Surefire Strategies for Developing Reading Fluency • 1. Model Fluent Reading • 2. Do Repeated Readings In Class • 3. Promote Phrased Reading In Class • 4. Enlist Tutors to Help Out • 5. Try A Reader's Theater In Class • 5. Try A Reader's Theater In Class

What Arte The Websites? • http://www.readingrockets.org/?gclid=CMHZvfnz0I8CFSaXhgodmAN_yA • http://wilearns.state.wi.us/apps/default.asp?cid=468 • http://literacy.kent.edu/eureka/strategies/fluency_activities.pdf • http://www.nifl.gov/partnershipforreading/publications/reading_first1fluency.html • http://www.readingrockets.org/article/3416 • http://www.professorgarfield.org/parents_teachers/links/fluency_links.html • http://content.scholastic.com/browse/article.jsp?id=4466 • http://childparenting.about.com/b/2007/05/05/ideas-and-activities-to-build-reading- • http://wilearns.state.wi.us/apps/default.asp?cid=15

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