Reading involves decoding words and comprehending meaning. It requires knowledge of language, reading strategies, and background knowledge. Developing literacy in a native language first makes learning English literacy easier by transferring skills like decoding, comprehension, and reading for pleasure or information. Effective reading instruction incorporates phonics, sight words, predictable books, a print-rich environment, and comprehension strategies. Picture books engage young learners and support developing literacy.
This is a material intended to address the basic sight vocabulary deficit and how vocabulary is to be enhanced. Also in this material is the ways on how knowledge on sound-symbol correspondence will be corrected.
This is a material intended to address the basic sight vocabulary deficit and how vocabulary is to be enhanced. Also in this material is the ways on how knowledge on sound-symbol correspondence will be corrected.
The Three R's of Phonics Instruction: Relationships, Relevance, and ResultsReading Horizons
This engaging Webinar will address:
The relationship of phonics to phonemic awareness, vocabulary, fluency, and comprehension.
The relevance of phonics instruction for developing readers, accelerated readers, and struggling readers.
How to get results through practical strategies for providing each learner with instructional support and adequate opportunities for application and practice.
A. Correcting Perceptual and Decoding Deficits in Word Recognition
B. Definition of Terms
- alphabetic knowledge
- sight-word knowledge
- basic sight words
- knowledge on sound-symbol correspondence
Learning Objectives
This module on language pedagogy attempts to support state resource groups / master trainers to—
understand the various aspects of language education viz. nature of language learning, role of language in learning, multilingualism as a resource and a strategy, language-in-education policy, objectives of language teaching in Indian contexts, the ideas and philosophy of National Curriculum Framework-2005;
familiarise teachers with the approach of integrated skills (LSRW) for literacy and language learning, engaging children in context based activities for developing communicative competence of the children, providing authentic texts and assessment as learning approach;
be able to chalk out the learning outcomes and pedagogical process for language teaching-learning for different stages;
sensitise teachers on using various strategies to language teaching which include language skills - listening and speaking, reading, writing, and teaching of grammar, vocabulary and so on;
build an understanding of generic concerns such as knowing the learner, gender issues, special needs, inclusive classroom, school based pre-vocational education and others such pertinent issues;
understand the processes and use the strategies for continuous assessment and the reporting of learning outcomes; and
enable them to build the capacity of teachers in order to achieve learning outcomes stipulated for every class in different subject areas.
The FOUR(4) Macro Skills
REMEDIAL INSTRUCTION (ELT – 325) – Third Year Students – Module 1: The Four (4) Macro Skills: Reading, Speaking, Writing, Listening; 2021
MEMBERS:
BATIAO, REYMOND
ESCOTO, CHRISTIAN
SINAMPAGA, DIANA GRACE
The Three R's of Phonics Instruction: Relationships, Relevance, and ResultsReading Horizons
This engaging Webinar will address:
The relationship of phonics to phonemic awareness, vocabulary, fluency, and comprehension.
The relevance of phonics instruction for developing readers, accelerated readers, and struggling readers.
How to get results through practical strategies for providing each learner with instructional support and adequate opportunities for application and practice.
A. Correcting Perceptual and Decoding Deficits in Word Recognition
B. Definition of Terms
- alphabetic knowledge
- sight-word knowledge
- basic sight words
- knowledge on sound-symbol correspondence
Learning Objectives
This module on language pedagogy attempts to support state resource groups / master trainers to—
understand the various aspects of language education viz. nature of language learning, role of language in learning, multilingualism as a resource and a strategy, language-in-education policy, objectives of language teaching in Indian contexts, the ideas and philosophy of National Curriculum Framework-2005;
familiarise teachers with the approach of integrated skills (LSRW) for literacy and language learning, engaging children in context based activities for developing communicative competence of the children, providing authentic texts and assessment as learning approach;
be able to chalk out the learning outcomes and pedagogical process for language teaching-learning for different stages;
sensitise teachers on using various strategies to language teaching which include language skills - listening and speaking, reading, writing, and teaching of grammar, vocabulary and so on;
build an understanding of generic concerns such as knowing the learner, gender issues, special needs, inclusive classroom, school based pre-vocational education and others such pertinent issues;
understand the processes and use the strategies for continuous assessment and the reporting of learning outcomes; and
enable them to build the capacity of teachers in order to achieve learning outcomes stipulated for every class in different subject areas.
The FOUR(4) Macro Skills
REMEDIAL INSTRUCTION (ELT – 325) – Third Year Students – Module 1: The Four (4) Macro Skills: Reading, Speaking, Writing, Listening; 2021
MEMBERS:
BATIAO, REYMOND
ESCOTO, CHRISTIAN
SINAMPAGA, DIANA GRACE
Introducing our new three-level series for the young beginner/upper beginner learner of English. Each unit of Basic Reading 800 Key Words includes eight parts, plus additional review and consolidation activities in the workbook. In the follow-up activities to the comprehension check, students practice basic grammar points related to the passages, learn the meaning of a highlighted expression, and review target vocabulary. A summary for each unit is also provided in each unit’s review section.
Importance of reading and its types.
Reading is a complex cognitive process of decoding symbols in order to construct or derive meaning (reading comprehension). Reading is a means of language acquisition, communication, and of sharing information and ideas. Like all languages, it is a complex interaction between the text and the reader which is shaped by the reader’s prior knowledge, experiences, attitude, and language community which is culturally and socially situated
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Overview on Edible Vaccine: Pros & Cons with Mechanism
Chapter 4 - Teaching Children
1.
2. What is reading?
Reading is a set of skills that
involves making sense and deriving
meaning from the printed word.
In order to read we must be able to
decode (sound out) the printed
words and also comprehend what
we read.
3. Elements that impact
reading
The child’s background
knowledge
The child’s linguistic
knowledge of the target
language
Strategies or techniques
the child uses to tackle the
text
4. Children who can
read in their native
language may also
know that reading
can be for both
pleasure and
information. By
developing strong
literacy skills in their
native language, it
will be easier for
young learners to
transfer those skills
into English.
5. Decoding
In order to read, we must
recognize the symbols that
form or make up words.
When readers decode, they
decipher individual words.
Many languages use a
phonetic alphabet. In these
languages, written symbols
represent a specific sound or
phoneme.
English has 40 sounds but
uses only 26 symbols.
6. Comprehension
The aim of reading is
comprehension. Just
because a learner knows
how to pronounce
written words correctly,
doesn’t mean that he
can read.
7. Reading for pleasure
Stories provide enjoyment for
readers of all ages.
Bedtime stories are wonderful
because children see themselves
as getting a double treat, they
are unaware that when they
listen to a story being read aloud,
they are being introduced to the
idea that reading can be used as
a form of entertainment.
8. Reading for information
Reading for information can be
as simple as reading a menu at a
restaurant. If a young learner’s
mother uses a cookbook, the
child may help by reading
different parts of the recipe to her
mother.
Reading for information can also
give children pleasure.
9. Vision problems
When children with poor
eyesight are learning to read in
their native language, they can
often decipher fuzzy or unclear
symbols because they can
draw upon their vast oral
language knowledge to help
determine specific patterns of
symbols and words from
context.
10. Behaviors that indicate
vision problems
Squints, closes/covers one eye
Holds a book close to the face
Holds a book far away from the face
Loses places while reading
Complains of headaches after reading
Complains of double vision
Tilts head to one side
11. The development of reading
skills
Phonics based instruction:
intended to teach students the
basic English-language phonics
rules so that they can easily
decode words. “The purpose of
phonics instruction is to teach
beginning readers that printed
letters represent speech sounds
head in words.”
12. Literature-based approach: It is
designed to help young learners
develop literacy skills within the
context of literature.
Currently, the value of picture books is
continuing to be acknowledged in ESL
and EFL programs.
13. Classroom techniques and
activities
Phonics: Introduce sounds and letters
that are associated with specific
nouns. There are many ways for YL to
learn the initial sounds of words.
Predictable stories and pattern books:
The predictable story contains
repetitive phrases and predictable
language.
Sight words: They are high-frequency
words children can recognize on sight
without having to decode the letters.
Example: The, all, an, and I.
14. Print-rich environment: Hudelson (1994) points out
that children who come from societies filled with print
are likely to learn at a very early age that print serves
different purposes or functions
15. Language experience
approach
It is used to help native English speaking, ESL, and
EFL children develop beginning literacy skills.
Learners participate in a group activity and then
describe what happened in their own words.
16. Reading in the classroom
Young learners should be taught
comprehension strategies when
they read pieces of text for
information. Children often enjoy
reading short magazine-style
articles in their ESL or EFL course
books.
One of the things that is so nice
about children’s picture books is
that the pictures are often very
engaging.
17. Conclusion
The two main purposes of
reading were discussed-reading
for pleasure and reading for
information. The use of
authentic materials including
environmental print as well as
materials which are intended for
ESL and EFL learners.
