Chapter3
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An effective reading program includes phonics, which teaches letter-sound relationships; vocabulary building; fluency training; comprehension exercises; and phonemic awareness, the ability to hear and manipulate sounds in words. The National Reading Panel endorses these five components as keys to an effective reading program.
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Azores, jocelyn
The document outlines the fundamental skills necessary for proficient reading according to the National Reading Panel in 2000. It identifies 5 key skills: phonemic awareness, knowledge of the complete phonetic code, directional tracking, blending sounds, and attention to detail. Developing these fundamental phonological processing skills is important for advancing to skilled reading, which requires fluency, handling multisyllabic words, vocabulary, and comprehension. The document emphasizes that reading comprehension, as the goal of reading instruction, is a higher-level skill that builds upon proficient decoding and phonological processing abilities.
Listening comprehension
1. Teaching listening comprehension is of primary importance for achieving the communication aim of language teaching.
2. Listening comprehension involves an interactive process where listeners interact with the text, tasks, and external and internal contexts to understand spoken language.
3. Teachers can use a variety of activities to teach listening comprehension, including dialogues, simple conversations, short sketches and stories containing conversations, and reports from students, which recombine familiar words and phrases.
Phonological Decoding.pptx
The document discusses vocabulary instruction and word calling. It defines word calling as efficiently decoding words without comprehending meaning. There are five types of word callers described with varying decoding, fluency and comprehension skills. The document also discusses the phonemic, morphemic, orthographic and structural systems readers must master for decoding. Aspects of phonemic awareness like letter-sound correspondence, segmentation and blending are explained. Phonological decoding strategies include auditory, visual and semantic representations of grapheme-phoneme relationships.
Phonemic Awareness Instruction
Phonemic awareness is the ability to recognize and manipulate the individual sounds, or phonemes, that make up spoken words. There are 44 phonemes in the English language represented by phonetic symbols. Phonemic awareness instruction focuses on skills like phoneme isolation, identity, categorization, blending, segmentation, and deletion.
Concept and fundamentals of communication
This document discusses the key concepts and fundamentals of communication. It defines communication as the exchange of information, ideas, thoughts, and feelings through speech, signals, writing, or behavior. The document outlines the main types of communication as verbal, non-verbal, oral, and written. It provides details on each type, including the elements of non-verbal communication, advantages and disadvantages of oral and written communication, and the four essential pillars of communication: listening, speaking, reading, and writing.
Second Language Learning
The document outlines five stages of second language acquisition: pre-production, early production, speech emergent, beginning fluency, and intermediate/advanced fluency. It describes the characteristics of learners at each stage in terms of vocabulary, grammar, communication abilities, and academic language proficiency. Strategies are provided for teachers to help students progress through each stage, such as modeling language, modifying texts, increasing vocabulary, and focusing on academic vocabulary. Key theories that influenced research on second language fluency are also mentioned, including Vygotsky's zone of proximal development and Cummins' distinction between basic interpersonal skills and cognitive academic language proficiency.
Significance of phonological awareness for the learners with special needs
Phonological awareness is the area of oral language that relates to the ability to think about the sounds in a word (the word’s phonological structure) rather than just the meaning of the word.
Non Verbal apects of communication
This document discusses aspects of non-verbal communication. It defines non-verbal communication as communication without words or spoken language. Some key aspects it covers include:
- Types of non-verbal communication like personal, cultural, universal, and random forms.
- Components of non-verbal communication such as appearance, body language, silence/time/space, and paralanguage.
- Body language conveys 55% of communication, with voice tone at 38% and words only 7%. Gestures, posture, facial expressions, eye contact and head movements are discussed as forms of body language.
- Silence, time and space are also important non-verbal forms that convey meanings and signals about personalities,
Recommended
Azores, jocelyn
The document outlines the fundamental skills necessary for proficient reading according to the National Reading Panel in 2000. It identifies 5 key skills: phonemic awareness, knowledge of the complete phonetic code, directional tracking, blending sounds, and attention to detail. Developing these fundamental phonological processing skills is important for advancing to skilled reading, which requires fluency, handling multisyllabic words, vocabulary, and comprehension. The document emphasizes that reading comprehension, as the goal of reading instruction, is a higher-level skill that builds upon proficient decoding and phonological processing abilities.
Listening comprehension
1. Teaching listening comprehension is of primary importance for achieving the communication aim of language teaching.
2. Listening comprehension involves an interactive process where listeners interact with the text, tasks, and external and internal contexts to understand spoken language.
3. Teachers can use a variety of activities to teach listening comprehension, including dialogues, simple conversations, short sketches and stories containing conversations, and reports from students, which recombine familiar words and phrases.
Phonological Decoding.pptx
The document discusses vocabulary instruction and word calling. It defines word calling as efficiently decoding words without comprehending meaning. There are five types of word callers described with varying decoding, fluency and comprehension skills. The document also discusses the phonemic, morphemic, orthographic and structural systems readers must master for decoding. Aspects of phonemic awareness like letter-sound correspondence, segmentation and blending are explained. Phonological decoding strategies include auditory, visual and semantic representations of grapheme-phoneme relationships.
Phonemic Awareness Instruction
Phonemic awareness is the ability to recognize and manipulate the individual sounds, or phonemes, that make up spoken words. There are 44 phonemes in the English language represented by phonetic symbols. Phonemic awareness instruction focuses on skills like phoneme isolation, identity, categorization, blending, segmentation, and deletion.
Concept and fundamentals of communication
This document discusses the key concepts and fundamentals of communication. It defines communication as the exchange of information, ideas, thoughts, and feelings through speech, signals, writing, or behavior. The document outlines the main types of communication as verbal, non-verbal, oral, and written. It provides details on each type, including the elements of non-verbal communication, advantages and disadvantages of oral and written communication, and the four essential pillars of communication: listening, speaking, reading, and writing.
Second Language Learning
The document outlines five stages of second language acquisition: pre-production, early production, speech emergent, beginning fluency, and intermediate/advanced fluency. It describes the characteristics of learners at each stage in terms of vocabulary, grammar, communication abilities, and academic language proficiency. Strategies are provided for teachers to help students progress through each stage, such as modeling language, modifying texts, increasing vocabulary, and focusing on academic vocabulary. Key theories that influenced research on second language fluency are also mentioned, including Vygotsky's zone of proximal development and Cummins' distinction between basic interpersonal skills and cognitive academic language proficiency.
Significance of phonological awareness for the learners with special needs
Phonological awareness is the area of oral language that relates to the ability to think about the sounds in a word (the word’s phonological structure) rather than just the meaning of the word.
Non Verbal apects of communication
This document discusses aspects of non-verbal communication. It defines non-verbal communication as communication without words or spoken language. Some key aspects it covers include:
- Types of non-verbal communication like personal, cultural, universal, and random forms.
- Components of non-verbal communication such as appearance, body language, silence/time/space, and paralanguage.
- Body language conveys 55% of communication, with voice tone at 38% and words only 7%. Gestures, posture, facial expressions, eye contact and head movements are discussed as forms of body language.
- Silence, time and space are also important non-verbal forms that convey meanings and signals about personalities,
Verbal communication
This document discusses different types of communication. It outlines that there are two main types: verbal communication, which uses words and includes oral (spoken) and written forms; and non-verbal communication, which involves wordless cues like gestures and facial expressions. Verbal communication is more structured than non-verbal and allows for delayed feedback, while non-verbal provides more immediate feedback. Examples are given of various oral forms like conversations and meetings, and written forms like memos, letters and reports.
Rancangan materi introduction to linguistics
This document outlines the topics and sub-topics to be covered in an introduction to linguistics course. The topics include what language and linguistics are; phonology; phonetics; morphology; syntax; semantics; pragmatics; discourse analysis; sociolinguistics; and the application of linguistics to language teaching. Some of the sub-topics are definitions of key concepts; the traditional and modern approaches to language; the theoretical and applied fields of linguistics; notions of phonology, phonetics, and morphology; types of morphemes and affixes; syntactical relationships and sentence transformations; semantic theory and relations of meaning; language use and speech acts; types of discourse and analysis; language variation and
Phonological awareness
Phonological awareness is an essential component of beginning reading programs that helps students understand the alphabetical principle without using print, involving only listening. It can be broken into four developmental levels from word to phoneme awareness, and while important, phonological awareness is not the end goal or the same as phonemic awareness, nor does it involve print.
Communication skills
This document discusses different aspects of non-verbal communication. It defines non-verbal communication as transmitting information without words through body language, gestures, facial expressions, eye contact, posture, physical space and time. It describes several components of non-verbal communication including kinesics (body movement), proxemics (perception of space), chronemics (time usage), haptics (touch), oculesics (eye contact), and paralanguage (vocal cues). Specific examples are provided for each such as handshakes, eye contact, physical distance between people, speed of speech. Non-verbal communication allows people to express emotions, attitudes and views without using words.
Neural basis of sign language
Sign language uses visual gestures rather than sounds to communicate. While different from spoken languages, sign languages have a similar underlying linguistic structure using words, grammar and sentences. Neurologically, both sign and spoken languages activate Broca's area for language production, though sign language relies more on visual processing. Studies also show semantic processing occurs in distinct brain regions for comprehending meaning regardless of input or output modality.
Language skills
This document discusses important language skills including speaking, reading, writing, and listening. It suggests that the most important skill for a teacher is the ability to communicate effectively through language.
Listening & speaking
The document discusses teaching listening and speaking skills. [1] It outlines the processes, materials, and factors involved in developing effective listening and speaking. [2] It differentiates between skill-getting, which involves internalizing rules, and skill-using, which involves real communication. [3] The document then covers functions and components of speaking, factors affecting learners' oral communication, views of listening, sub-skills, lesson formats, and linguistic and extra-linguistic cues for understanding spoken language.
Verbal communication
Verbal communication refers to spoken language used to communicate between a sender and receiver. There are two main types: oral communication which is speaking and listening, and written communication which involves writing and reading. Key characteristics of effective verbal communication include considering the objective, the interest level of the receiver, being sincere, using simple language, being brief and precise, avoiding vagueness, and being polite. Verbal communication, both verbal and non-verbal, is important in everyday interactions.
Seven Cs of Effective Communication_Terminology.pptx
The document defines key terms related to effective communication including active voice, audience, conversation, courtesy, jargon, learning, linguistic, passive voice, pause, and phrase. It explains that active voice indicates the subject is performing the action, while passive voice means the subject is receiving the action. It also defines audience, conversation, courtesy, learning, linguistic, pause, and phrase.
Communication
This document discusses the nature and importance of speech, the relationship between speech, language, and communication, and the elements and types of communication. It defines communication as a two-way process of transmitting messages between people that influences behavior. Language is the medium through which messages are conveyed, while speech is the verbal means of communicating meaning. Speech involves shaping sounds and breath into words using speech organs. The document also outlines the stages of the communication process from the triggering event to the receiver's response.
Communication
This document discusses verbal and non-verbal communication. Verbal communication involves speaking, listening, writing and reading. It has benefits of being personal and allowing for feedback, but can be forgotten quickly and barriers include status differences and language. Non-verbal communication conveys unspoken messages through facial expressions, body language, gestures, eye contact, touch and voice. It is an important part of communication as much information is shared non-verbally and it can matter more than words. Effective communication requires understanding both verbal and non-verbal elements.
Note taking guide - Phonemics
Phonemic awareness is one of the five elements of reading and involves understanding that spoken words can be broken down into individual sounds or phonemes. The video will define phonological awareness and its components, explain why phoneme awareness is important for reading, identify the progression of phoneme awareness skills, and teach strategies for explicitly developing blending and segmenting skills in students. It will also cover how concepts about print and letter identification are important for developing phonemic awareness.
Verbal and non verbal communication skills
The document discusses different types of communication including verbal, non-verbal, good communication, and bad communication. Verbal communication refers to using spoken language while non-verbal communication includes sign language and body language without noise. Good communication skills facilitate effective communication through channel choice, technical ability, presenting information, and understanding responses. Bad communication can include offending, interrupting, swearing, using jargon, unclear speaking, not listening, and aggressive body language. Consequences of bad communication include missed deadlines, errors and defects, slower trust-building, and misunderstandings. The Soler theory refers to non-verbal body language skills like eye contact that help create a good impression, such as in a job interview.
Language translation
Interpreting involves listening carefully to fully understand the message, then memorizing what was said to relay the essential information to others in another language. An interpreter's role is to convey the core meaning and intent of a communication through their translation.
Oral language assessment
This document provides guidance on assessing oral language skills. It recommends planning rubrics and involving students in self and peer assessment. Activities should provide a representative sample of the oral language tasks expected and elicit valid performance that can be reliably scored. Listening and speaking should be taught and assessed together in context. Oral language assessment includes tasks using familiar language and visual cues for beginners, and note-taking with fewer cues for advanced learners. The goals are to prepare English learners to listen and participate like native speakers in their grade-level classrooms.
Types of communication
This document discusses different types of communication. It covers verbal communication, which should be clear, concise, concrete, correct, coherent and complete. It also mentions the 7 C's of communication. Non-verbal communication is then discussed and defined various types including proxemics, kinesics, chronemics, haptics, paralinguistics, appearances and olfactions. The document concludes with discussing having a good day and that's all for non-verbal communication.
English Phonetic - Summary
The document discusses the importance of teaching pronunciation in a second language. It notes that before learning to write, students should do exercises in producing and recognizing sounds to study the language. While pronunciation was previously seen as an unrealistic goal, the communicative approach that began in the 1980s emphasized communication and brought pronunciation back into focus. However, the goal is not for students to sound like native speakers but to describe sounds in order to communicate successfully. While some research questions how much classroom practice improves pronunciation, aspects like intonation may be better learned without direct teacher intervention.
Verbal and non verbal signaling
Assalam o Alaikum... The presentation will be helpful regarding semantics as well as to understand public speaking
Effective reading strats across the curriculum_Hawkins County
This document provides an outline for a professional development session on effective reading strategies. It lists headings for the subsequent pages, including foldables, concept sorts, anticipation guides, think alouds, coding/marking text, double journal entries, and RAFT writing. It also includes examples of concept sorts, anticipation guides, think aloud notes and coding, vocabulary sorts, and a reference list. The document gives an overview of the structure and content that will be covered in the professional development session on research-based reading comprehension strategies.
Literacy in the content area
This document provides a lesson plan for teaching about the causes of the American Revolution. It outlines essential questions, curriculum standards, and literacy and content strategies to be used. Students will explore the timeline and key events leading up to the revolution through guided readings, shared readings, document analysis, and activities. They will develop skills in note-taking, organization, critical thinking, and essay writing to help prepare for social studies tests.
Reading Across The Curriculum
1. The document discusses strategies for improving reading proficiency in career and technical education (CTE) classrooms. It outlines three phases of the reading process: pre-reading strategies to activate prior knowledge, active reading strategies to aid comprehension, and post-reading strategies for reflection and application.
2. Various reading tools are presented for each phase, such as K-W-L charts, vocabulary logs, and semantic maps. Suggestions are provided for promoting independent reading in CTE courses through reading centers, book clubs, and journals.
3. The goal is to help CTE students become more proficient readers by teaching reading strategies and incorporating reading activities into technical coursework. This will improve comprehension of content
Content based instruction presentation.
The document discusses various curriculum designs that incorporate content into language teaching, including language across the curriculum, immersion education, programs for immigrants and LEP students, and language for specific purposes. It then examines contemporary models of content-based instruction at university, secondary, and private language institute levels. These models include theme-based instruction, sheltered content instruction, adjunct language instruction, and team teaching approaches.
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Verbal communication
This document discusses different types of communication. It outlines that there are two main types: verbal communication, which uses words and includes oral (spoken) and written forms; and non-verbal communication, which involves wordless cues like gestures and facial expressions. Verbal communication is more structured than non-verbal and allows for delayed feedback, while non-verbal provides more immediate feedback. Examples are given of various oral forms like conversations and meetings, and written forms like memos, letters and reports.
Rancangan materi introduction to linguistics
This document outlines the topics and sub-topics to be covered in an introduction to linguistics course. The topics include what language and linguistics are; phonology; phonetics; morphology; syntax; semantics; pragmatics; discourse analysis; sociolinguistics; and the application of linguistics to language teaching. Some of the sub-topics are definitions of key concepts; the traditional and modern approaches to language; the theoretical and applied fields of linguistics; notions of phonology, phonetics, and morphology; types of morphemes and affixes; syntactical relationships and sentence transformations; semantic theory and relations of meaning; language use and speech acts; types of discourse and analysis; language variation and
Phonological awareness
Phonological awareness is an essential component of beginning reading programs that helps students understand the alphabetical principle without using print, involving only listening. It can be broken into four developmental levels from word to phoneme awareness, and while important, phonological awareness is not the end goal or the same as phonemic awareness, nor does it involve print.
Communication skills
This document discusses different aspects of non-verbal communication. It defines non-verbal communication as transmitting information without words through body language, gestures, facial expressions, eye contact, posture, physical space and time. It describes several components of non-verbal communication including kinesics (body movement), proxemics (perception of space), chronemics (time usage), haptics (touch), oculesics (eye contact), and paralanguage (vocal cues). Specific examples are provided for each such as handshakes, eye contact, physical distance between people, speed of speech. Non-verbal communication allows people to express emotions, attitudes and views without using words.
Neural basis of sign language
Sign language uses visual gestures rather than sounds to communicate. While different from spoken languages, sign languages have a similar underlying linguistic structure using words, grammar and sentences. Neurologically, both sign and spoken languages activate Broca's area for language production, though sign language relies more on visual processing. Studies also show semantic processing occurs in distinct brain regions for comprehending meaning regardless of input or output modality.
Language skills
This document discusses important language skills including speaking, reading, writing, and listening. It suggests that the most important skill for a teacher is the ability to communicate effectively through language.
Listening & speaking
The document discusses teaching listening and speaking skills. [1] It outlines the processes, materials, and factors involved in developing effective listening and speaking. [2] It differentiates between skill-getting, which involves internalizing rules, and skill-using, which involves real communication. [3] The document then covers functions and components of speaking, factors affecting learners' oral communication, views of listening, sub-skills, lesson formats, and linguistic and extra-linguistic cues for understanding spoken language.
Verbal communication
Verbal communication refers to spoken language used to communicate between a sender and receiver. There are two main types: oral communication which is speaking and listening, and written communication which involves writing and reading. Key characteristics of effective verbal communication include considering the objective, the interest level of the receiver, being sincere, using simple language, being brief and precise, avoiding vagueness, and being polite. Verbal communication, both verbal and non-verbal, is important in everyday interactions.
Seven Cs of Effective Communication_Terminology.pptx
The document defines key terms related to effective communication including active voice, audience, conversation, courtesy, jargon, learning, linguistic, passive voice, pause, and phrase. It explains that active voice indicates the subject is performing the action, while passive voice means the subject is receiving the action. It also defines audience, conversation, courtesy, learning, linguistic, pause, and phrase.
Communication
This document discusses the nature and importance of speech, the relationship between speech, language, and communication, and the elements and types of communication. It defines communication as a two-way process of transmitting messages between people that influences behavior. Language is the medium through which messages are conveyed, while speech is the verbal means of communicating meaning. Speech involves shaping sounds and breath into words using speech organs. The document also outlines the stages of the communication process from the triggering event to the receiver's response.
Communication
This document discusses verbal and non-verbal communication. Verbal communication involves speaking, listening, writing and reading. It has benefits of being personal and allowing for feedback, but can be forgotten quickly and barriers include status differences and language. Non-verbal communication conveys unspoken messages through facial expressions, body language, gestures, eye contact, touch and voice. It is an important part of communication as much information is shared non-verbally and it can matter more than words. Effective communication requires understanding both verbal and non-verbal elements.
Note taking guide - Phonemics
Phonemic awareness is one of the five elements of reading and involves understanding that spoken words can be broken down into individual sounds or phonemes. The video will define phonological awareness and its components, explain why phoneme awareness is important for reading, identify the progression of phoneme awareness skills, and teach strategies for explicitly developing blending and segmenting skills in students. It will also cover how concepts about print and letter identification are important for developing phonemic awareness.
Verbal and non verbal communication skills
The document discusses different types of communication including verbal, non-verbal, good communication, and bad communication. Verbal communication refers to using spoken language while non-verbal communication includes sign language and body language without noise. Good communication skills facilitate effective communication through channel choice, technical ability, presenting information, and understanding responses. Bad communication can include offending, interrupting, swearing, using jargon, unclear speaking, not listening, and aggressive body language. Consequences of bad communication include missed deadlines, errors and defects, slower trust-building, and misunderstandings. The Soler theory refers to non-verbal body language skills like eye contact that help create a good impression, such as in a job interview.
Language translation
Interpreting involves listening carefully to fully understand the message, then memorizing what was said to relay the essential information to others in another language. An interpreter's role is to convey the core meaning and intent of a communication through their translation.
Oral language assessment
This document provides guidance on assessing oral language skills. It recommends planning rubrics and involving students in self and peer assessment. Activities should provide a representative sample of the oral language tasks expected and elicit valid performance that can be reliably scored. Listening and speaking should be taught and assessed together in context. Oral language assessment includes tasks using familiar language and visual cues for beginners, and note-taking with fewer cues for advanced learners. The goals are to prepare English learners to listen and participate like native speakers in their grade-level classrooms.
Types of communication
This document discusses different types of communication. It covers verbal communication, which should be clear, concise, concrete, correct, coherent and complete. It also mentions the 7 C's of communication. Non-verbal communication is then discussed and defined various types including proxemics, kinesics, chronemics, haptics, paralinguistics, appearances and olfactions. The document concludes with discussing having a good day and that's all for non-verbal communication.
English Phonetic - Summary
The document discusses the importance of teaching pronunciation in a second language. It notes that before learning to write, students should do exercises in producing and recognizing sounds to study the language. While pronunciation was previously seen as an unrealistic goal, the communicative approach that began in the 1980s emphasized communication and brought pronunciation back into focus. However, the goal is not for students to sound like native speakers but to describe sounds in order to communicate successfully. While some research questions how much classroom practice improves pronunciation, aspects like intonation may be better learned without direct teacher intervention.
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Literacy in the content area
This document provides a lesson plan for teaching about the causes of the American Revolution. It outlines essential questions, curriculum standards, and literacy and content strategies to be used. Students will explore the timeline and key events leading up to the revolution through guided readings, shared readings, document analysis, and activities. They will develop skills in note-taking, organization, critical thinking, and essay writing to help prepare for social studies tests.
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2. Various reading tools are presented for each phase, such as K-W-L charts, vocabulary logs, and semantic maps. Suggestions are provided for promoting independent reading in CTE courses through reading centers, book clubs, and journals.
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The document discusses various curriculum designs that incorporate content into language teaching, including language across the curriculum, immersion education, programs for immigrants and LEP students, and language for specific purposes. It then examines contemporary models of content-based instruction at university, secondary, and private language institute levels. These models include theme-based instruction, sheltered content instruction, adjunct language instruction, and team teaching approaches.
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Effective reading strats across the curriculum_Hawkins County
Effective reading strats across the curriculum_Hawkins County
More from Stacey Warren
Chapter 4a
This document summarizes ELA predictive results from piloting a new reading program with 5th grade and 3rd grade students. It found that the largest gains were in reading for information and understanding, with more students attaining level 4. Both programs showed high rates of students reaching level 4 in critical analysis and evaluation, though program B lessened the number at level 2. It stresses that teachers must use long-term assessments to strengthen student skills and instruct effectively, and that administration must provide ongoing staff training to support consistency in scheduling, following the program, and monitoring progress.
Chapter 4a
The document summarizes results from piloting a new reading program with 5th grade students and a 3rd grade class compared to the old program used with the rest of the school. While the percentage of students scoring at level 3 remained similar, more students achieved the higher level 4 with the new program. The new program also decreased the number of students scoring at level 2 while neither program had students at level 1. The largest gains were seen in the number of students reaching the highest level 4.
Chapter3
An effective reading program includes phonics, which teaches letter-sound relationships; vocabulary building; fluency training; comprehension exercises; and phonemic awareness, according to the National Reading Panel. These components stress phonics, vocabulary, fluency, comprehension, and phonemic awareness.
Chapter 2
The document discusses different types of reading assessments that can inform instruction, including formal tests as well as informal teacher observations of students' behaviors, word game play, and oral reading fluency. It notes that teacher observations should be combined with more formal assessment information to give teachers a well-informed picture of students' reading abilities. The document then provides a form that teachers can use during meetings to assess the effectiveness of their reading programs.
Chapter 1
The document discusses education and the law regarding closing the academic achievement gap for students with disabilities. It notes that the No Child Left Behind Act mandated states attempt to close this gap in 2001. It also states that children with disabilities have scored lower on standardized tests and in order to bridge this gap, the general education curriculum must be examined. All children need opportunities to develop skills to find academic success in the general education curriculum. Since reading is fundamental, children with disabilities require targeted and effective reading instruction that addresses their core weaknesses.
Chapter 1
In 2001, the Federal Government mandated that states attempt to close the academic achievement gap through the No Child Left Behind Act. Children with disabilities have scored lower on standardized tests. To address this gap, the general education curriculum must be examined. All children, including those with disabilities, must be given opportunities to develop skills for academic success in general education. Specifically, effective reading instruction is essential since reading is fundamental to learning. Assessment to inform reading instruction can come from both formal tests and informal teacher observations and does not need to be exclusively from published tests. The most informed understanding comes from combining both formal and informal assessments.
Chapter4
The school's reading program was assessed and found to only address some of the essential reading components for different grade levels, missing the vocabulary component entirely. A new reading program was researched that addresses all five essential reading components according to the National Reading Panel: phonemic awareness, phonics, vocabulary, fluency, and comprehension. Teachers were asked whether the previous periodic assessment program or new ongoing assessment program better helps close the reading gap between special education and general education students.
Wikipresentation
The document summarizes key aspects of assessing reading programs and their effectiveness in closing achievement gaps for students with disabilities. It discusses two types of reading program assessments - short-term/periodic assessments and long-term/ongoing assessments. Short-term assessments provide a snapshot of student reading levels but do not allow for ongoing instruction, while long-term assessments allow teachers to instruct the whole student and monitor progress over time. The document also analyzes data from a school that implemented both types of assessments in its reading programs and found that the ongoing assessment program was more effective at increasing the number of students performing at higher reading levels.
Wikipresentation
The document discusses education and the law, specifically the No Child Left Behind Act and closing the achievement gap for students with disabilities. It notes that reading is the foundational skill for all learning and that effective reading instruction and assessment is important. The document discusses short-term and long-term assessments, keys to an effective reading program, and components of two different reading programs used at a school where over 50% of students were reading below grade level.
Wikipresentation
The document discusses education law and reading assessments. It notes that the No Child Left Behind Act mandated closing the achievement gap for all students, including those with disabilities. Effective reading instruction and targeted assessments are important to address core weaknesses, especially in foundational reading skills. Both formal and informal assessments provide teachers information to guide reading instruction. Long-term assessments allow ongoing monitoring of student progress and whole-student instruction, while short-term assessments provide periodic snapshots of reading levels to group students. Key components of an effective reading program include phonics, vocabulary, fluency, comprehension, and phonemic awareness.
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আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Walmart Business+ and Spark Good for Nonprofits.pdf
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Create a More Engaging and Human Online Learning Experience
How to Create a More Engaging and Human Online Learning Experience Wahiba Chair Training & Consulting
Wahiba Chair's Talk at the 2024 Learning Ideas Conference. How to Setup Warehouse & Location in Odoo 17 Inventory
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Physical pharmaceutics notes for B.pharm students
PCOS corelations and management through Ayurveda.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Wound healing PPT
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
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https://app.box.com/s/qhtvq32h4ybf9t49ku85x0n3xl4jhr15Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptxMohd Adib Abd Muin, Senior Lecturer at Universiti Utara Malaysia
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...Nguyen Thanh Tu Collection
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বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
Walmart Business+ and Spark Good for Nonprofits.pdf
Walmart Business+ and Spark Good for Nonprofits.pdf
How to Create a More Engaging and Human Online Learning Experience
How to Create a More Engaging and Human Online Learning Experience
How to Setup Warehouse & Location in Odoo 17 Inventory
How to Setup Warehouse & Location in Odoo 17 Inventory
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
Chapter3
- 1. Components of an Effective Reading Program Keys to an Effective Reading Program Phonics – stresses letter –sound correspondences and their use in reading and spelling. Vocabulary – understanding words on text or oral language. Fluency – ability to read text automatically and without effort. Comprehension – the ability to get meaning from text Phonemic Awareness – the ability to hear, identify, and manipulate sounds in spoken words According to the National Reading Panel