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To help students become proficient readers, teachers should encourage them to activate background knowledge, read for meaning, make connections, visualize, ask questions, and determine importance. Teachers should also help students find engaging books they can relate to, regardless of reading level, and remember that a reader's background knowledge, motivation, and purpose affect their ability to understand text. Frequent reading is important for proficiency, as it separates good readers from poor ones and is directly related to student knowledge, vocal skills, and academic performance.
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5 Benefits of Reading
Reading provides several benefits such as extending vocabulary, improving academic success through better grammar and learning new topics, as well as enhancing communication skills both written and oral. It also boosts confidence by learning new skills and opens the mind to different perspectives by exposing a child to various authors and topics. The document outlines 5 main benefits of reading including vocabulary growth, academic success, improved communication, confidence building, and valuing different perspectives.
Literacy power point
This document discusses key aspects of early literacy instruction for beginning readers in pre-K through 3rd grade. It addresses the importance of understanding students' motivation and engagement with reading through assessments. Teachers should learn about students' interests and reading abilities in order to select appropriate texts at the right level. The document also discusses interactive, critical, and response perspectives for literacy instruction, emphasizing comprehension strategies, examining texts critically, and personal engagement with reading.
The importance of reading
1) Independent reading, where students voluntarily choose reading materials to read on their own time and place, is important for reading achievement and school success.
2) Children who are read to regularly and have their questions answered tend to learn to read earlier and become more proficient readers. Proficient middle school readers also spend more leisure time reading.
3) Programs to promote independent reading should provide engaging reading materials, active parent involvement, and collaboration between schools, homes, and libraries.
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One of the most complex mental activities is reading, which engages many areas of the brain. Parents can help children develop important skills and a lifelong love of reading by making it a regular part of home life. Filling the home with books, newspapers, and magazines and being a role model who reads themselves is important. Parents should also discuss what they and their children are reading to further engagement and comprehension. Even just 15 minutes of independent reading a day can significantly increase a child's vocabulary and exposure to written language. These efforts can motivate children and teenagers alike to read more regularly.
Reading_Lesson 1.1 importance of reading
The document summarizes 10 benefits of reading: 1) Reading improves concentration, attention, and focus. 2) Reading improves discipline, memory, self-esteem, and creativity. 3) Reading expands knowledge and vocabulary. 4) Reading increases imagination and broadens horizons. 5) Reading helps develop empathy, compassion, and understanding of human nature. 6) Reading improves school performance. 7) Reading enhances communication skills through an expanded vocabulary.
The Benefits of Reading a Book for Children
The document outlines 3 benefits of reading books for children: 1) It can improve their academic performance by increasing their knowledge and concentration. 2) It can improve their communication skills by building vocabulary and teaching correct grammar. 3) It can help them become independent learners by developing their imagination and creativity and enabling them to solve problems themselves. Regular reading is encouraged to reap these benefits.
Emergent Reader and Emergent Writer
The document describes the stages of reading development from emergent to advanced readers. Emergent readers between ages 5-7 are developing basic print concepts and word recognition strategies. Transitional readers between ages 5-7 can read in phrases with less reliance on pictures. Fluent readers between ages 6-9 can read more complex texts for a variety of purposes. Advanced readers over age 9 have mastered reading and can comprehend texts on concrete and inferential levels.
Pleasure reading
Pleasure reading refers to any reading done primarily for enjoyment and can include a wide variety of fiction and nonfiction genres. It is important as it helps ensure reading fluency becomes a regular activity outside the classroom. Research also shows pleasure reading improves literacy, learning outcomes, health, social skills, and oral language development. Interacting with others about books can increase social interaction and develop oral skills that become a lifelong source of pleasure.
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Reading provides several benefits such as extending vocabulary, improving academic success through better grammar and learning new topics, as well as enhancing communication skills both written and oral. It also boosts confidence by learning new skills and opens the mind to different perspectives by exposing a child to various authors and topics. The document outlines 5 main benefits of reading including vocabulary growth, academic success, improved communication, confidence building, and valuing different perspectives.
Literacy power point
This document discusses key aspects of early literacy instruction for beginning readers in pre-K through 3rd grade. It addresses the importance of understanding students' motivation and engagement with reading through assessments. Teachers should learn about students' interests and reading abilities in order to select appropriate texts at the right level. The document also discusses interactive, critical, and response perspectives for literacy instruction, emphasizing comprehension strategies, examining texts critically, and personal engagement with reading.
The importance of reading
1) Independent reading, where students voluntarily choose reading materials to read on their own time and place, is important for reading achievement and school success.
2) Children who are read to regularly and have their questions answered tend to learn to read earlier and become more proficient readers. Proficient middle school readers also spend more leisure time reading.
3) Programs to promote independent reading should provide engaging reading materials, active parent involvement, and collaboration between schools, homes, and libraries.
Reading habit-umrav
One of the most complex mental activities is reading, which engages many areas of the brain. Parents can help children develop important skills and a lifelong love of reading by making it a regular part of home life. Filling the home with books, newspapers, and magazines and being a role model who reads themselves is important. Parents should also discuss what they and their children are reading to further engagement and comprehension. Even just 15 minutes of independent reading a day can significantly increase a child's vocabulary and exposure to written language. These efforts can motivate children and teenagers alike to read more regularly.
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The document summarizes 10 benefits of reading: 1) Reading improves concentration, attention, and focus. 2) Reading improves discipline, memory, self-esteem, and creativity. 3) Reading expands knowledge and vocabulary. 4) Reading increases imagination and broadens horizons. 5) Reading helps develop empathy, compassion, and understanding of human nature. 6) Reading improves school performance. 7) Reading enhances communication skills through an expanded vocabulary.
The Benefits of Reading a Book for Children
The document outlines 3 benefits of reading books for children: 1) It can improve their academic performance by increasing their knowledge and concentration. 2) It can improve their communication skills by building vocabulary and teaching correct grammar. 3) It can help them become independent learners by developing their imagination and creativity and enabling them to solve problems themselves. Regular reading is encouraged to reap these benefits.
Emergent Reader and Emergent Writer
The document describes the stages of reading development from emergent to advanced readers. Emergent readers between ages 5-7 are developing basic print concepts and word recognition strategies. Transitional readers between ages 5-7 can read in phrases with less reliance on pictures. Fluent readers between ages 6-9 can read more complex texts for a variety of purposes. Advanced readers over age 9 have mastered reading and can comprehend texts on concrete and inferential levels.
Pleasure reading
Pleasure reading refers to any reading done primarily for enjoyment and can include a wide variety of fiction and nonfiction genres. It is important as it helps ensure reading fluency becomes a regular activity outside the classroom. Research also shows pleasure reading improves literacy, learning outcomes, health, social skills, and oral language development. Interacting with others about books can increase social interaction and develop oral skills that become a lifelong source of pleasure.
K-1 Parent Workshop: How to Help with Reading
1) The document provides guidance for parents on how to help their children with reading at home. It discusses establishing a positive environment, reading with children daily, talking about books, and asking questions to check comprehension.
2) Specific guidance is given for supporting beginning readers, including doing picture walks before reading and prompting children to use context clues if they get stuck on a word.
3) The document emphasizes building reading confidence with easy books and re-reading, while also discussing sight words, phonics, and assessing reading level.
Books
An activity center for books must include 3-5 materials that are available for at least an hour per day for half the number of children. Books should accommodate disabilities by providing audio tapes, large print, or a designated reader. Cushioning can help children uncomfortable sitting. Books should represent diversity through characters with disabilities, cultures, languages. The teacher's role is to encourage reading in small groups using an affectionate tone, making sure children can see and hear, and asking questions. Children ages 3-5 typically explore books independently and recognize familiar words and signs.
Emergent readers
Describe an emergent reader and emergent writer
Different views about reading
Factors which determine the development of emergent reader and emergent writer
Emergent reader
1) Emergent reading refers to a child's earliest experiences with print as they begin to develop literacy skills from ages 2 to 7. This stage occurs both in the home and early formal schooling.
2) There are five main stages of literacy development related to both reading and writing according to experts Clay and Fountas and Pinnell: emergent, early, transitional, self-extending, and advanced readers.
3) An emergent reader is a beginning reader who is developing basic concepts of print, can analyze pictures, recognize letters, and emulate adult reading behaviors.
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The document summarizes key aspects of the Common Core literacy model and recommendations for implementing it in schools. It discusses the Common Core's emphasis on close reading, use of evidence from texts, and higher-level thinking over personal connections. It provides examples of text-based questions and analyzing responses using evidence from stories. The takeaway is that teachers should focus on having students closely analyze and evaluate texts using evidence, and provide strategies for doing so like two-column notes, rather than what students should know from informational texts.
Book clubs and beyond
The document discusses strategies for encouraging reading, including the benefits of reading, classroom reading methods, and book clubs. It provides details on running an effective book club, such as choosing books, setting a schedule, and facilitating discussions. Several book club theme ideas are presented, such as exploring American literature to learn about racial and cultural conflicts through history.
Parents and children reading together at home 1
1) Reading with children at home is very important for developing literacy skills and building a lifelong love of reading. Parents should make time each day or night to read with their children.
2) When reading with children, parents should ask questions about the story, point to illustrations, and have conversations about the meanings of words. If a child struggles with a word, parents can prompt them or provide the word to keep the story flowing.
3) The goal of reading at home is to make it an enjoyable experience and build children's confidence, not to focus on correcting mistakes. Parents should praise children's efforts and encourage risk-taking without criticism.
Types of listening activities
diferentes tipos de actividades para listening en los los estudiantes de eduaccio secundaria para trabajar en dos horas de colegios estatales
Characteristic of an emergent writer
Children begin developing writing skills from a young age through everyday experiences at home where they observe family members writing. Their early writing is playful scribbles and marks that allow them to communicate something before fully understanding conventional writing forms. As children experiment with writing, they construct knowledge that helps them learn to read as well. There are six recognized stages of early writing development: drawing, scribbling, making letter-like forms, reproducing learned units, invented spelling, and conventional spelling. These stages usually progress from left to right as the child's physical, language, cognitive, and affective skills develop, though not always sequentially.
Parents reading workshop.ppt vicky version
This is the power point from the parent reading workshop. For further information please see your class teacher.
Thank you
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The document provides tips for parents to help their children develop a habit of reading. It suggests that parents should read regularly in front of their children to model reading behavior. It also recommends making books accessible throughout the home and discussing books together to develop an interest in reading. Parents should establish a daily reading time without pressure and reward children for finishing books to encourage reading. Regular visits to the library can further motivate children to read.
Reading
The document discusses reading and methods for teaching reading. It defines reading as a complex cognitive process of decoding symbols to derive meaning. It notes several purposes of reading, including language acquisition, communication, learning, and pleasure. It outlines objectives of teaching reading such as developing proper attitudes, fluency, comprehension, and pleasure in reading. The document also discusses various methods for teaching reading, including alphabetic, syllabic, word, phrase, sentence, and story methods. It distinguishes between oral reading, silent reading, intensive reading, extensive reading, and supplementary reading. It emphasizes the importance of teaching reading to fully educate children.
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Using visual strategies can help improve reading comprehension in 3 key ways:
1) Visual displays such as pictures, imagery and graphic organizers can help readers understand, organize and remember the information in the text.
2) Strategies like picture walks, highlighting important facts, and creating graphic organizers can help readers actively engage with the text before, during and after reading.
3) Visualizing story events and connecting them to one's own experiences strengthens comprehension of the literature.
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Extensive reading is an approach to language learning through reading large amounts of material that is easy to understand. It allows learners to infer the meanings of unknown words from context. Free voluntary reading is when students freely choose books they enjoy to read at their own pace for pleasure. The goal is to help students enjoy reading with minimal assessment. Teachers provide guidance by explaining the program, tracking what students read, and helping students get the most from reading.
Presentation1
The best kind of listening
According to Mcburney and Wrage, the best kind of listening has the
following characteristics
Voluntary-
Good listening begins with a willingness to participate completely in a communicative situation
Purposeful-
You choose to listen because of some very good reason /reasons.
3. Motivate -
when you have a good reason for listening , you are all keyed up for activity and nothing can stop you.
4. Cooperative –
you keep quit and give your wholehearted cooperation When you listen because you hope for nothing but only the best from the speaker.
5. Critical –
you follow the speaker’s ideas carefully and get Things clear so that in the end you may be able to make intellectual Judgements when you evaluate his ideas before responding.
Emergent Reader and Writer
The document describes the five stages of literacy development:
1) Emergent readers (ages 2-7) begin to understand concepts of print and make connections between words and meanings.
2) Early readers (ages 5-7) rely more on text than pictures and develop word recognition strategies and sight words.
3) Transitional readers (ages 5-7) can read phrases fluently and use multiple reading cues with little disruption to meaning.
4) Self-extending readers (ages 6-9) progress to independent reading of various genres to gain knowledge.
5) Advanced readers (over age 9) become proficient comprehenders who enjoy reading for information and pleasure using interpretive strategies.
Inculcating reading habit
A presentation on inculcating reading habit among school going children.to make a book read is very difficult task ways and means is given to make book reading a habit.
Teaching with Urgency Without Teaching to the Test
These are the slides I created for my session at the North Carolina Reading Conference, held in Raleigh, North Carolina, March 15-17, 2015. The essence of this presentation is about raising our awareness, as teachers, about time. The amount of time we teach, te amount of time it takes students to complete assignments, the amount of time is takes us to respond and give instructional feedback to students, the amount of time we waste by taking group bathroom breaks, the amount #ncra15 Accompanying handouts are on my Slideshare page, too. #presentationzen #vitalinstructionalbehaviors
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This document discusses emergent literacy and strategies to improve children's reading readiness. It notes that emergent literacy begins in early childhood through interactions with adults involving talk and print. Three key domains that connect to later reading skills are oral language, print knowledge, and phonological processing. The document recommends dialogic reading and modeling reading skills to help children who enter school unprepared to learn. Storytelling is also emphasized as it helps develop children's imagination and story structure skills.
Reading session for parents of young readers
This document outlines the key stages in a child's reading development from role play to early reading. It discusses the role of parents in supporting reading at different ages from kindergarten through 2nd grade. Parents are encouraged to read aloud with their children daily, ask questions about books, and provide a language-rich environment to help children develop into independent readers. The document emphasizes that parents play a vital role in laying the foundation for reading success by exposing children to books from an early age.
County homeschoolexitsurvey
The survey asked students about their library usage and reading habits before and during their time at County Home School. Before attending, 43% of students never used the public library, most commonly because they weren't interested in reading. Only 8% read more than 5 books per month. While at the school, students significantly increased their reading, with only 21% reading fewer than 3 books per month. After leaving, 64% saw themselves using the library often or all the time.
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The document describes several active learning environments created in the lobby and restrooms of a JDC building. These include a cozy corner play area with magnetic letters and alphabet on the windows, an "I Spy" tabletop activity, magnetic word games for older children, comparisons of child sizes to sea animals, transforming an artificial tree into a bookshelf, adding early literacy to unused surfaces, turning a window into an aquarium, and displaying mother goose rhymes in the restrooms.
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K-1 Parent Workshop: How to Help with Reading
1) The document provides guidance for parents on how to help their children with reading at home. It discusses establishing a positive environment, reading with children daily, talking about books, and asking questions to check comprehension.
2) Specific guidance is given for supporting beginning readers, including doing picture walks before reading and prompting children to use context clues if they get stuck on a word.
3) The document emphasizes building reading confidence with easy books and re-reading, while also discussing sight words, phonics, and assessing reading level.
Books
An activity center for books must include 3-5 materials that are available for at least an hour per day for half the number of children. Books should accommodate disabilities by providing audio tapes, large print, or a designated reader. Cushioning can help children uncomfortable sitting. Books should represent diversity through characters with disabilities, cultures, languages. The teacher's role is to encourage reading in small groups using an affectionate tone, making sure children can see and hear, and asking questions. Children ages 3-5 typically explore books independently and recognize familiar words and signs.
Emergent readers
Describe an emergent reader and emergent writer
Different views about reading
Factors which determine the development of emergent reader and emergent writer
Emergent reader
1) Emergent reading refers to a child's earliest experiences with print as they begin to develop literacy skills from ages 2 to 7. This stage occurs both in the home and early formal schooling.
2) There are five main stages of literacy development related to both reading and writing according to experts Clay and Fountas and Pinnell: emergent, early, transitional, self-extending, and advanced readers.
3) An emergent reader is a beginning reader who is developing basic concepts of print, can analyze pictures, recognize letters, and emulate adult reading behaviors.
50 Shades of the Common Core for ELA: Critical Thinking for All
The document summarizes key aspects of the Common Core literacy model and recommendations for implementing it in schools. It discusses the Common Core's emphasis on close reading, use of evidence from texts, and higher-level thinking over personal connections. It provides examples of text-based questions and analyzing responses using evidence from stories. The takeaway is that teachers should focus on having students closely analyze and evaluate texts using evidence, and provide strategies for doing so like two-column notes, rather than what students should know from informational texts.
Book clubs and beyond
The document discusses strategies for encouraging reading, including the benefits of reading, classroom reading methods, and book clubs. It provides details on running an effective book club, such as choosing books, setting a schedule, and facilitating discussions. Several book club theme ideas are presented, such as exploring American literature to learn about racial and cultural conflicts through history.
Parents and children reading together at home 1
1) Reading with children at home is very important for developing literacy skills and building a lifelong love of reading. Parents should make time each day or night to read with their children.
2) When reading with children, parents should ask questions about the story, point to illustrations, and have conversations about the meanings of words. If a child struggles with a word, parents can prompt them or provide the word to keep the story flowing.
3) The goal of reading at home is to make it an enjoyable experience and build children's confidence, not to focus on correcting mistakes. Parents should praise children's efforts and encourage risk-taking without criticism.
Types of listening activities
diferentes tipos de actividades para listening en los los estudiantes de eduaccio secundaria para trabajar en dos horas de colegios estatales
Characteristic of an emergent writer
Children begin developing writing skills from a young age through everyday experiences at home where they observe family members writing. Their early writing is playful scribbles and marks that allow them to communicate something before fully understanding conventional writing forms. As children experiment with writing, they construct knowledge that helps them learn to read as well. There are six recognized stages of early writing development: drawing, scribbling, making letter-like forms, reproducing learned units, invented spelling, and conventional spelling. These stages usually progress from left to right as the child's physical, language, cognitive, and affective skills develop, though not always sequentially.
Parents reading workshop.ppt vicky version
This is the power point from the parent reading workshop. For further information please see your class teacher.
Thank you
6 ways to develop good reading habits in
The document provides tips for parents to help their children develop a habit of reading. It suggests that parents should read regularly in front of their children to model reading behavior. It also recommends making books accessible throughout the home and discussing books together to develop an interest in reading. Parents should establish a daily reading time without pressure and reward children for finishing books to encourage reading. Regular visits to the library can further motivate children to read.
Reading
The document discusses reading and methods for teaching reading. It defines reading as a complex cognitive process of decoding symbols to derive meaning. It notes several purposes of reading, including language acquisition, communication, learning, and pleasure. It outlines objectives of teaching reading such as developing proper attitudes, fluency, comprehension, and pleasure in reading. The document also discusses various methods for teaching reading, including alphabetic, syllabic, word, phrase, sentence, and story methods. It distinguishes between oral reading, silent reading, intensive reading, extensive reading, and supplementary reading. It emphasizes the importance of teaching reading to fully educate children.
Reading comprehension using visual strategies
Using visual strategies can help improve reading comprehension in 3 key ways:
1) Visual displays such as pictures, imagery and graphic organizers can help readers understand, organize and remember the information in the text.
2) Strategies like picture walks, highlighting important facts, and creating graphic organizers can help readers actively engage with the text before, during and after reading.
3) Visualizing story events and connecting them to one's own experiences strengthens comprehension of the literature.
Extensive reading by Monir Hossen
Extensive reading is an approach to language learning through reading large amounts of material that is easy to understand. It allows learners to infer the meanings of unknown words from context. Free voluntary reading is when students freely choose books they enjoy to read at their own pace for pleasure. The goal is to help students enjoy reading with minimal assessment. Teachers provide guidance by explaining the program, tracking what students read, and helping students get the most from reading.
Presentation1
The best kind of listening
According to Mcburney and Wrage, the best kind of listening has the
following characteristics
Voluntary-
Good listening begins with a willingness to participate completely in a communicative situation
Purposeful-
You choose to listen because of some very good reason /reasons.
3. Motivate -
when you have a good reason for listening , you are all keyed up for activity and nothing can stop you.
4. Cooperative –
you keep quit and give your wholehearted cooperation When you listen because you hope for nothing but only the best from the speaker.
5. Critical –
you follow the speaker’s ideas carefully and get Things clear so that in the end you may be able to make intellectual Judgements when you evaluate his ideas before responding.
Emergent Reader and Writer
The document describes the five stages of literacy development:
1) Emergent readers (ages 2-7) begin to understand concepts of print and make connections between words and meanings.
2) Early readers (ages 5-7) rely more on text than pictures and develop word recognition strategies and sight words.
3) Transitional readers (ages 5-7) can read phrases fluently and use multiple reading cues with little disruption to meaning.
4) Self-extending readers (ages 6-9) progress to independent reading of various genres to gain knowledge.
5) Advanced readers (over age 9) become proficient comprehenders who enjoy reading for information and pleasure using interpretive strategies.
Inculcating reading habit
A presentation on inculcating reading habit among school going children.to make a book read is very difficult task ways and means is given to make book reading a habit.
Teaching with Urgency Without Teaching to the Test
These are the slides I created for my session at the North Carolina Reading Conference, held in Raleigh, North Carolina, March 15-17, 2015. The essence of this presentation is about raising our awareness, as teachers, about time. The amount of time we teach, te amount of time it takes students to complete assignments, the amount of time is takes us to respond and give instructional feedback to students, the amount of time we waste by taking group bathroom breaks, the amount #ncra15 Accompanying handouts are on my Slideshare page, too. #presentationzen #vitalinstructionalbehaviors
Reading aloud and story telling
This document discusses emergent literacy and strategies to improve children's reading readiness. It notes that emergent literacy begins in early childhood through interactions with adults involving talk and print. Three key domains that connect to later reading skills are oral language, print knowledge, and phonological processing. The document recommends dialogic reading and modeling reading skills to help children who enter school unprepared to learn. Storytelling is also emphasized as it helps develop children's imagination and story structure skills.
Reading session for parents of young readers
This document outlines the key stages in a child's reading development from role play to early reading. It discusses the role of parents in supporting reading at different ages from kindergarten through 2nd grade. Parents are encouraged to read aloud with their children daily, ask questions about books, and provide a language-rich environment to help children develop into independent readers. The document emphasizes that parents play a vital role in laying the foundation for reading success by exposing children to books from an early age.
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The document describes several active learning environments created in the lobby and restrooms of a JDC building. These include a cozy corner play area with magnetic letters and alphabet on the windows, an "I Spy" tabletop activity, magnetic word games for older children, comparisons of child sizes to sea animals, transforming an artificial tree into a bookshelf, adding early literacy to unused surfaces, turning a window into an aquarium, and displaying mother goose rhymes in the restrooms.
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Close reading involves carefully analyzing a text to understand the explicit and implicit meanings. It requires re-reading, annotating details, and making inferences supported by evidence from the text. Close reading develops students' ability to cite evidence, resolve conflicts, and support arguments. Teachers select texts and model close reading strategies to help students actively engage with texts. Text-dependent questions require students to refer back to specific details or ideas in the text to formulate answers.
Carol Bennett, WRESA 1What is Balanced Literacy• It i.docx
Carol Bennett, WRESA 1
What is Balanced Literacy?
• It is a comprehensive program of
language arts acquisition. It contains all
of the components necessary for
students to master written and oral
communication.
Carol Bennett, WRESA 2
Areas of emphasis include:
• reading,
• writing,
• speaking,
• listening,
• and viewing.
Carol Bennett, WRESA 3
Balanced Literacy
• Balanced literacy begins with creating
a genuine appreciation for
good literature.
• It includes teaching phonics,
grammar skills, reading and
comprehension strategies, and
writing forms and skills.
• Direct and indirect reading instruction,
shared reading, and independent reading
experiences must be provided.
Carol Bennett, WRESA 4
Balanced Literacy
• Reading Aloud
(Modeled Reading)
• Shared Reading
• Guided Reading
• Independent
Reading
• Modeled or
Interactive Writing
• Shared Writing
• Guided Writing
(Writing Workshop)
• Independent
Writing
Carol Bennett, WRESA 5
Effectiveness of
Balanced Literacy
• A balanced literacy plan is most
effective when children are given
direct instructional support and a
variety of daily reading and writing
experiences that are needed in the
complex process of becoming
independent readers and writers.
Carol Bennett, WRESA 6
What Is A Balanced Reading Program?
• A balanced reading program includes:
• Knowing students individually.
• Balancing both direct and
indirect instruction.
• Balancing instructional
activities including skills
emphasis and meaning emphasis.
Carol Bennett, WRESA 7
Balanced reading is deep-rooted in
the belief that teachers should be
constantly aware of students'
individual needs and progress.
Carol Bennett, WRESA 8
Teachers Should Use a Variety of
Assessment Tools:
• teacher observations,
• oral reading samples,
• writing samples,
• spelling samples,
• portfolios,
• as well as standardized
and other tests.
Carol Bennett, WRESA 9
Teachers who know
students individually
provide many kinds
of support, enabling
students to move to
higher levels of
reading and literacy
development.
Carol Bennett, WRESA 10
Scaffolding Instruction
• Teachers of balanced reading provide direct
instruction to scaffold learning and make
learning to read and write easier.
• They also provide ample
opportunity and support for
students to use and extend their
instruction in functional reading and writing.
Carol Bennett, WRESA 11
Examples of Scaffolding
• Story Mapping:
To help students think
about how the different
story elements work
together:
– Characters
– Setting
– Problem
– Main events
– Resolution
• Character Sketching:
To help students
focus on how the
main character’s
personal traits often
direct the act ...
Creating Readers (Prue Goodwin)
The document discusses creating readers who read for pleasure through developing reading skills and habits. It emphasizes the importance of reading for pleasure being included in school curriculums and outlines developmental stages of reading from learning to decode print to independent reading. Specifically, it recommends teaching reading through reading aloud to pupils and providing easy texts for independent reading to help pupils experience the enjoyment and rewards of reading.
sd20.Literacy 4 9
Starting with performance-based reading assessment to determine strengths and areas to strengthen in the class, helps establish a plan of action to guide our teaching. With these curricular competencies in mind, we then choose our to thread these explicit through our lessons. Read aloud and silent reading are boosted with more direct teaching.
Extensive Reading in the CLIL Class
This document discusses extensive reading as an effective way to acquire a foreign language. It defines extensive reading as reading large quantities of easy, level-appropriate texts. Extensive reading focuses on fluency rather than language details, and allows students to self-select texts from graded readers or simplified materials. The document provides examples of practical activities teachers can use to introduce extensive reading, such as whole class reading, self-selected individual reading, and projects to evaluate reading. It notes the advantages of extensive reading include developing learner autonomy, providing comprehensible input, and enhancing overall language skills and motivation to read more.
Introduction to Guided Reading
The document discusses guided reading strategies for teaching literacy to students with significant disabilities, including using a variety of purposes for reading, types of guided reading lessons, repetition with different texts, and focusing initial reading instruction on decoding words without pictures for support.
Donald robberstad Flipchart
This document outlines reading strategies that teachers can use before, during, and after reading to improve student comprehension. Some strategies discussed for before reading include activating prior knowledge, using word maps, think-aloud, semantic mapping, and think-pair-share. During reading strategies include paragraph shrinking, self-questioning, visualization, shared reading, and partner reading. After reading strategies provided are using word walls, summarization, exit slips, retelling, and student-created quizzing. The purpose of these strategies is to engage students, monitor comprehension, and improve reading skills.
Reading and writing
Reading can be either oral or silent. There are two main types of reading: intensive and extensive. Intensive reading involves close analysis of short texts to understand details, implications, and relationships. It is classroom-based and focuses on linguistic elements. Extensive reading involves reading larger quantities for pleasure and general understanding. It aims to build reading confidence and is done independently outside of class. Both can be evaluated through comprehension exercises, but extensive reading is generally assessed through reader reflections and reports.
Breakfast with the principal oct 13 ppt2.ppt final!!
The document discusses literacy standards and instruction for grade 2 students. It covers the key areas of reading, including literature, informational text, foundational skills, and responding to texts. Writing standards on text types, production, and research are also mentioned. Various units are listed that support reading and writing instruction in areas like fiction, non-fiction, poetry, and science. Close reading is defined as an interaction between reader and text that involves careful rereading and developing interpretations from observations of the text.
Breakfast with the principal oct 13 ppt2.ppt final!!
The document discusses literacy standards and instruction for grade 2 students. It covers the key areas of reading, including literature, informational text, foundational skills, and responding to reading. Writing standards on text types, production, and research are also mentioned. Various units are listed that support reading and writing instruction, including small moments, authors as mentors, and information books. Close reading is defined as an interaction between reader and text that involves rereading portions intensely to find own questions and interpretations.
The Case for Reading Aloud to Students
A PowerPoint Presentation that shows why teachers of all grades and all subjects should read aloud to their students regularly.
Read
1. The document discusses goals and techniques for teaching reading, including the three stages of the reading process: pre-reading, while-reading, and post-reading.
2. During pre-reading, teachers use strategies like predicting, setting the scene, skimming, and scanning to facilitate comprehension. While-reading focuses on understanding through questions, inferences, and information transfer.
3. Post-reading tasks provide opportunities for students to relate what they read to their own knowledge and produce language based on what they learned.
P.S.Nelson
Using the performance standards in grades 4-6: snapshot of where the students are, then use this to plan for where you would like to students to be. Reading and writing discussed.
reading skills by Anji.pptx
Basic reading skills include the ability to identify and manipulate individual sounds in language; to identify printed letters and their associated sounds; to decode written language. Phonics is a set of rules that specify the relationship between letters in the spelling of words and the sounds of spoken language
Reading skills
This document discusses different types of reading skills. It categorizes reading skills into three main categories: according to purpose, according to reading performance/rate of understanding, and according to reading instruction programs. Some key reading skills discussed include skimming, scanning, intensive reading, extensive reading, speed reading, shared reading, guided reading, fluency reading, independent reading, and strategic reading. The document provides definitions and explanations of these various reading skills.
Literacy for All - OR - No student is "too" anything
Presentation on how the Four Blocks approach to literacy is suitable for all students, no matter their label or diagnosis
NCTE 2012 Facilitating Choice Within Curriculum Constraints
Presentation from 2012 NCTE (National Council of Teachers of English) Annual Convention Session: Facilitating Choice Within Curriculum Constraints
Presenters: Sarah Andersen, Jillian Heise, Danielle Kulawiak, & Mindi Rench
B.sc i ecls_u-3_reading & comprehension
This document discusses various aspects of reading comprehension and techniques. It defines reading comprehension as understanding what is read by decoding text, making connections, and deep thinking. Comprehension requires vocabulary and the ability to draw conclusions. The document contrasts active reading, which involves understanding and evaluating relevance, with passive reading. It also discusses the importance of pronunciation, enunciation, and techniques like skimming, scanning, meta guiding, and critical reading.
Bjmc i ecls_u-3_reading & comprehension
Here are the responses to the exercises from the passage:
1. Ronny was a young energetic boy who studied in college. Ronny sat on his bed confused because he didn't know how to get good marks. Ronny was very satisfied when he slept peacefully.
2. Yes, Ronny was energetic. Ronny was a young boy and so he was full of energy and excitement.
No, Ronny didn't have very bad handwriting. Ronny had stopped wasting time when he used to study, writing in bad hand writing, not learning and being irregular.
Yes, Ronny prayed to god for wishes. Ronny was always praying to god for some wish.
Yes, Ronny
Diploma i ecls_u-3_reading & comprehension
The document discusses various aspects of reading comprehension and techniques. It defines reading comprehension as understanding what is read by decoding text, making connections, and deep thinking. Comprehension requires vocabulary knowledge and drawing conclusions. The document contrasts active reading, which involves understanding and evaluating relevance, with passive reading. It also discusses the importance of pronunciation, enunciation, and techniques like skimming, scanning, meta guiding, and critical reading.
Similar to Csa (20)
Carol Bennett, WRESA 1What is Balanced Literacy• It i.docx
Carol Bennett, WRESA 1What is Balanced Literacy• It i.docx
Breakfast with the principal oct 13 ppt2.ppt final!!
Breakfast with the principal oct 13 ppt2.ppt final!!
Breakfast with the principal oct 13 ppt2.ppt final!!
Breakfast with the principal oct 13 ppt2.ppt final!!
Literacy for All - OR - No student is "too" anything
Literacy for All - OR - No student is "too" anything
NCTE 2012 Facilitating Choice Within Curriculum Constraints
NCTE 2012 Facilitating Choice Within Curriculum Constraints
Csa
- 1. Proficient readers…. • activate background knowledge • read for meaning • self correct, go back to see if it makes sense • make connections/extend understanding/infer • visualize • ask questions/predict what is going to happen or predict for meaning • determine importance/prioritize synthesize • form opinion
- 2. To help our students become proficient readers, our job is to: • help them find relevancy, enjoyment and engagement in reading! • give credit to those who read - anything. Comic books, magazines, Captain Underpants in the 12th grade - whatever! Encourage them as readers. • find books THEY can relate to and engage with. Do not give a reader a book JUST because of reading level. • remember the 3 factors that affect a readers' ability to understand text: • Background knowledge • Motivation • Purpose The absence of any one of these factors can cause easy text to be difficult. the more a student reads, the more proficient they become the amount of time spent reading is what separates good readers from poor ones the amount of time a student spends reading is directly related to vocal, knowledge and overall academic performance.