The document discusses the importance of reading fluency and strategies to build fluency. It defines fluent reading as the coordinated process of word recognition and comprehension. Several strategies are recommended to enhance fluency, including echo reading, cloze reading, partner reading, and repeated readings. Regular progress monitoring is also suggested to assess growth in fluency over time.
Stages of reading development. Characteristics of each developmental stage. and Analysis with Reading benchmark from the National curriculum of Urdu of Pakistan.
Stages of reading development. Characteristics of each developmental stage. and Analysis with Reading benchmark from the National curriculum of Urdu of Pakistan.
This slide presentation explains the problems and solutions of EFL / ESL reading classes. You can also find the theories of reading and reading skills in accordance with the Common Reference Levels.
This slide presentation explains the problems and solutions of EFL / ESL reading classes. You can also find the theories of reading and reading skills in accordance with the Common Reference Levels.
Do you remember a time when you were asked to make a presentation, say a few words in public, answer an interview question, or speak on a certain subject, and the right words wouldn’t flow?
Instead of a river of words, all you could manage was a mere trickle of nonsense? Or worse, you suffered through a drought of silence.
In this presentation, you will learn five ways to improve your verbal fluency, so that this won’t happen to you again.
“Verbal fluency” is the cognitive function in our brain that facilitates information retrieval from memory.
In simpler terms, verbal fluency is the ability to find the right words at the right time or in the right situation. And, it’s a great thing to have in abundance.
It’s similar to a car. The more horsepower a car has, the faster it can go from 0 to 60. The more verbally fluent you are, the faster your brain can find the right words to speak, and the more ability you have to be eloquent.
Simply put, verbal fluency is how much horsepower your brain has for verbal tasks.
Learn how to increase and improve your verbal fluency aka your brain's verbal horsepower, so that you can increase your potential to become more eloquent than ever!
EFFECTIVE FLUENCY STRATEGIES
Student Name
University Name
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Instructor Name
Five critical components:
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension strategies
Identifying words accurately and fluently
Constructing meaning once words are identified
Research indicates that students need to acquire skills and knowledge in at least five main areas in order to become proficient readers
The National Account Panel (in accordance with the No Child Left Behind Act) completed all-encompassing analysis to determine the a lot of able way to advise acceptance how to read. The research revealed that if the afterward 5 apparatus are finer taught, they lead to the accomplished adventitious of account success (known as the 5 pillars of reading): phonemic awareness, phonics, fluency, vocabulary, and comprehension.
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PHONEMIC AWARENESS—The knowledge and manipulation of sounds in spoken words.
VOCABULARY DEVELOPMENT—The knowledge of words, their definitions, and context.
READING COMPREHENSION STRATEGIES—The understanding of meaning in text.
PHONICS—The relationship between written and spoken letters and sounds.
READING FLUENCY, INCLUDING ORAL READING SKILLS—The ability to read with accuracy, and with appropriate rate, expression, and phrasing.
In five components, first one is phonemic awareness that defines the knowledge and manipulation of sounds in spoken words. Through the phonics, the relationship between written and spoken letters and sounds are cleared. By the oral reading skills, the ability to read with accuracy, and with appropriate speed, expression, and phrasing is included. The knowledge of words, their definitions and context are included in the vocabulary development. The understanding of the meaning in text is cleared through the reading comprehension strategies.
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What is reading fluency?
Accuracy in reading words correctly.
Reading not too fast and not too slow.
Expressions with feeling.
Follow most or all the punctuation marks.
Sounds like talking.
Fluency has natural phrasing and intonation .
Fluency in reading is including accuracy, rate, expression, and punctuation. Accuracy-Accuracy in reading words correctly. Rate-Reading not too fast and not too slow. Expressions-Expressions with feeling, fluency has natural phrasing and intonation . Punctuation - Follow most or all the punctuation marks. Sounds like talking.
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Strategies for Developing Reading Fluency
Model Fluent Reading
Do Repeated Readings in Class
Promote Phrased Reading in Class
Enlist Tutors to Help Out
Enlist Tutors to Help Out
Try a Reader's Theater in Class
In order to read fluently, students must first hear and understand what fluent reading sounds like. From there, they will be more likely to transfer those experiences into their own reading. Repeated readings as a way to help students recognize high-frequency words more easily, thereby strengthening their ease of reading. Having students practice readin ...
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
2. Reading is a multifaceted skill, gradually acquired over years of instruction and practice. The Many Strands that are Woven into Skilled Reading (Scarborough, 2001) BACKGROUND KNOWLEDGE VOCABULARY KNOWLEDGE LANGUAGE STRUCTURES VERBAL REASONING LITERACY KNOWLEDGE PHON. AWARENESS DECODING (and SPELLING) SIGHT RECOGNITION SKILLED READING: fluent execution and coordination of word recognition and text comprehension. LANGUAGE COMPREHENSION WORD RECOGNITION increasingly automatic increasingly strategic Skilled Reading- fluent coordination of word reading and comprehension processes
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Editor's Notes
This Fluency presentation for October Regional Meetings is designed as a tool to be used in the schools, by the reading specialists. Most slides have notes attached to guide the presenter. This presentation highlights the most effective, research-based instructional practices for developing automaticity and fluency. A description of both instructional and practice/center activities and examples are included. The presentation ends with a slide that delineates the assignment for our next regional meeting: reading specialists will be asked to share their plan for fluency instruction; successes and challenges for either a k/1 or 2 nd /3 rd grade level class and specific instruction and practice activities, used. Big ideas include: distinguishing between automaticity and fluency; distinguishing between explicit instruction and practice/center activities; and identifying most effective, research-based practices. At our last regional meeting, we will apply these big ideas in order to review and evaluate fluency instruction in our CORE programs.
This slide portrays the complexity of reading and the numerous components that must be woven together, simultaneously by the proficient reader. With regard to language skills, the reader must become increasingly strategic in applying his/her background knowledge, knowledge of word meanings (vocabulary), knowledge of language structures, verbal reasoning. Likewise, the reader’s phonemic awareness, phonemic decoding and encoding and sight word recognition must be increasingly instantaneous and automatic. The skilled reader is one who is able to weave or coordinate these underlying processes with automaticity which then results in fluency and comprehension. .
Notice here, we mention Accuracy. Accurate reading is a precursor to fluent reading. Kecia
Participants practice with passage in handout—fresh read
Define meaningful– not sight words, not articles… Participants practice with passage in handout—skill builder
Discus how to use the handout resource-- phrases with fry words
Discuss at tables: why grouping students that way? How often to change partners, management technique Kecia
Explain first, turn and tell a partner which one you already use and why you like it, or which one you can incorporate this week Jacqui starts…. Kecia graph and rubric – visual and motivating for students
Readers who are “fussing with words” are likely finding it necessary to attend closely to the mechanics of decoding. In addition, they may be reading in a word by word manner because they recognize few words, immediately. Instruction focused on building automatic word recognition and decoding skills is necessary. Torgesen’s recent research as shown a strong relationship between fluency and comprehension. Phrasing, intonation and expression is another important aspect of fluency and can be taught and practiced.
This slide lists steps for creating a plan for assessment, instruction, practice and monitoring of each child’s fluency. Next slides refer to DIBELS progress monitoring. * Note that participants will be asked to share their plans at the next regional meeting. Specifically, they will be asked to share instruction and practice activities used with either kindergarten/first grade students or second/third graders and successes and challenges.
Once we identify students needing additional instructional support, we need to evaluate how he/she is responding to the instruction on a regular, timely basis. By progress monitoring, we can make our instruction more effective and responsive. Progress monitoring assessment should be closely aligned with instruction.
It is important to assess fluency because of fluency’s relationship to comprehension. Assessment informs instruction, predicts student performance on high stake tests (e.g. third graders achieving benchmark on ORF score in proficient range MCAS). Benchmarks for words read correct per minute are consistent.
Highlight popular but less effective practices which include: Choral reading, round robin reading and readers’ theatre. These practices might be used outside of 90 minute instructional time, but should not be used during instructional time.
Distinguish between instructional activities and practice activities emphasizing that automaticity and fluency must by explicitly taught not simply practiced. Explicit instruction is teacher directed.
Read slide emphasizing systematic, explicit instruction. Some may require specialized, intervention program. These children should be progress monitored and their instruction should be adjusted, I.e. intensity increased if they are not making adequate growth.
Read, review with participants.
Here are some examples of instructional activities for developing automaticity at letter, sound letter-sound levels.The instructional activities listed on this slide and successive slides are those cited in research as most effective.
Instructional activities at word level. Six Syllable types can be critical for helping students with multisyllabic words. As students’ automatic recognition of different syllable types increases they will more readily recognize these patterns in lengthy words they encounter when they are reading. Multisensory techniques can be powerful in helping students learn high frequency words with irregular patterns.
Instructional activities for fluency building in connected text. These three techniques have proven to be the most effective instructional practices as reported in National Reading Panel report (2000). These three techniques should be used in small, needs-based instruction instead of less effective, but popular practices which may be suggested by core program and other resources.
