This document outlines the five elements of balanced literacy: phonemic awareness, phonics, fluency, vocabulary, and comprehension. It defines each element and provides instructional resources and strategies for teaching first graders. Phonemic awareness involves identifying and manipulating sounds. Phonics teaches letter-sound relationships. Fluency is reading automatically with expression. Vocabulary builds word knowledge. Comprehension involves extracting meaning from text. The document suggests using print-based resources like decodable books and non-print methods like word games. Assessments include tests, running records, and summaries to evaluate student understanding.
The document discusses the anatomy and physiology of speech production. It explains that speech requires coordination between the brain, lungs, larynx, vocal tract, and tongue. It describes different places and manners of articulation for consonant sounds, including bilabial, labiodental, dental, alveolar, palatal, velar, and glottal. It also discusses voicing, vowels, nasals, stops, fricatives, affricates, laterals, liquids, and glides.
This document provides a list of over 30 web resources for differentiated instruction strategies in grades 6-12. It includes links to resources on assessment, curriculum design, using technology to support diverse learners, and subject-specific strategies for reading, writing, math, and science. General resources listed provide examples of differentiated lessons, choice boards, and information on developing tiered activities.
Vocabulary instruction in a balanced reading programEDIT3318
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow, releases endorphins, and promotes changes in the brain which help enhance one's emotional well-being and mental clarity.
Second Grade Balancy Literacy Program with Daily 5B. J. Zagorac
This presentation provides valuable information about how a balanced literacy program might look for a second grade class with the Daily 5 incorporated into the curriculum.
Five elements of a balanced literacy programjdiaz54350
This document outlines the five elements of a balanced literacy program: phonemic awareness, phonics, fluency, vocabulary, and comprehension. For each element, it provides instructional strategies and resources for grades Pre-K to 4th grade. Some highlighted strategies include using small group instruction, flexible grouping based on skills, and incorporating activities like readers' theater to practice fluency. Assessments mentioned that can be used for various elements include DIBELS, PAST, and QRI. The document provides a concise overview of a balanced literacy approach across different grade levels.
This document outlines a balanced literacy program for a 2nd grade classroom. It discusses the philosophy of reading instruction, what balanced literacy is, and the various literacy activities and assessments used in the classroom on a daily basis. These include reading and writing every day, literacy groups, focused instruction on specific reading skills, drop everything and read time, accelerated reader, draw and writes, journals, read alouds, and evaluations using rubrics, teacher observations, and state standards. Grouping strategies include cluster, ability, heterogeneous, and interest groups. The document provides suggestions for how parents can support literacy development at home.
Ch. 1 becoming an effective teacher of readingjoseykrista
This chapter discusses eight principles of effective literacy teachers. It describes how teachers should understand how children learn based on constructivist and sociocultural theories, use four cueing systems in reading instruction, create a community of learners, adopt a balanced literacy approach, scaffold reading and writing skills, organize literacy instruction in multiple ways, differentiate instruction, and link instruction to ongoing assessment. The chapter advocates for student-centered, inquiry-based models of literacy learning rather than the traditional behaviorist model of direct instruction.
The document discusses the anatomy and physiology of speech production. It explains that speech requires coordination between the brain, lungs, larynx, vocal tract, and tongue. It describes different places and manners of articulation for consonant sounds, including bilabial, labiodental, dental, alveolar, palatal, velar, and glottal. It also discusses voicing, vowels, nasals, stops, fricatives, affricates, laterals, liquids, and glides.
This document provides a list of over 30 web resources for differentiated instruction strategies in grades 6-12. It includes links to resources on assessment, curriculum design, using technology to support diverse learners, and subject-specific strategies for reading, writing, math, and science. General resources listed provide examples of differentiated lessons, choice boards, and information on developing tiered activities.
Vocabulary instruction in a balanced reading programEDIT3318
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow, releases endorphins, and promotes changes in the brain which help enhance one's emotional well-being and mental clarity.
Second Grade Balancy Literacy Program with Daily 5B. J. Zagorac
This presentation provides valuable information about how a balanced literacy program might look for a second grade class with the Daily 5 incorporated into the curriculum.
Five elements of a balanced literacy programjdiaz54350
This document outlines the five elements of a balanced literacy program: phonemic awareness, phonics, fluency, vocabulary, and comprehension. For each element, it provides instructional strategies and resources for grades Pre-K to 4th grade. Some highlighted strategies include using small group instruction, flexible grouping based on skills, and incorporating activities like readers' theater to practice fluency. Assessments mentioned that can be used for various elements include DIBELS, PAST, and QRI. The document provides a concise overview of a balanced literacy approach across different grade levels.
This document outlines a balanced literacy program for a 2nd grade classroom. It discusses the philosophy of reading instruction, what balanced literacy is, and the various literacy activities and assessments used in the classroom on a daily basis. These include reading and writing every day, literacy groups, focused instruction on specific reading skills, drop everything and read time, accelerated reader, draw and writes, journals, read alouds, and evaluations using rubrics, teacher observations, and state standards. Grouping strategies include cluster, ability, heterogeneous, and interest groups. The document provides suggestions for how parents can support literacy development at home.
Ch. 1 becoming an effective teacher of readingjoseykrista
This chapter discusses eight principles of effective literacy teachers. It describes how teachers should understand how children learn based on constructivist and sociocultural theories, use four cueing systems in reading instruction, create a community of learners, adopt a balanced literacy approach, scaffold reading and writing skills, organize literacy instruction in multiple ways, differentiate instruction, and link instruction to ongoing assessment. The chapter advocates for student-centered, inquiry-based models of literacy learning rather than the traditional behaviorist model of direct instruction.
1) The document outlines Kristine Malia's balanced literacy reading program for 4th grade students.
2) A balanced literacy program combines explicit instruction, guided practice, independent reading and writing daily based on student needs.
3) The program includes components like phonics, reading strategies, vocabulary, comprehension, literature, writing and spelling instruction delivered through experiences like shared reading, read-alouds, and guided reading groups.
A Balanced Literacy Program for Special EducationJoanne Cardullo
Special education students progress more rapidly when they participate in a literacy program that balances phonological awareness with comprehension. Reading with meaning is an educator's ultimate goal!
This presentation summarizes Jennifer Knox's balanced literacy program called "Literacy By Design" used in her classroom. The program follows a gradual release model from teacher-led instruction to independent student work. It includes the five elements of reading: phonemic awareness, phonics, vocabulary, fluency, and comprehension. Students rotate through different literacy stations that are differentiated for various reading levels and skills. Assessment includes weekly spelling tests, comprehension and writing rubrics, biweekly practice tests and progress tests. The program emphasizes parent involvement through suggested at-home activities and literacy websites.
The document discusses strategies for developing literacy skills in students. It outlines components of a balanced literacy approach including reading workshop, writer's workshop, language study, and a two-hour literacy block. It describes organizing students into whole class, small group, and independent work with a focus on guided reading, literature circles, and word study. Guided reading is discussed as a strategy to provide text at students' reading levels with teacher coaching. The importance of teachers in accelerating reading growth is also highlighted.
The document describes a balanced literacy program that incorporates various reading and writing experiences throughout a 120 minute literacy block each day. It explains that students will participate in guided reading, working with words, writing, self-selected reading, and teacher read alouds. The program is designed to help students become successful readers and writers through a variety of strategies, small group and whole class instruction, and assessment of comprehension and skills. Parents are encouraged to help at home with literacy-building activities.
Five Basic Components of a Balanced Literacy Programcmvalente78
The document discusses strategies for developing phonemic awareness, phonics, fluency, vocabulary, and comprehension. It provides descriptions and examples of activities for each area. For phonemic awareness, it discusses techniques like using nursery rhymes, sound games, and Elkonin boxes. For phonics, it recommends teaching word families, sight words, and decoding skills. For fluency, it suggests repeated reading activities and using leveled texts. For vocabulary, it advises teaching word parts, using graphic organizers, and exposing students to advanced words. For comprehension, it notes the importance of fluency and background knowledge.
Phonemic awareness, phonics, fluency, vocabulary, and reading comprehension are the five essential components of an effective, comprehensive reading program. A variety of print-based and online instructional resources and strategies can be used to teach these components in small group or individual sessions from pre-kindergarten through high school. Formative and summative assessments including DIBELS, DRP, PALS, and curriculum-based measures provide data to monitor student progress, identify areas of difficulty, and adjust instruction accordingly.
The document discusses three main approaches to teaching reading:
1. The Language Experience Approach (LEA) uses students' own words and experiences to create reading material. It helps develop language skills.
2. The Phonics Approach teaches the relationship between letters and sounds. It helps students recognize familiar words and decode new words.
3. The Sight Word Approach teaches high frequency words that are recognized instantly without sounding out. It provides a base for beginning reading.
Each approach has different activities to practice skills like matching pictures, word/letter hunts, blending sounds, and integrating language skills through poems. Videos and songs can also be used in phonics instruction.
This document discusses various methods for teaching vocabulary to students, including using pictures, direct instruction of vocabulary words, and having students do group work. It emphasizes exposing students to vocabulary in context through authentic materials and tasks. Some specific techniques mentioned are keyword methods, word maps, and root analysis. Both explicit instruction of individual words and more implicit learning through reading are recommended approaches.
Readers Theatre is a teaching approach that involves students selecting and rehearsing scripts through repeated readings to develop fluency. It follows the gradual release of responsibility model, starting with the teacher modeling fluent reading, then students reading collaboratively in groups, and culminating in independent performances. Each lesson focuses on a different skill: Lesson 1 has the teacher model fluent and non-fluent reading; Lesson 2 has students read scripts in groups; Lesson 3 has students analyze unfamiliar words; Lesson 4 is a dress rehearsal; and Lesson 5 is the final performance, allowing students to showcase their skills.
The document discusses strategies for teaching literacy to emergent and beginning readers. For emergent readers, it recommends using wordless picture books and books with repeated phrases during shared reading. Beginning readers benefit from reading texts with invented spelling to assess their knowledge and from writing their own stories. Assessments discussed include fluency scales, concept of print assessments, and interest inventories.
This document discusses literacy development for preK-3 students. It provides examples of lessons and texts for emergent and beginning literacy learners. For emergent learners, shared reading with repetitive texts is emphasized. A sample lesson uses a wordless picture book and "Hop on Pop". Beginning learners practice invented spelling and writing captions for a wordless book. Assessments include fluency, writing samples, and interest inventories. Differentiating instruction based on students' skills ensures their needs are met.
Lesson Plan PhonicsTeacher Candidate Course L.docxsmile790243
Lesson Plan: Phonics
Teacher Candidate:
Course:
LESSON PREPARATION [before the lesson]
Topic: Phonics
Specific Strategy: Rhyming short, one-syllable vowel words
Subject and Grade Level: Reading, First Grade
Standards: State [Virginia SOL or reading standard of your state]
English 1.6 The student will apply phonetic principles to read and spell.
Standards: National [IRA/NCTE]: Standard 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts.
Standards: Liberty TCA 1.6 Teacher candidate enhances success of all learners, providing for: diverse backgrounds (race, SES, gender, ethnicity, language)
Liberty TCA – Part 2: 2.1 Teacher candidate shows a high standard of ability in the English language arts and discerns, comprehends, and applies conceptions from reading, language, and child development, in order to assist students to effectively use their developing skills in dissimilar circumstances.
Standards: Common Core CCSS.ELA-Literacy.RF.1.3.b
Decode regularly spelled one-syllable words.
Primary Objective: Given one short vowel, one syllable word (ex. Dog), the student will be able to correctly match seven rhyming words out of a list of ten words with the original word provided.
Diversity: There are two students with ADHD that have IEP’s, and one student of Hispanic background with limited English proficiency. The students with ADHD will benefit greatly with the hands-on materials provided by this lesson and the songs and audio materials will be useful for the LEP student in order to see and hear the words in English.
Differentiation: Auditory: Students will be given the opportunity to listen to the short vowel words and hear how the one syllable words make rhyming patterns in the reading.
Visual: The students will be able to visualize the rhyming words when placed on the whiteboard and can identify the similarities between each short vowel word.
Tactile: Students who learn best tactilely will benefit from the use of hands-on materials, such as letter blocks and tiles to form the rhyming words.
Kinesthetic: Students will have bigger letter blocks to form the short vowel words and can physically move each block around to form the correct letter pattern.
Children’s Literature Selection:
Seuss, Dr. Hop on Pop. New York: Beginner Books, 1963.
Materials/Equipment:
v Mini Charts
v Plastic letters
v letter tiles
v alphabet cards
v Hop on Pop
v Hop on Pop worksheets
v Quiz on identifying the rhyming word
Technology Integration:
“Sing your way into phonics” is an excellent resource for integrating technology and diversity in the classroom. By using the provided CDs, children can experience the different sounds of short, one syllable rhyming words as they view them in class. https://www.actionfactor.com/pages/phonics-products.html#CB1
Character Education Principle: Compassion: Be kind to one another in and out of the classroom. “So whatever you wish th ...
The guided reading lesson outlines a daily routine for K-1 students that includes running records, word study, guided reading of new books with a focus on comprehension strategies, and independent work like reading familiar books, writing sentences, and discussing texts. Students will read new informational books daily, store recent books in their bags, and use decoding strategies during guided reading sessions on comprehension and phonics skills.
The document provides guidance on teaching pronunciation to English language learners. It notes that pronunciation involves more than individual sounds, including word stress, sentence stress, intonation and word linking. Achieving native-like pronunciation may be an unrealistic goal for most learners, so teachers should focus on problems that significantly hinder communication. A learner's first language often interferes with English pronunciation, so teachers need to observe students and identify specific problem sounds. The key is improving communication skills rather than eliminating all accents.
Literacy refers to the ability to read and write, which involves encoding and decoding written symbols. Teaching literacy skills is important as it allows students to effectively communicate, explore subjects in depth, and gain a deeper understanding of the world. The key literacy skills are reading, writing, listening and speaking. Reading involves different skills like skimming, scanning, intensive reading and extensive reading. Writing skills include punctuation, spelling, sentence structure and handwriting. The main components of reading are phonemic awareness, phonics, vocabulary, fluency and comprehension. Oral language provides the foundation for developing these reading skills. There are five phases of reading development from pre-reading to advanced reading.
This document discusses strategies for helping English language learners (ELLs) utilize grade-level textbooks in the classroom. It notes that while textbooks are written at grade level, not all students are reading at grade level, including many ELLs. ELLs need to develop literacy, oral language, and writing skills before independently comprehending grade-level texts. The document provides suggestions for teachers, such as previewing vocabulary, guiding students through textbook features, using sentence stems, and teaching in small groups at students' levels. The goal is to help ELLs connect to textbook content by introducing them to key terminology and concepts.
Students will review letter sounds and blending skills using Orton-Gillingham phonics methods. They will also work on concepts of print and reading strategies during guided reading in small groups. Formative assessments such as checking letter sounds, sight words, and observing reading skills will be used to monitor understanding. Students will engage in kinesthetic and auditory activities to practice skills in a multi-sensory manner.
The document discusses strategies for helping students who struggle with reading. It addresses phonological awareness, word identification, fluency, and comprehension. For each area, it identifies skills students should be able to demonstrate and provides suggestions for teachers, such as using manipulatives to teach phonological awareness and modeling fluent reading. The document emphasizes using graphic organizers and questioning techniques to help students comprehend text before, during, and after reading.
This document discusses vocabulary acquisition and its importance for reading comprehension. It begins by introducing the topic and citing research showing vocabulary knowledge is essential for learning. It then discusses how vocabulary develops, noting children from lower socioeconomic groups hear fewer words. Both direct instruction and independent reading are needed to build vocabulary. The document outlines strategies teachers can use to promote vocabulary learning, such as word games, modeling word meanings, and teaching Greek and Latin roots. It emphasizes the need for vocabulary instruction, especially in schools with high poverty rates. Overall, the document examines research on vocabulary development and provides teachers with resources and strategies to support students' vocabulary growth.
This document discusses strategies for balancing fluency and accuracy in language teaching. It emphasizes that fluency activities should allow students to use what they know without introducing new grammar or vocabulary, in order to build confidence and practice. Accuracy activities should focus on language, and can include controlled activities and error correction. The document provides examples of fluency activities like discussions, problem-solving tasks, and role-plays, as well as accuracy activities like dictation and peer correction. It stresses the importance of being clear about the objective of each activity and allowing students to work at their own level.
1) The document outlines Kristine Malia's balanced literacy reading program for 4th grade students.
2) A balanced literacy program combines explicit instruction, guided practice, independent reading and writing daily based on student needs.
3) The program includes components like phonics, reading strategies, vocabulary, comprehension, literature, writing and spelling instruction delivered through experiences like shared reading, read-alouds, and guided reading groups.
A Balanced Literacy Program for Special EducationJoanne Cardullo
Special education students progress more rapidly when they participate in a literacy program that balances phonological awareness with comprehension. Reading with meaning is an educator's ultimate goal!
This presentation summarizes Jennifer Knox's balanced literacy program called "Literacy By Design" used in her classroom. The program follows a gradual release model from teacher-led instruction to independent student work. It includes the five elements of reading: phonemic awareness, phonics, vocabulary, fluency, and comprehension. Students rotate through different literacy stations that are differentiated for various reading levels and skills. Assessment includes weekly spelling tests, comprehension and writing rubrics, biweekly practice tests and progress tests. The program emphasizes parent involvement through suggested at-home activities and literacy websites.
The document discusses strategies for developing literacy skills in students. It outlines components of a balanced literacy approach including reading workshop, writer's workshop, language study, and a two-hour literacy block. It describes organizing students into whole class, small group, and independent work with a focus on guided reading, literature circles, and word study. Guided reading is discussed as a strategy to provide text at students' reading levels with teacher coaching. The importance of teachers in accelerating reading growth is also highlighted.
The document describes a balanced literacy program that incorporates various reading and writing experiences throughout a 120 minute literacy block each day. It explains that students will participate in guided reading, working with words, writing, self-selected reading, and teacher read alouds. The program is designed to help students become successful readers and writers through a variety of strategies, small group and whole class instruction, and assessment of comprehension and skills. Parents are encouraged to help at home with literacy-building activities.
Five Basic Components of a Balanced Literacy Programcmvalente78
The document discusses strategies for developing phonemic awareness, phonics, fluency, vocabulary, and comprehension. It provides descriptions and examples of activities for each area. For phonemic awareness, it discusses techniques like using nursery rhymes, sound games, and Elkonin boxes. For phonics, it recommends teaching word families, sight words, and decoding skills. For fluency, it suggests repeated reading activities and using leveled texts. For vocabulary, it advises teaching word parts, using graphic organizers, and exposing students to advanced words. For comprehension, it notes the importance of fluency and background knowledge.
Phonemic awareness, phonics, fluency, vocabulary, and reading comprehension are the five essential components of an effective, comprehensive reading program. A variety of print-based and online instructional resources and strategies can be used to teach these components in small group or individual sessions from pre-kindergarten through high school. Formative and summative assessments including DIBELS, DRP, PALS, and curriculum-based measures provide data to monitor student progress, identify areas of difficulty, and adjust instruction accordingly.
The document discusses three main approaches to teaching reading:
1. The Language Experience Approach (LEA) uses students' own words and experiences to create reading material. It helps develop language skills.
2. The Phonics Approach teaches the relationship between letters and sounds. It helps students recognize familiar words and decode new words.
3. The Sight Word Approach teaches high frequency words that are recognized instantly without sounding out. It provides a base for beginning reading.
Each approach has different activities to practice skills like matching pictures, word/letter hunts, blending sounds, and integrating language skills through poems. Videos and songs can also be used in phonics instruction.
This document discusses various methods for teaching vocabulary to students, including using pictures, direct instruction of vocabulary words, and having students do group work. It emphasizes exposing students to vocabulary in context through authentic materials and tasks. Some specific techniques mentioned are keyword methods, word maps, and root analysis. Both explicit instruction of individual words and more implicit learning through reading are recommended approaches.
Readers Theatre is a teaching approach that involves students selecting and rehearsing scripts through repeated readings to develop fluency. It follows the gradual release of responsibility model, starting with the teacher modeling fluent reading, then students reading collaboratively in groups, and culminating in independent performances. Each lesson focuses on a different skill: Lesson 1 has the teacher model fluent and non-fluent reading; Lesson 2 has students read scripts in groups; Lesson 3 has students analyze unfamiliar words; Lesson 4 is a dress rehearsal; and Lesson 5 is the final performance, allowing students to showcase their skills.
The document discusses strategies for teaching literacy to emergent and beginning readers. For emergent readers, it recommends using wordless picture books and books with repeated phrases during shared reading. Beginning readers benefit from reading texts with invented spelling to assess their knowledge and from writing their own stories. Assessments discussed include fluency scales, concept of print assessments, and interest inventories.
This document discusses literacy development for preK-3 students. It provides examples of lessons and texts for emergent and beginning literacy learners. For emergent learners, shared reading with repetitive texts is emphasized. A sample lesson uses a wordless picture book and "Hop on Pop". Beginning learners practice invented spelling and writing captions for a wordless book. Assessments include fluency, writing samples, and interest inventories. Differentiating instruction based on students' skills ensures their needs are met.
Lesson Plan PhonicsTeacher Candidate Course L.docxsmile790243
Lesson Plan: Phonics
Teacher Candidate:
Course:
LESSON PREPARATION [before the lesson]
Topic: Phonics
Specific Strategy: Rhyming short, one-syllable vowel words
Subject and Grade Level: Reading, First Grade
Standards: State [Virginia SOL or reading standard of your state]
English 1.6 The student will apply phonetic principles to read and spell.
Standards: National [IRA/NCTE]: Standard 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts.
Standards: Liberty TCA 1.6 Teacher candidate enhances success of all learners, providing for: diverse backgrounds (race, SES, gender, ethnicity, language)
Liberty TCA – Part 2: 2.1 Teacher candidate shows a high standard of ability in the English language arts and discerns, comprehends, and applies conceptions from reading, language, and child development, in order to assist students to effectively use their developing skills in dissimilar circumstances.
Standards: Common Core CCSS.ELA-Literacy.RF.1.3.b
Decode regularly spelled one-syllable words.
Primary Objective: Given one short vowel, one syllable word (ex. Dog), the student will be able to correctly match seven rhyming words out of a list of ten words with the original word provided.
Diversity: There are two students with ADHD that have IEP’s, and one student of Hispanic background with limited English proficiency. The students with ADHD will benefit greatly with the hands-on materials provided by this lesson and the songs and audio materials will be useful for the LEP student in order to see and hear the words in English.
Differentiation: Auditory: Students will be given the opportunity to listen to the short vowel words and hear how the one syllable words make rhyming patterns in the reading.
Visual: The students will be able to visualize the rhyming words when placed on the whiteboard and can identify the similarities between each short vowel word.
Tactile: Students who learn best tactilely will benefit from the use of hands-on materials, such as letter blocks and tiles to form the rhyming words.
Kinesthetic: Students will have bigger letter blocks to form the short vowel words and can physically move each block around to form the correct letter pattern.
Children’s Literature Selection:
Seuss, Dr. Hop on Pop. New York: Beginner Books, 1963.
Materials/Equipment:
v Mini Charts
v Plastic letters
v letter tiles
v alphabet cards
v Hop on Pop
v Hop on Pop worksheets
v Quiz on identifying the rhyming word
Technology Integration:
“Sing your way into phonics” is an excellent resource for integrating technology and diversity in the classroom. By using the provided CDs, children can experience the different sounds of short, one syllable rhyming words as they view them in class. https://www.actionfactor.com/pages/phonics-products.html#CB1
Character Education Principle: Compassion: Be kind to one another in and out of the classroom. “So whatever you wish th ...
The guided reading lesson outlines a daily routine for K-1 students that includes running records, word study, guided reading of new books with a focus on comprehension strategies, and independent work like reading familiar books, writing sentences, and discussing texts. Students will read new informational books daily, store recent books in their bags, and use decoding strategies during guided reading sessions on comprehension and phonics skills.
The document provides guidance on teaching pronunciation to English language learners. It notes that pronunciation involves more than individual sounds, including word stress, sentence stress, intonation and word linking. Achieving native-like pronunciation may be an unrealistic goal for most learners, so teachers should focus on problems that significantly hinder communication. A learner's first language often interferes with English pronunciation, so teachers need to observe students and identify specific problem sounds. The key is improving communication skills rather than eliminating all accents.
Literacy refers to the ability to read and write, which involves encoding and decoding written symbols. Teaching literacy skills is important as it allows students to effectively communicate, explore subjects in depth, and gain a deeper understanding of the world. The key literacy skills are reading, writing, listening and speaking. Reading involves different skills like skimming, scanning, intensive reading and extensive reading. Writing skills include punctuation, spelling, sentence structure and handwriting. The main components of reading are phonemic awareness, phonics, vocabulary, fluency and comprehension. Oral language provides the foundation for developing these reading skills. There are five phases of reading development from pre-reading to advanced reading.
This document discusses strategies for helping English language learners (ELLs) utilize grade-level textbooks in the classroom. It notes that while textbooks are written at grade level, not all students are reading at grade level, including many ELLs. ELLs need to develop literacy, oral language, and writing skills before independently comprehending grade-level texts. The document provides suggestions for teachers, such as previewing vocabulary, guiding students through textbook features, using sentence stems, and teaching in small groups at students' levels. The goal is to help ELLs connect to textbook content by introducing them to key terminology and concepts.
Students will review letter sounds and blending skills using Orton-Gillingham phonics methods. They will also work on concepts of print and reading strategies during guided reading in small groups. Formative assessments such as checking letter sounds, sight words, and observing reading skills will be used to monitor understanding. Students will engage in kinesthetic and auditory activities to practice skills in a multi-sensory manner.
The document discusses strategies for helping students who struggle with reading. It addresses phonological awareness, word identification, fluency, and comprehension. For each area, it identifies skills students should be able to demonstrate and provides suggestions for teachers, such as using manipulatives to teach phonological awareness and modeling fluent reading. The document emphasizes using graphic organizers and questioning techniques to help students comprehend text before, during, and after reading.
This document discusses vocabulary acquisition and its importance for reading comprehension. It begins by introducing the topic and citing research showing vocabulary knowledge is essential for learning. It then discusses how vocabulary develops, noting children from lower socioeconomic groups hear fewer words. Both direct instruction and independent reading are needed to build vocabulary. The document outlines strategies teachers can use to promote vocabulary learning, such as word games, modeling word meanings, and teaching Greek and Latin roots. It emphasizes the need for vocabulary instruction, especially in schools with high poverty rates. Overall, the document examines research on vocabulary development and provides teachers with resources and strategies to support students' vocabulary growth.
This document discusses strategies for balancing fluency and accuracy in language teaching. It emphasizes that fluency activities should allow students to use what they know without introducing new grammar or vocabulary, in order to build confidence and practice. Accuracy activities should focus on language, and can include controlled activities and error correction. The document provides examples of fluency activities like discussions, problem-solving tasks, and role-plays, as well as accuracy activities like dictation and peer correction. It stresses the importance of being clear about the objective of each activity and allowing students to work at their own level.
The document provides guidance for lesson planning to develop students' literacy skills. It discusses assessing students at the beginning, middle, and end of the year to guide instruction. Throughout the year, teachers should incorporate daily reading, writing, and opportunities to access different types of books. Lessons should use developmentally appropriate practices, texts matched to students' levels, and instructional methods that address cognitive and affective needs. The document also provides an example lesson sequence that uses a matrix to compare elements across four stories by Leo Lionni.
The document provides guidance for lesson planning to develop students' literacy skills. It discusses assessing students at the beginning, middle, and end of the year to guide instruction. Throughout the year, teachers should incorporate daily reading, writing, and opportunities to access different types of books. Lessons should use developmentally appropriate practices, texts matched to students' levels, and instructional methods that address cognitive and affective needs. The document also provides an example lesson sequence that incorporates vocabulary, comprehension questions, and a summary assessment.
This document discusses strategies for developing students' oral language skills. It defines oral language as using spoken words to express knowledge, ideas, and feelings. Oral language skills are important for school readiness, literacy development, and academic achievement. Key strategies discussed include encouraging conversation, maintaining eye contact, modeling clear speaking, having students summarize information, incorporating questions, and teaching for oral reading fluency. The goal is to help students communicate effectively through speaking and listening.
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
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.
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
2. Phonemic Awareness
Definition
S “Phonemic awareness is the ability to identify and
manipulate the sounds letters represent, including
blending sounds to make words, creating rhyming
patterns, and counting phonemes (individual sounds)”
(McEwan, 2009).
3. Phonemic Awareness
Features/Facts
S Students can learn from their environment/ listening to
caregivers, word games, poems and nursery rhymes,
and teachers who teach is explicitly and systematically.
S Students must learn PA skills before you learn phonics
skills.
S PA is a critical factor when learning the alphabetic
principle.
4. Phonemic Awareness
S Instructional Resource that meets the learning needs
of diverse population (print-based): Print words on
cards so that the student is able to follow along with the
letter sounds as they read the word.
S Instructional Resource that meets the learning needs
of diverse population (non-print-based): Clapping and
tapping the syllables in the words.
5. Phonemic Awareness
Instructional Strategies
S Instruction must be differentiated, explicit, systematic,
supportive, intensive, and specialized:
S Explicit instruction: I do, We do, You do. Teacher will
model first, then all of the students do it, then the student
does it independently.
S Supportive Instruction: First graders will be given many
opportunities to practice sounds orally modeled by the
teacher while the teacher encourages the students to
stay on task.
6. Phonemic Awareness
Assessments
S 1. Dynamic Indicators of Basic Early Literacy Skills
Assessment: this test can be given in k-2 to test students’
PA awareness skills.
S 2. Phonological Awareness Skills Test: this test can be
given to first graders to find out which PA skills they have
mastered and which skills they need more help with.
7. Phonics Definition
S “Phonics is an understanding of the alphabetic principle
(that letters either singly or in combination represent
various sounds) and the ability to apply this knowledge in
decoding of unfamiliar words.” (McEwan, 2009).
8. Phonics Features/Facts
S “The evidence for phonics instruction is most persuasive for
students who begin first grade with weaker PA skills.” (Foorman
et al., 1998)
S Systematic phonics programs helps students understand why
they are learning the relationships between letters and sounds.
S Synthetic phonics focuses on graphemes and phonemes.
9. Phonics
S Instructional Resource that meets the learning needs
of diverse population (print-based): First graders
should be provided with passages or books to be able to
decode the words.
S Instructional Resource that meets the learning
needs of diverse population (non-print-based): First
graders can use magnetic letters to help students
manipulate the words.
10. Phonics
S Instructional Strategy and an explanation of their
implementation and methodologies for specific grade level
S 1. Teachers should be flexible when making their groups.
Teachers want to create their groups depending on their
reading level and reading skills. First graders can be separated
into low, middle, and high groups.
S 2. Teachers should choose books for their first graders that are
on their correct reading level and then scaffolding the books to
higher levels.
11. Phonics Assessments
S 1. Use decodable books to see how the first graders are
able to decode the words in the passage.
S 2. Use a set list of decodable words to see how the first
graders figure out the word.
12. Fluency Definition
S Fluency is the ability to read so effortlessly and
automatically that working memory is available for the
ultimate purpose of reading – extracting and constructing
meaning from the text” (McEwan, 2009).
13. Fluency Features/Facts
S Sight word can be immediately retrieved from long-term
memory.
S Prosody is important with fluency (because it is reading
with expression that indicates that the reader fully
understands the meaning conveyed by the author, which
improves comprehension.)
S Fluency is the variation in speed which sight words are
processed.
14. Fluency
S Instructional Resource that meets the learning needs of
diverse population (print-based): Teachers should find text
that is on the students level so that they can practice sounding
fluent. (First graders can re-read independently to help with
fluency)
S Instructional Resource that meets the learning needs of
diverse population (non-print-based): Teacher can say a
sentence from the story and have the students repeat it. Use
flash cards with pictures and the word on it. The student will
hear the teacher read fluently and the flash cards will help with
the unfamiliar words.
15. Fluency: Instructional
Strategies
S Teacher will read the students the story as they follow along
S Students will echo read with the teacher
S Everyone will choral read the selection
S Teacher will break class into paired reading
S Student will independently read the story on their own.
S Repetition will help the first graders understand and listen to
how fluent reading should sound.
16. Fluency: Instructional
Strategies
S In small group, so that all the students are on the same reading
level, have students take turns reading a sentence from the
story.
S Teacher will write any missed words on the board and help
decode the decodable words.
S Students will read the story in pairs and then independently.
S This helps the first graders listen to each other and practice the
unfamiliar words so that they are prepared to read on their own.
17. Fluency Assessments
S Running record: a teacher can give a student a running
record by timing them read the passage and markng any
missed words.
S A teacher can use a Fluency scale to see how a student
performs while reading a passage.
18. Vocabulary Definition
S Vocabulary is the body of words.
S “Word Knowledge is knowing the meaning of words,
knowing about the relationships between words (word
schema), and having linguistic knowledge about words”
(McEwan, 2009).
19. Vocabulary Features/Facts
S Word knowledge is simply knowing the meaning of lots of
words.
S “Students need many exposures and experiences with
new words to fully understand them in new text or use
them in writing and speaking” (McEwan, 2009).
S Vocabulary can be learned by incidental learning.
20. Vocabulary
S Instructional Resource that meets the learning needs of
diverse population (print-based): Students can review
vocabulary words and then read them in a passage to see how
it relates to the story.
S Instructional Resource that meets the learning needs of
diverse population (non-print-based): Teachers can engage
students in discussions about what experiences they have had
with certain words.
21. Vocabulary: Instructional
Strategies
S Teacher will provide definitional and contextual
information about new words.
S First graders are eager to learn new words but a teacher
must really help them understand the new word.
S Teacher must provide definition, synonyms, antonyms,
sentences, etc.
S Students can relate other words to their experiences as
well.
22. Vocabulary: Instructional
Strategies
S Teacher can provide students with multiple opportunities
for cognitive processing.
S Students can write about the words.
S Students can create a story about the words.
S Students can act out their experiences with the words.
S This will help first graders make connections to the
words.
23. Vocabulary Assessments
S Teacher can have students write their own sentences using the
vocabulary words. This shows that they understand what the
word is and how it fits in a sentence. First graders would be
able to express their personal relevancy with these words.
S Teacher can ask the students to create a project (storybook,
poem, song, etc.) with these words to show that they
understand what they mean. This lets first grade choose what
activity they want while showing the teacher they understand
the vocabulary.
24. Comprehension Definition
S “Comprehension is the extraction or construction of
meaning from text using the seven cognitive strategies or
highly skilled readers as appropriate” (McEwan, 2009).
25. Comprehension
Features/Facts
S Activating helps a student to recall prior knowledge to
construct meaning.
S Inferring brings together what is written in text and what
is unwritten in text, and helps reader to construct
meaning.
S Visualizing helps the reader visualize a mental image to
construct meaning from the text.
26. Comprehension
S Instructional Resource that meets the learning needs
of diverse population (print-based): A first grader is
able to read a story independently and then answer
question to help understand the story.
S Instructional Resource that meets the learning needs
of diverse population (non-print-based): A first grader
can listen to the teacher read a story aloud, and then
verbally answer questions about the story.
27. Comprehension:
Instructional Strategies
S The teacher will directly and explicitly what the students
are expected to do during the lesson.
S The teacher will do a think aloud of how to think about
how one is reading both during and after the act of
reading.
S A first grader needs to be able to monitor his/her reading.
This is important for a student so that they are paying
attention to the details in the story and understanding
what they are reading.
28. Comprehension:
Instructional Strategies
S It is always important for a teacher to recap the lesson.
S The act of summarizing what has been learned is
important for first graders to hear so that they know it is
important and should be applied during their reading.
29. Comprehension Assessments
S A teacher can have a first graders independently read a
passage and answer questions about the text. This
allows the teacher to understand if the student
understood the story.
S The students can read a story and then write a summary
about the story. The teacher can use a scale to rate the
students summary of the story. This is important to see if
the student understood what the story was about and if
details were provided.
30. Resources:
S Delaware Department of Education (2009). Delaware literacy resource guide. Retrieved from
http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/DELiteracyResourcePDF.pdf
S Educational Leadership: Schools and Learning Communities: What is a Professional Learning
Community?. (n.d.). iCyte. Retrieved May 20, 2014, from
http://www.icyte.com/saved/www.ascd.org/697197?key=10d4140f70d94d8d8a071e7dcffec437b677ea03.
S Effective Strategies for Teaching Phonemic Awareness. (n.d.). Reading Worksheets Grammar
Comprehension Lesson Plans. Retrieved June 26, 2014, from http://www.k12reader.com/effective-
strategies-for-teaching-phonemic-awareness/
S Hasbrouck, J. (2006). For Students Who Are Not Yet Fluent, Silent Reading Is Not the Best Use of
Classroom Time. American Educator, Summer 2006, 30(2).
S McEwan, E. K. (2009). Teach them all to read: catching kids before they fall through the cracks (2nd ed.).
Thousand Oaks, Calif.: Corwin.
S What is Wilson Fluency/Basics?. (n.d.). iCyte. Retrieved May 28, 2014, from
http://www.icyte.com/cytes/show/608060?key=15bd4cda992c584d6431f627699d0a4e418061bd