This material is an introduction to the subject, The Teacher and the School Curriculum. Class rules and target goals for the subject have been included aside from the definition, concepts, determinants or factors encompassing curriculum.
Objective:
Explain the important insights and reasons of multilingual education in making education more responsive to cultural diversity.
Appreciate the value of using his/her own mother tongue in dealing with any classroom situations, and
Simulate different classroom situation using their own mother tongue.
This material is an introduction to the subject, The Teacher and the School Curriculum. Class rules and target goals for the subject have been included aside from the definition, concepts, determinants or factors encompassing curriculum.
Objective:
Explain the important insights and reasons of multilingual education in making education more responsive to cultural diversity.
Appreciate the value of using his/her own mother tongue in dealing with any classroom situations, and
Simulate different classroom situation using their own mother tongue.
This presentation focuses on:
-Shift of International Focus
-The Outcomes of Education: Focus of Accreditation
-Program Objectives (P.O)
-Student Learning Outcomes (S.L.O)
-Curriculum Mapping
-Determining the Attainment of S.L.O through Outcomes-Based Assessment
Course Descriptions of Language Subject Areas and Goals of Language Teaching
English Elementary
English Secondary
Filipino Elementarya
Filipino Sekondarya
Is it possible to explain why the student outputs is as they are through an assessment of the processes which they did in order to arrive at the final product?
YES, through Process oriented, performance-based assessment
This presentation focuses on:
-Shift of International Focus
-The Outcomes of Education: Focus of Accreditation
-Program Objectives (P.O)
-Student Learning Outcomes (S.L.O)
-Curriculum Mapping
-Determining the Attainment of S.L.O through Outcomes-Based Assessment
Course Descriptions of Language Subject Areas and Goals of Language Teaching
English Elementary
English Secondary
Filipino Elementarya
Filipino Sekondarya
Is it possible to explain why the student outputs is as they are through an assessment of the processes which they did in order to arrive at the final product?
YES, through Process oriented, performance-based assessment
Theories in reading instruction
TOP-DOWN READING MODEL
Emphasizes what the reader brings to the text
Says reading is driven by meaning
Proceeds from whole to part
Views from some researchers
1. Frank Smith – Reading is not decoding written language to spoken language
2. reading is a matter of bringing meaning to print
FEATURES OF TOP-DOWN APPROACH
Readers can comprehend a selection even though they do not recognize each word.
Readers should use meaning and grammatical cues to identify unrecognized words.
Reading for meaning is the primary objective of reading, rather than mastery of letters, letters/sound relationships and words.
FEATURES OF TOP-DOWN APPROACH
Reading requires the use of meaning activities than the mastery of series of word- recognition skills.
The primary focus of instruction should be the reading of sentences, paragraphs, and whole selections
The most important aspect about reading is the amount and kind of information gained through reading.
BOTTOM UP
Emphasizes a single direction
Emphasizes the written or printed texts
Part to whole model
Reading is driven by a process that results in meaning
PROPONENTS OF THE BOTTOM UP
Flesch 1955
Gough 1985
FEATURES OF BOTTOM-UP
Believes the reader needs to:
Identify letter features
Link these features to recognize letters
Combine letter to recognize spelling patterns
Link spelling patterns to recognize words
Proceed to sentence, paragraph, and text- level processing
INTERACTIVE READING MODEL
It recognizes the interaction of bottom-up and top-down processes simultaneously throughout the reading process.
Reading as an active process that depends on reader characteristics, the text, and the reading situation (Rumelhart, 1985)
Attempts to combine the valid insights of bottom-up and top-down models.
PROPONENTS OF THE INTERACTIVE READING MODEL
Rumelhart, D. 1985
Barr, Sadow, and Blachowicz 1990
Ruddell and Speaker 1985
Developmental Reading Program
Is a systematic instruction in reading skills and strategies.
Aims:
Generate a positive attitude towards reading process through changing reading habits,
Change reading weakness into strengths,
Let students become aware of their learning techniques which can enable any person, student, or other wise,
Become more successful in real life-learning situations.
“A reading program in which students who are able readers continue to be taught reading skills in a sequential program of instruction, designed to reinforce and extend the skills and appreciations acquired in the previous years, and develop new skills as they are needed.”
-Umans(1964)
Skill Ladder of Goodell
Phonetic Analysis
International Phonetic Alphabet
Using Structural Analysis
click
Reading Pyramid
Developmental Reading Behaviors
Components of a Balanced Literacy Program
Read Aloud
The teacher or another person reads aloud to the student. The teacher has the primary responsibility; the students are the attentive observers. The teacher models fluency and expression in reading. The activity promotes literature enjoyment.
Shared Reading
The teacher will share the responsibility of reading with the students. The teachers still has the primary responsibility for reading, but the students may have their own copy. Students take a more active role
Guided Reading
The heart of instructional reading program.
The bridge between shared reading and independent reading
Guide, observer monitor, responder, and questioner
Determining a student’s developmental stage in reading is important for success.
Different cueing systems
Independent Reading
Students choose what they want to read according to what their interests.
The teacher support, observe, and respond t their efforts.
Writing Aloud
Models his thinking, planning, questioning, drafting and revising.
The teacher literally writes aloud and the students observe.
But should not model the entire writing.
Shared Writing
Demonstrated in collaboration with the students.
Guided Writing
Guides the students towards the creation of their own writing through questioning and clarifying.
Independent Writing
The students writes independently and implement that which they have observed and experienced.
Anothe presentation which can be your reference in making your report in your EDUC 7A classes (Developmental Reading) this is the chapter 3 which focuses on what is developmental reading at its stages and the skills you need to have for proficient reading and of course the problem most kids are facing in terms of reading.
This presentation contains different reading techniques for beginning and struggling readers. This slides include ways on how to effectively teach reading among learners in response to the implementation of national learning camp. In doing so, it prevents future concerns in reading efficacy in lieu of providing quality reading efficacy. As such, there is a consistent delivery of instructions for pedagogical concerns may hamper the development of such life skills
EFFECTIVE FLUENCY STRATEGIES
Student Name
University Name
Date
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.
2
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.
3
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.
4
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 ...
A good vocabulary is an important building block for helping language learners to communicate effectively, but it’s also essential to school performance more widely.for more info https://voiceskills.org/
The Reading Whisperer shares some ideas for primary school teachers and learning support staff regarding older students who are struggling with reading and spelling.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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2. Reading Skills Ladder
1. Basic sight words
2. Using phonetic analysis
3. Using structural analysis
4. Using contextual clues
5. Vocabulary building
6. Finding the main idea
7. Finding the supporting details
8. Interfering meanings, drawing conclusions
9. Classifying and organizing facts
10. Using parts of the book
11. Using the dictionary
12. Using the encyclopedias and other reference books
13. Borrowing library books for research and enjoyment
14. Starting your private library collection
15. Exposure to reading from mass media
16. Reading from the Internet
4. What are sight words?
Sight words
Often also called high frequency sight words.
The Dolch words are the 220 most frequently found
words in books that children read.
Many of these words cannot be sounded out because
they do not follow decoding rules, so they must be
learned as sight words.
They are commonly used words that young children are
encouraged to memorize as a whole by sight, so that
they can automatically recognize these words in print
without having to use any strategies to decode.
These account for a large percentage (up to 75%) of
the words used in beginning children's print materials.
5. These words are usually learned in first and second grade;
students who learn these words have a good base for
beginning reading.
The number of words recognized is the basis for assigning
his/her equivalent reading level.
The scale is as follows:
NUMBER OF DOLCH WORDS ESTIMATED READING LEVEL
RECOGNIZED
0 – 75 Pre-primer
76 – 120 Primer
121 – 170 1st Year
171 – 210 2nd Year
Above 210 3rd Year+
6. a
all
am
an
and
are
at
big
as
away
be
black
brown
by
came
did
again
about
any
ate
after
better
over
always
both
but
around
bring
cold
ask
carry
cut
beacuse
clean
fast
been
could
first
before
done
blue
eat
five
best
don’t
call
fall
fly
buy
draw
can
find
four
does
drink
come
for
give
far
eight
do
get
goes
found
every
down
going
from
full
hurt
7. funny
have
got
gave
know
go
her
green
grow
light
good
him
had
hold
myself
he
his
has
how
never
help
if
hot
just
own
here
into
its
keep
pick
I
laugh
long
kind
right
in
let
made
much
seven
is
live
many
must
shall
it
may
new
now
show
jump
my
not
off
their
like
no
of
once
them
little
old
open
only
then
look
on
please
round
there
make
one
or
sleep
these
me
put
our
small
think
8. out
saw
pull
take
play
said
read
tell
pretty
she
start
thank
ran
sit
say
that
red
some
sing
they
ride
stop
six
this
run
three
soon
too
see
today
ten
try
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the
was
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9. Ehri's Four Phases of Development in Sight
Word
1. Pre-Alphabetic Phase
Beginners connect visual attributes of the word & its
letters to pronunciations & meaning of the word.
For most students, this first phase occurs
through paired associates learning.
As such, the cue is paired with the pronounced word
& stored in long-term memory, rather than learning
letters with their associated letter sounds.
10. 2. Partial Alphabetic Phase
Children begin to learn that certain letters are
associated with letter sounds.
Children begin to use phonological awareness skills
to associate certain letters in the word to pronounce
the word.
They would use partial cues because they had not
yet mastered all phonemes & graphemes.
11. 3. Full Alphabetic Phase
Children become more proficient with letters in words
& their associated phonemes.
As children encounter familiar & new words, they are
able to apply their phonological awareness skills to
segment the word into letter sounds & blend these
sounds back together to pronounce the word.
They can correctly discern between similarly spelled
words.
12. 4. Consolidated Alphabetic Phase
Children are able to pronounce words by recalling
word parts or letter patterns.
They use their knowledge of word parts when they
encounter multisyllabic words in their reading.
Spelling becomes part of the reading process.
Research has confirmed that spelling instruction
improves students' abilities to read & decode words.
14. Phonetics is a branch of linguistics that comprises
the study of the sounds of human speech, or—in the
case of sign languages—the equivalent aspects of
sign
Phonetic Analysis
- is based on the traditional classification of
speech sounds using the International Phonetic
Alphabet (IPA).
- also called phonics, is the study of sound-
symbol or phoneme-grapheme relationships.
- Sounding out words by separating a larger
word into the smaller sounds (both vowel and
consonant sounds and blends) that make it up.
