1. Teachers in all content areas must model reading strategies to help struggling readers become independent learners. They should break down assignments, provide vocabulary support, and highlight textbook features.
2. Students can be grouped based on where they sit in the classroom - those in front tend to value education more, those in middle are more pragmatic, and those in back are more at-risk and disengaged.
3. There are five key areas of reading instruction supported by research: phonemic awareness, phonics, fluency, vocabulary, and text comprehension. Teachers must explicitly teach these skills and strategies.
This document contains recommended remediation activities for developing reading skills of English among those who are in the frustration level of reading.
This document contains recommended remediation activities for developing reading skills of English among those who are in the frustration level of reading.
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.
Somehow, information are substantial. we just have one reference but somehow helpful. Thanks! Comments for any questions and suggestions for future references.
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.
Somehow, information are substantial. we just have one reference but somehow helpful. Thanks! Comments for any questions and suggestions for future references.
Here are some applied theories educators use in helping pupils who struggle in reading. As future teachers, education students learn them. Further, parents and guardians as well as private tutors who have no formal training in education can learn and use them in their roles in the education of future of the society.
This is my slide deck from my session at the North Carolina Reading Conference last week in Raleigh, NC. I do staff development to schools and districts all over the country about best practices in literacy instruction. This topic is one of my most requested.
Paired Reading can be an engaging and motivating reading format that has potential to boost reading comprehension. North Carolina Reading Association (NCRA) 2014. Presentation by Elizabeth Swaggerty and Stephanie Haddock.
Literacy solutions for struggling readers (Hi/Low Fiction and the Common Core)Orca Book Publishers
In order to reach struggling readers, teachers and librarians need to be responsive and adaptive. Additionally, the Common Core asks that students are comfortable with a wide range of text formats. In this free, hour-long webinar, representatives from Orca Book Publishers and Saddleback Educational Publishing will offer Common Core-linked suggestions for sharing high-interest fiction with struggling readers, as well as solutions that can work in multiple formats, from print and audio to multi-user ebooks and digital reading aids. Moderated by Booklist’s Books for Youth editorial director Gillian Engberg.
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
Successful language learners — who are they? What is it that makes some students into fluent and confident users of English while others are struggling to wrap their heads around it?
In my talk I am going to argue that while dedication, effort, and motivation are all very important, it is our learning habits that help us become successful language learners and achieve our learning goals. Moreover, together we will link good learning habits to learner autonomy.
Finally, I will share some practical tips how to plant good learning habits in our students and help them grow into autonomous learners.
Three takeaways
Participants
1 will be able to define 'a good learning habit' and become aware of some examples of language learning habits;
2 will be able to describe an autonomous learner and bridge learner autonomy and learning habits;
3 will get some practical tips how to plant good learning habits in their students and promote learner autonomy.
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
External factors that affect the child’s reading comprehension: TeacherKevin Cedrick Castro
How does teachers affect student's learning and performance in reading comprehension? Learn more on the impact brought by teachers in the student's reading comprehension.
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!
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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.
2. If students cannot read, they
cannot be independent
learners.
• Teachers in all content
areas must model the
thinking processes they use
for reading for content.
– Break textbook assignments
into managable proportions
– Provide content related
vocabulary
– Highlight features of the
textbook
3. Researcher Richard Bloom
• The most critical age for
students is 13 because of
hormones, peer pressures,
and social forces.
4. Students Fall Into 3 Groups
1. Students who sit in the front of
the room.
– Parents value school and
education
– Parents teach the rules of
school:
• Sit up front
• Do your homework
• Act like you like the
teacher
• Raise your hand to ask a
question
5. Students Fall Into 3 Groups
2. Students who sit in the middle of the
room.
– Similar to group that sits in front with these
exceptions:
• Realist – know they have to go to
school and what they have to do
• Come everyday to see their friends
• Do required work
• Behave within requirements
6. Students Fall Into 3 Groups
3. Students who sit in the back of the
room.
– Farther back = More at-risk students
• Wear coats and hoods
• Don’t mess with them body language
• Moved from, “I cannot read,” to “I will
not read.”
• Discipline problems
• Stay in school until they are old enough
to drop out.
7. Tom Landry, Football Coach:
• “Setting a goal is not the
main thing. It is deciding
how you will go about
achieving it and staying
with that plan that spells
success.”
8. Researcher Stephen Covey
• “To begin with the end in
mind means to start with a
clear understanding of
your destination. It means
to know where you’re
going so that you better
understand where you are
now so that the steps you
take are always in the right
direction.”
9. Take this Reading I.Q Quiz
Number your paper 1-10. Answer T (True)
or F (False).
1. Content reading strategies are useful
only with printed text.
2. If students have not developed a
strong inner voice, they will mumble
and move their lips as they read.
3. Many students have difficulty reading
aloud and comprehending at the
same time.
10. Take this Reading I.Q Quiz
4. Prior knowledge is an important part
of reading comprehension.
5. When good readers read, they look
at every letter and every word.
6. Readers must know what most of the
words mean before they can
understand what they are reading.
11. Take this Reading I.Q Quiz
7. Comprehension is selective. Good
readers focus on important
information, and poor readers focus
only on their interest in the text.
8. Good readers examine the structure
of words and use roots and affixes to
help comprehend new words.
9. Reading strategies and skills should
be taught explicitly and
systematically to both good and
poor readers.
12. Take this Reading I.Q Quiz
10. Only trained reading teachers,
working in pull-out programs, can
teach struggling readers to read at
the middle and high school levels,
because it’s took late to teach them
to read in their content classes.
How did you do? We’ll discuss the
answers at the end of the
workshop.
13. Researcher David Sousa
• “That the brain learns to
read at all attests to its
remarkable ability to sift
through seemingly
confusing input and
establish patterns and
systems. For a few children,
this process comes
naturally; most have to be
taught.”
14. National Institute for Literacy
and the Center for
Educational Statistics
40
• ______million adults in
the U.S. are functionally
illiterate.
40
•About ____percent of all 4th
graders lack the most basic
reading skills.
15. Matthew Effect
• quot;For unto every one that hath shall be
given, and he shall have abundance:
but from him that hath not shall be
taken away even that which he
hath.quot; (Matthew XXV:29, KJV).
This line is translated as, quot;the rich get
richer and the poor get poorer.quot;
The gap between good readers and
poor readers gets wider as they move
through school.
If a child is not reading on grade level
by 4th grade = high school dropout.
16. 2000 National Reading Panel
• What is reading comprehension?
– “The intentional thinking during
which meaning is constructed
through interaction between the text
and the reader. The content of
meaning is influenced by the text
and by the reader’s prior knowledge
and experiences.”
– Reading is purposeful and active.
17. Comprehension
2 Levels:
• Literal Comprehension –
identifying individual words
and their meanings
• Higher-Order
Comprehension –
analytical, and reflective
comprehension.
18. Put Reading First
• Reading Research from the
National Reading Panel
• Provides scientifically-
based research n how to
successfully teach children
to read.
• Identifies 5 areas of
reading instruction.
19. 5 Areas of Reading Instruction
• Phonemic Awareness
• Phonics
• Fluency
• Vocabulary
• Text Comprehension
20. Area 1: Phonemic Awareness
• The ability to hear the sounds that letters
make when they are put together to
make words.
Example: /b/a/t/
• Phonemes = sounds letters make
• Sounds can be segmented (pulled apart)
• Sounds can be blended (put back
together)
• Sounds can be manipulated (added,
deleted, substituted)
21. Area 2: Phonics
• The relationship between the sounds heard
when spoken (phonemes) and the letters in
the alphabet (graphemes).
• Phonics involves sounding a word out.
• If a teacher was taught to sound a word out,
they will teach their students this method.
22. Area 3: Vocabulary
Development
• The ability to store
information about
meanings and
pronunciations of words
needed to understand
content.
– Denotation = dictionary
definition
– Connotation = real-life usage
• Often short term learning.
23. Area 4: Fluency
• The ability to read text with
accuracy, expression, speed,
and comprehension.
– Reading with inflection (phrasing).
– Fluent readers do not have to
concentrate on decoding words,
but can focus on content.
– Fluent readers make the
connection between the text and
their own personal experiences.
Fluency is the bridge
between recognizing
words and comprehension.
24. Area 5: Text
Comprehension
• The ability to understand,
remember, and explain to
others what you have
read.
• Comprehension strategies:
– Prior knowledge
– Text and picture support
– Intensive writing