The document provides a final design for an instruction on the science of reading. It aims to educate current and future educators on the science of reading and how it compares and can benefit students compared to traditional reading instruction. It details needs assessments that show students' reading scores have declined and the science of reading may help address issues with traditional instruction. The design outlines goals and objectives for learners to understand the five components of science of reading and how it differs from and can improve upon traditional reading instruction.
Sample CV for Electronics & Communications StudentHussain Shah
Rehan Ahmad is seeking a career opportunity where he can apply his knowledge and skills. He has a B.Tech in Electronics and Communication Engineering with 76% from HBTI Kanpur. His skills include presentation, leadership, communication and computer skills like MS Office and various operating systems. He has experience from industrial trainings at BSNL and HAL in areas like 3G communication, electronic control systems, and aircraft control systems. His hobbies include listening to music, reading newspapers, and social networking. He has participated in various seminars, workshops and technical programs during his education.
Quantum dots are semiconductor nanocrystals that can emit light of varying wavelengths depending on their size. They have applications in display technology where they can convert blue light into red or green light. There are different types of quantum dot display systems including photo-enhanced, photo-emissive, and electro-emissive systems. Quantum dots offer benefits like high brightness, energy efficiency, and pure color emission.
The document discusses key aspects of the Diploma C-20 curriculum framework introduced in India. It focuses on integrating theory and practical components, strengthening practical skills, and reducing the gap between industry and education. Some highlights include:
- Emphasis on conducting more skill-based workshops and laboratories to complement theoretical learning.
- A minimum of 40 contact hours per week, including 7 hours of classes from Monday to Friday and 5 hours of theory and practical classes on Saturday.
- Continuous internal evaluation of students, including tests, assignments and projects, in addition to semester-end exams.
- Mandatory internships of at least 400 hours to help students gain work experience.
- Provisions for personality
Guest lectures help students improve their learning in a more interactive, topic specific way. These can be very helpful not only for the students, but can also contribute to the teacher’s knowledge and practices. Guest lectures can be used to make classes more approachable and appealing to students.
Know more here:
1.3 Philip Jackson Model-Phases of Teaching and Role of Teacher in these Phas...DipakKhakal1
B.Ed 105- Advanced Pedagogy and Application of ICT
1.3 Philip Jackson Model
1.3.1 Phases of Teaching
1.3.2 Role of Teacher in these Phases of Teaching-
Regardless of where you are from or how many times you have visited campus, it is important to prepare for your orientation program. The IEC's New Student Orientation Program is the first step in an amazing journey.
The document presents an innovative learning method for developing students' mental ability and logical thinking. The Innovative Learning Institute works with faculty to develop and disseminate new teaching strategies that improve student outcomes. Examples of innovative strategies include classroom assessment techniques, which have been shown to positively impact learning. The document then provides 4 math problems as examples of the innovative learning method, showing the steps to solve logic puzzles and number patterns. It concludes that this method can help teachers develop students' problem solving and engage learners through initiative and pleasure in learning.
This document contains an enrollment report from Shemeka McClung, Director of Institutional Research, Planning, and Assessment at Jackson State University. It includes statistics on enrollment numbers, student demographics, academic majors, retention rates, and more. Key figures are that total enrollment is 9,508 students, with 6,819 undergraduate and 2,689 graduate students. The majority of students are in-state, black, and female. Top undergraduate majors are Biology, Childcare and Family Education, and Criminal Justice. The retention rate from fall 2013 to fall 2014 was 77.7% overall.
Sample CV for Electronics & Communications StudentHussain Shah
Rehan Ahmad is seeking a career opportunity where he can apply his knowledge and skills. He has a B.Tech in Electronics and Communication Engineering with 76% from HBTI Kanpur. His skills include presentation, leadership, communication and computer skills like MS Office and various operating systems. He has experience from industrial trainings at BSNL and HAL in areas like 3G communication, electronic control systems, and aircraft control systems. His hobbies include listening to music, reading newspapers, and social networking. He has participated in various seminars, workshops and technical programs during his education.
Quantum dots are semiconductor nanocrystals that can emit light of varying wavelengths depending on their size. They have applications in display technology where they can convert blue light into red or green light. There are different types of quantum dot display systems including photo-enhanced, photo-emissive, and electro-emissive systems. Quantum dots offer benefits like high brightness, energy efficiency, and pure color emission.
The document discusses key aspects of the Diploma C-20 curriculum framework introduced in India. It focuses on integrating theory and practical components, strengthening practical skills, and reducing the gap between industry and education. Some highlights include:
- Emphasis on conducting more skill-based workshops and laboratories to complement theoretical learning.
- A minimum of 40 contact hours per week, including 7 hours of classes from Monday to Friday and 5 hours of theory and practical classes on Saturday.
- Continuous internal evaluation of students, including tests, assignments and projects, in addition to semester-end exams.
- Mandatory internships of at least 400 hours to help students gain work experience.
- Provisions for personality
Guest lectures help students improve their learning in a more interactive, topic specific way. These can be very helpful not only for the students, but can also contribute to the teacher’s knowledge and practices. Guest lectures can be used to make classes more approachable and appealing to students.
Know more here:
1.3 Philip Jackson Model-Phases of Teaching and Role of Teacher in these Phas...DipakKhakal1
B.Ed 105- Advanced Pedagogy and Application of ICT
1.3 Philip Jackson Model
1.3.1 Phases of Teaching
1.3.2 Role of Teacher in these Phases of Teaching-
Regardless of where you are from or how many times you have visited campus, it is important to prepare for your orientation program. The IEC's New Student Orientation Program is the first step in an amazing journey.
The document presents an innovative learning method for developing students' mental ability and logical thinking. The Innovative Learning Institute works with faculty to develop and disseminate new teaching strategies that improve student outcomes. Examples of innovative strategies include classroom assessment techniques, which have been shown to positively impact learning. The document then provides 4 math problems as examples of the innovative learning method, showing the steps to solve logic puzzles and number patterns. It concludes that this method can help teachers develop students' problem solving and engage learners through initiative and pleasure in learning.
This document contains an enrollment report from Shemeka McClung, Director of Institutional Research, Planning, and Assessment at Jackson State University. It includes statistics on enrollment numbers, student demographics, academic majors, retention rates, and more. Key figures are that total enrollment is 9,508 students, with 6,819 undergraduate and 2,689 graduate students. The majority of students are in-state, black, and female. Top undergraduate majors are Biology, Childcare and Family Education, and Criminal Justice. The retention rate from fall 2013 to fall 2014 was 77.7% overall.
The document summarizes two studies on the use of technology in education. The first study examined the impact of interactive whiteboards on student achievement in math and language arts, finding small increases in math scores. Teachers whose students scored above average used the whiteboards more frequently. The second study explored teachers' experiences using technology with at-risk students. It found that technology increased success rates but some students found online learning overwhelming, and identified strategies like choice, structure and customization that helped at-risk learners.
The document summarizes two research studies on the use of technology in education. The first study examined the impact of interactive whiteboards on student achievement in math and language arts, finding a small positive effect, especially in upper elementary grades. Teachers whose students scored above average were found to use the whiteboards more frequently. The second study explored teachers' experiences using technology with at-risk students, finding that teachers encountered difficulties but technology also provided opportunities for success when certain strategies were employed. Qualitative data analysis was used to identify themes in teachers' responses.
Unfinished: Insights From Ongoing Work to Accelerate Outcomes for Students Wi...Jeremy Knight
Despite some gains over the past 20 years, significant numbers of students are not meeting grade-level expectations as defined by performance on academic assessments. Meanwhile, few schools are able to support the sort of accelerated academic learning needed to catch students up to grade-level expectations.
Evidence indicates this is not for lack of educator commitment or dedication. Instead, many educators lack clarity about how to help students catch up. Common messages about holding a high bar for academic rigor and personalizing learning to meet students where they are can be perceived as being at odds with one another.
“Unfinished: Insights From Ongoing Work to Accelerate Outcomes for Students With Learning Gaps” synthesizes a broad body of research on the science of learning in order to inform efforts to help students close gaps and meet grade-level expectations. This deck argues that helping students catch up is not about rigor or personalization — classrooms need both.
Closing learning gaps requires students to be motivated and engaged to grapple with challenging, grade-level skills and knowledge — while also having their individual learning needs met.
The report identifies what must happen among educators, systems-level leaders, teacher developers, instructional materials providers, and technology experts to move beyond the dichotomy of “rigor versus personalization” and toward a future that effectively blends the two.
This document discusses information literacy and its importance in academic libraries, education, and the workplace. It begins by outlining the evolution of information literacy instruction from library orientation to bibliographic instruction to the current focus on information literacy. It argues that current information literacy instruction fails to fully develop students' ability to create new knowledge. The document then discusses how information literacy is an important set of skills for evaluating information and adapting to technological changes. It emphasizes that information literacy remains an important competency in the 21st century as individuals face abundant information choices.
This document provides background information and context for a research study about the relationship between learning styles and mathematics academic performance among 10th grade students. It introduces the motivation and purpose of the study, which is to determine how students' learning style preferences may affect their performance in mathematics. The document outlines the specific research questions, assumptions, significance of the study, scope and limitations. Key terms are also defined. The study aims to provide insights that can help teachers, students, administrators and others improve the teaching and learning of mathematics.
10 Research-Based Tips for Enhancing Literacy Instruct.docxchristiandean12115
10 Research-Based Tips
for Enhancing Literacy
Instruction for Students
With Intellectual
Disability
Christopher J. Lemons, Jill H. Allor, Stephanie Al Otaiba,
and Lauren M. LeJeune
Literacy
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by guest on October 20, 2016tcx.sagepub.comDownloaded from
http://tcx.sagepub.com/
TEACHING EXCEPTIONAL CHILDREN | SEPTEMBER/OCTOBER 2016 19
In the past 2 decades, researchers
(often working closely with parents,
teachers, and other school staff
members) have conducted studies that
have substantially increased
understanding how to effectively teach
children and adolescents with
intellectual disability (ID) to read. This
research focus has been fueled by
increased societal expectations for
individuals with ID, advocacy efforts,
and legislative priorities (e.g.,
strengthened accountability standards).
Findings from this body of work
indicate that children and adolescents
with ID can obtain higher levels of
reading achievement than previously
anticipated (Allor, Mathes, Roberts,
Cheatham, & Al Otaiba, 2014). Recent
research also suggests that the historic
focus on functional reading (e.g., signs,
restaurant words) for this population of
learners is likely too limited of a focus
for many (Browder et al., 2009).
Research outcomes suggest that
integrating components of traditional
reading instruction (e.g., phonics,
phonemic awareness) into programs
for students with ID will lead to
increases in independent reading skills
for many (Allor, Al Otaiba, Ortiz, &
Folsom, 2014). These increased reading
abilities are likely to lead to greater
postsecondary outcomes, including
employment, independence, and
quality of life. Unfortunately, many
teachers remain unsure of how to best
design and deliver reading intervention
for students with ID.
We offer a set of 10 research-based
tips for special education teachers,
general education teachers, and other
members of IEP teams to consider when
planning literacy instruction for students
with ID in order to maximize student
outcomes. For each tip, we describe our
rationale for the recommendation and
provide implementation guidance. Our
Literacy Instruction and Support
Planning Tool can be used by team
members to organize information to
guide planning. Our aim is to provide
educators and IEP team members with a
framework for reflecting on current
reading practices in order to make
research-based adjustments that are
likely to improve student outcomes.
The Conceptual Model of Literacy
Browder and colleagues (2009) proposed
a conceptual model for early literacy
instruction for students with severe
developmental disabilities. We believe
their framework provides guidance for
designing and delivering literacy
instruction for all students wit.
Literacy worked example 15th dec 2012 0Martin Brown
The document summarizes the findings of a school self-evaluation of literacy in a girls secondary school. It was found that students' reading levels were slightly above average but writing skills needed improvement. A student survey found that half read regularly for enjoyment but few edited their work. While most teachers used comprehension strategies, only some focused on developing literacy across subjects. Areas prioritized for improvement included increasing writing standards, developing literacy-based teaching strategies in all subjects, and boosting the number taking higher-level exams.
Ash edu 650 week 3 assignment different school models newvindaniel123
ash edu 650 week 3 journal no excuses university standards alignment new,ash edu 650 week 3 assignment different school models new,ash edu 650 week 3,edu 650 week 3,edu 650 week 3 university standards alignment,ash edu 650 week 3 tutorial,ash edu 650 week 3 assignment,ash edu 650 week 3 help
Ash edu 650 week 3 assignment different school models newchrishjennies
ash edu 650 week 3 journal no excuses university standards alignment new,ash edu 650 week 3 assignment different school models new,ash edu 650 week 3,edu 650 week 3,edu 650 week 3 university standards alignment,ash edu 650 week 3 tutorial,ash edu 650 week 3 assignment,ash edu 650 week 3 help
The document provides information about the Common Core State Standards (CCSS) including:
1. The CCSS are an effort by states to define common standards in K-12 education to prepare students for college and careers regardless of which state they live in.
2. The standards were developed through collaboration between experts, teachers, and others and have been adopted by 45 states and territories.
3. Implementing the new standards will require changes to curriculum, assessments, teacher professional development, and may require additional funding for technology and other resources.
4. While the CCSS aim to increase rigor, consistency, and college and career readiness, some critics argue they may be difficult to implement effectively within schools facing budget
Teaching computing in secondary schools sample extractWilliam Lau
This document provides an introduction and overview of a teacher's handbook for teaching computing in secondary schools. It discusses five common fallacies in computing education, including that students born today are "digital natives" and that computing is only about coding. It also previews the contents of the handbook, which will be split into three parts on planning, delivery, and leadership/management of computing curriculum and departments. The goal is to offer guidance for both experienced and new computing teachers based on lessons learned.
AN ANALYSIS OF THE RELATIONSHIP BETWEEN CLASS SIZE AND ACADEMIC PERFORMANCE O...Joshua Gorinson
This document is an analysis of the relationship between class size and student academic performance by Omotere Adunola. It includes an abstract, table of contents, introduction, literature review, research methodology, data analysis, summary, conclusions and recommendations. The introduction discusses how factors like class size, school population, teaching methods and physical environment can affect student achievement. It states the objectives as examining the relationship between class size and student performance, school population and performance, and the impact of overpopulation on classroom management and school resources. It will use secondary schools in Nigeria for the study.
The document discusses elements of effective lesson design, including writing good learning objectives that describe learning outcomes and evidence of mastery. An effective lesson is well-organized and connects to students' lives. Backwards design is presented as starting with desired results and assessments, then planning learning activities. Common mistakes like disconnected objectives and assessments or extraneous materials are avoided.
The document describes a home reading program for non-reader students at Punong Grande National High School. The objectives of the program are to enhance reading skills, train parents and teachers to assist students, and develop support among teachers and parents. Strategies include assigning home reading activities for students and parents, teachers checking progress, and interactive library activities. Effectiveness will be measured by pre- and post-tests, surveys of teachers, parents, and students, and analyzing reading performance test results. The program aims to help non-reader students at the school improve their reading abilities.
Are You As Smart As A 6th Grader About Digital Learning?Julie Evans
The document discusses findings from Project Tomorrow's Speak Up Research on digital learning and 6th graders. It shares that 6th graders report often taking online tests (63%) but less frequently engaging in other tech-based activities like creating media. Students prefer communicating with teachers via email or messaging apps. While virtual learning has benefits like less drama, students say it also has challenges like not fitting all learning styles and missing social aspects. Students are more engaged in self-directed online learning compared to in-school learning. The document advocates discussing these findings to inform improving education.
Efl learners’ choice of reading strategies in a reading classroomjuraikha
This document summarizes a study that investigated the reading strategies preferred by English as a Foreign Language (EFL) students. A needs questionnaire was administered to 20 advanced EFL learners to identify their preferences across 11 reading strategies. The five most frequently used strategies identified were skimming texts to identify main ideas (75%), planning how to read texts and monitor comprehension (65%), re-reading dialogues to understand them (60%), paying attention to text structure (55%), and making predictions while reading (65%). The study aims to help educators incorporate preferred reading strategies into their teaching to improve students' reading skills.
Today's students have different needs than in the past. They are less prepared for college, more tech-savvy, and juggle more responsibilities outside of school. Effective teaching methods address three competency domains: cognitive skills like critical thinking; intrapersonal skills like self-efficacy; and interpersonal skills like collaboration. Teachers can develop these domains by providing clear goals and models, representing concepts in multiple ways with activities, and engaging students in challenging collaborative tasks with feedback.
Are Traditional Teaching Methods Right for Today's StudentsWiley
Learn about the different domains of competency that influence student success in the classroom and provides them with the necessary skills for the 21st century workplace.
The document summarizes two studies on the use of technology in education. The first study examined the impact of interactive whiteboards on student achievement in math and language arts, finding small increases in math scores. Teachers whose students scored above average used the whiteboards more frequently. The second study explored teachers' experiences using technology with at-risk students. It found that technology increased success rates but some students found online learning overwhelming, and identified strategies like choice, structure and customization that helped at-risk learners.
The document summarizes two research studies on the use of technology in education. The first study examined the impact of interactive whiteboards on student achievement in math and language arts, finding a small positive effect, especially in upper elementary grades. Teachers whose students scored above average were found to use the whiteboards more frequently. The second study explored teachers' experiences using technology with at-risk students, finding that teachers encountered difficulties but technology also provided opportunities for success when certain strategies were employed. Qualitative data analysis was used to identify themes in teachers' responses.
Unfinished: Insights From Ongoing Work to Accelerate Outcomes for Students Wi...Jeremy Knight
Despite some gains over the past 20 years, significant numbers of students are not meeting grade-level expectations as defined by performance on academic assessments. Meanwhile, few schools are able to support the sort of accelerated academic learning needed to catch students up to grade-level expectations.
Evidence indicates this is not for lack of educator commitment or dedication. Instead, many educators lack clarity about how to help students catch up. Common messages about holding a high bar for academic rigor and personalizing learning to meet students where they are can be perceived as being at odds with one another.
“Unfinished: Insights From Ongoing Work to Accelerate Outcomes for Students With Learning Gaps” synthesizes a broad body of research on the science of learning in order to inform efforts to help students close gaps and meet grade-level expectations. This deck argues that helping students catch up is not about rigor or personalization — classrooms need both.
Closing learning gaps requires students to be motivated and engaged to grapple with challenging, grade-level skills and knowledge — while also having their individual learning needs met.
The report identifies what must happen among educators, systems-level leaders, teacher developers, instructional materials providers, and technology experts to move beyond the dichotomy of “rigor versus personalization” and toward a future that effectively blends the two.
This document discusses information literacy and its importance in academic libraries, education, and the workplace. It begins by outlining the evolution of information literacy instruction from library orientation to bibliographic instruction to the current focus on information literacy. It argues that current information literacy instruction fails to fully develop students' ability to create new knowledge. The document then discusses how information literacy is an important set of skills for evaluating information and adapting to technological changes. It emphasizes that information literacy remains an important competency in the 21st century as individuals face abundant information choices.
This document provides background information and context for a research study about the relationship between learning styles and mathematics academic performance among 10th grade students. It introduces the motivation and purpose of the study, which is to determine how students' learning style preferences may affect their performance in mathematics. The document outlines the specific research questions, assumptions, significance of the study, scope and limitations. Key terms are also defined. The study aims to provide insights that can help teachers, students, administrators and others improve the teaching and learning of mathematics.
10 Research-Based Tips for Enhancing Literacy Instruct.docxchristiandean12115
10 Research-Based Tips
for Enhancing Literacy
Instruction for Students
With Intellectual
Disability
Christopher J. Lemons, Jill H. Allor, Stephanie Al Otaiba,
and Lauren M. LeJeune
Literacy
T
E
A
C
H
IN
G
E
xc
ep
ti
on
al
C
h
il
d
re
n
,
V
ol
.
49
,
N
o.
1
,
p
p
.
18
–3
0.
C
op
yr
ig
h
t
20
16
T
h
e
A
u
th
or
(s
).
D
O
I:
1
0.
11
77
/0
04
00
59
91
66
62
20
2
by guest on October 20, 2016tcx.sagepub.comDownloaded from
http://tcx.sagepub.com/
TEACHING EXCEPTIONAL CHILDREN | SEPTEMBER/OCTOBER 2016 19
In the past 2 decades, researchers
(often working closely with parents,
teachers, and other school staff
members) have conducted studies that
have substantially increased
understanding how to effectively teach
children and adolescents with
intellectual disability (ID) to read. This
research focus has been fueled by
increased societal expectations for
individuals with ID, advocacy efforts,
and legislative priorities (e.g.,
strengthened accountability standards).
Findings from this body of work
indicate that children and adolescents
with ID can obtain higher levels of
reading achievement than previously
anticipated (Allor, Mathes, Roberts,
Cheatham, & Al Otaiba, 2014). Recent
research also suggests that the historic
focus on functional reading (e.g., signs,
restaurant words) for this population of
learners is likely too limited of a focus
for many (Browder et al., 2009).
Research outcomes suggest that
integrating components of traditional
reading instruction (e.g., phonics,
phonemic awareness) into programs
for students with ID will lead to
increases in independent reading skills
for many (Allor, Al Otaiba, Ortiz, &
Folsom, 2014). These increased reading
abilities are likely to lead to greater
postsecondary outcomes, including
employment, independence, and
quality of life. Unfortunately, many
teachers remain unsure of how to best
design and deliver reading intervention
for students with ID.
We offer a set of 10 research-based
tips for special education teachers,
general education teachers, and other
members of IEP teams to consider when
planning literacy instruction for students
with ID in order to maximize student
outcomes. For each tip, we describe our
rationale for the recommendation and
provide implementation guidance. Our
Literacy Instruction and Support
Planning Tool can be used by team
members to organize information to
guide planning. Our aim is to provide
educators and IEP team members with a
framework for reflecting on current
reading practices in order to make
research-based adjustments that are
likely to improve student outcomes.
The Conceptual Model of Literacy
Browder and colleagues (2009) proposed
a conceptual model for early literacy
instruction for students with severe
developmental disabilities. We believe
their framework provides guidance for
designing and delivering literacy
instruction for all students wit.
Literacy worked example 15th dec 2012 0Martin Brown
The document summarizes the findings of a school self-evaluation of literacy in a girls secondary school. It was found that students' reading levels were slightly above average but writing skills needed improvement. A student survey found that half read regularly for enjoyment but few edited their work. While most teachers used comprehension strategies, only some focused on developing literacy across subjects. Areas prioritized for improvement included increasing writing standards, developing literacy-based teaching strategies in all subjects, and boosting the number taking higher-level exams.
Ash edu 650 week 3 assignment different school models newvindaniel123
ash edu 650 week 3 journal no excuses university standards alignment new,ash edu 650 week 3 assignment different school models new,ash edu 650 week 3,edu 650 week 3,edu 650 week 3 university standards alignment,ash edu 650 week 3 tutorial,ash edu 650 week 3 assignment,ash edu 650 week 3 help
Ash edu 650 week 3 assignment different school models newchrishjennies
ash edu 650 week 3 journal no excuses university standards alignment new,ash edu 650 week 3 assignment different school models new,ash edu 650 week 3,edu 650 week 3,edu 650 week 3 university standards alignment,ash edu 650 week 3 tutorial,ash edu 650 week 3 assignment,ash edu 650 week 3 help
The document provides information about the Common Core State Standards (CCSS) including:
1. The CCSS are an effort by states to define common standards in K-12 education to prepare students for college and careers regardless of which state they live in.
2. The standards were developed through collaboration between experts, teachers, and others and have been adopted by 45 states and territories.
3. Implementing the new standards will require changes to curriculum, assessments, teacher professional development, and may require additional funding for technology and other resources.
4. While the CCSS aim to increase rigor, consistency, and college and career readiness, some critics argue they may be difficult to implement effectively within schools facing budget
Teaching computing in secondary schools sample extractWilliam Lau
This document provides an introduction and overview of a teacher's handbook for teaching computing in secondary schools. It discusses five common fallacies in computing education, including that students born today are "digital natives" and that computing is only about coding. It also previews the contents of the handbook, which will be split into three parts on planning, delivery, and leadership/management of computing curriculum and departments. The goal is to offer guidance for both experienced and new computing teachers based on lessons learned.
AN ANALYSIS OF THE RELATIONSHIP BETWEEN CLASS SIZE AND ACADEMIC PERFORMANCE O...Joshua Gorinson
This document is an analysis of the relationship between class size and student academic performance by Omotere Adunola. It includes an abstract, table of contents, introduction, literature review, research methodology, data analysis, summary, conclusions and recommendations. The introduction discusses how factors like class size, school population, teaching methods and physical environment can affect student achievement. It states the objectives as examining the relationship between class size and student performance, school population and performance, and the impact of overpopulation on classroom management and school resources. It will use secondary schools in Nigeria for the study.
The document discusses elements of effective lesson design, including writing good learning objectives that describe learning outcomes and evidence of mastery. An effective lesson is well-organized and connects to students' lives. Backwards design is presented as starting with desired results and assessments, then planning learning activities. Common mistakes like disconnected objectives and assessments or extraneous materials are avoided.
The document describes a home reading program for non-reader students at Punong Grande National High School. The objectives of the program are to enhance reading skills, train parents and teachers to assist students, and develop support among teachers and parents. Strategies include assigning home reading activities for students and parents, teachers checking progress, and interactive library activities. Effectiveness will be measured by pre- and post-tests, surveys of teachers, parents, and students, and analyzing reading performance test results. The program aims to help non-reader students at the school improve their reading abilities.
Are You As Smart As A 6th Grader About Digital Learning?Julie Evans
The document discusses findings from Project Tomorrow's Speak Up Research on digital learning and 6th graders. It shares that 6th graders report often taking online tests (63%) but less frequently engaging in other tech-based activities like creating media. Students prefer communicating with teachers via email or messaging apps. While virtual learning has benefits like less drama, students say it also has challenges like not fitting all learning styles and missing social aspects. Students are more engaged in self-directed online learning compared to in-school learning. The document advocates discussing these findings to inform improving education.
Efl learners’ choice of reading strategies in a reading classroomjuraikha
This document summarizes a study that investigated the reading strategies preferred by English as a Foreign Language (EFL) students. A needs questionnaire was administered to 20 advanced EFL learners to identify their preferences across 11 reading strategies. The five most frequently used strategies identified were skimming texts to identify main ideas (75%), planning how to read texts and monitor comprehension (65%), re-reading dialogues to understand them (60%), paying attention to text structure (55%), and making predictions while reading (65%). The study aims to help educators incorporate preferred reading strategies into their teaching to improve students' reading skills.
Today's students have different needs than in the past. They are less prepared for college, more tech-savvy, and juggle more responsibilities outside of school. Effective teaching methods address three competency domains: cognitive skills like critical thinking; intrapersonal skills like self-efficacy; and interpersonal skills like collaboration. Teachers can develop these domains by providing clear goals and models, representing concepts in multiple ways with activities, and engaging students in challenging collaborative tasks with feedback.
Are Traditional Teaching Methods Right for Today's StudentsWiley
Learn about the different domains of competency that influence student success in the classroom and provides them with the necessary skills for the 21st century workplace.
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.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 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.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
IDT Project 3
1. Science of Reading Final Design Document
IDT 520: Instructional Systems Analysis and Design
Kaitlyn Isaacson
December 6, 2022
2. 2
Executive Summary
Title: The Science of Reading
Description: The science of reading is a very important topic that is being discussed more and
more in the education community as students have been falling behind in their reading
development. The instruction will provide an introduction into the science of reading and the
different benefits that the science of reading provides for students.
Target Learners: The target learners for this course are future educators that are a part of an
education program or current educators that are wanting to learn more about the science of
reading.
Goal of Project: The goal of this project is to educate current or future educators on the science
of reading, how the science of reading compares to current reading instruction, and finally how
the science of reading can benefit students' instruction and their reading skills.
Rationale: The science of reading is a topic that has been making its way around the education
world recently due to concerns about students' reading levels dropping due to various reasons.
States and schools have been looking for a new way to teach reading instruction to help students
get to where they should be when it comes to their reading development. It is good that states are
trying to find ways to solve the problem, but the issue is that not many educators or future
educators have much knowledge on what the science of reading is and how it is different from
the current reading instruction. There is a lot of different research out in the world about the
science of reading, but it is a lot to go through so compiling all that information into one course
can help give educators and future educators a gateway into learning more about the science of
reading.
3. 3
Needs Assessment
Rationale for the development of the project
The problem:
Schools are currently facing a major problem with low reading scores and students
struggling to read on grade level. As it currently stands our current reading instruction that is
being used in schools isn’t working with students and that means schools, districts, and states are
looking for different ways to teach students their reading instruction. That has led into a growing
discussion on the science of reading and how it can help promote student learning and
engagement in reading. The science of reading isn’t a new topic to education but with the
growing concern on students reading scores there has been more conversations on how this form
of reading instruction can benefit students. The problem is that many teachers do not know about
the science of reading and how it can help students' reading development compared to the
reading instruction that is currently taught in schools.
It is important that we address this problem as with our current reading instruction in the
United States reading scores have been going down and more and more adults are growing up to
not be able to read. According to the National Assessment of Educational Progress in 2019 34%
of students were reading below NAEP basic, only 31% of students were reading at NAEP basic,
26% of students were reading at or above NAEP proficient, and the last 9% were reading at
NAEP advanced. Many students across the nation are reading below the NAEP standard of
proficiency for reading. Also, when compared to other countries education systems the US ranks
8th
in reading literacy when comparing the reading scores of 15-year-old to other countries
education systems according to the PISA Reading assessment that was completed in 2018. The
US is falling behind compared to other countries with our reading skills. Both are concerning as
students shouldn’t be falling behind in reading skills. This is also a problem because it shows
that compared to other education systems, we have an issue with the reading instruction that is
currently being used in classrooms. During COVID there has been a major drop in reading levels
for students and on average students are reading at least one to two grade levels below where
they should be reading. Students need to catch up to where they should be at and current reading
instruction isn’t able to catch them fully. Many states are seeing the issue that is shown with
current reading instruction as many states are switching their reading instruction to science of
reading based instruction.
Instructional Solution:
The instructional solution for this problem is to present the learners with a different way to
teach students how to read. The current reading instruction isn’t working for students, so
educators are needing to learn new ways to teach students how to read. This instruction is for the
learners to be able to learn and understand the science of reading and how it can work for their
students or future students. The course walks through the science of reading and the different
components that make up the science of reading.
.
4. 4
AKS Discrepancy Analysis
Desired Performance:
It is desired that after taking the course the learners will have gained knowledge on the
science of reading and its uses in school classrooms to help students' performance. The learners
should be able to describe the differences between how students are currently taught with reading
instruction and how students are taught under the science of reading instruction. They should be
able to explain what the science of reading is and the 5 different components of the science of
reading. This knowledge is important for educators to have especially if they would end up using
the science of reading in their classroom or future classroom. The learners should also be able to
describe how students can benefit from the science of reading being taught in a classroom. They
should know some of the benefits that it can provide students.
Current Performance:
Currently a lot of educators don’t know what the science of reading is, especially if they
are just leaving their education program that they may have done in college. They would have
been taught the ways that reading is currently taught in a classroom and not how reading is
taught under the science of reading. The learners should have some basic knowledge of the way
reading is currently taught in classrooms. They will also have some knowledge of the 5
components of the science of reading but as they relate to current reading instruction instead of
how they are used under the science of reading. They also may not have any knowledge on how
students can benefit from the science of reading instruction in a classroom. The educators also
won’t know what the science of reading is and how it is different from the current reading
instruction that is used in many schools today.
References
National Center for Education Statistics. (2022). Reading Performance. Condition of Education. U.S.
Department of Education, Institute of Education Sciences. Retrieved September 11th, 2022,
from https://nces.ed.gov/programs/coe/indicator/cnb.
Program for international student assessment (PISA) - welcome to Pisa 2018 Results. National
Center for Education Statistics (NCES) Home Page, a part of the U.S. Department of
Education. (n.d.). Retrieved December 4, 2022, from
https://nces.ed.gov/surveys/pisa/pisa2018/index.asp#/reading/intlcompare
6. 6
Goal and Objectives
Goal Statement
Learners will be able to describe the different components of the science of reading and its uses
in the classroom.
Learning Objectives
Terminal objective:
The learners will be able to define the 5 key components of the science of reading.
Enabling objectives:
The learner will be able to define phonemic awareness with 90% accuracy.
The learner will be able to define phonics with 90% accuracy.
The learner will be able to define fluency with 90% accuracy.
The learner will be able to define vocabulary with 90% accuracy.
The learner will be able to define comprehension with 90% accuracy.
Terminal objective:
The learner will be able to provide the uses of the 5 key components of the science of
reading in the classroom for reading instruction.
Enabling objectives:
The learner will be able to provide one example of the use of phonemic awareness under
the science of reading and its uses in the classroom.
The learner will be able to provide one example of phonics under the science of reading
and how it is used in the classroom.
The learner will be able to provide one example of fluency under the science of reading
and how it is used in the classroom.
The learner will be able to provide one example of vocabulary under the science of
reading and how it is used in the classroom.
The learner will be able to provide one example of comprehension under the science of
reading and how it is used in the classroom.
Terminal objective:
The learner will be able to compare the differences in the science of reading and current
reading instruction
Enabling objectives:
The learner will be able to compare some of the differences in the use of phonemic
awareness in the science of reading instruction and current reading instruction with 80%
accuracy.
The learner will be able to compare some of the differences in the use of phonics in the
science of reading instruction and current reading instruction with 80% accuracy.
The learner will be able to compare some of the differences in the use of fluency in the
science of reading instruction and current reading instruction with 80% accuracy.
The learner will be able to compare some of the differences in the use of vocabulary in
the science of reading instruction and current reading instruction with 80% accuracy.
The learner will be able to compare some of the differences in the use of comprehension
in the science of reading instruction and current reading instruction with 80% accuracy.
7. 7
Terminal objective:
The learner will be able to describe the benefits of the science of reading instruction in a
classroom.
Enabling objectives:
The learner will be able to explain 3 benefits the science of reading provides in terms of
students reading scores.
The learner will be able to explain 3 benefits the science of reading instruction provides
students.
8. 8
Learner/Context Analysis
Description of learners:
There are two different types of learners for this course. There are the teachers who have
already started working in the classroom and pre-service teachers who have not started graduated
from their education program yet. Preservice teachers have basic knowledge of education and
how to teach reading, but this can vary depending on the classes that they are required to take in
terms of reading instruction. Most pre-service teachers will have very basic knowledge of the
science of reading, and how to use reading instruction in a K-5 classroom. The preservice
learners are around 18-30 years old. They may have taken some education classes depending on
how far a long in their education program they are. These learners are predominantly female.
Teachers who have been in the classroom for a while. These learners will have a more in-
depth knowledge of the way you teach students to read. They may have some knowledge on the
science of reading depending on what professional development they have completed in the past.
They can be aged around 20-40 years old and predominantly female. They will have some
knowledge of current reading instruction that is used in schools but will not have much
knowledge on the science of reading.
Characteristics Brief description Instructional design implication
Strengths Willingness to
help their
students
achieve
Teachers are always willing
to do what they can to help
their students learn and
develop the best that they
can.
Showing and explaining ways that the
science of reading can benefit their
students’ reading skills and reading
scores
Hard working
to learn and
develop their
skills
Educators and college
students working to become
educators are very hard
working and are willing to
learn and work through
anything to develop their
skills as educators to help
their students.
Provide opportunities for the learners
to be able to learn more about new
skills regarding the science of reading.
The learners will also be provided
opportunities to show the skills that
they are learning in the course and
practice the knowledge they are
gaining.
Understanding
the basics of
reading
The teachers have a basic
understanding on how
reading instruction is used in
the classroom and what they
currently use for reading
instruction as teachers use in
the classroom. Education
students also learn about
The learners have a good
understanding of the basics of reading,
how to teacher readers, and how
reading skills develop as students age.
But they will need guidance on how
the science of reading affects how you
teach reading, and how it meets
students' reading skills development.
9. 9
reading instruction
throughout their degree.
Understanding
the basics of
student
development
Educators know how
students develop
academically and they use
that to help decide what
instruction is used in their
classroom to help their
students learn and grow
academically.
The learners have an understanding on
student development academically,
but they will use those skills to relate
that to the science of reading and how
the science of reading works with
students’ academic development
weaknesses Some teachers
have trouble
adjusting to
using new
techniques
Some educators have
problems when learning
about new techniques in the
classroom and they aren’t
always receptive to learning
how to use new tools.
Showing and explaining the benefits
that a new way to teach reading
instead of continuing with the old way
of reading and how it’s not benefiting
their students. Also using real life
examples to show the science of
reading benefits students and how it
will work in real life use in the
classroom.
Time
constraints
when
completing
new learning
Educators have very real
time constraints where there
is a lot to do in the day and
there is not always enough
time to be able to work on a
learning course on top of
their workload.
Making the course self-paced to where
the educators can take their time to
complete the course where they are
able to do small parts at a time within
their schedule.
Potential
difficult
content areas
Understanding
how different
the science of
reading is
compared to
current reading
instruction
There are some components
that are like each other in the
science of reading and
current reading instruction
but how they are used is
different. Currently
phonemic awareness is used
in both types of instruction,
but the way phonemic
awareness is taught under
the science of reading is
completely different from
current reading instruction.
Explaining in depth the ways that
reading instruction is different under
current reading instruction and under
the science of reading.
10. 10
Description of learning Context:
This course will be an online self-paced course that educators will be able to work
through at their own pace with support from an online instructor. This means that the learners
will be able to complete the course when they are able to if they have the technology that allows
them to access the course through an LMS.
Brief description Instructional design implication
Advantages Accessible training opportunities When the training is online means that the
training can be completed by any educator within
their time constraints
Access to more information about
topics that can be used for more in
depth learning
The use of online learning means that the course
can provide access to other outside resources to
provide a deeper learning opportunity on the
science of reading.
Limitations Not everyone has access to proper
technology at home
Not everyone has access to the proper
technology to access the course and complete the
course which can cause delays when completing
the course or cause people to not be able to
complete the course
Limited amount of time The information in the course is a lot and could
be discussed in courses that take weeks to
complete so trying to limit the number of
materials that is used to be what fits in a 1-to-2-
hour course.
Delivery System
This course will be an online course where the learners will be able to complete the course going
through modules and getting feedback from the instruction for assessments. This allows learners to
complete the course around their schedule and on their own time. This will also allow learners to access
the information for future reference. The course will be somewhere everyone should be able to access
with the technology that they have available to them. To address the issue of technology the course
could be offered on different LMS systems or have an alternative to be used depending on the
technological requirements of the course.
11. 11
Formative Assessment Blueprint
Content Outline Remember Understand Apply Analyze Evaluate Create
Key components of
the Science of
reading
define phonemic awareness
with 90% accuracy.
(FAI_01)
define phonics with 90%
accuracy.
(FAI_02)
define fluency with 90%
accuracy.
(FAI_03)
define vocabulary with 90%
accuracy.
(FAI_04)
define comprehension with
90% accuracy.
(FAI_05)
29% 5 100% 5
Uses of the 5 key
components of the
science of reading
choose one example of the
use of phonemic awareness
under the science of reading
how it is used in the
classroom
(FAI_06)
Choose one example of
phonics under the science of
reading and how it is used in
the classroom
12. 12
(FAI_07)
Choose one example of
fluency under the science of
reading and how it is used in
the classroom
(FAI_08)
choose one example of
vocabulary under the science
of reading and how it is used
in the classroom
(FAI_09)
choose one example of
comprehension under the
science of reading and how it
is used in the classroom
(FAI_10)
29% 5 100% 5
Differences in the
science of reading
and current reading
instruction
compare some of the
differences in the use of
phonemic awareness in the
science of reading instruction
and current reading instruction
with 80% accuracy (FAI_11)
compare some of the
differences in the use of
phonics in the science of
reading instruction and current
reading instruction with 80%
accuracy (FAI_12)
compare some of the
differences in the use of
13. 13
fluency in the science of
reading instruction and current
reading instruction with 80%
accuracy (FAI_13)
compare some of the
differences in the use of
vocabulary in the science of
reading instruction and current
reading instruction with 80%
accuracy (FAI_14)
compare some of the
differences in the use of
comprehension in the science
of reading instruction and
current reading instruction with
80% accuracy (FAI_15)
29% 5 100% 5
The benefits of the
science of reading
instruction
explain 2 benefits the science
of reading provides in terms
of students reading scores
(FAI_16)
explain 2 benefits the science
of reading instruction
provides students (FAI_17)
13% 2 100% 2
14. 14
Formative Assessment (Embedded Items)
FAI_01
Fill in the blank
__Phonemic Awareness____ is a way of teaching children to read and write which is built upon a framework of 44
sounds, known as ‘phonemes.
FAI_02
Fill in the blank
___Phonics_____ is the ability to identify and manipulate individual sounds (phonemes) in spoken words.
FAI_03
Fill in the blank
____Fluency_____ is the ability to read as well as we speak and to make sense of the text without having to stop and
decode each word.
FAI_04
Fill in the blank
____Vocabulary______ refers to the words we must understand to communicate effectively.
FAI_05
Fill in the blank
_____Comprehension_____ is the complex cognitive process readers use to understand what they have read.
FAI_06
Fill in the blank
Breaking the work mat into /m/ /a/ /t/ is an example of ___Phonics _____
FAI_07
Fill in the blank
Answering in depth questions about a topic that as read about is an example of ___Comprehension_____
FAI_08
Fill in the blank
Teaching students the sound that -th makes and how it is said in words is an example of ___Phonemic
awareness______
FAI_09
Fill in the blank
Teaching content area words needed to understand a topic in a science lesson is an example of
____Vocabulary______
FAI_10
Fill in the blank
Completing a progress monitoring reading assessment with a student is an example of _____Fluency_____
15. 15
FAI_11 Short answer: What are two of the differences in the use of phonemic awareness in the science
of reading instruction and current reading instruction?
FAI_12 Short answer: What are two differences between the use of phonics in the science of reading
instruction and current reading instruction?
FAI_13 Short answer: What are two of the differences between the use of fluency in the science of
reading instruction and current reading instruction?
FAI_14 Short answer: What are two of the differences between the use of vocabulary in the science of
reading instruction and current reading instruction?
FAI_15 Short answer: What are two of the differences between the use of comprehension in the science
of reading instruction and current reading instruction?
FAI_16 Short answer: What is a benefit the science of reading provides in terms of improving students
reading scores.
FAI_17 Short answer: What is a benefit the science of reading instruction provides students.
16. 16
Summative Assessment Blueprint
Content Outline Remember Understand Apply Analyze Evaluate Create
Key
components of
the Science of
reading
define phonemic
awareness with 90%
accuracy. (SAI_01)
define phonics with 90%
accuracy. (SAI_02)
define fluency with 90%
accuracy. (SAI_03)
define vocabulary with
90% accuracy. (SAI_04)
define comprehension
with 90% accuracy.
(SAI_05)
29% 5 100% 5
Uses of the 5 key
components of
the science of
reading
provide one example of the use of
phonemic awareness under the
science of reading (SAI_06)
provide one example of phonics
under the science of reading and how
it is used in the classroom (SAI_07)
provide one example of fluency
under the science of reading and how
it is used in the classroom. (SAI_08)
provide one example of vocabulary
under the science of reading and how
it is used in the classroom. (SAI_09)
17. 17
provide one example of
comprehension under the science of
reading and how it is used in the
classroom. (SAI_10)
29% 5 100% 5
Differences in
the science of
reading and
current reading
instruction
compare some of the
differences in the use of
phonemic awareness in the
science of reading
instruction and current
reading instruction with
80% accuracy. (SAI_11)
compare some of the
differences in the use of
phonics in the science of
reading instruction and
current reading instruction
with 80% accuracy.
(SAI_12)
compare some of the
differences in the use of
fluency in the science of
reading instruction and
current reading instruction
with 80% accuracy.
(SAI_13)
compare some of the
differences in the use of
vocabulary in the science
of reading instruction and
current reading instruction
18. 18
with 80% accuracy.
(SAI_14)
compare some of the
differences in the use of
comprehension in the
science of reading
instruction and current
reading instruction with
80% accuracy. (SAI_15)
29% 5 100% 5
The benefits of
the science of
reading
instruction
explain 2 benefits the
science of reading
provides in terms of
students reading scores.
(SAI_16)
explain 2 benefits the
science of reading
instruction provides
students. (SAI_17)
13% 2 100% 2
19. 19
Summative Assessment (Final Exam)
SAI_01 Short Answer
What is the definition of Phonemic Awareness?
the ability to identify and manipulate individual sounds (phonemes) in spoken words
SAI_02 Short answer
What is the definition of Phonics?
a way of teaching children to read and write which is built upon a framework of 44 sounds, known as
‘phonemes’
SAI_03 Short Answer
What is the definition of Fluency?
the ability to read as well as we speak and to make sense of the text without having to
stop and decode each word
SAI_04 Short Answer
What is the definition of Vocabulary?
the words we must understand to communicate effectively
SAI_05 Short Answer
What is the definition of Comprehension?
the complex cognitive process readers use to understand what they have read
SAI_06 Give one example of the use of phonemic awareness in the classroom under the
science of reading instruction.
SAI_07 Give one example of the use of phonics in the classroom under the science of reading
instruction.
SAI_08 GIve one example of the use of fluency in the classroom under the science of reading
instruction.
SAI_09 Give one example of the use of vocabulary in the classroom under the science of
reading instruction.
SAI_10 Give one example of the use of comprehension in the classroom under the science of
reading instruction.
SAI_12 Short answer: Explain two differences between the use of phonics in the science of reading
instruction and current reading instruction.
SAI_13 Short answer: Explain two of the differences between the use of fluency in the science of
reading instruction and current reading instruction.
20. 20
SAI_14 Short answer: Explain two of the differences between the use of vocabulary in the science of
reading instruction and current reading instruction.
SAI_15 Short answer: Explain two of the differences between the use of comprehension in the science
of reading instruction and current reading instruction.
SAI_16 Short answer: Explain in depth 2 benefits the science of reading provides in terms of improving
students reading scores.
SAI_17 Short answer: Explain in depth 2 benefits the science of reading instruction provides students.
21. 21
General Instructional Implications & Instructional Strategies/Activities
Underlying Instructional Method
For this course the learners will be learning about a new teaching method that can be used
to teach students how to read. The blooms taxonomy levels for this course are understanding and
analyzing. This course will use the behaviorist instructional method to teach the topic as it is a
new or seminew topic that is being explored by the learners. The course will use the expository
learning approach mainly.. The learners will be using declarative knowledge. The way the
learners will be using declarative knowledge is mainly with learning terms and facts. They will
be by defining the different components, describing the different uses of the science of reading in
the classroom.
Global Instructional Strategies
● Students are completing a college education or have already completed a college
education so they have a strong reading level and are able to read at least at a 9th grade
level, therefore the instruction should be written at least at a 9th grade so that everyone
can understand the materials
● This course will have lots of information which poses a problem when creating and
teaching the course as to much information will make it to where the learners have
trouble comprehending the material being taught
● The learners in this lesson are hard workers who have a busy schedule to so making sure
materials that are being taught fit within the set time frame of the course as not to take to
much of the learners free time
● The learners in this lesson have varying level of knowledge on how to teach reading in
the classroom therefore providing different levels of information is very important to give
the learners new information on the topic of the science of reading
● Some educators have a hard time being open to using and learning new techniques in the
classroom, therefore by showing how to use and teach the science of reading and
providing real life examples of the science of reading being used this can help open up
teachers to be willing to use the new way to teach reading
● Breaking the modules into subtopics so that the learning can be done in smaller chunks
due to limited learning time.
22. 22
The Matrix
Learning Objective Content Bloom’s
Taxonomy
Potential difficulties Possible causes for the
difficulty
Instructional strategies Assessment
The learners will be
able to identify and
describe the 5 key
components of the
science of reading.
phonemic
awareness
Understand N/A N/A N/A FAI_01
phonics Understand N/A N/A N/A FAI_02
fluency understand N/A N/A N/A FAI_03
vocabulary understand N/A N/A N/A FAI_04
comprehension understand N/A N/A N/A FAI_05
The learner will be
able to provide the
uses of the 5 key
components of the
science of reading in
the classroom for
reading instruction.
phonemic
awareness
understand N/A N/A N/A FAI_06
phonics understand N/A N/A N/A FAI_07
fluency understand N/A N/A N/A FAI_08
vocabulary understand N/A N/A N/A FAI_09
comprehension understand N/A N/A N/A FAI_10
The learner will be
able to compare the
differences in the
science of reading
Phonemic
awareness
analyze Knowing the
differences between the
way phonemic
awareness is taught in
current curriculum
One possible cause is that
some of the components in
the science of reading and
current reading instruction
are similar. There are some
Completing and providing
a chart to show the
similarities and
differences between the
science of reading
FAI_11
23. 23
and current reading
instruction
versus the science of
reading
similarities and also a lot of
differences.
instruction and current
reading instruction used.
phonics analyze Knowing the
differences between the
way phonics is taught
in current curriculum
versus the science of
reading
One possible cause is that
some of the components in
the science of reading and
current reading instruction
are similar. There are some
similarities and also a lot of
differences.
Completing and providing
a chart to show the
similarities and
differences between the
science of reading
instruction and current
reading instruction used.
FAI_12
fluency analyze Knowing the
differences between the
way fluency is taught
in current curriculum
versus the science of
reading
One possible cause is that
some of the components in
the science of reading and
current reading instruction
are similar. There are some
similarities and also a lot of
differences.
Completing and providing
a chart to show the
similarities and
differences between the
science of reading
instruction and current
reading instruction used.
FAI_13
vocabulary analyze Knowing the
differences between the
way vocabulary is
taught in current
curriculum versus the
science of reading
One possible cause is that
some of the components in
the science of reading and
current reading instruction
are similar. There are some
similarities and also a lot of
differences.
Completing and providing
a chart to show the
similarities and
differences between the
science of reading
instruction and current
reading instruction used.
FAI_14
comprehension analyze Knowing the
differences between the
way comprehension is
taught in current
curriculum versus the
science of reading
One possible cause is that
some of the components in
the science of reading and
current reading instruction
are similar. There are some
similarities and also a lot of
differences.
Completing and providing
a chart to show the
similarities and
differences between the
science of reading
instruction and current
reading instruction used.
FAI_15
The learner will be
able to describe the
benefits of the
science of reading
Benefits to student
reading scores
understand N/A N/A N/A FAI_16
Benefits to students understand N/A N/A N/A FAI_17
25. 25
Instructional Plan
Event Content Strategies Specific Description Embedded
Item
Materials to be
developed
E1. Gain Attention/
E2. Inform of
objectives
Introduce
current reading
level data
-Provide the educators with the current
reading data and reading levels to show the
drop in reading scores over the years when
comparing the scores from the United States
currently from reading tests in our country
and globally
Create a document
with resources on the
data discussed.
Share overall
learning goals
By the end of the course you should be able
to:
-Define the 5 key components of the science
of reading.
-Provide the uses of the 5 key components
of the science of reading in the classroom
for reading instruction.
-Compare the differences in the science of
reading and current reading instruction
-Describe the benefits of the science of
reading instruction in a classroom.
Share Course
structure
-Shows learners how to navigate through the
different modules of the course and how
different parts of the course will work
Video with voiceover
showing how to
navigate through all
the different parts of
the course in student
view
E3. Recall of Prior Discussion -Ask learners in a discussion, What they
26. 26
Learning Question know about current reading instruction and
what they may already know about the
science of reading.
E4. Present Content 5 Components of
the science of
reading
Define There are 5 different components of the
science of reading. Each component needs
the one before it to be developed well for
students to be able to use the different
components.
Phonemic Awareness: teaching children to
read and write which is built upon a
framework of 44 sounds, known as
‘phonemes.
Phonemic awareness is where you start
when teaching reading. With phonemic
awareness students in the classroom are
learning all the individual sounds that
make up the English language.
Phonics: the ability to identify and
manipulate individual sounds (phonemes) in
spoken words
Fluency: the ability to read as well as we
speak and to make sense of the text without
having to stop and decode each word.
Vocabulary: the words we must understand
to communicate effectively
Comprehension: the complex cognitive
process readers use to understand what they
have read.
- a document with
resources that discuss
the different
components of the
science of reading
E5. Guidance Explain the 5
components
Explain each component in depth: -
discussing what learning occurs at each
component
-how the components use the students prior
27. 27
knowledge of other components
-around what grade level the components are
taught at
E6. Elicit
Performance
Embedded item Introduce the embedded items FAI_01
FAI_02
FAI_03
FAI_04
FAI_05
E7. Provide
Feedback
Address correct
and incorrect
items on
formative
assessment
Provide feedback on previous embedded
items
E4. Present
Content/ E5.
Guidance
Uses of the
science of
reading
Examples of
each component
Present examples on how each component
can be used and taught in the classroom.
-provide multiple examples that show how
components can be used individually and
how they can be used together in instruction
-Graphic organizer
showing examples of
each component
E6. Elicit
Performance
Embedded item Introduce the embedded items FAI_06
FAI_07
FAI_08
FAI_09
FAI_10
E7. Provide
Feedback
Address correct
and incorrect
items on
formative
assessment
Provide feedback on previous embedded
items
E4. Present Content Differences
between current
instruction and
the science of
Introduce the
differences
between
phonemic
Explain the ways in which the science of
reading differs from curriculum that is
currently used in education to teach
phonemic awareness
28. 28
reading awareness
E5. Guidance Show examples Show examples on how different the
instruction in current reading instruction is
versus the science of reading instruction
-provide examples of
curriculum that can be
used
E6. Elicit
Performance
Embedded item Introduce the embedded items FAI_11
E7. Provide
Feedback
Address correct
and incorrect
items on
formative
assessment
Provide feedback on previous embedded
items
E4. Present Content Differences
between current
instruction and
the science of
reading
Introduce the
differences
between phonics
Explain the ways in which the science of
reading differs from curriculum that is
currently used in education to teach phonics
E5. Guidance Show examples Show examples on how different the
instruction in current reading instruction is
versus the science of reading instruction
-provide examples of
curriculum that can be
used
E6. Elicit
Performance
Embedded item Introduce the embedded items FAI_12
E7. Provide
Feedback
Address correct
and incorrect
items on
formative
assessment
Provide feedback on previous embedded
items
E4. Present Content Differences
between current
instruction and
the science of
reading
Introduce the
differences
between fluency
Explain the ways in which the science of
reading differs from curriculum that is
currently used in education to teach fluency
and fluency practice
29. 29
E5. Guidance Show examples Show examples on how different the
instruction in current reading instruction is
versus the science of reading instruction
-provide examples of
curriculum that can be
used
E6. Elicit
Performance
Embedded item Introduce the embedded items FAI_13
E7. Provide
Feedback
Address correct
and incorrect
items on
formative
assessment
Provide feedback on previous embedded
items
E4. Present Content Differences
between current
instruction and
the science of
reading
Introduce the
differences
between
vocabulary
Explain the ways in which the science of
reading differs from curriculum that is
currently used in education to teach
vocabulary
E5. Guidance Show examples Show examples on how different the
instruction in current reading instruction is
versus the science of reading instruction
-provide examples of
curriculum that can be
used
E6. Elicit
Performance
Embedded item Introduce the embedded items FAI_14
E7. Provide
Feedback
Address correct
and incorrect
items on
formative
assessment
Provide feedback on previous embedded
items
E4. Present Content Differences
between current
instruction and
the science of
reading
Introduce the
differences
between
Comprehension
Explain the ways in which the science of
reading differs from curriculum that is
currently used in education to teach
comprehension
E5. Guidance Show examples Show examples on how different the -provide examples of
30. 30
instruction in current reading instruction is
versus the science of reading instruction
curriculum that can be
used
E6. Elicit
Performance
Embedded item Introduce the embedded items FAI_15
E7. Provide
Feedback
Address correct
and incorrect
items on
formative
assessment
Provide feedback on previous embedded
items
E4. Present Content How the science
of reading
benefits students
Present Module:
-benefits to
students and
students scores
Explain what reading scores are currently at
under current curriculum and what reading
levels are currently under non science of
reading instruction
E.5 Guidance explain -Explain how student scores can benefit
from the science of reading model.
-Explain how the science of reading can be
equitable for all students
-Explain how the science of reading can
create a love for reading in students
E6. Elicit
Performance
Embedded item Introduce the embedded items FAI_16
FAI_17
E7. Provide
Feedback
Address correct
and incorrect
items on
formative
assessment
Provide feedback on previous embedded
items
E8. Assess
performance
All Summative
assessment
Explain the summative assessment and how
to complete it.
E9. Enhance
retention and
All Encourage use
of supplemental
Provide learners with many different
supplemental resources and encourage them
-Create overarching
document with
31. 31
transfer resources on
topic
to check them out if they would like to use
this form of instruction in their classroom or
would like to gain a deeper knowledge on
the science of reading.
supplemental
resources on all the
topics throughout the
course