Principles of Decoding and Explicit Instruction
•Download as PPTX, PDF•
2 likes•3,412 views
This document outlines the objectives and activities of a workshop on teaching reading. The objectives are to identify steps for teaching word reading, spelling, vocabulary, comprehension, and writing. It also covers explicit teaching of phonological awareness, phonemic awareness, and beginning reading and writing. Participants will engage in activities to practice explicit teaching techniques for alphabet knowledge, phonics, fluency, spelling, and handwriting.
Report
Share
Report
Share
Recommended
PPST.pptx
The DepEd Order no. 42 s. 2017 establishes the Philippine Professional Standards for Teachers (PPST) to define clear expectations for teachers' career development and assess performance. The PPST contains 7 domains and 37 strands that describe increasing levels of teacher knowledge, practice, and engagement. It aims to enhance teacher quality which is vital for improving student achievement and national development. The PPST also outlines 4 career stages that teachers progress through as they gain experience from beginning to distinguished practice.
Language, Literacy & Numeracy
The document discusses language, literacy, and numeracy (LLN) skills and their importance in vocational training and assessment. It notes that each vocational area requires unique reading, writing, communication and numeracy tasks. Trainers must understand required LLN skills, model them, evaluate training materials for appropriate LLN levels, and identify learners needing assistance. Assessment tasks also need to be at an appropriate LLN level.
Rpms-PPST Overview
The document discusses DepEd's Results-based Performance Management System (RPMS). It aims to align employee work with DepEd's vision and values through continuous performance improvement. RPMS follows a 4-phase cycle of planning, monitoring, reviewing, and rewarding performance. Employees set objectives and competencies for their key result areas. Managers provide feedback and evaluate employees based on their accomplishments. The process is approved by the Civil Service Commission and aims to develop employees' performance.
National reading month program
The document outlines the program for a National Reading Month Celebration event featuring a Mr. and Ms. Literary Cosplay competition. The program includes singing the national anthem, invocations, messages from school administrators, presentation of contest criteria, introduction of judges, performances from students, presentation of contest candidates, awarding of certificates in different categories like painting, family reading, essay writing and spoken word poetry by various teachers, selection of the top 10 candidates, a question and answer portion, and awarding of winners in the Parade of Characters category. The event aims to promote literacy and acknowledge those who helped make the event a success.
Trends In Philippine Education
- Virtual education is becoming increasingly important as the world undergoes rapid technological changes. Philippine universities must transform and adopt new pedagogical approaches to keep up with these changes and prepare students for a globalized world. The growth of industries like call centers also presents challenges and opportunities for universities to develop skills training programs. While technologies like ICT and online learning can increase access to education, universities still need reforms and support from the government to fully realize the potential of virtual education.
General Overview of CRLA.pptx
The document provides an overview of the Comprehensive Rapid Literacy Assessment (CRLA) administered by the ABC+ project in the Philippines. The CRLA is used to classify learners' reading levels and identify those needing additional support. It involves rapid, standardized assessments of learners in grades 1-3 to evaluate their skills in their mother tongue, Filipino, and English. The CRLA was developed through a rigorous process with DepEd and provides tools for administration, scoring, profiling learners, and using the data to support literacy development.
4 e-lective-1-module-6-lesson-11-12
The document discusses the roles and functions of teachers in multigrade classrooms. It identifies nine key roles that multigrade teachers must fulfill: teacher, facilitator, planner, evaluator, materials designer, action researcher, and community contact. As teachers of multiple grades, multigrade teachers must effectively impart knowledge, develop student skills, utilize various teaching strategies, understand individual differences, motivate students, and guide them in learning. They must also carefully plan lessons, assess student progress, design supplementary materials using local resources, conduct research to improve teaching practices, and serve as a link between the school and community. Fulfilling these multidimensional roles makes multigrade teaching more complex and demanding than single-grade instruction.
Evaluation in the multigrade classroom
Evaluation in the multigrade classroom involves more than just tests. It is an important part of the teaching and learning process that helps answer what students have learned and how well. A teacher evaluates based on the curriculum goals and objectives by looking at student learning, content covered, and learning experiences provided. Evaluation can be informal, through daily activities, or formal, through structured tests. When using tests in the multigrade classroom, teachers should design them for specific grades or abilities, teach test-taking skills, and create a relaxed testing environment. The most important part of evaluation is learning from students' mistakes to improve instruction. A teacher should also evaluate the curriculum implementation through classroom observations of student engagement and comfort.
Recommended
PPST.pptx
The DepEd Order no. 42 s. 2017 establishes the Philippine Professional Standards for Teachers (PPST) to define clear expectations for teachers' career development and assess performance. The PPST contains 7 domains and 37 strands that describe increasing levels of teacher knowledge, practice, and engagement. It aims to enhance teacher quality which is vital for improving student achievement and national development. The PPST also outlines 4 career stages that teachers progress through as they gain experience from beginning to distinguished practice.
Language, Literacy & Numeracy
The document discusses language, literacy, and numeracy (LLN) skills and their importance in vocational training and assessment. It notes that each vocational area requires unique reading, writing, communication and numeracy tasks. Trainers must understand required LLN skills, model them, evaluate training materials for appropriate LLN levels, and identify learners needing assistance. Assessment tasks also need to be at an appropriate LLN level.
Rpms-PPST Overview
The document discusses DepEd's Results-based Performance Management System (RPMS). It aims to align employee work with DepEd's vision and values through continuous performance improvement. RPMS follows a 4-phase cycle of planning, monitoring, reviewing, and rewarding performance. Employees set objectives and competencies for their key result areas. Managers provide feedback and evaluate employees based on their accomplishments. The process is approved by the Civil Service Commission and aims to develop employees' performance.
National reading month program
The document outlines the program for a National Reading Month Celebration event featuring a Mr. and Ms. Literary Cosplay competition. The program includes singing the national anthem, invocations, messages from school administrators, presentation of contest criteria, introduction of judges, performances from students, presentation of contest candidates, awarding of certificates in different categories like painting, family reading, essay writing and spoken word poetry by various teachers, selection of the top 10 candidates, a question and answer portion, and awarding of winners in the Parade of Characters category. The event aims to promote literacy and acknowledge those who helped make the event a success.
Trends In Philippine Education
- Virtual education is becoming increasingly important as the world undergoes rapid technological changes. Philippine universities must transform and adopt new pedagogical approaches to keep up with these changes and prepare students for a globalized world. The growth of industries like call centers also presents challenges and opportunities for universities to develop skills training programs. While technologies like ICT and online learning can increase access to education, universities still need reforms and support from the government to fully realize the potential of virtual education.
General Overview of CRLA.pptx
The document provides an overview of the Comprehensive Rapid Literacy Assessment (CRLA) administered by the ABC+ project in the Philippines. The CRLA is used to classify learners' reading levels and identify those needing additional support. It involves rapid, standardized assessments of learners in grades 1-3 to evaluate their skills in their mother tongue, Filipino, and English. The CRLA was developed through a rigorous process with DepEd and provides tools for administration, scoring, profiling learners, and using the data to support literacy development.
4 e-lective-1-module-6-lesson-11-12
The document discusses the roles and functions of teachers in multigrade classrooms. It identifies nine key roles that multigrade teachers must fulfill: teacher, facilitator, planner, evaluator, materials designer, action researcher, and community contact. As teachers of multiple grades, multigrade teachers must effectively impart knowledge, develop student skills, utilize various teaching strategies, understand individual differences, motivate students, and guide them in learning. They must also carefully plan lessons, assess student progress, design supplementary materials using local resources, conduct research to improve teaching practices, and serve as a link between the school and community. Fulfilling these multidimensional roles makes multigrade teaching more complex and demanding than single-grade instruction.
Evaluation in the multigrade classroom
Evaluation in the multigrade classroom involves more than just tests. It is an important part of the teaching and learning process that helps answer what students have learned and how well. A teacher evaluates based on the curriculum goals and objectives by looking at student learning, content covered, and learning experiences provided. Evaluation can be informal, through daily activities, or formal, through structured tests. When using tests in the multigrade classroom, teachers should design them for specific grades or abilities, teach test-taking skills, and create a relaxed testing environment. The most important part of evaluation is learning from students' mistakes to improve instruction. A teacher should also evaluate the curriculum implementation through classroom observations of student engagement and comfort.
multi-grade class
This document discusses multigrade classes, which are classrooms with two or more grade levels taught together. Multigrade classes exist due to necessities like remote locations with small student populations or shortages of teachers and buildings. Teachers in multigrade classes take on facilitator and planning roles. There are advantages like social interaction and individualized learning, but also challenges like needing more preparation and record keeping. Benefits are seen for learners, teachers, and communities by providing educational access in an efficient manner.
Social Regard for Learning - Domain 1
This document discusses social regard for learning and outlines key performance indicators for teachers. It focuses on teachers serving as positive role models who exemplify the pursuit of learning through their interactions with students. The document outlines several strands of desired teaching performance, including demonstrating that learning is valuable, comes from different sources, and requires effort. It provides questions for teachers to reflect on whether students can appreciate the value of learning through the teacher's examples and interactions.
Send off and installation ceremony script (toastmaster)
This document summarizes the program for a send-off and installation ceremony. It introduces the various speakers who will provide messages at the event, including the municipal mayor, outgoing and incoming principals, and the education program supervisor. The program also involves an induction, singing of hymns, messages from leaders, and a performance. It outlines the order of events, including the installation of the new principal, acceptance message, token giving, and pictorials. The summary concludes by welcoming the incoming principal of Inopacan District.
Revised Phil-IRI 2018 Presentation
The document outlines the 4 stages of administering the Philippine Informal Reading Inventory (Phil-IRI) manual from 2018. Stage 1 involves an initial group screening test to identify students scoring below 14 who will undergo further assessment. Stage 2 consists of individually administering graded reading passages to determine students' independent, instructional, and frustration reading levels. Stage 3 involves providing reading intervention. Finally, Stage 4 administers a post-test and submits progress reports. The document provides detailed instructions for administering each stage of the Phil-IRI assessment.
CRLA_CIES-2022_IE.pptx
The document describes the development and implementation of a teacher-led formative assessment called the Comprehensive Rapid Literacy Assessment (CRLA) in the Philippines. The CRLA was designed to be a rapid, standardized assessment for teachers to administer and score themselves to identify reading proficiency levels after extended school closures due to the pandemic. It was piloted successfully and then scaled up nationwide with support from RTI and DepEd. Analysis of results from thousands of students found it was useful, easy to use, and effective both in-person and remotely. Lessons learned include the importance of co-development, quality assurance, and guidance materials to facilitate use and understanding.
Child protection acc. report
The document summarizes a capacity building seminar on child protection policy that was conducted for teachers at Salawag Elementary School. The seminar discussed children's rights to protection from abuse, exploitation, and neglect according to Philippine law and DepEd policy. It covered topics like bullying, children's rights and obligations, and relevant laws. Pictures show teachers attending presentations by a lawyer speaker and the school principal. The seminar helped teachers understand measures and protocols for handling child protection issues.
action plan in reading.docx
The action plan outlines a reading remediation program for struggling readers at Catagbacan Elementary School from SY 2021-2022. The plan has three phases: 1) Selection and orientation of students and parents, 2) Conducting remedial reading instruction using various activities, and 3) Monitoring and evaluation. The goals are to improve students' reading proficiency through diagnostic testing, multi-level materials, and parent involvement. Activities include pre- and post-testing, phonemic awareness exercises, decoding practice, and home reading. The school aims to enhance reading skills and encourage a love of reading.
Beginning Readers PPT
The document discusses characteristics and goals of beginning readers in kindergarten and early first grade. Beginning readers know less than half the alphabet, have little phonemic awareness, and can recognize a few sight words. They are working on using pictures and context clues to predict words, discussing story elements, and establishing reading habits like predicting words while maintaining meaning. Goals include following directionality, matching voice to print, recognizing 10 sight words, and distinguishing beginning and ending sounds. The document provides tips for parents and teachers to support beginning readers.
K TO 12 GRADE 1 LEARNING MATERIAL IN MATHEMATICS (Q3-Q4)
Learning materials / modules in MATHEMATICS Grade 71 Quarter 3 and 4
K to 12 English Session Guide
The document outlines a session guide for an English curriculum covering topics such as the theoretical underpinnings of the curriculum, domains and standards, the structure of the teacher's guide and learning package, and strategies for teaching key domains. It includes slides and discussion on cross-linguistic transfer, integrating other subjects into language lessons, sample exercises for domains like oral language and vocabulary, and helpful tips for teaching English to young learners. The session aims to help participants understand foundations of the English curriculum and how to effectively teach language skills.
New parameters in teaching and learning in the 21st century
The document discusses changes in 21st century education across five key categories: learning environment, content, process, learner types, and learning spaces. It notes that the new learning environment emphasizes information and communication technologies, uses innovative and modern teaching methods, and moves beyond the traditional classroom. The new content focuses on intellectual abilities rather than just factual knowledge, and cooperative rather than individual learning. New learner types are tech-savvy, come from diverse backgrounds, and have traits like independence and creativity. Learning now occurs both inside and outside the classroom, taking advantage of places like parks, museums and homes to enhance real-life experience.
Phil-IRI-Full-Package- (1).docx
The document provides information about the Philippine Informal Reading Inventory (Phil-IRI) manual, including:
1. The Phil-IRI is an informal reading inventory designed to determine students' reading levels in oral reading, silent reading, and listening comprehension.
2. It was developed to help teachers identify students' reading abilities and needs to better design instruction.
3. The selections and levels were adjusted based on the new K-12 curriculum introduced in the Philippines.
Pedagogical Approaches in Teaching Filipino.pptx
Pedagogy might sound like a complicated concept, but, put simply, it’s just the method and practice of teaching in general, especially in relation to academic subjects or theoretical concepts. Pedagogy can refer to all levels of teaching, from nursery and primary, all the way up to higher education.
When it comes to the fundamentals of Pedagogy, there are five different approaches to consider. Each of these approaches is usually placed on a spectrum from teacher-focused to learner-focused pedagogy. As the names suggest, teacher-focused pedagogy revolves around teachers, putting them at the centre of the learning process, while learner-focused pedagogy is centred around learners playing an active role in the learning process.
The Fuller Technique.pptx
The document outlines the Fuller Technique for teaching word recognition to struggling readers. It involves teaching consonant and vowel sounds in isolation before combining them into words. Words are grouped into families based on rhyming endings (e.g. cat, fat, hat) and taught sequentially from short vowel words to long vowel words to blends and digraphs. The technique provides structured lessons and assessments to ensure mastery before moving to new sounds. Teachers are guided to present the word families in a systematic, multisensory manner to help students recognize word patterns.
Marungko
This document provides guidance for teaching beginning reading in English, outlining stages that develop reading readiness skills through oral language activities, then introduce basic decoding and word recognition techniques like phonics before progressing to guided reading of short texts with comprehension questions. It emphasizes establishing familiarity with English sounds, structures, and sight words as prerequisites for pupils to start learning to read in their new language.
List of prioritized topics for school based leanrning action cell (slac0
The document lists 18 topics prioritized for the School-Based Learning Action Cell (SLAC) for the 2021-2022 school year at Cresencio S. Lago National High School in Surigao del Sur, Philippines. The topics include using ICT to create video lessons and interactive materials, designing test questions and performance tasks, providing formative feedback, innovation strategies for struggling learners, and workshops on using online platforms and making computer-aided instructional materials. Target dates for conducting sessions on the topics are to be determined.
LAC Narrative Report 2021.docx
The document summarizes the minutes of a virtual Learning Action Cell session conducted by the English Department of Cabantian National High School. It discusses the following key points:
1. The session was held virtually on Google Meet on October 25, 2021 and focused on discussing the significance of the PHI-IRI reading assessment and how it can help identify struggling readers and inform teacher instruction.
2. The presenter, Jocel P. Algabre, emphasized how PHI-IRI can assess students' reading levels and comprehension. She also discussed the different components of PHI-IRI including the group screening test and individually administered reading passages.
3. The department head, Dr. Dahl
1 & 2 class program 2013 2014
The document contains class schedules for various sections of Grade 1 and Grade 2 students at San Francisco Elementary School for the 2013-2014 school year. Each section schedule outlines the time allotted, learning areas covered, and teachers. The schedules show that classes run for 6-7 hours daily and include subjects like English, Math, Filipino, Araling Panlipunan, MAPEH, and recess. Remedial instruction is also provided for 90 minutes each day. The schedules were submitted by teachers and approved by the school principal and district supervisor.
Edukasyong Pantahanan at Pangkabuhayan and Technology and Livelihood Educatio...
Edukasyong Pantahanan at Pangkabuhayan and Technology and Livelihood Educatio...Dr. Joy Kenneth Sala Biasong
Edukasyong Pantahanan at Pangkabuhayan and Technology and Livelihood Education K to 12 Curriculum Guide Understanding rpms tools and mode of verifications
This document provides information about RPMS tools and performance assessment for teachers in the Philippines. It discusses the two RPMS tools for teachers, which assess Proficient Teachers and Highly Proficient Teachers. It also outlines the parts of the tools, including key result areas, objectives, means of verification, and performance indicators. The document gives examples of how a sample teacher's performance would be assessed using the tools, providing hypothetical documentation the teacher may submit for different objectives and calculations for determining overall performance ratings.
Action Research Presentation
This study examined the effects of explicit instruction using semantic maps on cross-curricular vocabulary in a second-grade classroom. The researcher taught vocabulary words from various subject areas to 21 students using explicit instruction methods like child-friendly definitions and examples, followed by having students complete semantic maps in pairs. Data was collected through pre- and post-tests of general vocabulary and target words, as well as daily and bi-weekly assessments during the 8-week intervention. Results showed significant gains in students' expressive vocabulary, receptive vocabulary, and knowledge of target words from pre- to post-testing. During the intervention, students' understanding of weekly vocabulary words improved. Boys showed slightly greater gains in expressive vocabulary than girls. The study suggests
Leading teachers into effectiveness with a coaching hat part 2
This document discusses using a coaching approach to provide feedback to teachers. It emphasizes giving informal, narrative feedback focused on observations and evidence, rather than opinions. Examples are given of effective feedback statements that discuss what was noticed in the classroom, pose reflective questions, and avoid judgments. The document also addresses giving feedback when unsure of what to say, and generating reflective questions in response to teaching scenarios. The overall message is that a coaching approach focused on reflection can help improve instruction without evaluation.
More Related Content
What's hot
multi-grade class
This document discusses multigrade classes, which are classrooms with two or more grade levels taught together. Multigrade classes exist due to necessities like remote locations with small student populations or shortages of teachers and buildings. Teachers in multigrade classes take on facilitator and planning roles. There are advantages like social interaction and individualized learning, but also challenges like needing more preparation and record keeping. Benefits are seen for learners, teachers, and communities by providing educational access in an efficient manner.
Social Regard for Learning - Domain 1
This document discusses social regard for learning and outlines key performance indicators for teachers. It focuses on teachers serving as positive role models who exemplify the pursuit of learning through their interactions with students. The document outlines several strands of desired teaching performance, including demonstrating that learning is valuable, comes from different sources, and requires effort. It provides questions for teachers to reflect on whether students can appreciate the value of learning through the teacher's examples and interactions.
Send off and installation ceremony script (toastmaster)
This document summarizes the program for a send-off and installation ceremony. It introduces the various speakers who will provide messages at the event, including the municipal mayor, outgoing and incoming principals, and the education program supervisor. The program also involves an induction, singing of hymns, messages from leaders, and a performance. It outlines the order of events, including the installation of the new principal, acceptance message, token giving, and pictorials. The summary concludes by welcoming the incoming principal of Inopacan District.
Revised Phil-IRI 2018 Presentation
The document outlines the 4 stages of administering the Philippine Informal Reading Inventory (Phil-IRI) manual from 2018. Stage 1 involves an initial group screening test to identify students scoring below 14 who will undergo further assessment. Stage 2 consists of individually administering graded reading passages to determine students' independent, instructional, and frustration reading levels. Stage 3 involves providing reading intervention. Finally, Stage 4 administers a post-test and submits progress reports. The document provides detailed instructions for administering each stage of the Phil-IRI assessment.
CRLA_CIES-2022_IE.pptx
The document describes the development and implementation of a teacher-led formative assessment called the Comprehensive Rapid Literacy Assessment (CRLA) in the Philippines. The CRLA was designed to be a rapid, standardized assessment for teachers to administer and score themselves to identify reading proficiency levels after extended school closures due to the pandemic. It was piloted successfully and then scaled up nationwide with support from RTI and DepEd. Analysis of results from thousands of students found it was useful, easy to use, and effective both in-person and remotely. Lessons learned include the importance of co-development, quality assurance, and guidance materials to facilitate use and understanding.
Child protection acc. report
The document summarizes a capacity building seminar on child protection policy that was conducted for teachers at Salawag Elementary School. The seminar discussed children's rights to protection from abuse, exploitation, and neglect according to Philippine law and DepEd policy. It covered topics like bullying, children's rights and obligations, and relevant laws. Pictures show teachers attending presentations by a lawyer speaker and the school principal. The seminar helped teachers understand measures and protocols for handling child protection issues.
action plan in reading.docx
The action plan outlines a reading remediation program for struggling readers at Catagbacan Elementary School from SY 2021-2022. The plan has three phases: 1) Selection and orientation of students and parents, 2) Conducting remedial reading instruction using various activities, and 3) Monitoring and evaluation. The goals are to improve students' reading proficiency through diagnostic testing, multi-level materials, and parent involvement. Activities include pre- and post-testing, phonemic awareness exercises, decoding practice, and home reading. The school aims to enhance reading skills and encourage a love of reading.
Beginning Readers PPT
The document discusses characteristics and goals of beginning readers in kindergarten and early first grade. Beginning readers know less than half the alphabet, have little phonemic awareness, and can recognize a few sight words. They are working on using pictures and context clues to predict words, discussing story elements, and establishing reading habits like predicting words while maintaining meaning. Goals include following directionality, matching voice to print, recognizing 10 sight words, and distinguishing beginning and ending sounds. The document provides tips for parents and teachers to support beginning readers.
K TO 12 GRADE 1 LEARNING MATERIAL IN MATHEMATICS (Q3-Q4)
Learning materials / modules in MATHEMATICS Grade 71 Quarter 3 and 4
K to 12 English Session Guide
The document outlines a session guide for an English curriculum covering topics such as the theoretical underpinnings of the curriculum, domains and standards, the structure of the teacher's guide and learning package, and strategies for teaching key domains. It includes slides and discussion on cross-linguistic transfer, integrating other subjects into language lessons, sample exercises for domains like oral language and vocabulary, and helpful tips for teaching English to young learners. The session aims to help participants understand foundations of the English curriculum and how to effectively teach language skills.
New parameters in teaching and learning in the 21st century
The document discusses changes in 21st century education across five key categories: learning environment, content, process, learner types, and learning spaces. It notes that the new learning environment emphasizes information and communication technologies, uses innovative and modern teaching methods, and moves beyond the traditional classroom. The new content focuses on intellectual abilities rather than just factual knowledge, and cooperative rather than individual learning. New learner types are tech-savvy, come from diverse backgrounds, and have traits like independence and creativity. Learning now occurs both inside and outside the classroom, taking advantage of places like parks, museums and homes to enhance real-life experience.
Phil-IRI-Full-Package- (1).docx
The document provides information about the Philippine Informal Reading Inventory (Phil-IRI) manual, including:
1. The Phil-IRI is an informal reading inventory designed to determine students' reading levels in oral reading, silent reading, and listening comprehension.
2. It was developed to help teachers identify students' reading abilities and needs to better design instruction.
3. The selections and levels were adjusted based on the new K-12 curriculum introduced in the Philippines.
Pedagogical Approaches in Teaching Filipino.pptx
Pedagogy might sound like a complicated concept, but, put simply, it’s just the method and practice of teaching in general, especially in relation to academic subjects or theoretical concepts. Pedagogy can refer to all levels of teaching, from nursery and primary, all the way up to higher education.
When it comes to the fundamentals of Pedagogy, there are five different approaches to consider. Each of these approaches is usually placed on a spectrum from teacher-focused to learner-focused pedagogy. As the names suggest, teacher-focused pedagogy revolves around teachers, putting them at the centre of the learning process, while learner-focused pedagogy is centred around learners playing an active role in the learning process.
The Fuller Technique.pptx
The document outlines the Fuller Technique for teaching word recognition to struggling readers. It involves teaching consonant and vowel sounds in isolation before combining them into words. Words are grouped into families based on rhyming endings (e.g. cat, fat, hat) and taught sequentially from short vowel words to long vowel words to blends and digraphs. The technique provides structured lessons and assessments to ensure mastery before moving to new sounds. Teachers are guided to present the word families in a systematic, multisensory manner to help students recognize word patterns.
Marungko
This document provides guidance for teaching beginning reading in English, outlining stages that develop reading readiness skills through oral language activities, then introduce basic decoding and word recognition techniques like phonics before progressing to guided reading of short texts with comprehension questions. It emphasizes establishing familiarity with English sounds, structures, and sight words as prerequisites for pupils to start learning to read in their new language.
List of prioritized topics for school based leanrning action cell (slac0
The document lists 18 topics prioritized for the School-Based Learning Action Cell (SLAC) for the 2021-2022 school year at Cresencio S. Lago National High School in Surigao del Sur, Philippines. The topics include using ICT to create video lessons and interactive materials, designing test questions and performance tasks, providing formative feedback, innovation strategies for struggling learners, and workshops on using online platforms and making computer-aided instructional materials. Target dates for conducting sessions on the topics are to be determined.
LAC Narrative Report 2021.docx
The document summarizes the minutes of a virtual Learning Action Cell session conducted by the English Department of Cabantian National High School. It discusses the following key points:
1. The session was held virtually on Google Meet on October 25, 2021 and focused on discussing the significance of the PHI-IRI reading assessment and how it can help identify struggling readers and inform teacher instruction.
2. The presenter, Jocel P. Algabre, emphasized how PHI-IRI can assess students' reading levels and comprehension. She also discussed the different components of PHI-IRI including the group screening test and individually administered reading passages.
3. The department head, Dr. Dahl
1 & 2 class program 2013 2014
The document contains class schedules for various sections of Grade 1 and Grade 2 students at San Francisco Elementary School for the 2013-2014 school year. Each section schedule outlines the time allotted, learning areas covered, and teachers. The schedules show that classes run for 6-7 hours daily and include subjects like English, Math, Filipino, Araling Panlipunan, MAPEH, and recess. Remedial instruction is also provided for 90 minutes each day. The schedules were submitted by teachers and approved by the school principal and district supervisor.
Edukasyong Pantahanan at Pangkabuhayan and Technology and Livelihood Educatio...
Edukasyong Pantahanan at Pangkabuhayan and Technology and Livelihood Educatio...Dr. Joy Kenneth Sala Biasong
Edukasyong Pantahanan at Pangkabuhayan and Technology and Livelihood Education K to 12 Curriculum Guide Understanding rpms tools and mode of verifications
This document provides information about RPMS tools and performance assessment for teachers in the Philippines. It discusses the two RPMS tools for teachers, which assess Proficient Teachers and Highly Proficient Teachers. It also outlines the parts of the tools, including key result areas, objectives, means of verification, and performance indicators. The document gives examples of how a sample teacher's performance would be assessed using the tools, providing hypothetical documentation the teacher may submit for different objectives and calculations for determining overall performance ratings.
What's hot (20)
Send off and installation ceremony script (toastmaster)
Send off and installation ceremony script (toastmaster)
K TO 12 GRADE 1 LEARNING MATERIAL IN MATHEMATICS (Q3-Q4)
K TO 12 GRADE 1 LEARNING MATERIAL IN MATHEMATICS (Q3-Q4)
New parameters in teaching and learning in the 21st century
New parameters in teaching and learning in the 21st century
List of prioritized topics for school based leanrning action cell (slac0
List of prioritized topics for school based leanrning action cell (slac0
Edukasyong Pantahanan at Pangkabuhayan and Technology and Livelihood Educatio...
Edukasyong Pantahanan at Pangkabuhayan and Technology and Livelihood Educatio...
Understanding rpms tools and mode of verifications
Understanding rpms tools and mode of verifications
Viewers also liked
Action Research Presentation
This study examined the effects of explicit instruction using semantic maps on cross-curricular vocabulary in a second-grade classroom. The researcher taught vocabulary words from various subject areas to 21 students using explicit instruction methods like child-friendly definitions and examples, followed by having students complete semantic maps in pairs. Data was collected through pre- and post-tests of general vocabulary and target words, as well as daily and bi-weekly assessments during the 8-week intervention. Results showed significant gains in students' expressive vocabulary, receptive vocabulary, and knowledge of target words from pre- to post-testing. During the intervention, students' understanding of weekly vocabulary words improved. Boys showed slightly greater gains in expressive vocabulary than girls. The study suggests
Leading teachers into effectiveness with a coaching hat part 2
This document discusses using a coaching approach to provide feedback to teachers. It emphasizes giving informal, narrative feedback focused on observations and evidence, rather than opinions. Examples are given of effective feedback statements that discuss what was noticed in the classroom, pose reflective questions, and avoid judgments. The document also addresses giving feedback when unsure of what to say, and generating reflective questions in response to teaching scenarios. The overall message is that a coaching approach focused on reflection can help improve instruction without evaluation.
Evernote for principalcast
Slides for Principalcast Podcast Episode 15: Using Evernote for Organization.
www.principalcast.com
Explicit Teaching
The document discusses explicit instruction strategy for teaching English language. Explicit instruction involves direct student attention on specific learning outcomes broken down into small parts with explanation, demonstration and practice. It is useful for introducing new topics and skills and provides guided instruction for students to build basic understanding and mastery through hands-on activities. Explicit instruction requires teachers to set a purpose, tell students what to do, and demonstrate how to do it while connecting new knowledge to prior knowledge.
Teaching Practice - Literacy and Learning 2.0
An overview of some thoughts on effective teaching practice with a focus on literacy, emerging technologies and the needs of current and future millennial learners.
WASC
This short document promotes the creation of presentations using Haiku Deck, an online presentation tool. It provides examples of stock photos that could be used in a Haiku Deck presentation and encourages the reader to get started making their own presentation by signing up for Haiku Deck on SlideShare.
Instruction in Nature of Science as a Multicultural Approach
1) The document discusses gaps in science achievement and participation among underrepresented racial/ethnic groups and proposes instructional approaches to better engage these students.
2) These approaches include inquiry-based instruction, instructional congruency using students' everyday experiences and languages, and explicit instruction in the nature of science (NOS).
3) By combining these approaches, the authors argue science can be framed as a cultural way of knowing to boost underrepresented students' agency and participation in science learning.
What Great Teachers Do Differently
Todd Whitaker is an education professor and author who has studied effective teaching practices. The document summarizes his research on what separates great teachers from others. Specifically, it discusses that great teachers establish clear expectations, treat students with respect, have high expectations for themselves and their students, ignore minor issues to focus on more important things, and make caring about learning seem "cool" to students. The overall message is that great teachers excel at building positive learning environments and relationships with students.
Explicit teaching
This document provides examples of explicit literacy teaching strategies used in a classroom, including focusing on specific reading and writing skills each week, displaying learning goals and strategies for students, using assessments to target individual student needs in spelling and handwriting, and using examples and models to demonstrate expectations and skills to students.
English Learners in 21st-Century Classrooms and Language Acquisition Theories
This is the PowerPoint presentation of my aforementioned topics in the subject LED 204: Teaching reading, Literary Appreciation, and Writing in Bilingual Context. The reference will be provided on the next update.
Twitter island #ipli
This document provides an introduction to using Twitter for professional development purposes. It outlines how Twitter can be used to:
- Build a professional learning network (PLN) of educators from a global audience to gain advice and feedback
- Participate in discussions using hashtags and ask questions anonymously that might not be appropriate for colleagues
- Find new resources and ideas by following others with similar interests and reading articles they share
- Get feedback and help in real-time from one's PLN
The document then provides basic instructions on how to set up a Twitter account, including choosing an appropriate bio and profile picture, and tools like TweetDeck that allow for posting longer tweets.
Classroom procedure for explicit instruction in conversational implicature
This document outlines a classroom procedure for teaching conversational implicature to advanced English language learners. The procedure involves four stages: 1) presenting Grice's Cooperative Principle and theories of implicature, 2) analyzing implicatures in a model conversation, 3) interpreting implicatures, and 4) group analysis of social interactions. The procedure was tested with 16 advanced learners but encountered difficulties, suggesting it is best for high-proficiency students.
Loraine Kennedy - Motivating tired teachers: coaching for performance and CPD
This document discusses reasons why teachers may lose motivation to develop professionally and provides suggestions for motivating teachers. It notes that teachers may feel they know enough, lack time, motivation, relevant training opportunities, or may fear failure. The document recommends that professional development focus on helping students succeed, teaching methodology rather than activities, and impact rather than failings. It advocates treating teachers as professionals by engaging with their interests, empowering them, and celebrating advances.
Coaching for Teachers
This material was presented in the Annual Conference for Teachers of English by ICDA, in June 2017. Presenters: Alexander Cueto and Anabel Camacho.
Viewers also liked (14)
Leading teachers into effectiveness with a coaching hat part 2
Leading teachers into effectiveness with a coaching hat part 2
Instruction in Nature of Science as a Multicultural Approach
Instruction in Nature of Science as a Multicultural Approach
English Learners in 21st-Century Classrooms and Language Acquisition Theories
English Learners in 21st-Century Classrooms and Language Acquisition Theories
Classroom procedure for explicit instruction in conversational implicature
Classroom procedure for explicit instruction in conversational implicature
Loraine Kennedy - Motivating tired teachers: coaching for performance and CPD
Loraine Kennedy - Motivating tired teachers: coaching for performance and CPD
Similar to Principles of Decoding and Explicit Instruction
Exposure and focus on form
Krashen's hypotheses propose that language is acquired subconsciously through meaningful interaction and exposure to comprehensible input, and that learning involves conscious grammatical rules which act as an editor. Vygotsky's theory emphasizes that cognitive development occurs through social interaction and language learning. Errors are an important part of the learning process as learners experiment, and differences between L1 and L2 acquisition include age of learning, context, and ways of learning.
Teaching literacy
1) The document discusses the Jolly Phonics program for teaching literacy. It explains that Jolly Phonics uses a synthetic phonics approach where letter sounds are taught rapidly and blending is emphasized before reading.
2) The program involves teaching the 42 letter sounds in a specific order using multi-sensory methods like actions, sound sheets, and tracing letters. It also covers letter formation, blending sounds, identifying sounds in words, tricky words, and daily practice.
3) Various activities are used from the Jolly Phonics program to reinforce the letter sounds like bingo, board games, and sentence sticking. The program emphasizes teaching the letter sounds, blending, and developing reading and writing skills.
Teaching English to Students with Learning Difficulties by Elena Xidopoulou
The word that doesn't belong in the first group is "pan" because it doesn't start with the /s/ sound like the other words.
The word that doesn't belong in the second group is "sell" because it doesn't contain a short vowel sound like the other words.
The word that doesn't belong in the third group is "mad" because it doesn't contain the /k/ sound like the other words.
The word that doesn't belong in the fourth group is "pin" because it doesn't contain the /b/ sound like the other words.
The word that doesn't belong in the fifth group is "zoo" because it doesn't contain a short vowel sound like the other
Listening skills cc
This document discusses developing listening skills. It outlines the session objectives of analyzing different purposes and ways of listening, explaining how top-down and bottom-up processing influence comprehension, and applying understanding to task design. Potential listening experiences are listed and include situations that involve speaking and listening, have the speaker physically present, require listening for specific information, are for pleasure, and require close listening. Challenges for additional language learners in listening are also discussed, such as a lack of visual reinforcement, inability to interact or control input speed, and difficulties with dense information or lack of repetition.
Tkt m1 11 12-13
This document discusses various topics related to language learning, including the role of errors, differences between first (L1) and second (L2) language acquisition, learner characteristics, and learning styles. It notes that errors are an unavoidable and necessary part of the language learning process. It also highlights several key differences between L1 and L2 learning, such as age of acquisition, motivation, and environment. The document provides examples of learning styles, strategies, and how learner characteristics can influence the learning process. Teachers are advised to consider individual learner needs and adapt their teaching accordingly.
Teaching listening by Saray
This document discusses techniques for teaching listening skills. It begins by outlining some objectives of the presentation, which are to understand what makes listening difficult, key guidelines for teaching listening, and common techniques and activities. Some of the challenges of listening identified include clustering, redundancy, delivery rate, and stress/intonation. The document recommends using a variety of pre, during, and post listening activities. These include predicting content, sequencing sentences, drawing pictures, and answering multiple choice or open-ended questions. Throughout, the focus is on making listening an active process for students rather than a test of memory.
Maya Saputri Power Point Oral Work
The document discusses oral work and teaching speaking skills to young children learning English as a foreign language. It outlines several methods for presenting new language orally, including using puppets and mascots. It also describes controlled practice activities like telling time and guided practice with limited choices. Role plays and dialogues are recommended as they require using language naturally. Free activities focus on meaning over correctness and include pairwork, groupwork, and whole class games and questionnaires to encourage speaking. Correcting mistakes is important for proper learning. Overall, oral work requires balancing practice opportunities both in and out of the classroom while making the learning fun and accessible for young learners.
Oral presentation
The document discusses strategies for teaching language skills to young learners of a second language. It addresses creating a comfortable environment, focusing initially on comprehension over production, using Total Physical Response activities, and integrating language skills rather than teaching them in isolation. Some key recommendations include allowing a silence period as students adjust, using gestures and visuals to enhance comprehension, emphasizing patterns and routines, and providing feedback to students on their language use. The overall message is that successful second language acquisition involves comprehending language before producing it, within a low-anxiety setting.
Practical teaching technique for Young Learners
The document discusses techniques for teaching English to young learners, focusing on the four skills of listening, speaking, reading, and writing.
For listening, it recommends activities like "listen and do" where students follow instructions, "listen for information" where they listen for details, and "listen and color" where they color pictures based on descriptions.
For speaking, it suggests pair work and group work, where students practice describing pictures, buildings, and directions to each other.
For reading, it discusses reading aloud individually or in groups, as well as silent reading.
For writing, it covers techniques like matching, dictation, fill in the blank exercises, and organizing or copying information.
Teaching listening
The document discusses teaching listening skills. It defines listening as an active process where the listener tries to understand meaning from sounds. Listening was historically overlooked but is now recognized as active. Teaching listening helps students function in real situations and activates their mental lexicon. Active listening focuses on understanding without responding, while passive listening involves multitasking. Active listening improves learning and relationships. The listening process involves bottom-up and top-down models as well as using schemas. Challenges include difficulties with sounds, speed of speech, and maintaining focus.
SELL in ECE presentation
The document discusses supporting English language learners in early childhood classrooms. It highlights that the preschool years are critical for development, especially emergent literacy skills. English language learners face learning these skills while also learning a new language. The document explores realities of working with young ELLs, language acquisition, and best practices. These include using repetition, concrete examples, expanding language, predictable routines, careful grouping, and selecting supportive activities and books.
Acquisition of a foreign language (i)
This document discusses strategies for acquiring a foreign language. It explains that acquisition is an unconscious process similar to learning a first language, while learning a foreign language is more conscious. It recommends providing comprehensible input that is just above students' levels through activities involving listening, speaking, reading and writing. For listening, the input should be slower, clearer and with common vocabulary and shorter sentences. Speaking activities can include role-plays, songs and daily expressions. Reading involves storytelling, adapted texts and classroom posters. Writing focuses on short, easy tasks like descriptions and letters. The goal is to mimic how a first language is acquired.
Challenges and Demands in the Teaching of Listening
This document discusses challenges in teaching listening skills and developing effective listening in language learners. It identifies several factors that make listening difficult, such as reduced forms, fillers, rate of delivery and prosody. The author advocates delaying speaking and focusing on listening at first. Teachers should teach listening skills explicitly by addressing challenging factors and ensuring students comprehend interactions. The goal is for students to build a "cognitive map" of the language in their minds through meaningful listening practice. Overall, the document emphasizes the importance of listening as an overlooked skill and provides guidance for teaching it effectively.
Differences in l2 learners liseth chica
Young learners acquire language more easily than older learners due to brain plasticity and greater language exposure. Girls tend to perform better in grammar and spelling while boys learn more visually. Individual differences like aptitude, motivation, cognitive styles and personality can influence how successfully one acquires a second language. Learning strategies also impact language learning, with younger learners relying more on repetition and older learners on synthesis. Females tend to employ social/affective strategies more than males.
ESP Young Learners VS Adult Learners
This PPT will help us to know more about the comparison between young learners and adult learners. This PPT is created by Dwi Anggraeni, Maulida Swastuti, and Uun Kumala Sari.
Skill of Speaking
This document discusses the teacher's role in developing speaking skills among students. It outlines that the teacher should act as a collaborator and observer, encouraging participation from all students through small group activities. Some techniques discussed include imitative practice through drills and games initially, followed by more communicative activities like role-plays, discussions, and speeches. The document also provides examples of different classroom activities that can be used, such as gap activities, role-plays, discussions and short speeches. It emphasizes that practice is important for developing fluency and removing hesitation, while also avoiding criticism so students are not intimidated.
Pa final project
The document provides a template for a final project on teaching phonemic awareness in the classroom. It includes sections for general information, reflections on phonemic awareness assessments and readings, linguistic components, audio recording practice, student assessments, analysis of assessment results, teaching strategies, standards, technology integration, and a reflection. The template is to be completed throughout a six-session course and submitted for review and feedback.
lesson 8 SLA a
This document summarizes key points about second language acquisition from chapters in two textbooks. It discusses that while some are born bilingual, most learn a second language later in life. Acquisition means natural learning through use, while learning is a more conscious effort. Factors like age of exposure, motivation, classroom environment, and use of the language can impact success. Practice is important, and adults have advantages over children but learn differently. Full fluency may require hundreds of hours of study and use over time.
Strategies-in-Teaching-Beginning-Reading-Copy.pptx
This document provides an overview of strategies for teaching beginning reading. It discusses the importance of phonemic awareness and identifies six phonemic awareness tasks: phoneme isolation, identification, categorization, blending, segmentation, and manipulation. Examples of games and activities are provided for each task. The document also covers phonics instruction and word recognition, identifying sight words, the Fuller technique, and onset and rime as effective strategies. The overall message is that reading is key to learning, and teachers play an important role in inspiring students and helping them develop foundational reading skills.
Similar to Principles of Decoding and Explicit Instruction (20)
Teaching English to Students with Learning Difficulties by Elena Xidopoulou
Teaching English to Students with Learning Difficulties by Elena Xidopoulou
Challenges and Demands in the Teaching of Listening
Challenges and Demands in the Teaching of Listening
Strategies-in-Teaching-Beginning-Reading-Copy.pptx
Strategies-in-Teaching-Beginning-Reading-Copy.pptx
Recently uploaded
Hindi varnamala | hindi alphabet PPT.pdf
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Physical pharmaceutics notes for B.pharm students
Advanced Java[Extra Concepts, Not Difficult].docx
This is part 2 of my Java Learning Journey. This contains Hashing, ArrayList, LinkedList, Date and Time Classes, Calendar Class and more.
PCOS corelations and management through Ayurveda.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Setup Warehouse & Location in Odoo 17 Inventory
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
The Diamonds of 2023-2024 in the IGRA collection
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...National Information Standards Organization (NISO)
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.clinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
BBR 2024 Summer Sessions Interview Training
Qualitative research interview training by Professor Katrina Pritchard and Dr Helen Williams
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
How to Make a Field Mandatory in Odoo 17
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
How to Fix the Import Error in the Odoo 17
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Manage Your Lost Opportunities in Odoo 17 CRM
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)Academy of Science of South Africa
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.Recently uploaded (20)
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
How to Setup Warehouse & Location in Odoo 17 Inventory
How to Setup Warehouse & Location in Odoo 17 Inventory
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)
Principles of Decoding and Explicit Instruction
- 2. Objectives: 1. Identify steps in teaching word reading, word recognition, spelling, vocabulary, comprehension, writing sentences and paragraphs 2. Identify the steps in explicit teaching of phonological and phonemic awareness, and beginning reading and writing 3. Explain the reading process
- 3. 4. Demonstrate explicit teaching in reading Alphabet Knowledge Phonics and Recognition Fluency Spelling Handwriting
- 4. Priming Activity: Have the participants read the paragraph. On the first day at his new school, poor Yodle couldn’t glant anything. He was very snam because even the quims plended his plosg and leuthed his ontibs. Mr. Golan, the school gornisht, saw that and wanted to help. He called Yodle to his munt and spoke to him gently. Then, Mr Golan trungled the quims very very strintly. After the break, he also minched Yodle some riglands. When I met Yodle on Thursday, he looked much brinder. He forgot all the troubles he had two days before.
- 5. Analysis/Discussion What made it difficult for them to understand?
- 6. Outline: 1. A Guiding Principle in Teaching Decoding 2. The Reading Process 3. Phonological Awareness 4. Phonemic Awareness 5. Assessment 6. Marungko Method (video presentation…)
- 7. Post-Video Discussion 1. What is the guiding principle in teaching reading that we have focused on today? 2. What is the gap between decoding and reading comprehension? 3. What are the domains included in teaching beginning reading? 4. Why are phonological and phonemic awareness important in the foundation in teaching beginning reading? 5. Why do we need to follow the systematic, multi-sensory, and sequential approach to word reading recognition and spelling development?
- 8. Workshop/Application Arrange the participants into 5 groups. Ask them to role play the explicit teaching of the following: I. Group 1 – Alphabet Knowledge II. Group 2 – Phonics and Word Recognition III. Group 3 – Fluency IV. Group 4 – Spelling V. Group 5 - Handwriting
- 9. Thank you!