This document contains recommended remediation activities for developing reading skills of English among those who are in the frustration level of reading.
Learning action cell plan of science teachers of esperidion f. encabo I memorial high school. Entails lots of programs and activities for one school year.
This document contains recommended remediation activities for developing reading skills of English among those who are in the frustration level of reading.
Learning action cell plan of science teachers of esperidion f. encabo I memorial high school. Entails lots of programs and activities for one school year.
How to teach marungko approach to reading. Marungko Approach was first introduced in a public elementary school in Marungko, Angat, Bulacan, devised by Nooraihan Ali and Josefina Urbano. According to Nooraihan and Urbano, the method used is called "phono syllabicâ which is teaching of correct single sounds and the blending of sounds into syllables and words. Note that the mastery of letter sounds is very important in this approach.How to use Marungko?
1.The first 5 lessons are as follows: m, s, a , i, o
Teach each sound and form until mastery before a new sound is introduced:
a) Ask a question to which the response will elicit the target sound. You can use pictures of words beginning with m, s, a etc. depending on the current lesson.
b) Show the target letter and tell the children to sound it again as they look at the letter.
c) Show them how to write it. Ask them to write it, with the fingers in the air, on their palm, on their desks, and on paper as they give the sound.
e) Mastery means they know the sound and the form of the target letter. They can give the sound and write the symbol.
2. After the first 3 sounds have been mastered, these can be combined to form words, phrases or sentences. Start blending of sounds. Every new sound is introduced with previous sounds already learned and in various combinations into words. Start blending of sounds.
3. Introduce function words that cannot be taught through the phono syllabic method as whole words e.g. ang, ng, mga, ay.
4. After the first 5 sounds have been mastered, any other sound can be taught in relation to sounds already learned. Suggested sequence is as follows: b, e, u, t, k, l, y, n, g, ng, p, r, d, h, w. Remember to blend only the sounds that were taught and mastered.
Education, discipline that is concerned with methods of teaching and learning in schools or school-like environments as opposed to various nonformal and informal means of socialization (e.g., rural development projects and education through parent-child relationships).
(Read Arne Duncanâs Britannica essay on âEducation: The Great Equalizer.â)
Education can be thought of as the transmission of the values and accumulated knowledge of a society. In this sense, it is equivalent to what social scientists term socialization or enculturation. Childrenâwhether conceived among New Guinea tribespeople, the Renaissance Florentines, or the middle classes of Manhattanâare born without culture. Education is designed to guide them in learning a culture, molding their behaviour in the ways of adulthood, and directing them toward their eventual role in society. In the most primitive cultures, there is often little formal learningâlittle of what one would ordinarily call school or classes or teachers. Instead, the entire environment and all activities are frequently viewed as school and classes, and many or all adults act as teachers. As societies grow more complex, however, the quantity of knowledge to be passed on from one generation to the next becomes more than any one person can know, and, hence, there must evolve more selective and efficient means of cultural transmission. The outcome is formal educationâthe school and the specialist called the teacher.
As society becomes ever more complex and schools become ever more institutionalized, educational experience becomes less directly related to daily life, less a matter of showing and learning in the context of the workaday world, and more abstracted from practice, more a matter of distilling, telling, and learning things out of context. This concentration of learning in a formal atmosphere allows children to learn far more of their culture than they are able to do by merely observing and imitating. As society gradually attaches more and more importance to education, it also tries to formulate the overall objectives, content, organization, and strategies of education. Literature becomes laden with advice on the rearing of the younger generation. In short, there develop philosophies and theories of education.
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This article discusses the history of education, tracing the evolution of the formal teaching of knowledge and skills from prehistoric and ancient times to the present, and considering the various philosophies that have inspired the resulting systems. Other aspects of education are treated in a number of articles. For a treatment of education as a discipline, including educational organization, teaching methods, and the functions and training of teachers, see teaching; pedagogy; and teacher education. For a description of education in various specialized fields, see historiography; legal education; medical education; sci
A Strategic Approach: GenAI in EducationPeter Windle
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
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Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
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Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Acetabularia Information For Class 9 .docxvaibhavrinwa19
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Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
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Francesca Gottschalk from the OECDâs Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
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Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
⢠The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
⢠The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate âany matterâ at âany timeâ under House Rule X.
⢠The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Digital Artifact 2 - Investigating Pavilion Designs
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PROPOSAL READING RAQUI.docx
1. Republic of the Philippines
Department of Education
Region IX, Zamboanga Peninsula
SCHOOLS DIVISION OF ZAMBOANGA CITY
BUSAY ELEMENTARY SCHOOL
Mercedes District
BASIC INTENSIVE READING REMEDIATION PROGRAM
For Grade 1 Learners
(BIRRM)
Prepared by:
SITTI RAQUIBA P. TANGKIAN
Teacher I
Noted by:
MARCONIE H. KALBI
Elementary School Head Teacher II
2. Republic of the Philippines
Department of Education
Region IX, Zamboanga Peninsula
SCHOOLS DIVISION OF ZAMBOANGA CITY
BUSAY ELEMENTARY SCHOOL
Mercedes District
MARCONIE H. KALBI
Elementary School Head Teacher II
Busay,Sacol Island
Zamboanga City ,Philippines
Sir;
The ability to read is the most important outcome of education. It is a skill that
is fundamental to success in life.Learners whose reading skill was not develop
faces difficulties not just in the academe but as well as in life. According to
Shaywitz et al.,1999,Early intervention is essential for learners who are
struggling with reading. Studies have shown that learners who receive early
reading interventions and support in Grade 1 have a higher chance of
succeeding reading than those who receive interventions later in their schooling
year. With this I am submitting this BASIC INTENSIVE READING
REMEDIATION PROGRAM For Grade 1 Learners (BIRRM) to build a strong
foundational skill in learning among Grade 1 which is believed as the crucial
stage in learning.
In this regard, I am requesting approval and execution of the aforementioned
reading program.
God bless and More Power
Very Respectfully yours,
SITTI RAQUIBA P. TANGKIAN
Teacher I
3. Approved by:
MARCONIE H. KALBI
Elementary School Head Teacher III
Table of Content
Content Page
I. Rationale 1
II. Framework 1
III. Roles and Responsibilities 2
IV. Stages of Reading Program Implementation
a. Assessment 3
b. Implementation
c. Monitoring and Evaluation 3
4. Republic of the Philippines
Department of Education
REGION IX, ZAMBOANGA PENINSULA
SCHOOLS DIVISION OF ZAMBOANGA CITY
I. RATIONALE
.
The Basic Intensive Reading Remediation Program (BIRRP) aligned the
Whole School Reading program, projects, and activities related with the Region
IX Zeal for Progress in Reading Program and ZCSDO iRead2Inspire to build a
community of readers, thus, Bawat Bata Bumabasa.
II. Framework
The Basic Intensive Reading Remediation Program (BIRRP) anchored on
the Region IX Zeal for Progress in Reading Program and ZCSDO iRead2Inspire.
Reading
Assessment
PHIL-IRI
EGRA
CRLA
LAC Sessions
Remedial
Reading
Reading
Enhancement
Reading
Resources
5. III. Roles and Responsibilities
a.The Teacher shall:
1. Assess the reading level of learners through the
developed reading assessment tool.
2. Provide remedial instructions to the identified learners.
3. Continuous monitoring of learnersâ progress in reading.
4. Communicate with parents about the learnersâ reading
progress.
b Learners shall:
1.Participate in the scheduled remedial class.
2. Continue to read the reading materials provided even at
home.
c.Parents:
1.Follow-up learners progress
IV. Stages of Reading Program Implementation
A. READING ASSESSMENT
Guided with the principles of assessment accredited to its validity, of being
sufficient, reliability, and authenticity of the learners' understanding of material
before teaching begins.
Data gathered will be used to define, select, design, analyze, and interpret
with purpose to increase learners' reading development.
Detailed below are the specifics of the assessment tools:
1. Assessment Tools
Figure 1 Busay Elementary School Basic Intensive Reading Remediation
Program Framework
6. a. EGRA (Early Grade Reading Assessment) EGRA is an oral
reading tool that will measure the basic foundation skills
for literacy acquisition in early grades.
b. CRLA (Comprehensive Rapid Literacy Assessment) CRLA
is a 5 minure reading assessment designed to help
teachers quickly determibe reading profikes of their G1-
G3 learners.The level of the learners are based on the
result of CRLA.
2. Assessment Method
Methods
a. Face to face
b. One-on one scheme.
B. Reading Program Implementation
This stage is where the teachers and the learners engage in the
program.
a. Remedial Reading Program.
This is a short-term intervention of teaching reading to struggling
readers. This program targets the Grade 1 learners' most significant area
of need. In addition, it will help prevent or remediate skill deficits for
students who are somewhat below grade level. This program has four
levels: The teachers identify their learners as to:
LEVEL 1 -Full Refresher: When learners have no mastery of letter-
sound.
LEVEL 2 -Moderate refresher: Mastered the letter sounds but
found it difficult in blending sounds to form syllables; slow 2-3 syllable
word reading.
7. LEVEL 3 : Grade Ready Reads 2-3 syllable words but has no
fluency in oral reading.
LEVEL 4-Advanced : Reads with fluency but has poor reading
comprehension
B.2. ELEMENTS OF THE READING PROGRAM
These are called the big 6 of reading. These elements must be
included in the reading programs of the division. (DepEd Memo. No. 176
s. 2019).
a. Oral language provides a foundation for reading. It is the system
through which we use spoken words to express knowledge, ideas,
and feelings.
b. Phonological awareness refers to the ability to focus on the sounds
of speech.
c. Phonics involves recognizing the relationship between letters and
sounds, sometimes called the 'alphabetic principle.' Explicit phonics
instruction is essential for most beginning and all struggling
readers.
d. Vocabulary are the words that learners know.
e. Fluency is the ability to read quickly..
f. Comprehension is the ability of the learner to comprehend what
he/she reads,
C. STRATEGIES IN TEACHING LEARNERS TO READ.
In this program,various approaches are used by teachers to remediate the
learnersâ skills deficit in reading. The recommended approach for the level 1 is
to develop learners oral language and phonemic awareness Teaching rhymes
and activities that help develop oral language are applied. For level 2 it is
recommended to teach how to combine syllables and create words out of these
syllables.Learners at these level can be able to learn spelling two-letter
8. syllables,and create words using syllable.Common vocabulary words can be
introduced to the learners.For level 3,learners are exposed to different reading
materials in order to build the comprehension skills.Questioning techniques
must be frequently apply during instruction as to enable the learners
comprehension skill be developed. The combination of different approaches
such as marungko, fuller approach, ES Claveria technique in different level is
highly encouraged as to ensure the positive outcome of teaching.
D . MONITORING AND EVALUATION
Data on the status and feedback of its execution will be collected for
monitoring and assessments.
V. REWARDS AND RECOGNITION
Give incentives to the learners at the end of the school year.
VI. APPENDICES
Action Plan ( see attached)
9.
10. BASIC INTENSIVE READING REMEDIATION PROGRAM For Grade 1 Learners
(BIRRM)
Phases of the
Implementation
Goals/ Objectives Acivities/Strategies Persons
Involved
Resources Needed Time Frame Success Indicator
Phase I
Pre-implementation -Identify the reading level
of the learners.
-Categorize the different
reading levels of the
learners as to Full
refresher,moderate and
light refresher and Grade
ready
Grade 1adviser
and learners
EGRA and CRLA
tools
October 2022
Learners were
assessed
individually
Phase II
Implementation
Proper
Conduct the
implementation of the
remedial reading program
Level 1: To develop the
mastery of letter sound
(Teach 20 days at 15
minutes per session)
Teaching skills of
Phonemic awareness
a. Rhyming Sounds
b. Blending Sounds
e.g. b-a-t
c. Matching Sounds
d. Segmenting sounds
Use claveria technique in
introducing the letters.
Grade 1 adviser
and learners.
Flashcards(alphabet
letters with symbols)
-
November 2022
Mastery of letter
sounds.
11. Level 2:
To develop the mastery of
blending sounds to form
syllable words
(Teach 20 days at 15
minutes per session)
Teach the syllables
following this sequence
1.Mga salitang may pantig
na a.
2.Mga salitang may pantig
e.
3.Mga salitang may
panting i
4.Mga salitang may pantig
o
5.Mga salitang may pantig
u.
-Apply drills and games
such as flashcard race.
-Create words using the
learned syllablesâpantigâ.
-Finding the syllables.
-Write own syllable
Advisers and
learners
Flashcards
- words with
syllables
- words with
pictures
-basic sight words
-Cut out syllables or
pantig.
December 2022 The learners were
able to recognized
words
12.
13. Level 3:
To develop the fluency in
oral reading
(Teach 20 days at 15
minutes per session)
Developing fluency
1.Read aloud
2. Repeated Reading
4. Shared Reading
5.Writing and Spelling
Adviser and
learners
-Reading books
-Spelling booklet
-big books
-Charts
January 2023 Learnersâ fluency in
oral reading was
developed
Level 4:
To develop the reading
comprehension
Developing Reading
Comprehension
1. Activating Prior
knowledge
2. Questioning
3. Making Connections
4.. Synthesizing
Adviser and
learners
-passages
-stories
Last week of
January 2023-3rd
Week of February
2023
Learnersâ Reading
Comprehension
was developed
14. Phase IIIPost
Implementation
⢠Evaluation
To evaluate the
improvement of the
learnersâ reading
proficiency
Conduct the Post Reading
Assessment Advisers, and
learners
CRLA/EGRA post
assessment
Last week of
March 2022
100% of the Grade
1 llearners will be
assessed
Prepared by: Noted by:
SITTI RAQUIBA P. TANGKIAN MARCONIE H. KALBI
Reading Coordinator/Adviser ESHT-II