This document discusses several reading intervention programs that can be used to support struggling readers in the regular classroom. It describes the Book Club Program, Concept-Oriented Reading Instruction, Fluency-Oriented Reading Instruction, Four Blocks Approach, Kamehameha Early Education Program Whole Literacy Program, and Success For All. Each program has different components aimed at improving students' reading comprehension, fluency, vocabulary, and engagement with books. The document provides details on the goals and key elements of each approach to help teachers select programs that best meet the needs of their students.
Somehow, information are substantial. we just have one reference but somehow helpful. Thanks! Comments for any questions and suggestions for future references.
This document contains recommended remediation activities for developing reading skills of English among those who are in the frustration level of reading.
Somehow, information are substantial. we just have one reference but somehow helpful. Thanks! Comments for any questions and suggestions for future references.
This document contains recommended remediation activities for developing reading skills of English among those who are in the frustration level of reading.
Developmental Reading Program
Is a systematic instruction in reading skills and strategies.
Aims:
Generate a positive attitude towards reading process through changing reading habits,
Change reading weakness into strengths,
Let students become aware of their learning techniques which can enable any person, student, or other wise,
Become more successful in real life-learning situations.
“A reading program in which students who are able readers continue to be taught reading skills in a sequential program of instruction, designed to reinforce and extend the skills and appreciations acquired in the previous years, and develop new skills as they are needed.”
-Umans(1964)
Skill Ladder of Goodell
Phonetic Analysis
International Phonetic Alphabet
Using Structural Analysis
click
Reading Pyramid
Developmental Reading Behaviors
Components of a Balanced Literacy Program
Read Aloud
The teacher or another person reads aloud to the student. The teacher has the primary responsibility; the students are the attentive observers. The teacher models fluency and expression in reading. The activity promotes literature enjoyment.
Shared Reading
The teacher will share the responsibility of reading with the students. The teachers still has the primary responsibility for reading, but the students may have their own copy. Students take a more active role
Guided Reading
The heart of instructional reading program.
The bridge between shared reading and independent reading
Guide, observer monitor, responder, and questioner
Determining a student’s developmental stage in reading is important for success.
Different cueing systems
Independent Reading
Students choose what they want to read according to what their interests.
The teacher support, observe, and respond t their efforts.
Writing Aloud
Models his thinking, planning, questioning, drafting and revising.
The teacher literally writes aloud and the students observe.
But should not model the entire writing.
Shared Writing
Demonstrated in collaboration with the students.
Guided Writing
Guides the students towards the creation of their own writing through questioning and clarifying.
Independent Writing
The students writes independently and implement that which they have observed and experienced.
Remedial instruction in education is intended to make a remedy on an existing learning issue that hinders the progress and development of learner's needed competencies and learning objectives. It tries to improve and remediate the basic skills deemed necessary amongst students.
Discusses about the nature and importance of listening and how it imposes great significance to learning.
Detailed copy of the topic: (FOR HAND-OUTS)
LISTENING
“A mental operation involving processing sound waves, interpreting their meaning, and storing their meaning in memory.”
Out of the four language skills, (Reading, Writing, Speaking and Listening)
LISTENING HAS BEEN SADLY NEGLECTED
LANGUAGE
Basically ORAL
Students should develop their listening and speaking skills side by side with their reading and writing skills
60% - 70% of the time
An average student can listen to their teachers and classmates in school, to their parents and other members of the family at home, to announcers on the radio and television programs.
IMPORTANCE OF LISTENING
Accurate and perceptive listening will minimize misunderstandings and help students to sustain satisfying and productive relationships.
Careful listening can be critical to work situations.
Listening enables listeners to provide feedback to speakers.
Effective listening abilities strengthen the other language arts: reading comprehension and written communication.
NATURE OF LISTENING
LISTENING
A complex skill that requires attention and energy
Involves;
Recognition - Selection - Short Memory - Inference
Explanation:
The listener recognizes the sounds and the words; he engages in a process of selection on two levels – selecting sounds and words and grouping them into meaningful units as well as selecting the information relevant to his purpose in listening. This information is stored in then stored in the short-term memory, ready to be used; the inference is about the speakers age, beliefs, feelings, etc. Is an important micro-skill in listening.
LISTENING
A creative skill.
We hear sounds, words, the rise and fall of voice, from all which we create significance.
We listen not for the words alone but for the meanings.
Rivers; significance depends on three factors:
Linguistic information which the listeners perceive aurally of sounds, words, and their arrangements in utterances
Situational context of the utterance
Intentions of the speaker
Many of the students can hear but do not comprehend because it is only the linguistic content of the utterance that is given attention.
Developmental Reading Program
Is a systematic instruction in reading skills and strategies.
Aims:
Generate a positive attitude towards reading process through changing reading habits,
Change reading weakness into strengths,
Let students become aware of their learning techniques which can enable any person, student, or other wise,
Become more successful in real life-learning situations.
“A reading program in which students who are able readers continue to be taught reading skills in a sequential program of instruction, designed to reinforce and extend the skills and appreciations acquired in the previous years, and develop new skills as they are needed.”
-Umans(1964)
Skill Ladder of Goodell
Phonetic Analysis
International Phonetic Alphabet
Using Structural Analysis
click
Reading Pyramid
Developmental Reading Behaviors
Components of a Balanced Literacy Program
Read Aloud
The teacher or another person reads aloud to the student. The teacher has the primary responsibility; the students are the attentive observers. The teacher models fluency and expression in reading. The activity promotes literature enjoyment.
Shared Reading
The teacher will share the responsibility of reading with the students. The teachers still has the primary responsibility for reading, but the students may have their own copy. Students take a more active role
Guided Reading
The heart of instructional reading program.
The bridge between shared reading and independent reading
Guide, observer monitor, responder, and questioner
Determining a student’s developmental stage in reading is important for success.
Different cueing systems
Independent Reading
Students choose what they want to read according to what their interests.
The teacher support, observe, and respond t their efforts.
Writing Aloud
Models his thinking, planning, questioning, drafting and revising.
The teacher literally writes aloud and the students observe.
But should not model the entire writing.
Shared Writing
Demonstrated in collaboration with the students.
Guided Writing
Guides the students towards the creation of their own writing through questioning and clarifying.
Independent Writing
The students writes independently and implement that which they have observed and experienced.
Remedial instruction in education is intended to make a remedy on an existing learning issue that hinders the progress and development of learner's needed competencies and learning objectives. It tries to improve and remediate the basic skills deemed necessary amongst students.
Discusses about the nature and importance of listening and how it imposes great significance to learning.
Detailed copy of the topic: (FOR HAND-OUTS)
LISTENING
“A mental operation involving processing sound waves, interpreting their meaning, and storing their meaning in memory.”
Out of the four language skills, (Reading, Writing, Speaking and Listening)
LISTENING HAS BEEN SADLY NEGLECTED
LANGUAGE
Basically ORAL
Students should develop their listening and speaking skills side by side with their reading and writing skills
60% - 70% of the time
An average student can listen to their teachers and classmates in school, to their parents and other members of the family at home, to announcers on the radio and television programs.
IMPORTANCE OF LISTENING
Accurate and perceptive listening will minimize misunderstandings and help students to sustain satisfying and productive relationships.
Careful listening can be critical to work situations.
Listening enables listeners to provide feedback to speakers.
Effective listening abilities strengthen the other language arts: reading comprehension and written communication.
NATURE OF LISTENING
LISTENING
A complex skill that requires attention and energy
Involves;
Recognition - Selection - Short Memory - Inference
Explanation:
The listener recognizes the sounds and the words; he engages in a process of selection on two levels – selecting sounds and words and grouping them into meaningful units as well as selecting the information relevant to his purpose in listening. This information is stored in then stored in the short-term memory, ready to be used; the inference is about the speakers age, beliefs, feelings, etc. Is an important micro-skill in listening.
LISTENING
A creative skill.
We hear sounds, words, the rise and fall of voice, from all which we create significance.
We listen not for the words alone but for the meanings.
Rivers; significance depends on three factors:
Linguistic information which the listeners perceive aurally of sounds, words, and their arrangements in utterances
Situational context of the utterance
Intentions of the speaker
Many of the students can hear but do not comprehend because it is only the linguistic content of the utterance that is given attention.
Reading Diagnosis & Remediation for Elementary StudentB. J. Zagorac
This project offers valuable information into various assessment tools and remedial methods that can be used with elementary students. This particular presentation was based on the needs of a third grade child who was classified as a struggling reader by his classroom teacher.
There is an urgent need to invest in teacher education programmes in the Arab world. Outdated curricula and methodologies, reliance on rote learning and not enough qualified teachers present a threat to the quality of education in the region. This presentation outlines a qualitative case study that explores the perceived and observed impact of shaping and contextualizing teacher education reading pedagogy upon an evolving system of knowledge, beliefs and reading teaching styles in a UAE context. The findings suggest that by attending to a Vygotskian constructivist-based contextualized EFL model of second language teacher education pedagogy, the potential to enhance the capacity of Emirati female student teachers to teach reading successfully and enact pedagogic change in government schools is increased. While investigating the unique features of the case itself, these findings may have resonance for teacher education programmes in other Middle Eastern contexts.
Carol Bennett, WRESA 1What is Balanced Literacy• It i.docxwendolynhalbert
Carol Bennett, WRESA 1
What is Balanced Literacy?
• It is a comprehensive program of
language arts acquisition. It contains all
of the components necessary for
students to master written and oral
communication.
Carol Bennett, WRESA 2
Areas of emphasis include:
• reading,
• writing,
• speaking,
• listening,
• and viewing.
Carol Bennett, WRESA 3
Balanced Literacy
• Balanced literacy begins with creating
a genuine appreciation for
good literature.
• It includes teaching phonics,
grammar skills, reading and
comprehension strategies, and
writing forms and skills.
• Direct and indirect reading instruction,
shared reading, and independent reading
experiences must be provided.
Carol Bennett, WRESA 4
Balanced Literacy
• Reading Aloud
(Modeled Reading)
• Shared Reading
• Guided Reading
• Independent
Reading
• Modeled or
Interactive Writing
• Shared Writing
• Guided Writing
(Writing Workshop)
• Independent
Writing
Carol Bennett, WRESA 5
Effectiveness of
Balanced Literacy
• A balanced literacy plan is most
effective when children are given
direct instructional support and a
variety of daily reading and writing
experiences that are needed in the
complex process of becoming
independent readers and writers.
Carol Bennett, WRESA 6
What Is A Balanced Reading Program?
• A balanced reading program includes:
• Knowing students individually.
• Balancing both direct and
indirect instruction.
• Balancing instructional
activities including skills
emphasis and meaning emphasis.
Carol Bennett, WRESA 7
Balanced reading is deep-rooted in
the belief that teachers should be
constantly aware of students'
individual needs and progress.
Carol Bennett, WRESA 8
Teachers Should Use a Variety of
Assessment Tools:
• teacher observations,
• oral reading samples,
• writing samples,
• spelling samples,
• portfolios,
• as well as standardized
and other tests.
Carol Bennett, WRESA 9
Teachers who know
students individually
provide many kinds
of support, enabling
students to move to
higher levels of
reading and literacy
development.
Carol Bennett, WRESA 10
Scaffolding Instruction
• Teachers of balanced reading provide direct
instruction to scaffold learning and make
learning to read and write easier.
• They also provide ample
opportunity and support for
students to use and extend their
instruction in functional reading and writing.
Carol Bennett, WRESA 11
Examples of Scaffolding
• Story Mapping:
To help students think
about how the different
story elements work
together:
– Characters
– Setting
– Problem
– Main events
– Resolution
• Character Sketching:
To help students
focus on how the
main character’s
personal traits often
direct the act ...
Teaching reading: a short description about: what it is? How you can teach reading? and some techniques that you can use.
Link to see the introductory video:
https://www.youtube.com/watch?v=cUoiZl-ep7E
What is reading?
Why is reading important ?
Main reading difficulties ?
What are the types of reading?
What are the stages in teaching reading?
How to integrate read with the other teaching skills?
What are the reading strategies?
What is the purpose of reading?
What is PDP reading frame work?
What activities can be done in pre-reading/during reading/ post reading?
How to teach reading aloud?
Teaching English to First Generation Learners - Jaya George, Christel House i...CSFCommunications
Jaya George shares English teaching methodologies at the NISA School Leaders Summit.
The objective of this summit was to provide a platform for school owners and school leaders from affordable private schools to share best practices across multiple areas of school efficacy.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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!
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2. Why should the reading growth of
struggling readers be supported in
regular classroom reading programs?
Many students do not qualify for special
support due to varying criteria
Even if support is provided, most
teacher-directed reading time occurs in
regular reading time
Special Education programs have not
been proven effective over the years
3. Classroom Reading
Programs
1. Book Club Program
2. Concept-Oriented Reading
Instruction
3. Fluency-Oriented Reading
Instruction
4. Four Blocks Approach
5. Kamehameha Early
Education Program Whole
Literacy Program
6. Success For All
4. 4 Componets of the
Book Club Program
Community Share - Small group discussions;
help students make connections between
books
Reading - Read alouds; comprehension &
discussion strategies
Writing - Brief/Extended writing time
Book Club - Heart of BCP; student-led
discussions; discuss text in small group
5. 4 Phases of Concept-
Oriented Reading
Instruction (CORI)
1. Observe/Personalize - Students observe objects &
occurrences in nature and generate questions
2. Search/Retrieve - Learn to locate information in text
to answer those questions
3. Comprehend/Integrate - Learn comprehension, note
taking, and analysis strategies; integrate information
4. Communicate to others - Present via written reports,
oral presentations, artistic endeavors; develop a
sense of audience
6. 5 Goals of Fluency-
Oriented Reading
Instruction (FORI)
1. Primary focus is students’ comprehension of text
2. Have them read on their instructional reading levels
3. Repeated readings to support reading of instructional level
text
4. Partner reading & text-based social interactions
5. Increase home/school reading time
- Redesigned basal lesson
- Home reading
- Free choice reading
8. Kamehameha Early
Education Program Whole
Literacy Curriculum (KEEP)
Ownership of reading/writing
Reading comprehension
Writing process
Language & vocabulary knowledge
Word-reading strategies & spelling
Voluntary reading
9. 3 Types of Programs in
Success For All (SFA)
A. Preschool/Early Kindergarten Program
1. Story telling & retelling (STaR)
Story Introduction
Interactive story reading
Story structure review
Group story retelling / Individual story conference
Story critique
Story extension Activities
2. Emergent writing
3. Rhyme with reason
4. Shared book experience
5. Peabody Language Development kit
6. Alphabet activities
10. B. Beginning Reading or Reading Roots
Program
1. Showtime (reading rehearsal and
letter formation review)
2. Thinking about reading
3. Presenting the story
4. Sound, letter, and word development
activities
5. Story activities
11. C. Beyond the Basics or Reading Wings
Program
1. Story-related activities
2. Direct instruction in reading
comprehension
3. Independent reading
4. Listening comprehension
