Reading_Skills.pptx
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1) Reading is a complex cognitive process that involves decoding symbols to derive meaning from text. It is considered an important skill for self-education as it allows people to stay informed. 2) There are four main components of reading: alphabetics, comprehension, vocabulary, and fluency. The purpose of reading is to reconstruct the meaning intended by the author. 3) Reading is a skill that must be taught and developed over time through practice. It involves various processes including the reader, the text, and situational and socio-linguistic contexts.
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Reading skills
This document discusses different types of reading skills. It categorizes reading skills into three main categories: according to purpose, according to reading performance/rate of understanding, and according to reading instruction programs. Some key reading skills discussed include skimming, scanning, intensive reading, extensive reading, speed reading, shared reading, guided reading, fluency reading, independent reading, and strategic reading. The document provides definitions and explanations of these various reading skills.
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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
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• It includes teaching phonics,
grammar skills, reading and
comprehension strategies, and
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• Direct and indirect reading instruction,
shared reading, and independent reading
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Carol Bennett, WRESA 4
Balanced Literacy
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(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
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effective when children are given
direct instructional support and a
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experiences that are needed in the
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independent readers and writers.
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What Is A Balanced Reading Program?
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• Balancing both direct and
indirect instruction.
• Balancing instructional
activities including skills
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Balanced reading is deep-rooted in
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constantly aware of students'
individual needs and progress.
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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.
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Teachers who know
students individually
provide many kinds
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students to move to
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development.
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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
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Examples of Scaffolding
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To help students think
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– Setting
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– Resolution
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To help students
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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
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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.
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(Modeled Reading)
• Shared Reading
• Guided Reading
• Independent
Reading
• Modeled or
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• Shared Writing
• Guided Writing
(Writing Workshop)
• Independent
Writing
Carol Bennett, WRESA 5
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• 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
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• Story Mapping:
To help students think
about how the different
story elements work
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– Characters
– Setting
– Problem
– Main events
– Resolution
• Character Sketching:
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- Approaches to reading like phonics, look-and-say, and whole sentence reading.
- Stages of reading development from ages 5-10.
- Models of literacy like bottom-up, top-down, and interactive models.
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Speaking is a complex skill that involves more than just pronouncing words. It is the process of building and sharing meaning through verbal and non-verbal communication in a variety of contexts. Speaking skills allow people to convey messages in a clear, thoughtful, and convincing manner so that listeners understand. Teaching speaking skills is important for activities like making presentations, having conversations, reporting information, and solving problems. However, developing strong speaking abilities requires overcoming barriers like a lack of confidence, practice opportunities, and attention to effective techniques.
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Continuous and comprehensive evaluation (cce)
CONTINUOUS & COMPREHENSIVE EVALUATION
The presentation is made for B. Ed. students.
Reference:
https://youtu.be/gRNq-mDcdQU (epg-Pathshala)
https://www.slideshare.net/josesheba/continuous-and-comprehensive-evaluation
https://www.slideshare.net/NajmaKazi/cce-presentation-5457317
Manpower Planning for Teachers
This presentation is based upon manpower planning in for teachers; their demand and supply at different stages, recruitment policies of teachers in India and challenges at global level.
ICT Aims & Purpose
ICT stands for Information, Communication, and Technology. It is an umbrella term that includes all technologies used to communicate information. This includes both hardware and software used to efficiently manage information. ICT in education aims to introduce students to dynamic and popular fields by exposing them to a wide range of information and resources, motivating students to explore and participate. The goals for students are to effectively use ICT tools and applications, integrate ICT into teaching and learning, acquire and create their own digital resources, and participate safely and ethically in digital activities and networks.
EARTHQUAKE
Earthquakes occur due to movements within the Earth's crust caused by plate tectonics or faulting. The point of origin is called the focus or hypocenter, located below the surface. The location directly above on the surface is the epicenter, where shaking is strongest. Other causes include volcanic eruptions and human activity such as nuclear explosions. Earthquake intensity is measured using an instrument called a seismograph.
Uses of MS Word in Education
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Grammar-Translation & Direct Methods
This document discusses and compares two language teaching methods: the grammar-translation method and the direct method. The grammar-translation method emphasizes teaching grammar rules and having students translate between their native language and the target language. It focuses on reading and writing but not speaking. In contrast, the direct method aims to teach language without translation, using objects, actions, gestures to link words directly to their meanings. It focuses on speaking and immerses students in the target language.
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Reading_Skills.pptx
- 1. DEVELOPMENT OF LANGUAGE SKILLS READING SKILLS B. ED. 1ST YEAR Made by: Waheeda Bushra
- 2. 2 “Some books are to be tasted, others to be swallowed, and some few to be chewed and digested; that is, some books are to be read only in parts; others to be read, but not curiously; and some few to be read wholly, and with diligence and attention.” ~Bacon
- 3. 3 Reading is considered as a good source of self- education. A person cannot keep himself up-to- date of all the news and knowledge, religion and culture, literature and science of world, if he cannot read.
- 4. WHAT IS READING? Reading is a complex cognitive process of decoding symbols in order to construct or derive meaning. 4
- 5. COMPONENTS OF READING Alphabetics Comprehension Vocabulary Fluency • Alphabetics • Comprehension • Vocabulary • Fluency 5
- 6. PURPOSE OF READING “The purpose of reading is the reconstruction of meaning. Meaning is not in print, but it is the meaning that the author begins with when he writes. Somehow, the reader strives to reconstruct this meaning as he reads.” ~Ken Goodman 6
- 7. READING AS A SKILL Reading is a skill, because: It has to be taught It has to be nurtured It needs to be developed over time It is a valuable transferable tool that students need to be able to command and employ effectively It is strategy based 7
- 8. READING PROCESS: 1. Reader 2. Transaction 3. Text 4. Immediate Situational Contexts 5. Broader Socio- Linguistic Contexts. 8 2 1 3 4 5
- 9. QUALITIES OF AN EFFECTIVE READER When a person reads, his capability as a reader can be judged by his efficiency of learning, which depends upon his linguistic competence, background knowledge about the subject and the words used in the text. A reader is one who: • Has purpose • Can concentrate • Comprehend what he reads • Remembers what he reads • Has a good vocabulary, & • Can read rapidly, but with rate depending on the material 9
- 10. 10 Types of Reading • Oral and Silent • Informational • Recreational • Observational • Assimilative • Reflective • Creative • Skimming • Scanning
- 12. 12 Learner begins to comprehen d the discourse. S/he uses both linguistic and socio- linguistic knowledge 5th Stage Learner extend the ability at the sentence level 4th Stage Learner learn to read the words and its combinatio n with other words and understand 3rd Stage Learner Learns to read its combination 2nd Stage Learner learns to read the alphabetic Order 1st Stage FIVE STAGES OF LEARNING READING
- 14. 14 FACTORS AFFESTING READING Internal External
- 15. 15 INTERNAL FACTORS Linguistic Competence Motivation Schooling Readers ability EXTERNAL FACTORS The Printed Page Quality of Environment Text Readability and Organization Teacher’s Activity
- 16. 16 REMEDIE Consult Dictionary Grammar drills Build Vocabulary Reading Games Read Interested Material
- 17. Thank you 17