Session 3
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- Over 8 million students in grades 4-12 struggle with reading. High school dropout rates are high, with only 70% graduating on time. Struggling readers are 20 times more likely to dropout than top students. - Lack of phonemic awareness, the ability to understand how spoken words are represented in print, is a strong predictor of difficulty learning to read. Phonemic awareness instruction helps all students learn to read and spell. - Effective phonemic awareness activities involve students in understanding sounds in words and connecting letters to sounds. Such instruction should be developmentally sequenced and integrated into daily language arts lessons with a clear focus on linguistic units.
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Session 3
This document provides information about phonemic awareness and its importance in learning to read. Some key points:
- Over 8 million students struggle with reading in grades 4-12, and 3000 students drop out daily. Poor readers are 20 times more likely to drop out than top students.
- Phonemic awareness, the ability to hear and manipulate sounds in words, is the strongest predictor of reading success. Instruction helps all students learn to read and spell.
- Activities should progress from larger to smaller linguistic units (syllables to phonemes) and connect sounds to letters. Assessments measure students' progress in phonemic awareness.
- Resources include videos on phonics instruction and a website that can enhance
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Shared writing was used to improve students' independent writing skills. Data showed that with increased focus on shared composition, students wrote more independently with better formatting and spelling. Their letter identification and confidence as writers also increased. The review of literature supported that shared writing helps connect oral and written language and helps students see themselves as writers. Continuing this approach could further extend students' writing abilities to new text types and class projects.
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This document discusses five elements of a balanced literacy program: phonemic awareness, phonics, fluency, vocabulary, and comprehension. It provides details on phonemic awareness, including definitions, instructional resources and strategies, and assessment strategies. Phonemic awareness is the ability to identify and manipulate sounds in words. Developing phonemic awareness is important for learning to read. The document describes assessment tools like DIBELS that can measure phonemic awareness skills.
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Identify language foundations for reading and learn about speech and language difficulties that negatively impact reading. Also, identify speech-language intervention techniques for children with reading difficulties.
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Reading Problems: A National Dilemma
The document discusses reading problems as a national dilemma, providing statistics on illiteracy rates and costs. It presents different models for assessing and instructing students with reading difficulties, including Response to Intervention with three tiers of intervention intensity. Key elements of teaching reading are identified, such as early literacy, word recognition, fluency, comprehension, and connecting reading to writing. Differentiated instruction is advocated to meet individual student needs.
Importance of mother tongue in pronunciation ppt
Learning one's mother tongue is important for a child's development as it connects them to their culture and aids cognitive development and learning additional languages. Mastering one's native language is necessary before learning a second language like English, as pronunciation is a major challenge for non-native speakers. Many Indians struggle to find jobs in Western countries due to poor English pronunciation. Taking pronunciation courses and regularly listening to English can help improve one's pronunciation over time.
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Session 3
This document provides information about phonemic awareness and its importance in learning to read. Some key points:
- Over 8 million students struggle with reading in grades 4-12, and 3000 students drop out daily. Poor readers are 20 times more likely to drop out than top students.
- Phonemic awareness, the ability to hear and manipulate sounds in words, is the strongest predictor of reading success. Instruction helps all students learn to read and spell.
- Activities should progress from larger to smaller linguistic units (syllables to phonemes) and connect sounds to letters. Assessments measure students' progress in phonemic awareness.
- Resources include videos on phonics instruction and a website that can enhance
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Shared writing was used to improve students' independent writing skills. Data showed that with increased focus on shared composition, students wrote more independently with better formatting and spelling. Their letter identification and confidence as writers also increased. The review of literature supported that shared writing helps connect oral and written language and helps students see themselves as writers. Continuing this approach could further extend students' writing abilities to new text types and class projects.
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This document discusses five elements of a balanced literacy program: phonemic awareness, phonics, fluency, vocabulary, and comprehension. It provides details on phonemic awareness, including definitions, instructional resources and strategies, and assessment strategies. Phonemic awareness is the ability to identify and manipulate sounds in words. Developing phonemic awareness is important for learning to read. The document describes assessment tools like DIBELS that can measure phonemic awareness skills.
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The document discusses reading problems as a national dilemma, providing statistics on illiteracy rates and costs. It presents different models for assessing and instructing students with reading difficulties, including Response to Intervention with three tiers of intervention intensity. Key elements of teaching reading are identified, such as early literacy, word recognition, fluency, comprehension, and connecting reading to writing. Differentiated instruction is advocated to meet individual student needs.
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This academic article discusses the important role that a child's mother tongue plays in early childhood education. It argues that using a child's native language as the primary language of instruction facilitates learning, breeds confidence, and helps preserve cultural identity. The article provides background on key concepts like mother tongue, second language, and medium of instruction. It also summarizes research showing cognitive and academic benefits of instructing young children in their mother tongue rather than a second language. The author concludes that stakeholders should renew their commitment to using mother tongue as the main language of instruction in early childhood.
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1. There are five stages of literacy development from pre-kindergarten to grade 3: awareness and exploration, emergent reader, early/beginner reader, transitional reader, and fluent reader.
2. Various assessments should be used to measure students' phonological awareness, phonics, vocabulary, comprehension, and oral language skills.
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The document discusses several key points about reading development and instruction:
- Reading growth occurs as readers read more and can understand what they read, while struggling readers have more difficulty as texts become more complex.
- Most vocabulary growth happens indirectly through language exposure rather than direct teaching, and reading volume contributes more to vocabulary growth than oral language.
- Providing students with varied reading experiences is important for developing skills like fluency, automaticity, and general knowledge.
- A balanced approach to reading instruction should teach essential skills like phonemic awareness, phonics, fluency, vocabulary, and comprehension.
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Mother tongue is valuable due to several reasons. Mother tongue is vital in framing the thinking and emotions of people. Learning to speak in the mother tongue is very necessary for a child’s comprehensive development. Being fluent in the mother tongue, which is also known as the native language, benefits the child in numerous ways. It associates him to his culture, ensures enhanced cognitive development, and supports in the learning of other languages. A child first comprehends what is around them through the language they hear their mother communicating in from before they are born and thought their lives. Many children across the developing world are learning very little in school, a reality that can be linked to teaching that is in a language they do not fully understand. It is a practice that leads to limited or non existent learning and acquisition of knowledge and skills, alienating experiences, and high drop out and repetition rates. To improve the quality of education, language policies need to take account of mother tongue learning. Models of education which ignore the mother tongue in the early years can be unproductive, ineffective and have a negative effect on children’s learning. Mother tongue education at least in early years can enable teachers to teach, and learners to learn more effectively. Rajathurai Nishanthi "Understanding of the Importance of Mother Tongue Learning" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-1 , December 2020, URL: https://www.ijtsrd.com/papers/ijtsrd35846.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/sociology/35846/understanding-of-the-importance-of-mother-tongue-learning/rajathurai-nishanthi
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Phonemic awareness, phonics, fluency, vocabulary, and reading comprehension are the five essential components of an effective, comprehensive reading program. A variety of print-based and online instructional resources and strategies can be used to teach these components in small group or individual sessions from pre-kindergarten through high school. Formative and summative assessments including DIBELS, DRP, PALS, and curriculum-based measures provide data to monitor student progress, identify areas of difficulty, and adjust instruction accordingly.
Balanced literacy and fluency aug 17 presentation
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Session 2
This document provides an overview of a professional development session on reading instruction. It discusses key topics like phonological awareness, phonemic awareness, the alphabetic principle, and characteristics of good versus struggling readers. The session reflects on implications for instruction and priorities for ensuring reading success for all students. Participants are asked to prepare a phonological awareness activity to teach or demonstrate for the next class.
Session 2
This document provides an overview of a professional development session on reading instruction. It discusses key topics like phonological awareness, phonemic awareness, the alphabetic principle, and characteristics of good versus struggling readers. The session reflects on implications for instruction and priorities for ensuring reading success for all students. Participants are asked to prepare a phonological awareness activity to teach or demonstrate for the next class.
Reading fundamentals final 7.17.10
The document summarizes a literacy workshop that covered the key components of reading instruction including phonemic awareness, phonics, fluency, vocabulary, and comprehension. It discussed challenges some students face learning to read and strategies to help struggling readers, such as direct instruction in skills they have not acquired. It also covered the writing process and elements of an effective literacy block in the classroom.
Presentation process of reading esl
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Why Phonics for ELLs?
Reading Horizons is an effective phonics method for teaching ELL students. To learn more visit www.readinghorizons.com/elevate
Ever wonder if teaching phonics to English Language Learners (ELLs) works?
Heidi Hyte, Reading Horizons ESL Director, will discuss this topic in an exclusive web presentation. You will learn:
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--Specific English language skills that ELLs gain.
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1. Using activities that combine language input and opportunities for students to communicate, in order to move beyond just learning forms to practicing communication.
2. Helping students learn scripts for common speaking situations and strategies for clarification, to build confidence in managing conversations.
3. Creating role-plays and discussions that simulate real-world contexts and tasks, allowing students to practice a range of communicative functions.
11.how to teach speaking skill
This document discusses strategies for teaching speaking skills. It begins by noting that speaking proficiency is a major concern for many language learners and teachers. However, grammar and vocabulary often receive more focus than speaking skills. The document then explores several strategies teachers can use to develop students' speaking abilities, including:
1. Using activities that combine language input and opportunities for students to communicate, in order to move beyond just learning forms to practicing communication.
2. Helping students build stocks of minimal responses and familiarizing them with common conversational scripts to increase confidence and participation.
3. Teaching clarification strategies so students are comfortable acknowledging misunderstandings.
4. Creating information-gap and role-playing activities
readingdifficultiesdisabilitiespowerpoint-140119201110-phpapp01 (1).pptx
This document provides an overview of teaching students with reading difficulties and disabilities. It discusses the importance of early identification of reading abilities and preventing reading problems. It also defines learning disabilities and their impact on students. The document then presents a framework for assessment and intervention planning with multiple steps involving classroom and formal assessments. Finally, it discusses key components of reading instruction, including oral language, phonological awareness, phonics, vocabulary, fluency, and comprehension, and provides strategies to teach each area.
Aspects Related to the Acquisition of a Foreign Language
This is a Presentation about the most important aspects related to the acquisition of a Foreign Language.
Example of journal
The document discusses a study that investigated the effects of using audio story practice as a supplementary task on Iranian EFL learners' listening comprehension abilities. 47 students were assigned to either an experimental group, which received 30 minutes of audio story practice 2 times per week for 6 weeks, or a control group, which received regular classroom instruction. Both groups were given pre- and post-tests to measure changes in listening comprehension. The results showed that the experimental group performed significantly better than the control group, indicating that audio story practice can effectively enhance EFL learners' listening comprehension abilities.
The effect of films with and without subtitles on listening comprehension of ...
This document summarizes a study that investigated the effects of using audio story practice as a supplementary task to improve Iranian EFL learners' listening comprehension abilities. The study involved 47 pre-intermediate students divided into an experimental group that received audio story practice and a control group that received regular classroom instruction. Both groups took a pre-test and post-test of listening comprehension. The results showed that the experimental group who received audio story practice performed statistically significantly better on the post-test than the control group, suggesting that audio story practice can effectively enhance EFL learners' listening comprehension abilities.
Reference 2
The document discusses a study that investigated the effects of using audio story practice as a supplementary task on Iranian EFL learners' listening comprehension abilities. 47 students were assigned to either an experimental group, which received 30 minutes of audio story practice 2 times per week for 6 weeks, or a control group, which received regular classroom instruction. Both groups were given pre- and post-tests to measure changes in listening comprehension. The results showed that the experimental group performed significantly better than the control group, indicating that audio story practice can effectively enhance EFL learners' listening comprehension abilities.
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Aspects Related to the Acquisition of a Foreign Language
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The effect of films with and without subtitles on listening comprehension of ...
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- 1. Reading … Set … Go! Application of Research-Based Instructional Practices Competency 2 Component # 1-013-311 Center for Professional Learning Session 3 Instructor: Carmen S. Concepcion readingsetgo.blogspot.com Fall 2010
- 2. The Pig Personality Profile
- 4. FLaRE Professional Paper Phonemic Awareness “The lack of phonemic awareness is the most powerful predictor of difficulty in learning to read.” -Bill Honig, Linda Diamond, and Linda Gutlohn, 2000 Teaching Reading Sourcebook for Kindergarten through Eighth Grade, p. 2.16
- 5. What We Know From Research Phonemic awareness instruction: Involves students’ understanding of how words in spoken language are represented in print. Helps all young students to learn to read. Is most effective when students learn to read. Is most effective when students learn to use letters to represent phonemes. Also helps preschoolers, kindergarteners, and first graders learn to spell.
- 7. Phonological Awareness Cards Match the activity cards to one of the phonological awareness on the continuum Write the type of phonological awareness on a sticky note and attach it to the card Some types will have more than one activity
- 8. Reflection Would any of these activities be useful with your current students? Why or why not? What adaptations might you make at the secondary level?
- 9. Phonemic Awareness and Phonics Phonemic awareness instruction: Focuses students’ attention on the sounds of spoken words Helps students make the connection between letters and sounds During reading and spelling activities, students begin to combine their knowledge of phonemic awareness and phonics
- 10. Phonemic Awareness + Print When students are ready, many phonemic awareness activities can be expanded to help students make the connection between letters and sounds. Phonemic Awareness is the platform for the instruction
- 11. Share Investigative Activity Phonemic Awareness
- 13. Learn Network Set up passwords http://www.justreadflorida.com/learn/ Watch the following videos Phonics Instruction at the Elementary Level Phonics Instruction for Struggling Adolescent Readers Website Reflection How does this website enhance student learning? How can this website be utilized best in the classroom?
- 14. Remember… Phonemic awareness “…provides children with essential foundational knowledge in the alphabetic system. It is one necessary instructional component within a complete and integrated reading program.” -National Reading Panel, 2000 Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction, p. 8
- 15. Investigative Activity Read: A Closer Look at the Five Essential Components of Effective Reading Instruction A Review of Scientifically Based Reading Research for Teachers Use guiding questions on next slide to reflect Post your reflection on the class blog Be ready to share next session
- 16. Guiding Questions What does phonological awareness look like in your classroom? Are activities sequenced, and aligned to a developmental continuum? Does everyone (students, teachers, and parents) understand the continuum? Is phonemic awareness a part of your daily language arts lesson? Does each activity have a clear focus on a linguistic unit that is appropriate by level (phoneme, on-set, syllable, word)? Is the difference clear between oral language manipulation and written symbol manipulation? Are students allowed to practice enough? How will you measure progress? *If you do not teach Reading, please interview one of the reading teachers at your school
Editor's Notes
- Teachers in heaven
- Current researchers state that a student’s phonemic awareness skill level is a more powerful predictor of reading ability than IQ.
- Children’s phonological awareness includes a continuum of skills that develop over time.From simples to the most complex: rhyme and alliteration sentence segmentation syllable blending and segmentation onset-rime blending and segmentation phoneme blending, segmentation, and manipulationAlso, within each phonological skill level, degrees of comlexity exist.
- As soon as print is added to a phonological awareness activity, it becomes a phonics activity.
- Phonemic Awareness Activity CardsFind the card: “Blending Sounds”The top card is a phonemic awareness activity.The activity card below has been expanded to include letter-sound knowledge.Students blend and match sounds with letters together to read words.Let’s look at how this activity has linked phonemic awareness to print.Read and discuss the +Print Blending Activity Sounds activity card.How has this activity been expanded to include print? Letters were substituted for the blank countersNow, it’s your turn.Have participants pair up. Assign one of the Phonemic Awareness Activity Cards to each pair.Link your activity cards to letters and print.