Stage 3 Literacy Development
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This document outlines the key components of Stage Three reading, including mastery of reading strategies, expanding vocabulary, spelling by meaning, and differentiated writing. It discusses accomplishments students should achieve at this stage as well as ways students with reading disabilities may fail. The document also lists informal and formal assessments used to identify reading deficits and recommends research-based interventions.
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edit_my_uploads
This very short document contains two brief points: it mentions the word "test" and also contains the word "test2". Unfortunately there is not enough contextual information or details provided to construct a more meaningful 3 sentence summary.
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Topic 3: Reading for Information
edit_my_uploads
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The document discusses the importance of reading fluency and strategies to build fluency. It defines fluent reading as the coordinated process of word recognition and comprehension. Several strategies are recommended to enhance fluency, including echo reading, cloze reading, partner reading, and repeated readings. Regular progress monitoring is also suggested to assess growth in fluency over time.
DOMINIC GWAPO.pptx
The document provides guidance on strategies for teaching listening skills. It discusses the importance of listening and outlines a three-stage approach for listening lessons: before, during, and after listening. The pre-listening stage prepares students with activities to build background knowledge and vocabulary. The while-listening stage focuses on comprehension with activities like note-taking. The post-listening stage allows students to respond to and analyze the content. A variety of activities are suggested for each stage, including questioning, mapping, and integrating other skills.
Strategies and Activities for ELLs.pptx
The document discusses strategies for supporting English Language Learners' development of academic language and comprehension of content. It emphasizes incorporating both content and English language standards into lessons, and using methods and strategies intentionally to present both content and language information. Some strategies outlined include using graphic organizers, making predictions, summarizing, and asking questions about the text. The document also discusses the SQP2RS reading strategy, question-answer relationships, multimedia presentations, hands-on demonstrations of understanding, collaborative discussions, incorporating movement into lessons, and ensuring sufficient wait time for student responses.
Reading and listening comprehension
The document discusses reading and listening comprehension. It provides strategies to help children become active readers, including setting purposes, making predictions, visualizing, asking and answering questions. It also discusses the importance of writing, including that writing is a way for children to think and express ideas. Elements of good writing instruction are modeling, opportunities to practice, and feedback. Spelling is important for reading comprehension and writing. Listening comprehension involves perception and comprehension of spoken language and relies on skills like attention, memory, and making connections. Brain imaging studies show both common and modality-specific brain activation patterns during reading and listening comprehension.
Reading comprehension pupil free
This document summarizes a pupil free day for teachers at Plympton Primary School focused on improving reading comprehension. The objectives of the day were to analyze student reading data, understand expectations in the Australian English curriculum, identify areas for growth using descriptive scales, and develop action plans. Teachers worked in groups to review class and individual reading levels, determine learning goals, and identify strategies and resources from shortlisted Book Week books to help students reach targets by the next meeting. The goal was to develop consistency in practices to better support and challenge students at different levels.
Reading comprehension pupil free
This document outlines the agenda and goals for a pupil free day focused on improving reading comprehension at Plympton Primary School. The goals are to:
1. Analyze current reading level data to understand student strengths and weaknesses. Teachers will work in pairs to assess comprehension by year level.
2. Learn about the Australian curriculum standards and how to differentiate instruction based on descriptive scales that identify student reading levels. Teachers will identify support structures needed for students at different levels.
3. Create a plan of action for improving comprehension that includes setting SMART goals and using shortlisted books from Book Week to explicitly teach strategies aligned with student needs.
EFFECTIVE FLUENCY STRATEGIESStudent NameUniversity NameDat.docx
EFFECTIVE FLUENCY STRATEGIES
Student Name
University Name
Date
Instructor Name
Five critical components:
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension strategies
Identifying words accurately and fluently
Constructing meaning once words are identified
Research indicates that students need to acquire skills and knowledge in at least five main areas in order to become proficient readers
The National Account Panel (in accordance with the No Child Left Behind Act) completed all-encompassing analysis to determine the a lot of able way to advise acceptance how to read. The research revealed that if the afterward 5 apparatus are finer taught, they lead to the accomplished adventitious of account success (known as the 5 pillars of reading): phonemic awareness, phonics, fluency, vocabulary, and comprehension.
2
PHONEMIC AWARENESS—The knowledge and manipulation of sounds in spoken words.
VOCABULARY DEVELOPMENT—The knowledge of words, their definitions, and context.
READING COMPREHENSION STRATEGIES—The understanding of meaning in text.
PHONICS—The relationship between written and spoken letters and sounds.
READING FLUENCY, INCLUDING ORAL READING SKILLS—The ability to read with accuracy, and with appropriate rate, expression, and phrasing.
In five components, first one is phonemic awareness that defines the knowledge and manipulation of sounds in spoken words. Through the phonics, the relationship between written and spoken letters and sounds are cleared. By the oral reading skills, the ability to read with accuracy, and with appropriate speed, expression, and phrasing is included. The knowledge of words, their definitions and context are included in the vocabulary development. The understanding of the meaning in text is cleared through the reading comprehension strategies.
3
What is reading fluency?
Accuracy in reading words correctly.
Reading not too fast and not too slow.
Expressions with feeling.
Follow most or all the punctuation marks.
Sounds like talking.
Fluency has natural phrasing and intonation .
Fluency in reading is including accuracy, rate, expression, and punctuation. Accuracy-Accuracy in reading words correctly. Rate-Reading not too fast and not too slow. Expressions-Expressions with feeling, fluency has natural phrasing and intonation . Punctuation - Follow most or all the punctuation marks. Sounds like talking.
4
Strategies for Developing Reading Fluency
Model Fluent Reading
Do Repeated Readings in Class
Promote Phrased Reading in Class
Enlist Tutors to Help Out
Enlist Tutors to Help Out
Try a Reader's Theater in Class
In order to read fluently, students must first hear and understand what fluent reading sounds like. From there, they will be more likely to transfer those experiences into their own reading. Repeated readings as a way to help students recognize high-frequency words more easily, thereby strengthening their ease of reading. Having students practice readin ...
Hefner, Erica - Ch 6 Specific Learning Disabilities (2)
1. The document provides information about specific learning disabilities, including the federal definition, prevalence, causes, and characteristics. It describes difficulties with oral expression, listening comprehension, written expression, basic reading skills, reading fluency, reading comprehension, mathematical calculation, and problem solving.
2. It discusses educational considerations like cognitive training, instructional approaches, direct instruction, task analysis, peer tutoring/PALS, and service delivery models. Assessment of progress may include CBM, informal assessment, and testing accommodations.
3. Early intervention includes screening tools for identifying children with risks in areas like letter naming fluency, phoneme segmentation fluency, oral reading fluency, written expression, spelling, and math. Transition
Languageassessment 001
The document discusses language assessment and instruction for students with various needs. It defines language and its components, including theories of language development. Assessment methods are described, such as formal standardized tests and informal techniques. Strategies are provided to increase students' language comprehension and production. Challenges are outlined for students with disabilities like mental retardation, behavior disorders, and learning disabilities.
Teaching models lote
The document outlines a sample language teaching model that incorporates various skills and activities. It discusses developing foundational knowledge through vocabulary and grammar exercises before building comprehension, production, and feedback skills. A range of activities are proposed for different skills, such as reading tasks, grammar drills, writing assignments, listening exercises, and speaking practices. Formative assessment with feedback is emphasized to continuously improve students' language abilities.
Journeys Training 2015
The document provides an overview of the assessment materials included with the Journeys literacy program. It describes the Benchmark and Unit Tests that are used to track student progress and identify areas for reteaching. The tests assess skills in phonemic awareness, phonics, high-frequency words, decoding, comprehension, and writing. Scoring procedures and ways to interpret results are outlined to help teachers tailor instruction to student needs.
Pp clc white group project
This document discusses the importance of vocabulary for children's language development and learning. It defines vocabulary as the words we use to communicate through reading and writing. Children require language-rich environments and experiences to develop vocabulary skills needed for social and cognitive development. The document outlines factors that affect children's vocabulary acquisition like socioeconomic status and the quantity of words children hear. It also describes effective vocabulary instruction strategies like explicit instruction of specific words, using words in rich contexts, and teaching word-learning strategies like morphology, context clues and dictionary use. Formal and informal methods to assess vocabulary knowledge are also discussed.
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Stage 3 Literacy Development
- 1. Stage Three: Reading for Information Jeremy, Amber, and Abbey
- 2. Mastery of Reading Strategies Reading for Meaning/Comprehension Expanding Vocabulary Spelling by Meaning Differentiated Writing Accomplishments of Reading to Learn
- 3. Mastery of School Language/ Reading Strategies - Summarize main idea from text. - Participates in group discussions, book club, literature circles. - Draws conclusions, makes inferences, justifies and explains thinking. - Shares ideas, offers advice, opinions and information. - Differentiates language depending on assigned task.
- 4. Reading for Meaning - Reading accurately (115-125 wpmc) - Comprehension Strategies - Finds main idea and supporting details
- 5. Expanding Vocabulary Interacting with Words - Questions, Reasons, Examples - Creating Examples - Things students like to do, Places they are familiar with. Walk through Words by Meaning 1. Record unknown word and sentence. 2. Look at word parts and related words. 3. Deduce meaning 4. Verify Meaning Vocabulary Self- Awareness Chart 2= I can give an example and definition. 1= I can give an example. 0= I have no idea what this means.
- 6. ● Understands that syntax not sound determines spelling (homophones). ● Understands that meaning rather than sound can determine spelling. ● Masters common prefixes, suffixes, and roots. Spelling By Meaning
- 7. Differentiated Writing - Uses correct punctuation and grammar - Has sentence structure and uses a variety of sentences, simple, compound and complex, and includes dialogue - Knows the audience and using a unique voice or tone in their writing
- 8. Ways that students with reading disabilities fail to reach accomplishments at this stage: - Student does not read fluently - Student does not comprehend what they read - Student is still decoding words - Student spells using sounds, not patterns or by meaning - Student does not write fluently - Student does not write with great detail - Student does not use correct grammar or punctuation
- 9. Assessments Used to Identify Deficits INFORMAL - Oral Reading Fluency - Comprehension of Text - Spelling assessments - Writing Samples - QRI-6 FORMAL - Woodcock Johnson - State Assessments (MCA’s) - MAP/aFast
- 10. Researched Based Interventions - Slash and Dash - Repeated Readings (ROAR) - Reciprocal Teaching - Direct Instruction