teachingreading1-120628160919-phpapp02 2.pptx
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The document discusses various reading skills and strategies. It identifies that reading involves recognizing letters, words, and their meanings, as well as understanding connections between sentences. It then lists and briefly describes several key reading subskills, including reading schemata, intensive reading, extensive reading, reading for gist, skimming, reading for global understanding, reading for details, inferring, graded readers, and deducing.
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The document provides a summary of assessing students' reading abilities through evaluating their word recognition, listening comprehension, and related factors. It discusses administering various subtests and determining students' independent, instructional, and frustration reading levels. The summary emphasizes the importance of ensuring students read text they can comprehend with high accuracy to promote reading growth.
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Thank you for sharing your presentation on literacy instruction. I gained valuable insights into how to effectively assess students' literacy skills and select appropriate texts. The multi-faceted approach of using both cognitive and noncognitive assessments to deeply understand each student is highly effective. Choosing texts based on students' interests and abilities and incorporating different instructional perspectives helps engage students and strengthen their literacy. This information will certainly help me improve my own literacy practices. You seem dedicated to helping all students progress. Please let me know if I can support you by volunteering in the classroom or providing resources for families.
Recommended
TED 406 Session 2
Reading Processes
Reading is Strategic, Contextual, Developmental, Complex, Social
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This is a general presentation about teaching reading to EFL classes. It includes a summary of reading strategies and activities.
Webb, mary studentsโ engagement of reading beyond the word nftej v25 n3 2015
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
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The document provides a summary of assessing students' reading abilities through evaluating their word recognition, listening comprehension, and related factors. It discusses administering various subtests and determining students' independent, instructional, and frustration reading levels. The summary emphasizes the importance of ensuring students read text they can comprehend with high accuracy to promote reading growth.
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This document provides strategies for speech language pathologists to support students with reading difficulties. It discusses the components of reading comprehension, including background knowledge, phonological awareness, decoding, fluency, and vocabulary. For each component, it identifies potential areas of difficulty for students and provides strategies SLPs can use to assess and support students. These include pre-teaching activities, modeling fluent reading, teaching spelling patterns, and incorporating vocabulary instruction across disciplines. References are also provided on effective practices for developing these reading skills in students.
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1) The document discusses how readers use graphophonic, semantic, and syntactic cues to comprehend texts, even when words are nonsense.
2) It provides an example of a nonsense sentence and has students visualize and discuss what they can comprehend from the sentence using their knowledge of real words and language structures.
3) Readers must use their knowledge of letters and sounds, word meanings, and grammar to interpret texts, even when words are made up.
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The document discusses two reading strategies:
1. The bottom-up model focuses on decoding letters and sounds to understand meaning.
2. The top-down model involves using background knowledge to predict upcoming text.
It also describes methods for teaching reading to different age groups, including using pictures, familiar words, whole sentences, and texts in the child's native language. Different reading materials and introducing new books are discussed as well.
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The document provides strategies for improving students' reading abilities. It recommends setting aside 15 minutes per day for reading, checking comprehension by asking questions about what was read, and using dictionaries sparingly for words that are truly unknown. Additional tips include paying attention to paragraph structure, skimming to understand the overall idea, scanning to find specific information, and using context clues to determine word meanings. Listening to reading aloud is also emphasized as an important foundation for literacy development.
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This document discusses various theories and strategies related to reading, literature, and engaging students. It provides summaries of key ideas from Rosenblatt's reader response theory, including her concepts of efferent and aesthetic reading. It also outlines strategies for close reading a text and engaging with literature at different levels, and discusses how poststructuralism, frames of reference, and intertextuality can be applied when analyzing texts.
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This document discusses various aspects of reading comprehension and effective reading strategies. It addresses topics like top-down and bottom-up processing, coherence and cohesion, referencing, and features of well-written texts. It also discusses how good readers adjust their skills based on the text, use metacognition to connect different processing levels, and combine old and new strategies. Lexical accessibility and using various clues and knowledge sources are presented as ways to improve understanding.
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This document provides an overview of reading comprehension strategies and techniques. It discusses key concepts such as bottom-up versus top-down processing, scanning versus skimming, and intensive versus extensive reading. Schema theory is explained as how a reader's background knowledge interacts with the text to aid comprehension. The document also outlines common reading comprehension strategies like activating prior knowledge, predicting, identifying key ideas, and summarizing. Finally, it mentions that lesson planning should include different stages to teach reading comprehension.
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- Encouraging background knowledge and contextual redefinition of words.
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1) Reading comprehension is an active process that involves the interaction between the reader, the text, and the reader's background knowledge. It requires the reader to intentionally problem solve and think, not just recall information.
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This document discusses reading skills and strategies for teaching reading. It outlines principles for teaching reading such as making texts accessible to students. It also describes skills needed for reading like understanding meanings and making inferences. Pre-reading, while reading, and post-reading activities are discussed to involve students in reading, including predicting themes, skimming, scanning, gap filling exercises, and role plays.
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The document discusses theories of how readers learn to read words through sight recognition. It describes four phases of sight word learning where readers form connections between spellings and pronunciations using alphabetic knowledge. Readers progress from using partial to full alphabetic knowledge to read words automatically without conscious effort. Seeing familiar words triggers their recognition from memory, the most efficient way to read for comprehension compared to decoding unfamiliar words.
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This document provides strategies for speech language pathologists to support students with reading difficulties. It discusses the components of reading comprehension, including background knowledge, phonological awareness, decoding, fluency, and vocabulary. For each component, it identifies potential areas of difficulty for students and provides strategies SLPs can use to assess and support students. These include pre-teaching activities, modeling fluent reading, teaching spelling patterns, and incorporating vocabulary instruction across disciplines. References are also provided on effective practices for developing these reading skills in students.
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This document discusses the importance of sustained silent reading (SSR) for students' academic and personal success. It notes that students today read much less than in the past, spending more time watching TV or online. Regular reading practice is important for developing reading skills and strategies. Research shows students who read more, both in and out of school, have higher test scores, vocabulary, writing ability, and GPAs. The document recommends that schools support SSR by providing an appealing environment with many book choices, some teacher monitoring, and a peer reading community to motivate students to read more.
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The document discusses strategies for effective reading at the college level. It emphasizes that college reading requires metacognition and the ability to orchestrate one's own learning by changing reading strategies to meet different text challenges. It provides numerous reading strategies such as surveying before reading, taking notes, reciting summaries, and reviewing ideas after reading. The goal is to give students a larger repertoire of strategies to help them read less but get more out of what they read.
The power of ssr
S.S.R. (Sustained Silent Reading) is a period of time set aside during the school day for students to engage in independent reading of self-selected materials. Studies have shown S.S.R. leads to gains in literacy skills like comprehension, vocabulary, and writing. However, S.S.R. faces challenges in schools due to an emphasis on high-stakes testing and students' busy schedules. The document provides recommendations for implementing a successful S.S.R. program, such as allowing free choice of materials and modeling reading.
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This document discusses extensive reading and writing-to-read strategies to support literacy development. It defines extensive reading as reading widely and for pleasure over long periods of time. The benefits of extensive reading include increased reading comprehension, positive attitude, vocabulary growth, and development of reasoning skills. The document also discusses how writing can support reading comprehension when done before, during or after reading. Teachers are encouraged to connect reading and writing activities, provide resources for extensive reading, and model reading strategies. Specific strategies mentioned include summarizing, paraphrasing, journaling and using graphic organizers.
Using a nonsense sentence to explain the process of reading
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2) It provides an example of a nonsense sentence and has students visualize and discuss what they can comprehend from the sentence using their knowledge of real words and language structures.
3) Readers must use their knowledge of letters and sounds, word meanings, and grammar to interpret texts, even when words are made up.
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The document discusses two reading strategies:
1. The bottom-up model focuses on decoding letters and sounds to understand meaning.
2. The top-down model involves using background knowledge to predict upcoming text.
It also describes methods for teaching reading to different age groups, including using pictures, familiar words, whole sentences, and texts in the child's native language. Different reading materials and introducing new books are discussed as well.
Ra Presentation
The document discusses various reading strategies and techniques for teachers to help students become more effective readers, including establishing students' personality types and multiple intelligences, having students examine their reading history, and teaching reciprocal teaching strategies like questioning, clarifying issues, summarizing, and predicting. Reciprocal teaching strategies include teaching students to ask different types of questions, use context clues and visualization to clarify meanings, summarize texts using a specific framework, and make predictions about what will happen before, during, and after reading.
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The document provides strategies for improving students' reading abilities. It recommends setting aside 15 minutes per day for reading, checking comprehension by asking questions about what was read, and using dictionaries sparingly for words that are truly unknown. Additional tips include paying attention to paragraph structure, skimming to understand the overall idea, scanning to find specific information, and using context clues to determine word meanings. Listening to reading aloud is also emphasized as an important foundation for literacy development.
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This document discusses various theories and strategies related to reading, literature, and engaging students. It provides summaries of key ideas from Rosenblatt's reader response theory, including her concepts of efferent and aesthetic reading. It also outlines strategies for close reading a text and engaging with literature at different levels, and discusses how poststructuralism, frames of reference, and intertextuality can be applied when analyzing texts.
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The document discusses strategies for improving reading skills in elementary school students. It recommends that parents hold reading workshops to teach techniques like phonemic awareness, phonics, vocabulary, and reading comprehension. Research shows that parental involvement and reading aloud at home are among the most effective ways to promote literacy learning. Reading aloud with children conditions their brain to associate reading with pleasure and helps build vocabulary and background knowledge. The workshop aims to teach parents how to make reading an enjoyable routine for children.
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This document discusses various aspects of reading comprehension and effective reading strategies. It addresses topics like top-down and bottom-up processing, coherence and cohesion, referencing, and features of well-written texts. It also discusses how good readers adjust their skills based on the text, use metacognition to connect different processing levels, and combine old and new strategies. Lexical accessibility and using various clues and knowledge sources are presented as ways to improve understanding.
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ุงุช ุงูู
ูุจูู
ุฉ ุจุดูู ุชูุตููู ุฌุฏุงู
5- ุงูู
ูุฒู
ุฉ ุชุดุฑุญ ููุณูุง ุจ ููุณูุง ุจุณ ุชููู ุชุนุงู ุงูุฑุงูู
6- ุชุญุชูู ุงูู
ูุฒู
ุฉ ูู ุงูู ุณูุงูุฏ ุนูู ุฎุงุฑุทุฉ ุชุชุถู
ู ุฌู
ูุน ุชูุฑูุนุงุช ู
ุนููู
ุงุช ุงูุฌูุงุฒ ุงูููููู ุงูู
ุฐููุฑุฉ ูู ูุฐูู ุงูู
ูุฒู
ุฉ
ูุงุฎูุฑุงู ูุฐูู ุงูู
ูุฒู
ุฉ ุญูุงูู ุนูููู
ูุฅุชู
ูู ู
ููู
ุฅู ุชุฏุนููู ุจุงูุฎูุฑ ูุงูุตุญุฉ ูุงูุนุงููุฉ ููุท
ูู ุงูุชูููู ุฒู
ูุงุฆู ูุฒู
ููุงุชู ุ ุฒู
ูููู
ู
ุญู
ุฏ ุงูุฐูุจู ๐๐
๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
(๐๐๐ ๐๐๐) (๐๐๐ฌ๐ฌ๐จ๐ง ๐)-๐๐ซ๐๐ฅ๐ข๐ฆ๐ฌ
๐๐ข๐ฌ๐๐ฎ๐ฌ๐ฌ ๐ญ๐ก๐ ๐๐๐ ๐๐ฎ๐ซ๐ซ๐ข๐๐ฎ๐ฅ๐ฎ๐ฆ ๐ข๐ง ๐ญ๐ก๐ ๐๐ก๐ข๐ฅ๐ข๐ฉ๐ฉ๐ข๐ง๐๐ฌ:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
๐๐ฑ๐ฉ๐ฅ๐๐ข๐ง ๐ญ๐ก๐ ๐๐๐ญ๐ฎ๐ซ๐ ๐๐ง๐ ๐๐๐จ๐ฉ๐ ๐จ๐ ๐๐ง ๐๐ง๐ญ๐ซ๐๐ฉ๐ซ๐๐ง๐๐ฎ๐ซ:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
Practical manual for National Examination Council, Nigeria.
Contains guides on answering questions on the specimens provided
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- 1. Taken from: Stanley, S. (2007). An Analysis of Rx for Discovery ReadingRTM for Elementary Students Below Average in Reading. The United States of America: ProQuest Information and Learning Company. ๏ฏ โReading is a process of understanding meaning from written texts. Reading involves: Recognition of letters Recognition of words Recognition of meaning of words Understanding the connection between sentences Recognize cohesive devices in written discourse and their role in signaling the relationship between and among clauses.
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