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Five critical components: Phonemic Awareness Phonics Fluency Vocabulary Comprehension strategies Identifying words accurately and fluently Constructing.

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Presentation on theme: "Five critical components: Phonemic Awareness Phonics Fluency Vocabulary Comprehension strategies Identifying words accurately and fluently Constructing."— Presentation transcript:

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2 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

3  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.

4  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.

5  Model Fluent Reading  Do Repeated Readings in Class  Promote Phrased Reading in Class  Enlist Tutors to Help Out  Try a Reader's Theater in Class

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7  Model Fluent Reading  Do Repeated Readings in Class  Promote Phrased Reading in Class  Try a Reader's Theater in Class

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9  Fluency is mainly unnoticed of the five vital facets of analysis. Because it is typically calculated during oral interpretation, a lot of do not believe it vital to still, self- governing analysis.  Fluency is in terribly attached to decode and appraisal grasp. It hands out as the viaduct amid decoding and grasp. On one stage fluency imitates a reader’s aptitude to decipher the terms in a copy. If he is so talented to hurriedly and precisely move through the words on the sheet, his decoding expertise are repeated.

10  ELL SPED Diverse Learners Students require to memorize sound-letter posts and turn out to be easy in the reading of those letters to be clever to put them collectively to create meaning from a sound. It is so vital for students to put up their words to pick up their facility when reading. If a student draws closer to a statement they don't know, that can radically impacts their confidence by sluggish down their appraisal.

11  ELLs should be trained to read initially in their first words. If this is not probable, students require to see and listen to hundreds of books in excess of a school year in order for facility to be a model to them.  Approach used for students with particular needs will fluctuate depending on the precise needs of the student. It is so vital to get the most obvious picture of what the student needs from side to side for their IEP and do whets on earth it takes to assemble those needs.

12 Readers Theatre Example  Assign parts according to reading levels. Struggling booklover can be made to assign the most theatrical parts. This can erect their enthusiasm for analysis and help them ponder on reading for meaning. ESL students can be made to assign smaller parts so they will at rest be concerned but not overwhelmed.

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14  Miscue Analysis involve the surveillance, footage and evaluation of errors or faults a child creates or appears to build when reading aloud.  The teacher would encompass the passage in face of them while they pay attention to the student read. They trace using detailed signs the errors ended, and later evaluate what intervention is required.

15  AIMS WEB A web based plan used for growth monitoring that includes more than a few fluency connected standardized appraisal.  Letter Name Fluency (LNF)- this assessment necessitates students to say the letter names from a register of letters in front of them below a time edge of 1 min.  Letter Sound Fluency (LSF)- this appraisal requires students to build the letter sound from a catalog of letters in front of them beneath a time bound of 1 min.

16  Dynamic Indicators of Basic Early Literacy Skills (DIBELS) are a set of assessment used for worldwide showing and progress to monitor in grades K-6. They are consistent, competent and lengthily researched.  DIBELS assessments usually take place in the beginning, middle and end of the university year to help control specific reading programs so the equipment can be misrepresented in order to hold up students based on their detailed needs, such as phonemic consciousness or identification of the alphabet. Testing can take around 10 minutes per student, so the advantage is that it may be realized in schools with negligible preparation.

17  The role of fluency is particularly based on the five critical elements,  Phonics  Reading Comprehension  Fluency  Vocabulary  Phonemic Awareness

18    developing-reading-fluency developing-reading-fluency   Fluency leads to comprehension   https://dibels.uoregon.edu/ https://dibels.uoregon.edu/


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