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What Is Fluency? Adapted From: Elish-Piper, L
NORTHERN ILLINOIS UNIVERSITY | JERRY L. JOHNS LITERACY CLINIC Raising Readers: Tips for Parents What is Fluency? Adapted from: Elish-Piper, L. (2010). Information and ideas for parents about fluency and vocabulary.Illinois Reading Council Journal, 38(2), 48-49. Reading fluency is the ability to read a text easily. Reading mean that children should read as fast as they possibly can. fluency actually has four parts: accuracy, speed, expression and Rate needs to be combined with accuracy, expression and comprehension. Each part is important, but no single part is comprehension to produce fluent reading. Some schools enough on its own. A fluent reader is able to coordinate all four provide a target rate for students in each grade level, usually as aspects of fluency. the number of correct words read per minute. You may wish to ask your child’s teacher if there is a rate goal used for your Accuracy: Reading words correctly is a key to developing fluency. Children need to be able to read words easily without child’s grade level. Those rate targets are important, but they having to stop and decode them by sounding them out or are not the only goal for fluency. For example, if a child reads breaking them into chunks. When children can accurately and very quickly but does not read with expression or understand easily read the words in a text, they are able to think about what what is read, that child is not reading fluently. they are reading rather than putting all of their effort toward Expression: Expression in fluency refers to the ability to read figuring out the words. -
Adult Contemporary Radio at the End of the Twentieth Century
University of Kentucky UKnowledge Theses and Dissertations--Music Music 2019 Gender, Politics, Market Segmentation, and Taste: Adult Contemporary Radio at the End of the Twentieth Century Saesha Senger University of Kentucky, [email protected] Digital Object Identifier: https://doi.org/10.13023/etd.2020.011 Right click to open a feedback form in a new tab to let us know how this document benefits ou.y Recommended Citation Senger, Saesha, "Gender, Politics, Market Segmentation, and Taste: Adult Contemporary Radio at the End of the Twentieth Century" (2019). Theses and Dissertations--Music. 150. https://uknowledge.uky.edu/music_etds/150 This Doctoral Dissertation is brought to you for free and open access by the Music at UKnowledge. It has been accepted for inclusion in Theses and Dissertations--Music by an authorized administrator of UKnowledge. For more information, please contact [email protected]. STUDENT AGREEMENT: I represent that my thesis or dissertation and abstract are my original work. Proper attribution has been given to all outside sources. I understand that I am solely responsible for obtaining any needed copyright permissions. I have obtained needed written permission statement(s) from the owner(s) of each third-party copyrighted matter to be included in my work, allowing electronic distribution (if such use is not permitted by the fair use doctrine) which will be submitted to UKnowledge as Additional File. I hereby grant to The University of Kentucky and its agents the irrevocable, non-exclusive, and royalty-free license to archive and make accessible my work in whole or in part in all forms of media, now or hereafter known. -
Fluency, Vocabulary and Comprehension Instruction
Fluency, Vocabulary and Comprehension Instruction Augustine Literacy Project - Charlotte Marion Idol, Site Coordinator Five Essential Components of Reading Instruction: 1.phonemic awareness 2.phonics 3.fluency 4.vocabulary 5.comprehension http://athome.readinghorizons.com/ Importance of Decoding skills: In many schools, 1st and 2nd grade instruction focuses on FVC instead of PA and P.(decoding) For our students, the holes in the foundation tend to be in PA and P. Please prioritize setting a firm foundation! For 1st month of tutoring, don’t worry about weaving in FVC instruction. Fluency/Vocabulary/Comprehension Instruction: What does it look like for 1st/2nd graders? How do I weave this instruction into each lesson? What are fun supplemental activities for “TAKE a BREAK” sessions? Fluency: ALP Manual: Tab 5, pp. 174-178 The ability to read text accurately and quickly. Scored as words read correctly per minute. ONLY DECODABLE TEXT! Easy independent reading level (95% success) Requires repeated ORAL reading practice with a partner providing modeling, feedback, and assistance Includes PROSODY: appropriate expression, inflection, pacing Activities to Promote Fluency Each session: You will already be doing repeated oral reading practice in lesson parts 3-5, 9 To add fun and prosody practice, when student rereads sentences in part 5, play “Roll Punctuation” or “Roll a Face.” Parts 3-5, 9. Handout B. Fluency “Take a Break” session activities: Paired Reading: Reading aloud along with your student to promote correct pacing, inflection, expression https://www.youtube.com/watch?v=H5RJyUnAkWM Punctuation Punch: Periods, commas, question marks, exclamation point. Fun AVK stimulation! Use book Yo! Yes! to teach this technique. -
Specific Learning Disabilities (SLD) in Plain Language
Specific Learning Disabilities (SLD) in Plain Language Academic Areas of Concern Students with specific learning disabilities (SLD) have severe trouble learning or demonstrating skills in one or more of these academic areas: oral expression reading fluency listening comprehension reading comprehension written expression mathematics calculation and basic reading skill mathematics problem solving Students with SLD often do well in some school subjects but have extreme difficulty with skills like decoding (sounding out) words, calculating math facts, or writing down their thoughts. Even with adequate instruction and intensive intervention, a student with SLD has low classroom achievement when compared to students without disabilities in the same grade. Specific information about how the student has responded to instruction and intensive intervention is used to decide if a student is SLD or if the student is not achieving for other reasons. Referral for Special Education When someone thinks a student might have any disability and needs special education, a referral for a special education evaluation is made to the school. The referral must be in writing and say why the person making the referral thinks the student has a disability. A group of people, called an IEP team, which includes the student’s parents, does an evaluation and decides if the student meets state and federal criteria. Three Criteria to Meet The three criteria (requirements) below must be considered by the IEP team and all 3 of them must be met in order to decide the student has SLD. 1. Inadequate Classroom Achievement - This means a student's academic skills in one or more academic areas of concern are well outside the expected range for students without disabilities of the same age. -
Recharging Reading Success Getting Struggling Readers Back on Track
—Graeme Sloan/Education Week Braydan Finnerty, 2nd grade, chooses letter magnets off the board while doing a spelling exercise in front of the rest of the class at Beverly Gardens Elementary in Dayton, Ohio. Recharging Reading Success Getting Struggling Readers Back on Track EDITORS NOTE How Do Kids Learn to Read? What OPINION How can educators optimize literacy the Science Says ..........................................2 education among students who struggle to Connecting Reading & Writing ‘Is a read? In this Spotlight, learn how teachers These Schools Filled Vending High-Leverage Move’ .............................12 are implementing scientific research on Machines With Books. Will It Motivate Reading? .....................................6 Why I Created Book Groups for My reading into curriculum, how schools are Students ........................................................15 helping students foster a love of reading, A Look Inside One Classroom’s and how teachers are using writing to Reading Overhaul ......................................8 How to Make Reading Instruction compliment reading instruction. Much, Much More Efficient ................16 ‘Decodable’ Books: Boring, Useful, or Both?.............................................................. 10 Recharging Reading Success Published on October 2, 2020, in Education Week’s Special Report: Getting Reading Right How Do Kids Learn to Read? What the Science Says By Sarah Schwartz and Sarah D. Sparks ow do children learn to read? For almost a century, re- searchers have argued over the question. Most of the dis- agreement has centered on Hthe very beginning stages of the reading process, when young children are first starting to figure out how to decipher words on a page. One theory is that reading is a natural process, like learning to speak. If teachers and parents sur- round children with good books, this theory goes, kids will pick up reading on their own. -
Some Issues in Phonics Instruction. Hempenstall, K
Some Issues in Phonics Instruction. Hempenstall, K. (No date). Some issues in phonics instruction. Education News 26/2/2001. [On-line]. Available: http://www.educationnews.org/some_issues_in_phonics_instructi.htm There are essentially two approaches to teaching phonics that influence what is taught: implicit and explicit phonics instruction. What is the difference? In an explicit (synthetic) program, students will learn the associations between the letters and their sounds. This may comprise showing students the graphemes and teaching them the sounds that correspond to them, as in “This letter you are looking at makes the sound sssss”. Alternatively, some teachers prefer teaching students single sounds first, and then later introducing the visual cue (the grapheme) for the sound, as in “You know the mmmm sound we’ve been practising, well here’s the letter used in writing that tells us to make that sound”. In an explicit program, the processes of blending (What word do these sounds make when we put them together mmm-aaa-nnn?”), and segmenting (“Sound out this word for me”) are also taught. It is of little value knowing what are the building blocks of our language’s structure if one does not know how to put those blocks together appropriately to allow written communication, or to separate them to enable decoding of a letter grouping. After letter-sound correspondence has been taught, phonograms (such as: er, ir, ur, wor, ear, sh, ee, th) are introduced, and more complex words can be introduced into reading activities. In conjunction with this approach "controlled vocabulary" stories may be used - books using only words decodable using the students' current knowledge base. -
Ironwood Man's Trial Continues
DAYS ‘TIL Snow possible 10 CHRISTMAS High: 3 | Low: -6 | Details, page 2 The Best Gift for the Holidays is a Gift Certificate from: Ironwood, MI 906-932-4400 DAILY GLOBE yourdailyglobe.com Thursday, December 15, 2016 75 cents DRUG CASE DAY 2 GRTA receives trail Ironwood man’s approval By IAN MINIELLY [email protected] trial continues BESSEMER — After more than 1,000 hours of volunteer By RICHARD JENKINS across two people having car labor, placing signs and remov- [email protected] trouble that acknowledged being ing brush across the trail sys- BESSEMER — The trial of an at the house earlier and that tems, the Gogebic Range Trail Ironwood man charged with drugs and a gun were present. Authority obtained Department multiple drug and firearm The statements from these of Natural Resources signing felonies continued in Gogebic individuals — identified as and brushing approval for the County Circuit Court Wednes- Engles and Christine Leonzal — first time since 2010. day. was used as the basis for a The field contact from the Day 2 of the trial of Donovan search warrant of the property, DNR gave blanket approval Howard Payeur, 32, continued which resulted in the discovery after inspecting the snowmobile with more prosecution witnesses of a TEC-9 handgun and drugs, trails. testifying against Payeur; who is including crystal meth. At The GRTA is experiencing a standing trial on seven counts — around the time the house was revival through the efforts of its possession of methamphetamine searched, local law enforcement board of directors, with Deb Fer- with intent to deliver, conspira- officers also conducted a nearby gus, grant coordinator, spear- cy to possess methamphetamine traffic stop of a vehicle Payeur heading efforts nearly seven with intent to deliver, felon in was driving, which subsequently days-per-week to achieve possession of a weapon, felon in resulted in the discovery of a approval from the DNR. -
Students Who Are Highly Mobile and Reading Instruction
Reading on the Go! Volume 1: Students Who Are Highly Mobile and Reading Instruction Prepared for the National Center for Homeless Education by Patricia A. Popp, Ph.D. The College of William and Mary December 2004 NCHE Profile The National Center for Homeless Education (NCHE) is a national resource center of research and information enabling communities to successfully address the needs of children and their families who are experiencing homelessness and unaccompanied youth in homeless situations. Funded by the U.S. Department of Education, NCHE provides services to improve educational opportunities and outcomes for homeless children and youth in our nation’s school communities. NCHE is housed at SERVE, a consortium of education organizations associated with the School of Education at the University of North Carolina at Greensboro. The goals of NCHE are the following: • Disseminate important resource and referral information related to the complex issues surrounding the education of children and youth experiencing homelessness • Provide rapid-response referral information • Foster collaboration among various organizations with interests in addressing the needs of children and youth experiencing homelessness • Synthesize and apply existing research and guide the research agenda to expand the knowledge base on the education of homeless children and families, and unaccompanied youth Website: www.serve.org/nche HelpLine: 800-308-2145 Contact: Diana Bowman, Director NCHE at SERVE P.O. Box 5367 Greensboro, NC 27435 Phone: 336-315-7453 or 800-755-3277 Email: [email protected] or [email protected] The content of this publication does not necessarily reflect the views or policies of the U.S. Department of Education, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. -
Whole Language Instruction Vs. Phonics Instruction: Effect on Reading Fluency and Spelling Accuracy of First Grade Students
Whole Language Instruction vs. Phonics Instruction: Effect on Reading Fluency and Spelling Accuracy of First Grade Students Krissy Maddox Jay Feng Presentation at Georgia Educational Research Association Annual Conference, October 18, 2013. Savannah, Georgia 1 Abstract The purpose of this study is to investigate the efficacy of whole language instruction versus phonics instruction for improving reading fluency and spelling accuracy. The participants were the first grade students in the researcher’s general education classroom of a non-Title I school. Stratified sampling was used to randomly divide twenty-two participants into two instructional groups. One group was instructed using whole language principles, where the children only read words in the context of a story, without any phonics instruction. The other group was instructed using explicit phonics instruction, without a story or any contextual influence. After four weeks of treatment, results indicate that there were no statistical differences between the two literacy approaches in the effect on students’ reading fluency or spelling accuracy; however, there were notable changes in the post test results that are worth further investigation. In reading fluency, both groups improved, but the phonics group made greater gains. In spelling accuracy, the phonics group showed slight growth, while the whole language scores decreased. Overall, the phonics group demonstrated greater growth in both reading fluency and spelling accuracy. It is recommended that a literacy approach should combine phonics and whole language into one curriculum, but place greater emphasis on phonics development. 2 Introduction Literacy is the fundamental cornerstone of a student’s academic success. Without the skill of reading, children will almost certainly have limited academic, economic, social, and even emotional success in school and in later life (Pikulski, 2002). -
Vocabulary Key Learning(S): Topic: Fluency Unit Essential Question(S
Topic: Fluency Grade: K Optional Key Learning(s): Unit Essential Question(s): Instructional Tools: Odyssey Fluency is essential for How does fluency impact Reading PALS automaticity of a skill. learning to read? FCRR Internet Resources Concept: Concept: Concept: Concept: Awareness Phonics Vocabulary Comprehension Phonemic I Lesson Essential Questions: Lesson Essential Questions: Lesson Essential Question Lesson Essential Questions: 1. How do you differentiate 1. How do you map letters 1. How does activating prior 1. How do we incorporate story a sound as the same or to sounds fluently? knowledge to make elements to gain a deeper level different fluently? 2. How does analyzing the connections to text affect of understanding text and 2. How do you identify structure of words affect fluency? fluency of reading? beginning, middle and fluency? ending sounds in words fluently? Vocabulary: Vocabulary: Vocabulary: Vocabulary: Segmentation Onset/Rime Closed Syllables Blends Text to Self Synonyms Fiction Main Idea Blending Rhyming Capital Letters Diagraphs Text to World Antonyms Non-Fiction Compare/Contrast Phoneme Identification Lowercase Letters Vowels Text to Text Sequence Categorize Phoneme Isolation Consonants Shared Reading Character Retell Shared Reading Phoneme Deletion Syllables Fry Sight Words Setting Read Aloud Substitution Addition Other Information: Concert: Concept: Concept: Concept: I Writing L Lesson Essential Questions Lesson Essential Questions Lesson Essential Questions Lesson Essential Questions 1. How do you transfer sounds to symbols, words, and express meaning in writing fluently? Vocabulary Vocabulary Vocabulary Vocabulary Fry Sight Words Capital Letters Lowercase Letters Topic: Introduction to Reading Fluency Grade: K Optional Key Learning(s): Unit Essential Question(s): Instructional Tools -Sound Wall Developing fluent skills leads to How do I become a fluent reader? -Alphabet Cards -Sight Words comprehension. -
The Relationship Between Fluency and Comprehension
The Relationship between Fluency and Comprehension By Tania Myers Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Education July 2015 Graduate Programs in Education Goucher College Table of Contents List of Tables i Abstract ii I. Introduction 1 Statement of Problem 2 Hypothesis 2 Operational Definitions 2 II. Review of the Literature 4 Defining Fluency and Comprehension 5 Relationship between Fluency and Comprehension 8 Boosting Reading Fluency and Comprehension in the Classroom 9 Progress Monitoring Fluency and Comprehension 14 Summary 18 III. Methods 19 Design 19 Participants 19 Instruments 20 Procedure 20 IV. Results 22 V. Discussion 24 Implications of Results 25 Threats to Validity and Reliability 26 Connections to Previous Studies 28 Recommendations for Future Research 29 References 32 List of Tables 1. Means and Standard Deviations of DIBELS Oral Reading Fluency and MAP Reading 22 Scores 2. Pearson Correlation between DIBELS Oral Reading Fluency and MAP Reading 22 Scores During Each Test Interval (Fall, Winter, and Spring) i Abstract The purpose of this study was to examine the relationship between reading fluency and comprehension and whether a student’s fluency rate impacted his or her ability to comprehend information. The study looked closely at the performance of 23 students enrolled in a second grade class. The measurement tools used were the Dynamic Indicators of Basic Early Literacy Skills, Sixth Edition (DIBELS), Oral Reading Fluency Assessment, and the Measures of Academic Progress Reading Assessment. The study involved the use of data collected during fall, spring, and winter testing intervals from the 2014-2015 school year. -
Saturday, July 7, 2018 | 15 | WATCH Monday, July 9
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