Joe will read orally at 40 – 50 words per minute. b. Within one year, Joe will answer open-‐ended comprehension questions requiring him to identify main idea and supporting details in fiction, nonfiction, and poetry, in texts or passages on his independent reading level with 80% accuracy. C. Two objectives relating to reading issues: a. Goal 1: Objective 1: Within one year, Joe will read aloud accurately and fluently, using phonics and context clues to determine pronunciation and meaning in passages or texts on his independent reading level with 80% accuracy in 4 out of 5 attempts.
(Cassidy, p646) (*check these) 3 large scale reviews in last 10 years tells us a lot about how we should teach literacy: •National Reading Panel (NICHHD, 2000) •National Inquiry into the Teaching of Literacy (DEST, 2005) •Independent Review of the Teaching of Early Reading in the UK (Rose, 2006) The essay will then continue to look at how each of the five pillars are taught in conjunction with the Australian Curriculum’s Year One English content, and will address the importance of explicit teaching of components, and varying classroom instructional procedures. Define and describe the five pillars of reading (20 marks) Phonological awareness “Phonological awareness is defined as the ability to understand the phonological structure of a language, regardless of the semantic meaning of the word.” And Phonological awareness has been identified as a crucial precursor ability for writing and reading competences. (Frohlich… 2013, p6) Phonological awareness is sensitivity to the sound structure of language. It demands the ability to turn one’s attention to sounds in spoken language while temporarily shifting away from its meaning. … Children who can detect and manipulate sounds in speech are phonologically aware.
LESSON PLAN Lesson:1 Date: Monday January 24, 2011 Client’s Name: Hannah Rodrigue Tutor’s Name: Denise Watkinson | FOCUS OFLESSON | GOAL/LEARNING OUTCOME (3-4) | MATERIALS REQUIRED | KEY READING COMPONENT(S )TO COVER | INTRODUCTIONTime :10-15 minutes | -Client Reading Interest Survey -San Diego Quick Assessment/ Graded Word List | -see what the client is interested in and the reading level which they are at -identify words being asked | -survey -san Diego instructional worksheet and instructional sheet | -want to see the reading level which the client is at, and what are their interest -build relationship with the client | MIDDLETime: 25 – 30 minutes (Includes BREAK) | - Read a book which Client brought
Action Reading Program Debra Woods Phonics Based Reading & Decoding EDU 371 Instructor: Sandra Harley September 14, 2011 Action Reading Program Action Reading program is a phonics-based program designed to assist teachers with effective methods of reading instruction. The purpose of this program is to allow students or adults a way to enhance their skills of reading. The idea behind this program is to help develop a passion of reading. I am a student at Ashford University, and currently I am taking a class called Phonics Based Reading and Decoding. This course had provided me with the opportunity to teach this program effectively to students within five weeks.
Whereas education during Jefferson’s era was, voluntary and he believed in teaching everyone the basics. Additionally, Jefferson believed that students in the elementary schools should read enough history “by appraising them of the past, will enable them to judge the future; it will avail them of the experience of other times and other nations; it will qualify them as judges of the actions and designs of men…”(S&S pg. 40). Whereas in today’s practice, elementary students receive about forty-five minutes of history a month until they enter 5th or 6th grade. In chapter three, the Quality of Teachers according to Horace Mann “the education and the quality of the state’s teachers was the inadequate preparation most teachers had received” (S&S pg.
English 217 Intro to Critical Theory Updated 29 December 2010 Spring Semester, 2010 MWF Instructor: Darby Lewes, Professor of English (Office D324) Office: (570) 321-4114 Home: (570) 547-7010 Email: lewes@lycoming.edu Course Information English 217 is an introduction to literary criticism as a discipline, which provides training in writing critical papers and familiarization with major literary genres and critical schools of thought. Prerequisite: English 106 or consent of instructor. In order to do well in this class, you must Attend class regularly. Since class participation will make up a considerable portion of the final grade, students with more than three undocumented absences will receive deductions from their final grade:
Read this week’s Electronic Reserve Readings. Participation Participate in class discussion. Twice a day for each of four days in Week Three 3.0 Discussion Question Respond to weekly discussion question. Day Three 1.0 Nongraded Activities and Preparation Begin working on the Organizational Responsibility and Current Health Care Issues paper due in Week Five. Learning Team Instructions - graded Respond to weekly learning team discussion question and post the team answer both to the Main Forum thread and on the Assignments Page.
Around 250,000 copies of The Catcher in the Rye are still sold each year with total sales of more than 65 million books. My name is Daniel Porter and today I’d like to present my opinion as to why classic literature should be retained in the curriculum of senior English students. Classic novels provide the reader with opportunities to explore moral dilemmas within society and reflect on our own personal experiences. They raise an awareness of controversial issues sometimes not up for discussion, such as mental illness. Classic novels are well written and provide readers with exposure to language not heard in our everyday lives.
The Founding Fathers, the George Washington’s, Thomas Jefferson’s, and many others that signed our Declaration of Independence, those who wrote the Constitution as it sits today. In the past twenty years Constitutional scholars and political historians have put together thousands of writing from 1760-1805. In these writings they counted 3,154 citations where the most frequently quoted book was the Bible. Until 1963 Bibles were distributed in schools for our children, now when a child brings a Bible to school, there have been instances where they are told to
These principles have been brought up before in the past because there have been studies done that address key components of this topic that have to do with holistic grading and context effects of grading essays. Some researchers have had such interest in this subject that they did their own research and came up with findings themselves. Hughes and Keeling (1984) had twenty-five intermediate high school teachers grade essays written by thirteen and fourteen year olds on their hopes and aspirations for the future. These teachers have had at least five years experience with this age group. Hughes and Keeling wanted to know if having a model essay to refer to while scoring essays would help reduce context effects.