session 4
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Foundations and Applications of Differentiating Instruction: S3Competencies Four and Five
Foundations and Applications of Foundations and Applications of Differentiating Instruction: Differentiating Instruction:
Competencies Four and FiveCompetencies Four and Five
Session 4Session 4Research-based Phonemic Awareness,
Phonics, Vocabulary, and Comprehension Instruction
Foundations and Applications of Differentiating Instruction:Competencies Four and Five
S3 - 2
OutcomesKnowledge• Participants will be able to:
– Define phonemic awareness, phonics, fluency, vocabulary, and comprehension.
– Explain the role of phonemic awareness, phonics, fluency, vocabulary, and comprehension in development of the reading process.
– Identify features of text that influence comprehension.– Identify explicit, systematic instructional plans for scaffolding phonemic
awareness, phonics, fluency, vocabulary, and comprehension development and reading endurance.
– Organize for differentiated instruction in phonemic awareness, phonics, and fluency, vocabulary, and comprehension.
Skills• Participants will be able to:
– Utilize instructional practices and activities that promote phonemic awareness, phonics, fluency, vocabulary, and comprehension development.
– Problem-solve for instructional solutions regarding phonemic awareness, phonics, fluency, vocabulary, and comprehension development.
– Differentiate between effective and less effective phonemic awareness, phonics, fluency, vocabulary, and comprehension instruction.
Foundations and Applications of Differentiating Instruction:Competencies Four and Five
S3 - 3
THE BIG 6•Phonemic
Awareness•Phonics•Fluency•Comprehension•Vocabulary•Oral Language
3
Foundations and Applications of Differentiating Instruction:Competencies Four and Five
S3 - 4
National Reading Panel Identified Five Component
Skills • Three are critical to the development of automatic word identification– Phonemic Awareness– Phonics– Fluency
• Two are critical to reading comprehension– Vocabulary– Comprehension strategies
• There is interaction/additive effects among these five skills
Foundations and Applications of Differentiating Instruction:Competencies Four and Five
S3 - 5
Foundations and Applications of Differentiating Instruction:Competencies Four and Five
S3 - 6
Presentation Guidelines
• Provide the component definition.• Describe instructional practices
which would be appropriate for a low progress, an average progress, and a high progress reader and be prepared to share their rationale.
• Are you differentiating for content, process, or product with each of the chosen instructional practices? Explain.
Foundations and Applications of Differentiating Instruction:Competencies Four and Five
S3 - 7
Fluency Group Presentation
Foundations and Applications of Differentiating Instruction:Competencies Four and Five
S3 - 8
Phonics Presentation
Foundations and Applications of Differentiating Instruction:Competencies Four and Five
S3 - 9
Phonemic Awareness Presentation
Foundations and Applications of Differentiating Instruction:Competencies Four and Five
S3 - 10
Vocabulary Presentation
Foundations and Applications of Differentiating Instruction:Competencies Four and Five
S3 - 11
Comprehension Presentation
Foundations and Applications of Differentiating Instruction:Competencies Four and Five
S3 - 12
Oral Language
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