weakness in reading‚ identifying her strength and weakness of the foundational skills is imperative. According to Hughes & Dexter (2011)‚ p. 5‚ there are five foundational skills needed for effective early reading including phonemic awareness‚ phonics‚ fluency‚ vocabulary‚ and text comprehension. Knowing the level of skill of the student leads to implementation of sound instructional
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A CASE STUDY ON ENG301: THEORIES OF LANGUAGE TEACHING AND LEARNING Entitled: Effective Strategies in the Teaching of Reading as Perceived by the English Teachers of Blessed John Paul II Academy‚ S.Y. 2013-2014 I. Problem and It’s Background Introduction Reading is a multifaceted process involving word recognition‚ comprehension‚ fluency‚ and motivation. Learn how readers integrate these facets to make meaning from print (Diane Henry Leipzig). The text presents letters
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Fun to Learn Friends Magazine No. 251 Age range: 3 - 7 Price: £2.99 Society is usually familiar with the contents of magazines‚ which are published for adults. This course presented an opportunity to discover and evaluate a children’s magazine for the class. The reviewed magazine is one of the series of Fun to Learn- Friends by Redan Publishing Ltd. Each magazine of Fun to Learn- Friends covers an issue. The 251st is focused on Halloween
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Part (A) SHARED READING Introduction: Shared reading is an important instructional strategy in which the teacher explicitly engages students in the reading process. The shared reading offers an approach where teachers can use authentic literacy text to enable children to develop tactic and become confident and independent readers. The pioneer of this strategy was New Zealander Don Holdway (1979). Holdway (1979) explains shared reading as “the unison situation properly controlled in a lively
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1. Symbolic interactionism is a theoretical perspective in which society is viewed as composed of symbols that people use to establish meaning‚ develop their views of the world‚ and communicate with one another (Henslin‚ 2012‚ pg. G-6). There are many ways in which “A Class Divided” illustrates symbolic interactionism. After the shooting of Martin Luther King‚ an Iowa teacher took it upon herself to create an activity in which her students could understand what it was like to be discriminated against
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I would use this progression of instruction due to the reflection on the continuum of phonics development recommended in Tompkins (2013) textbook. Beginning with Syllabication I would work with Jane to clap out words based on their syllables. By clapping it will give Jane a kinesthetic activity to relate and help recognize how to break apart
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Miss Sharon Jordan 65 Birmingham road Rowley Regis West midlands B65 0HS Student number JOR010HS / S28787 Assignment 7 Question 1) Vocabulary factors Level of English proficiency / Educational background Factors foe ELs Motivation / Primary language Vocabulary knowledge • How well developed students vocabulary is affects how much comprehended during reading. • Social language v. academic language: (i.e. a student may have vocabulary for communication skills but may
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MATERIAL DEVELOPMENT We designed a language-literacy material. We designed a story which we can read to children with story card technique. We illustrated this story in such manner that is appropriate for their age. In the story‚ there is a bear family and they set out on a journey in forest. The main character in the story is Barni. When Barni set out on a journey in forest‚ it learns counting numbers. We also designed materials with felt. With these materials‚ after children read or listen
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Literacy Development The National Curriculum The National Curriculum covers all subject areas that must be taught in schools to all pupils‚ where it is divided into statutory and non-statutory frameworks. The statutory frameworks set out exactly what and how to teach and covers all subject except RE and PSHE. These have a non-statutory framework which sets out what you need to cover but only gives you guidance and ideas on how this can be done and this can be adapted to suit local community needs
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Tourette Syndrome is characterized by several indicators including muscular tics‚ vocal or phonic tics‚ disinhibited thoughts‚ emotional differences including difficulties in emotional regulation‚ obsessive compulsions and rituals. The characteristics and frequency of indicators can change throughout a “Touretter’s” life time. The onset of Tourette Syndrome is usually in childhood between the ages of 5 and 10 (average 7) years old. People with Tourette Syndrome have little or no control over the
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