READ100 Final Reviewer - Educational Guide PDF

READ100 REVIEWER PARA SA COF NI JHIANSHI — CREDITS KAY JHIAN GUYS XA GUMAWA N2 CHAPTER 9: EFFECTIVE READING A steady diet of any one kind of text will Ultimately, readers must learn to make their INSTRUCTIONS NOT help children adju...

READ100 REVIEWER PARA SA COF NI JHIANSHI — CREDITS KAY JHIAN GUYS XA GUMAWA N2 CHAPTER 9: EFFECTIVE READING A steady diet of any one kind of text will Ultimately, readers must learn to make their INSTRUCTIONS NOT help children adjust their reading own choices and choice leads to engagement. behaviors to accommodate different kinds of The goal is to help students become aware of Reading Instruction texts. their own preferences and skills so that they A reading instruction encompasses different take ownership for their reading lives. methods and approaches aimed at developing An effective processing system is created individuals’ reading skills and over time in response to the variety of Differentiated Instruction comprehension. It is designed to teach reading tasks and purposes teachers design It is an approach to learning that attempts to learners how to decode written language, for their students. address the diversity of learners through recognize words, and understand the meaning varied strategies, techniques, and assessment of texts. Additionally, it is essential for the STUDENTS NEED TO READ A LARGE rather than using the traditional approach in development of literacy skills. QUANTITY OF TEXTS TO BUILD A teaching that assumes that all learners learn READING PROCESS. the same way. 5 Components of an Effective Reading Students must do a lot of reading every day Instruction in order to make progress at a grade level Learners are given the freedom to choose The National Reading Panel (2000) has pace. The more texts they read, the more what they want to learn, how they want to identified the five pillars of reading information they are able to acquire. learn, and express what they have learned. instruction, which are considered as the foundation for developing strong reading STUDENTS NEED TO READ Three Areas of Differentiated Instruction: skills. DIFFERENT TEXTS FOR DIFFERENT CONTENT PURPOSES. - also known as inputs, involves what the Phonemic awareness Your purpose for reading influences the kind learners must know and understand about the Phonics of reading you do. lesson. Fluency Students must have the opportunity to read - varying the most relevant and essential Vocabulary for a variety of purposes and become aware components of the lessons through providing Comprehension of the changes they make in their processing them choices suited to the learners’ needs. to achieve that purpose. - providing different texts depending on the Key Principles of an Effective Reading level of understanding of the students which Instruction: STUDENTS NEED TO HEAR MANY may range from simple to more advanced. STUDENTS LEARN TO READ FROM TEXTS READ ALOUD. READING CONTINUOUS TEXT. When students engage in listening to PROCESS They need a massive amount of practice someone read, they are free from some of the - how the learners make sense of the inputs solving words “on the run” while maintaining aspects of the reading process (decoding and provided to them meaning. pronouncing words for example) and can - how the teacher teach and how the learners Only by reading can they learn to integrate concentrate more on the meaning. learn and arrange the strategies needed to process - can employ different flexible teaching and text efficiently. Listening to a text being read aloud learning strategies, can customize the expressively also provides a model of the complexity or abstractness of the tasks, and Reading through a continuous text leads fluency and expression that students must use can engage the learners in critical and readers to locate, synthesize, and interpret in their heads as they read to themselves. creative thinking information. STUDENTS NEED DIFFERENT PRODUCT STUDENTS NEED TO READ LEVELS OF SUPPORT AT DIFFERENT - how learners demonstrate their HIGH-QUALITY TEXTS TO BUILD A TIMES. understanding of the content READING PROCESS. Students at every grade level are still learning - should reflect the learning styles of the There must be a classroom collection stocked how to read. In order to take on these new students with a variety of genres and levels of challenges, students will need the support of - must be provided with a wide-range of challenge. small group instruction and individual choices to really fit the learner conferencing. These should offer students captivating and READING FLUENCY well-written texts that they will enjoy and There should be the right amount of support - It is the ability to read accurately, smoothly remember to expand children’s language and to students with ongoing and timely feedback and with expression. thinking abilities. as they make progress. - Fluent readers recognize words automatically, without struggling over STUDENTS NEED TO READ A STUDENTS NEED TO SEE decoding issues. VARIETY OF TEXTS TO BUILD A THEMSELVES AS READERS WHO READING PROCESS. HAVE TASTES AND PREFERENCES. READ100 REVIEWER PARA SA COF NI JHIANSHI — CREDITS KAY JHIAN GUYS XA GUMAWA N2 - Fluency is important because it builds a - It enhances reading fluency and Identifying the main idea bridge between word recognition and comprehension. Making a summary comprehension. - It enhances the development of students’ Questioning emergent reading skills. Making inferences Prosody Development - It is strongly associated with concept Visualizing Prosody development is needed so students learning. can focus beyond word reading recognition - Words help us think. These are tools of Text Structure Strategy (TTS) and rate of reading. thought used to represent, manipulate, and It refers to a set of cognitive processes and extend our thinking. techniques that readers employ to The elements are: comprehend and analyze the organization of Intonation Six Steps in Vocabulary Building written information within a text. Stress 1. Provide examples or explanations. Understanding the structure of a text is Expression 2. Ask students to restate the explanation, essential for readers as it helps them navigate Smoothness description, or example in their own words. and make sense of the content more Volume This is an important step in creating effectively. Phrasing long-term memories. 3. Ask students to draw a picture or some There are seven common types of text The ability for students to appropriately graphic representation of the word. structures: chunk their words while they read helps them According to the work of poverty expert Narrative make sense of text. Ruby Payne (2009), if students cannot draw Definition or description it, they really do not understand it. Comparison and contrast Reading the text with appropriate emphasis 4. Provide several engagements, such as Problem-solution that matches the context of the words is writing the words in their notebooks, drawing Process or sequence essential for comprehension. them, and discussing them. Cause and effect 5. Informally discuss those terms. For Average Reading Fluency Rates (Grade instance, in small groups, let students share Phonics is the study of the relationship Level and Age) when they have heard, used, or read the between sounds and letters. It involves the - 1st grade (6 to 7 years old) – 53 to 111 wpm word. skills of hearing, identifying and using the - 2nd grade (7 to 8 years old) – 89 to 149 6. Play games with the words. Games are a patterns of sounds or phonemes to read wpm brain-compatible strategy for reinforcing written language. - 3rd grade (8 to 9 years old) – 107 to 162 learning. wpm Phonetics is different from phonics. - 4th grade (9 to 10 years old) – 123 to 180 Strategies in Developing Vocabulary Phonetics is the study of speech sounds in a wpm - Intentional instruction of vocabulary words language and is focused purely on - 5th grade (10 to 11 years old) – 139 to 194 - Repetition and multiple exposures to pronunciation. Phonics is a method of wpm different vocabulary words learning to read English by developing an - 6th to 8th grade (11 to 14 years old) – 150 - Reading materials that have rich contexts awareness of the variety of sounds that letters to 204 wpm - Incidental learning represent in different positions and - Highschool (14 to 18 years old) – 200 to - Dictionary use combinations. 300 wpm - Morphemic Analysis - College (18 to 23 years old) – 300 to 350 Types of Phonics Instructional Methods wpm Reading Comprehension and Approaches - Adults – 220 to 350 wpm - Comprehension is the ultimate goal of Analogy phonics – analyzing the reading. letter-sound relationship through Reading Strategies for Fluency - It is the ability to understand and make previously learned words - Choral reading – reading in unison. sense of written text. Embedded phonics – learning the - Assisted reading – reading along with a - When students have good reading letter-sound relationship through recorded text. comprehension, they are able to understand authentic reading experiences - Partner reading – reading along with the meaning of the words they are reading Phonics through spelling – another child and make connections between the text and segmenting words into phonemes - Reader’s Theatre – playing characters, as their prior knowledge. and selecting letters for these in a play. phonemes - Child/adult reading – The adult models, Strategies in Developing Reading Synthetic phonics – converting then the student practices. Comprehension letter into sounds and blending the Using prior knowledge or phonemes to form words Importance of Vocabulary Development previewing Predicting Whole Language Approach READ100 REVIEWER PARA SA COF NI JHIANSHI — CREDITS KAY JHIAN GUYS XA GUMAWA N2 It asserts that language is whole and that document, and interpret student progress, - Assessment of classroom learning learning complete words rather than its allowing educators to make informed - Assessment for learning (supporting student constituent parts is paramount. decisions about instruction and support. learning) - Assessment of curricular effectiveness It is based on all aspects of language Types of Assessment: - Assessment for research purposes learning: reading, listening, speaking, and Informal Assessment writing. - Incidental, unplanned comments and READING-PROFICIENCY responses, along with coaching and other ASSESSMENT It prioritizes teaching children to read whole impromptu feedbacks to the student It aims to understand students’ overall words and make sense of their reading using - Not recorded reading abilities (based on some assumed their previous life experiences. construct of reading) and to determine if Formal Assessment students are appropriately prepared for Learning to read should be closely connected - Designed to test the knowledge and skills of further learning and educational with authentic life experiences, activities, and the student advancement. a student's own learning goals. - Typically planned, administered under controlled conditions, and often carry ASSESSMENT OF CLASSROOM PHONICS significant weight in terms of grades or LEARNING - Stresses letter and sound relationship academic advancement It is also referred to as summative or - More explicit and sequential achievement testing. It aims to measure Formative Assessment students’ skills and knowledge gained over a WHOLE LANGUAGE APPROACH - Evaluates the students in the process of period of time. It uses tasks that reflect the - Prioritizes making meaning from complete “forming” their competencies and skills with material taught in class and the skills words the goal of helping them to continue the practiced. - Use of authentic texts and finding meaning growth process ASSESSMENT FOR LEARNING Balanced Literacy Approach Summative Assessment It intends to support and promote student It is about balancing explicit language - Aims to measure, or summarize, what the learning, and the improvement of their instruction with independent learning and student has grasped, and typically occurs at reading abilities. It aims to provide language exploration. the end of a course or unit of instruction immediate feedback on tasks and to teach students to engage in more effective learning. Five components of a balanced literacy EVALUATION involves making judgments approach: about the quality, effectiveness, or value of ASSESSMENT OF CURRICULAR (1) reading aloud, something, including educational programs, EFFECTIVENESS (2) engaging in guided reading, instructional methods, or student It is concerned with the development and/or (3) participating in shared reading, performance. It often involves synthesizing review of reading curricula. Assessment (4) experiencing independent reading, and (5) information gathered through assessments to outcomes that apply to curricular gaining exposure to authentic text. make informed decisions. effectiveness include standardized testing, cumulative records over years that indicate Balanced Literacy Is A Combination Of Reading Assessment gains or losses in student outcomes, Phonics Instruction And Whole Language These are the tools and methods used by interviews with teachers, students, and school Approach. teachers to improve student learning. These administrators on summative test play an important part in supporting effective performance, feedback from institutions that CHAPTER 10: ASSESSING READING reading instruction since these allow teachers receive graduates from the program or SKILLS. to take an active role in making decisions school, and innovative assessments that about the goals of instruction and the content highlight specific school or program goals. Difference between Test, Assessment, and of learning. Evaluation: ASSESSMENT FOR RESEARCH TEST is a form of assessment used to Purposes of Reading Assessment PURPOSES measure a person’s ability, knowledge, or - identify the reading behaviors that a student Reading research can have a powerful impact performance in a given domain. It should be displays and those that need instructional on teaching and on students’ learning explicit, structured, and can be measured. emphasis experiences. These assessments are designed - determine a student’s reading level to gather systematic, reliable, and valid data ASSESSMENT involves systematically - monitor a student’s progress that contribute to the advancement of gathering, analyzing, and interpreting knowledge in the field of literacy and information about a learner's performance or Goals of Reading Assessment education. achievement. It encompasses various - Reading-proficiency assessment methods, tools, and strategies to measure, (standardized testing) Key Principle of Reading Assessment READ100 REVIEWER PARA SA COF NI JHIANSHI — CREDITS KAY JHIAN GUYS XA GUMAWA N2 PRACTICALITY – It aims to ensure that CHAPTER 11: READING MOTIVATION the assessment process is manageable, Formative Reading Assessment AND ENGAGEMENT efficient, and feasible within the constraints The teacher gathers feedback on student of available resources and time. Assessments performance on a continual basis and READING MOTIVATION should be designed in a way that allows for engages students in improving their learning Motivation straightforward and efficient scoring to based on teacher responses. In general, motivation serves as the driving minimize the burden on graders. force behind people’s actions, influencing the Teachers learn to respond to student signals intensity, direction, and persistence of their RELIABILITY – It should produce of non-comprehension through teacher efforts. consistent and dependable outcomes when observations, outcomes of students’ weak administered under similar conditions. performance, or specific feedback Reading Motivation mechanisms that students can use. Reading motivation refers to a person’s VALIDITY – It focuses on the accuracy of personal goals, values, and beliefs with the inferences drawn from the assessment IDENTIFYING READING STRENGTHS regard to topics, processes, and outcomes of results. It is essential to ensure that the AND AREAS FOR IMPROVEMENT reading (Guthrie & Wigfield, 2000). assessment measures what it claims to measure. Purpose of Diagnostic Test Internal and external factors that drive It is designed to systematically identify and individuals to engage in and enjoy reading AUTHENTICITY – It emphasizes the understand an individual’s specific strengths activities relevance and real-world applicability of and weaknesses in reading, as well as to assessment tasks. Authentic assessments provide detailed information about a reader's Types of Reading Motivation. mirror the tasks individuals might encounter skills, strategies, and areas for improvement. EXTRINSIC MOTIVATION in practical, everyday scenarios. Identify the reading levels - It is driven by external rewards or Assess decoding skills consequences, such as praise, grades, and WASHBACK – It explores the impact of Evaluate comprehension skills other incentives. assessment on teaching and learning. It Analyze reading fluency - It includes social influences, supportive considers how the assessment influences Identify reading strategies learning environment, and reading goals. instructional practices, curriculum design, Pinpoint specific reading INTRINSIC MOTIVATION and student preparation. challenges or difficulties - It stems from a person’s inherent pleasure, curiosity, or personal satisfaction derived TYPES OF READING ASSESSMENT: MEASURES TO MONITORING from the act of reading itself. Standardized Reading Assessment PROGRESS IN READING - It includes the learner's interest, relevance It is a formalized evaluation of an Oral Reading Fluency (ORF) - It refers to a of the reading material, self-efficacy, and individual's reading skills that follows reader’s ability to read text aloud with autonomy. specific, uniform procedures and is designed accuracy, appropriate speed, and expression. to measure reading abilities consistently It is a crucial aspect of reading proficiency, Findings of Reading Motivation across a larger population. These assessments reflecting how well a reader can translate Researches are typically administered under standardized written words into spoken language while - Students’ self-concepts and the value they conditions, ensuring that all test-takers maintaining comprehension. place on reading are critical to their academic receive the same instructions and are - Accuracy – ability to pronounce words success. evaluated using the same scoring criteria. correctly - Allowing students to make choices in the - Rate – speed at which the reader reads, reading processes enhances their motivation. Informal Reading Assessment often measured in words per minute - Read-aloud and discussion are effective It is also known as alternative reading - Expression – use of appropriate intonation, ways to engage in mastery modeling. assessment. It is a flexible, personalized, and phrasing, and emphasis during oral reading - Providing balanced book collections at all qualitative evaluation of an individual's - Maze Reading - It is a type of reading grade levels is vital to engagement during reading abilities. Unlike standardized comprehension assessment that involves a both reading instruction and self-selection. assessment, it is not highly structured and passage with omitted words. - Many schools, teachers and parent does not adhere to a predetermined set of - Contextual understanding – must be able organizations use rewards in their reading instructions. to comprehend the overall meaning of the programs. Observations passage to select appropriate words Self-reporting measures - Vocabulary skills – evaluates a reader's READING ENGAGEMENT Progress charts knowledge of words and their meanings Reading Engagement - It refers to an Performance inventories - Syntax recognition – need to understand individual’s actual involvement in reading, as Participation and engagement grammatical structures to choose words that reflected in behavior, affect, or cognition. records fit the context. Portfolios READ100 REVIEWER PARA SA COF NI JHIANSHI — CREDITS KAY JHIAN GUYS XA GUMAWA N2 Components of the Reading Engagement - It focuses on personal development. - Sometimes used to refer to film-making in Model general - Motivation – internal and external factors Lifelong Learning Initiatives that drive individuals to initiate, sustain, and - Developing a new skill Self-taught study Multimodal Reading Experience direct their efforts towards learning or a - Learning a new sport or activity - Many texts are multimodal, where meaning particular goal - Acquiring new knowledge is communicated through combinations of - Strategy Use – deliberate application of CHAPTER 12: LITERACY IN THE two or more modes. Modes include written cognitive and metacognitive techniques to DIGITAL AGE language, spoken language, and patterns of enhance learning and problem-solving meaning that are visual, audio, gestural, - Social Interaction – communication, DIGITAL LITERACY tactile and spatial. collaboration, and engagement with others, Digital literacy skills means “the skills - Young people need to be able to such as peers, teachers, and the broader associated with using technology to enable communicate effectively in an increasingly learning community users to find, evaluate, organize, create, and multimodal world. This requires teaching - Conceptual Knowledge – understanding communicate information; and developing children how to comprehend and compose and organization of fundamental principles, digital citizenship and the responsible use of meaning across diverse, rich, and potentially ideas, and relationships within a particular technology” complex, forms of multimodal text, and to do subject area so using a range of different meaning modes. Components of Digital Literacy RELATIONSHIP BETWEEN READING - Basic digital skills – proficiency in using How to Navigate Information in the MOTIVATION AND READING digital devices, operating systems, and Digital Age ENGAGEMENT fundamental software applications Critically evaluate information, - Information literacy – the ability to locate, sources, and evidences Motivation prompts individuals to engage in evaluate, and use digital information Verify the credibility of the source reading. Consequently, as individuals engage effectively by examining its reputation, with reading materials and experience a - Media Literacy – understanding and expertise, and potential biases positive and meaningful reading experience, critically analyzing various forms of digital Confirm information by checking their motivation is often reinforced.. media multiple reliable sources - Communication and collaboration – Verify claims before sharing or ENCOURAGING LIFELONG READING proficiency in using digital communication reacting to them HABITS tools, social media, and online collaboration Ensure the information is current Reading Habit platforms and not outdated - Reading is regarded as a habit when it is - Digital security – knowledge and practices Differentiate between factual repeatedly carried out. related to cybersecurity, privacy protection, information and opinion - Reading habit refers to a consistent and and safe online behavior regular practice of engaging with written - Critical thinking – the ability to analyze, material for pleasure, information, or synthesize, and evaluate digital information personal development. critically - Digital citizenship – understanding ethical Importance of Reading Habits and responsible behavior in digital - Without a reading habit, a child can grow communities and respecting digital rights up with some difficulties, especially if he or - Adaptability and lifelong learning – she is required to read at any level. embracing a mindset of continuous learning, - A good reading habit is necessary for a adaptability to new technologies, and staying healthy intellectual growth and plays a very informed about digital trends crucial role in enabling a person to achieve practical efficiency. DIGITAL TECHNOLOGY AND - Life-long reading habit strengthens both READING language skills and fluency. What is Digital Storytelling? - A new form of storytelling that emerged Lifelong Learning with the advent of accessible media - It is a continuous, voluntary, and production techniques, hardware and self-motivated pursuit of knowledge and software. personal development throughout one’s life. - A short form of digital media production - Lifelong learning recognizes that learning is that allows everyday people to share a lifelong journey that extends beyond the experiences and stories with others classroom and formal educational - Use of digital tools to tell people’s ‘stories’ institutions.