Reading Skills

According to Carnine, Silbert, and Kame’enui, many students will not be able to become successful readers, unless their teacher is able to identify the essential reading skills, find out the skills that their students do not have, and teach those skills to their students.

Reading: Locates, understands, and interprets written information in prose and documents--including manuals, graphs, and schedules--to perform tasks; learns from text by determining the main idea or essential message; identifies relevant details, facts and specifications; infers or locates the meaning of unknown or technical vocabulary; and judges the accuracy, appropriateness, style, and plausibility of reports, proposals, or theories of other writers.( 134 USDOL)

Reading is the interpretation of written symbols and involves the visual perception of those symbols. Reading connects the meaning of symbols with the words that has been spoken or heard. Kindergarten students build reading skills as they progress from letter recognition to early phonics. They begin to learn the beginning and ending sounds of common or high frequency words. As their vocabulary increases students begin to use words

These five practices can be simplified into the collaborative process of selecting what students need to

In the article written by Patricia L. Scharer “What is reading?” she says “reading is not a simple way to decode 26 letters or 26 sounds, but instead it is a process to achieve knowledge about how letters and sounds relate” (pág. 7). Reading is more than decoding individual words; certainly someone can read in a language with it is not his/her mother tongue, however, her/his understanding would be totally absent. Understand and comprehend are words that the readers would like to achieve within the act of reading. Letters and words will be the path to acquire a better understanding, but the act of comprehension is more challenge for the readers, not on the page, but in the brain. One definition that the article “What is reading” consider to

PART A = Identify the educational needs of the class/training group. Use these educational needs as the basis (headings) for outlining classroom practice, including strategies, in order to accommodate the diverse learning needs of the entire class/training group. Strategies are to be of a detailed, practical and realistic nature.

should be appropriate to the age, experience and development age of the students. The input we

This means that they need to have to know effective ways to teach it and how to use the various types, which will be talked about in this paper.

Problem Solving Skills – teacher should be familiar with a variety of real world, problem solving

It is really important to learn your literacy skills. If you learn literacy skills, you can use them to work on things for school like: essays, and poems. If you are able to learn literacy skills, you are able to do things with the skills you learned. You can teach a child to read, or read to a child. With literacy skills you can go to amazing heights with literacy skills.

1. Describe the learning objectives of this course and the type of best practice that you are sharing.

· Ensure that each class addresses intended course competencies. Create a working document that highlights the weekly competencies/objectives targets. During each Wednesday weekly meeting, lead a portion of the meeting dedicated to reviewing the competencies and objectives vis-à-vis the content. In the team meeting following a course session, audit each session against this document and record any outstanding competencies. Within seven days, work with the Course Deliverer to develop a plan for how outstanding competencies will be addressed in future courses.

The manner in which student directions are given and the materials necessary to finish the assignment. There will need to be much support with clear tasks. Teaching students note taking strategies, journaling, how to access online chats, blogs, interactive lessons, websites, and making class routines to incorporate question and answer sessions or quizzes to ensure students followed through an assignment (Schmidt & Ralph, 2016). A big challenge for teachers may be knowledge of videotaping, posting, using new technologies, adjusting lessons to use various media, and making changes to current lessons to fit new technologies (Chen, 2016; Mazur, Brown, & Jacobsen, 2015).

Reading" is the process which involves looking at a series of written symbols and getting meaning from them. When we read, we use our eyes to receive written symbols (letters, punctuation marks and spaces) and we use our brain to convert them into words, sentences and paragraphs that communicate something to us.

As I already teach at KS4, I assumed that this particular group would already be at the level of teaching and learning in my class, although I did consider initial assessment methods in my planning. I set out the learning objectives and learning outcomes so that each