Hi again! I have another PowerPoint to do this week. I need some ideas and examples of things that I can put on the slides. I think I have to do a brochure too, but I'm not sure. Maybe you can read the assignment and see what you think and let me know. The entire assignment is below so that you can get an idea of what I have to do. Thanks so much for your help!
This is for K-3 students.
1. Title and Reference slides are required.
2. Be sure to make your presentation attractive and visually stimulating using graphics and color schemes.
3. The presentation may be organized with headings, descriptions, bullets, etc.
Your presentation should cover the following topics at a minimum:
1. The role of fluency within the five critical elements of reading
2. Research-based teaching strategies for fluency
3. The impact of fluency on reading comprehension
4. Differentiation of fluency instruction for ELL, SPED, and diverse learners
5. Assessments for fluency
Additionally, include a summary or brochure that you could include with your presentation as a supplemental handout if you were presenting at a training or in-service. While there is no specific word count, your summary or brochure must include all required assignment topics.© BrainMass Inc. brainmass.com October 25, 2018, 7:52 am ad1c9bdddf
Hi, I will approach this like the last PowerPoint assignment. I'll provide some notes for each of the five topics you need to address, and then you will decide which slide to include specific information. I'll leave the first part of the assignment instructions - making sure of colors and themes - to you.
1) The role of fluency within the five critical elements of reading.
The five critical elements are Phonemic awareness, Phonics, Fluency, Vocabulary, and Comprehension
a) Phonemic Awareness - Remember that Phonemes are the sounds that make up an individual word when it is spoken. Do not confuse this section with actual Phonics, with is a method of teaching reading. So, basically this critical element of reading involves the understanding that the words we speak are made of separate units of sound. These sounds are then blended together to produce actual words when pronounced correctly. Under this element, the skills taught also involve hearing the words and being able to produce the separate sounds that do make up a sound. We do this, rather we realize it or not, by dividing words into these separate sounds and realizing, by hearing, words that sound alike or different.
b) Phonics - This is the aspect of reading instruction that involves thinking through how written language was created. We actually spoke long before anything was ever written, so phonics was used daily, without even realizing. To create a written language, people had to somehow take the sounds that were created when words were spoken and figure out to write that out in such a way that could be read. When people began to do this, they quickly figured out that a set of rules must be ...
Attractive and visually stimulating presentations are presented.
Identify and implement the role of fluency in reading and comprehension.
Identify and implement the role of fluency in reading and comprehension. Please see attachments.
The primary purpose of reading is to gain meaning from connected text. Important for this purpose is that recognition of text becomes a fluent process. Fluency is considered to be composed of three components: accuracy, automaticity, and prosody (Kuhn & Stahl, 2003; National Reading Panel, 2000). Accuracy entails the correct identification of a word. Automaticity is the immediate recognition of words that bypass the decoding process. Finally, prosody is the ability of an individual to read while providing the appropriate expression
implied by the text (e.g., intonation, stress, and timing). Although accurate identification of words is necessary for the comprehension of connected text, results reported from the National Assessment of Education Progress, which focused on reading performance
during the fourth grade, showed that accuracy alone is not related to reading comprehension in a strong manner (Pinnell et al., 1995). Further, this same research identified a small number of children who demonstrated average levels of comprehension with relatively low levels of accuracy. Although these results failed to establish a strong relationship between accuracy and reading comprehension, without accurate word identification, comprehension of
connected text would not be possible. It appears, therefore, that accurate identification of words is necessary but not sufficient to foster comprehension of written text.