Module 2

Record students reading aloud on their own. If certain sound-letter combinations or words are causing
problems, teachers will benefit from listening to the child read out loud. However, this activity can be
extremely stressful in front of a classroom of kids, particularly for a student who struggles with fluency. It
is best to avoid calling on struggling readers during group reading and instead have them work through a
paragraph on their own. Make a recording that can be analysed later on by a teacher or tutor in order to
provide targeted help.

Ask kids to use a ruler or finger to follow along. Decoding is easier when students don’t lose their place as
they move across a page. It’s up to the individual student how they go about this. Some may want to use
a pen or pencil, others a piece of paper that they move down to cover the bottom of the page and stay
focused on the sentence in front of them. This is also a good strategy for readers with ADHD because it
involves a kinaesthetic element.

Have them read the same thing several times. When you’re trying to improve fluency, it helps to see the
same text multiple times. Each reading becomes easier and motivation goes up as students experience
enhanced fluency thanks to repeat exposure to words and phrases. It can also help when it comes to
developing comprehension skills as readers have more opportunities to notice contextual cues.

Pre-teach vocabulary. Prime the words a student is going to see in a text and practice reading them in
isolation or in phrases. You might do this via an interactive classroom based activity. Get students to use
the words and then practice reading them from the board or on a piece of paper. Crossword puzzles can
be an effective teaching tool or playing a spelling game. It’s much easier to read a word if it is fresh in
memory.

Drill sight words. Some words are more common than others and students who have a hard time with
fluency will find it is much easier to read when they are familiar with 90% of the vocabulary in a text.
Around 50% of all books and classroom based materials for young readers are composed of words from
the Dolch List. Learn more in our post on teaching sight words.

Make use of a variety of books and materials. If a student has difficulty with reading it can be even more
of a struggle to practice with material that is not of interest to them. Sometimes all it takes is getting
readers excited about a topic to help them lose themselves in the activity. Try chapter books, comics and
poems. Even picture books can work as long as the student doesn’t perceive the material as being below
their level. Experiment with texts of different lengths starting with shorter material and gradually working
up to longer pieces. TOP TIP: Where fluency is concerned the emphasis is on the quality of the student’s
reading, not the quantity of pages or speed at which they read them.
Try different font and text sizes. If there’s a visual impairment that is causing some of the difficulty,
reading larger text or text printed on colour tinted paper can sometimes make things easier. If you’re
accessing this article on your computer check the top right corner of the screen for an “Accessibility Me”
button which will allow you to experiment with different colour, font and size combinations while you finish
reading this list. There are specific fonts which are more appropriate for anyone with learning difficulties,
including dyslexia, because they help with discerning letters and decoding language.

Create a stress free environment. When students are enjoying a book, anxiety and stress are reduced
and fluency is enhanced. It’s also possible to foster a relaxing environment by removing any deadlines,
time-limits or assessment related goals and just focusing on classroom reading for reading’s sake.

Guide students to help them establish a steady pace. One of the hallmarks of fluent reading is
establishing a consistent rhythm and pace that guides students through a text. This doesn’t need to be
fast and in the beginning new readers should have the option to start slow and increase their pace as they
become more comfortable. Some students will want to have a guide, such as a metronome, which gives
them a rhythm they can match. Others will find this strategy stressful. Playing music in the background
might also work – or not!

Introduce a typing course. If a student continues to struggle with fluency, teachers, tutors and parents
may consider introducing an extra-curricular programme designed to enhance literacy skills. A multi-
sensory course like Touch-type Read and Spell can be used at home and in school to learn keyboarding
and enhance spelling and sight reading at the same time. An audio component accompanies letters on
the screen while students type the corresponding keys. Automated feedback and coursework is divided
into discrete modules and independent lessons foster self-directed learning and enhance motivation and
self-efficacy in new readers.

..II.

Answer the following questions:

1. What are fluency activities?

Fluency develops as a result of many opportunities to practice reading with a high degree of success.
Therefore, your students should practice rereading aloud texts that are reasonably easy for them – that
is, texts containing mostly words that they know or can decode easily.
2. What are the instructional strategies for fluency?

The best strategy for developing reading fluency is to provide your students with many opportunities to
read the same passage orally several times. ... Second, you should know how to have your students read
aloud repeatedly.

3. How can I help my students with reading fluency?

Try repeated readings.

Choose a short book or passage of a book that is just a little above your child’s reading level. Have your
child read it through. If your child doesn’t read a word correctly, or hesitates for longer than five
seconds, read the word out loud and have your child repeat it. She should then continue reading. After
you complete the entire reading, have her read it again three or four times over.

4. What are the four components of fluency?

speed, accuracy, and prosody.

5. How can I improve speaking fluency?

Relax. Sometimes fluency has nothing to do with language ability especially in stressful situations. Take
deep breaths when you speak and talk at your own place; neither too quickly or too slowly.

6. What is an example of fluency?

Fluency is defined as the ability to speak or write a language. An example of fluency is being able to
speak French.

III. Search using this Link (https://www.giftedguru.com/21_ideas_for_teaching_vocabulary/) The 21 Ideas

for Teaching Vocabulary By Lisa Van Gemert

V. Answer the following questions:

1. How do you show vocabulary in a classroom?

Create a Word Map

Word maps are graphic organizers based on the Frayer model that help students learn new words by
associating it with its antonyms, synonyms, writing their own definition or using the word in their own
sentence. Word map activities allows students to think about vocabulary in several ways, and further
make connections with each word in relation to other words they already know.

2. What are some fun ways to teach vocabulary?

Story Telling

After you have created a vocabulary word list and reviewed definitions with your students, ask them to
write a short story that correctly uses each word in context and definition. Students can illustrate their
stories and share them with the class while explaining how the words work in their stories.

3. How do I make an activity sheet?

a definite beginning and ending.

a clear purpose and learning objective.

complete and understandable directions.

a plan for assessing the objective and a mechanism for providing feedback to students.

a description of the technology or tool being used in the exercise.

4. What are some classroom activities?

Puzzles

This creative group game encourages students to work together and visualize academic concepts in an
abstract way.

Game: Separate your class into groups (or simply use table groupings) then hand out a puzzle for each
group to piece together.

Alternative: Students can create their own puzzles on the computer or drawn onto card/paper for their
peers to complete.
V. Write a summary using K-W-L that captures the main idea and the key details of the General
Strategies for Reading Comprehension.

K-W-L Chart Title: _________________________________________

VI. Answer the following questions using concept mapping. What is vocabulary instruction? How
do you give directions activities? How do you teach vocabulary activities?

K (What I Know)-

W ( What I Want to Know)-

I (What I Learned)-

VII. Answer the following questions:

1. How can student led learning affect student engagement?

2. What is student lead learning?

Student-led learning is one of the instructional activities that can take place when students work in small
groups. During this learning activity, students will work in a small group and a single student will lead the
group through a part of the activity.

3. What are examples of cooperative learning?

Group Problem-Solving

There are many instructional strategies that involve students working together to solve a problem,
including inquiry-based learning, authentic learning, and discovery learning. While they each have their
own unique characteristics, they fundamentally involve:

4. How do you teach cooperative learning?

The task is assigned by the teacher with clear directions. Students then work on the task together with
defined roles ( reporter, spokesperson, researcher, recorder).

VIII. Answer the following questions:

1. What is an inquiry based classroom?

Inquiry-based learning is a form of active learning that starts by posing questions, problems or scenarios. It
contrasts with traditional education, which generally relies on the teacher presenting facts and their own
knowledge about the subject.

2. How can inquiry based learning be used in the classroom?

An inquiry-based learning approach lets students share their own ideas and questions about a topic. This
helps foster more curiosity about the material and teaches skills students can use to continue exploring
topics they are interested in

3. What is an example of inquiry based learning?

For instance, a teacher might ensure that students can access strong research materials to answer their
questions, as well as activities like dramatizations, presentations, and role plays that help them unearth new
materials.

4. How do you write an inquiry based lesson?

In making an inquiry based lesson you need to consider these things, what the student will learn projects that
allow them to learn mew skill or understanding. What are the things they love, projects that allow them to
follow thier passion, dreams and ambitions. And what are the Interest of the students, projects thats allow
them to pursuing thier talent and hobbies.

5. What are the 5 guiding questions of inquiry?

Essential Questions, Student Engagement,Cooperative Interaction, Performance Evaluation,Variety of

Resources

6. How does inquiry look in the classroom?

In a true inquiry lesson, there is a back and forth flow of knowledge between the teacher and students. It
begins when the teacher poses an idea or concept and then asks targeted questions. This leads to
students sharing their ideas and asking additional questions.

7. What are the 3 types of inquiry?

Structured inquiry

Guided inquiry

Open inquiry
8. What is the role of the teacher in inquiry based learning? What are examples of inquiry?
The role of the teacher in an inquiry-based classroom is quite different from that of a teacher in a
conventional classroom. Instead of providing direct instruction to students, teachers help students generate
their own content-related questions and guide the investigation that follows

Case studies.
Group projects.
Research projects.
Field work, especially for science lessons.
Unique exercises tailored to your students.

10. What are the steps of inquiry method?

Step 1: Pose Your Question.

Step Two: Conduct Research.
Step Three: Interpret the Information.
Step Four: Share Information.
Step Five: Assess Learning.

IX. Answer the following:

1. What are examples of higher order thinking skills?

Concepts

Schemas

Metaphors, similes, and analogies

Visualization

Inference

Problem solving

Idea generation

2. What are HOTS questions?

HOTS questions are able to train students to think creatively, critic and innovative.
3. What techniques are used to develop HOTS among the students?

Help Determine What Higher-Order Thinking Is

Help students understand what higher-order thinking is. Explain to them what it is and why they need it.
Help them understand their own strengths and challenges. You can do this by showing them how they
can ask themselves good questions. That leads us to the next strategy.

4. How do I make a HOTS question?

A few questions to make students think creatively and critically are:

1. What do you think could have happened next?

2. Do you know of another instance where...?

3. What would you change in the story?

5. What is creative learning?

Creative learning is the process of acquiring knowledge and abilities using creative processes. In other
words, creating theories, tests, stories, solutions, analysis and designs as opposed to simply trying to
memorize information. The following are common types of creative learning.

6. Why creative learning is important?

The right mix of creativity along with curriculum helps students to be innovative and also encourages
them to learn new things. Students can grow up as good communicators in addition to improving their
emotional and social skills. ... In fact, creative expression plays a key role in a student's emotional
development.

7. What is the difference between creativity and creative learning?

Think about it: Someone needs to be able to think creatively (meaning they develop ideas that are the
combination of unique and useful) to come up with learning solutions, but a learner doesn't necessarily
need to be a creative person in order to participate. Creative learning is a delivery method.

8. What is the most creative form of learning?

Creation itself is the highest form of learning, and understanding that fact will change how we approach
discovery and education in daily life. We should not be too rushed, too focused on creation.