Academic Achievement Generated Through Holistic Acquisition of Mastery in Reading AGHAM-Read.pptx

This is intended for presentation targeting vocabulary building

1. http://www.free-powerpoint-templates-design.com AGHAM-Read

2. What are some of the legal bases in the implementation of the activity? DepEd Memorandum No. 173, s. 2019 Hamon : Bawat Bata Bumabasa

3. What are some of the legal bases in the implementation of the activity? MEMORANDUM OU LAPP N0. 0267 s, 2021 Guidelines on the Utilization of Program Support Funds for Building Partnership and Linkages Program (BPLP) for FISCAL YEAR 2021

4. What are some of the legal bases in the implementation of the activity? DIVISION MEMORANDUM NO. 400, S. 2021 Provision of Online Technical Assistance and M & E to All the 70 Schools on the Implementation of the Reading Program, ELLN, Literacy Instruction, PRIMALS, RBI – TVBI, and special Program in Journalism

5. AGHAM-Read Logo

6. What we should know about AGHAM-Read

7. RATIONALE

8. VISION - MISION

9. OBJECTIVES

10. MATERIALS TO BE USED

11. Why start with the Science Sight Words Series ? Let us see on the next slide the conceptual considerations in Implementing the 3Bs

12. Conceptual considerations in Implementing the 3Bs

13. Conceptual considerations in Implementing the 3Bs 1. Oral Language 2. Phonological Awareness 3. Phonics 4. Vocabulary 5. Fluency 6. Comprehension

14. Children will find it much easier to read when they are familiar with 90% of the vocabulary in a text.

15. Process flow in the implementation of the AGHAM-Read Science Sight Words Series

16. How do we collaborate? Roles of the PSDS/DICs Roles of the SHs Roles of the EPS Roles of the Teachers Roles of the Parents/ Learning Facilitators Note: We shall anchor the Terms of Reference from the Division Reading Program which have to be finalized yet . Roles of the volunteers

17. What are our plans? Conduct School Orientation on the implementation of Agham -READ in each school with the teachers and community reading volunteers Weekly implementation of AGHAM-Read to be indicated in the WHLP. (once per week) Training on the making of instructional materials and activities responsive to the reading needs Craft weekly assessment tasks to monitor the progress of the learners Recognize the efforts of the key players and stakeholders by giving awards and prizes.

18. CHALLENGES and INTERVENTION Activities to Struggling Science Readers in the Primary Grades

19. CHALLENGES

20. DYSLEXIA is a learning disorder that affects the ability to read, spell, write, and speak. Kids who have it are often smart and hardworking, but they have trouble connecting the letters they see to the sounds those letters make. About 5% to 10% of Americans have some symptoms of dyslexia, such as slow reading, trouble spelling, or mixing up words. Adults can have this learning disorder, as well. Some people are diagnosed early in life. Others don't realize they have dyslexia until they get older.

21. What Causes Dyslexia? It’s linked to genes, which is why the condition often runs in families. You're more likely to have dyslexia if your parents, siblings, or other family members have it. The condition stems from differences in parts of the brain that process language. Imaging scans in people with dyslexia show that areas of the brain that should be active when a person reads don't work properly.

22. When children learn to read, they first figure out what sound each letter makes. For example, "B" makes a " buh " sound. "M" makes an " em " sound. Then, they learn how to put those sounds in order to form words ("C-A-T" spells "cat”). Finally, they have to figure out what words mean ("Cat" is a furry animal that meows). For kids who have dyslexia, the brain has a hard time connecting letters to the sounds they make, and then blending those sounds into words. So to someone with dyslexia, the word "cat" might read as "tac." Because of these mix-ups, reading can be a slow and difficult process. Dyslexia is different for everyone. Some people have a mild form that they eventually learn how to manage. Others have a little more trouble overcoming it. Even if children aren't able to fully outgrow dyslexia, they can still go to college and succeed in life.

23. Common Reading Problems Reading Problem: Does not always recognize start or end sounds. Many children know their letter sounds, but cannot recognize these sounds when sounding out words. What’s Going On:   One of the most common causes of reading problems is a delay in  phonemic awareness , the ability to break words into individual sounds in your head. For example, turning /cat/ not /c/ /a/ /t/. Blends such as / br / or / bl / are even more challenging as are similar sounding  consonants  like /mu|/ and /nu/. This skill requires strong language processing.

24. Common Reading Problems Reading Problem: Guesses, mispronounces or skips words while reading Many struggling readers will skip words when reading, preferring instead to read the words they recognize first and fill in the unknown words later. Or if they can’t decode the word, they will guess. What’s Going On: Words are skipped or guessed because they are not recognized by a reader who is getting around a decoding problem by trying to memorize all words.

25. Common Reading Problems Reading Problem: Forgets words even right after being helped Many children frustrate their parents and teachers by failing to recognize the same word on the same or next page, within a minute of two of receiving help with the word earlier. What’s Going On:  For the struggling early reader, text can look like it’s written in Russian. There are so many unrecognizable words that it is overwhelming. Also, retention requires context. If you tell your child a word, and he hears it the way you say he sees it written on the page, he will retain it. But more often than not, the text and spoken word are not a match and so it is not retained.

26. Common Reading Problems Reading Problem: Resists reading Many children with reading difficulties start to resist reading out loud to their parents. Furthermore, they become easily distracted in reading times in school. What’s Going On:  Reading out loud is humiliating for struggling readers. They feel the pressure of parents and teachers.  In addition, they see how easily their peers read, and so they feel frustration and shame that they cannot read. Consequently, they avoid the torture of reading wherever possible.

27. Common Reading Problems Reading Problem: Extra reading support or tutoring is not helping Many programs, therapies and/or teachers have good reputations for helping read ing .  It is also true however, that despite this added help, reading scores in many schools have remained stubbornly flat. What’s Going On:  Most training works around the underlying language processing difficulty. Teachers and tutors create drills that work around these underlying delays, meaning the training is long and painful.

28. Common Reading Problems Reading Problem: Reading is behind compared to other subjects For many students, reading at grade level is not a good outcome. Based on  IQ   and/or performance in math and other subjects, they have the vocabulary and understanding to be reading well above grade level. This is the definition of a disability or glitch — under performance in one or more aspects of learning. What’s Going On:  Many bright children have a processing delay that is holding back reading skills, impacting overall progress. This often causes frustration and behavioral issues.

29. INTERVENTIONS

30. METHODOLOGIES

31. for those students that like to use their hands and feel as they learn.

32. Give students something to touch while sounding out words or reading sentences. This can be a dot, blank square, line, etc.

33. when working on blending words together. Start with your left arm held out in front of you, like a slide. Then use your right hand to pat down your shoulder as you say each sound. When you say all the sounds, go back up to your shoulder and slide your hand down the slide as you say the whole world.

34. Basically, you give them something to touch or experience for each word. Then they remember that feeling and associate it with the word, so they can recognize it when they see it again.

35. These reading intervention activities work well for students who like to see and get a good visual picture of what they are learning.

36. Color coding reading intervention activities work great for specific phonics patterns. Assign a color to different parts of the word. You could use blue for consonants and red for vowels, pink for a phonics pattern and purple for the rest of the word, green for the base word and yellow for the ending, etc.

37. The use of pointers helps to narrow The child’s focus to just one letter or word at a time.

38. The actual act of writing words out (while spelling them OUT LOUD) has proven to be one of the most efficient ways for students to learn to read tricky words.

39. Have students write their spelling word, sight word, or letter and draw pictures to represent it. When they come up with their own visual representation, it tends to stick with them better.

40. Rhythm provides great listening cues as well as repetition and tactile/kinesthetic input. Use a patting, clapping, or snapping pattern. Say a rhythmic cue while doing the pattern, and have the students repeat it back to you.

41. Letter Names and Sounds (while reading an ABC chart) Pattern –> pat-pat clap-clap Teacher: pat-pat “a” clap-clap “/a/” Students: pat-pat “a” clap-clap “/a/” Teacher: pat-pat “b” clap-clap “/b/” Students: pat-pat “b” clap-clap “/b/”, etc. Progression –> move to just “pat-clap“

42. Word Fami lies (while reading a word family chart or list) Pattern –> pat-pat clap-clap Altogether: pat-pat “-at” clap-clap “-at” Altogether: pat-pat “what has” clap-clap “at?” Teacher: pat-pat “bat” Students: clap-clap “bat” Teacher: pat-pat “sat” Students: clap-clap “sat”, etc.

43. Spelling Words: Pattern –> Make your own! Just use a new pattern for each group of words that have the same amount of letters. For each pat/clap/snap say a letter. Repeat pattern for each word that has that same amount of letters.

44. What are some of the legal bases in the implementation of the activity? Let students make BIG actions by stepping and jumping! For these reading intervention activities, write one letter, word, or sight word on a piece of paper and lay them out in a line. Students read the letter or word as they step (or jump) on it.

45. Use rubber bands or slinkies to “stretch” out the sounds in words, and then “snap” them back together when you say the whole word.

46. Have words written with the letters spaced out. Start out by stopping at each letter as you say the sounds. Then slowly “drive” the car under each letter as you say the sound. Finally, drive the car quickly under the word as you say the whole word.

47. How to reach reading the most effective way? INVOLVED INVESTED ENGAGED When students are active and motivated learners, they decide for themselves to learn. It works so much better than them just being told.

48. A word after a word after a word is POWER. Margaret Atwood

49. Gemm Learning. https://www.gemmlearning.com/can-help/reading/programs/reading-problems-age/ Reading Intervention Activities For Struggling Readers How to Teach Reading with Hands On Activities - Katelyn's Learning Studio (katelynslearningstudio.com) Katelyn Hildebrand Reference :

50. Thank you very much!