EDUCARNIVAL 2016 at IIT DELHI - Presentation by Rubina Majid

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Information about EDUCARNIVAL 2016 at IIT DELHI - Presentation by Rubina Majid

Published on December 30, 2016

Author: eduexcellence2008

Source: slideshare.net

1. Instructional Leaders and Quality Teachers to Enhance Students’ Achievement An Effective Guided Reading Program By Rubina Majid & Leena Tipre majidrubina@gmail.com leena.tipre@gmail.com

2. Instructional Leaders and Quality Teachers to Enhance Students’ Achievement An Effective Guided Reading Program Literacy is Central to the Life of any School! Literacy is the ability to read and write! Stakeholders in a School 1. Instructional Leaders 2. Teachers 3. Parents 4. Students

3. Instructional Leaders and Quality Teachers to Enhance Students’ Achievement An Effective Guided Reading Program “ACTION RESEARCH” Action Research is continual professional development—a direct route to improving teaching and learning

4. Instructional Leaders and Quality Teachers to Enhance Students’ Achievement An Effective Guided Reading Program INSTRUCTIONAL LEADERS ROLE: CURRICULUM UNIFORMITY IMPROVING LITERACY

5. Instructional Leaders and Quality Teachers to Enhance Students’ Achievement An Effective Guided Reading Program ASSESSMENT OF THE FOLLOWING FACTORS: The School Demographics Reading Levels at Each Grade Level Teacher Training for Reading Program and Assessments Developing, planning and implementing an effective reading program by the school instructional leaders

6. Instructional Leaders and Quality Teachers to Enhance Students’ Achievement An Effective Guided Reading Program DEVELOPMENT OF TEACHER COMPETENCIES Assessments of Students’ Literacy Skills Planning Literacy Skills Instruction Teaching Strategies for Developing Literacy Skills Using ICT for Literacy Instruction Reflection in Continuous Professional Development

7. Instructional Leaders and Quality Teachers to Enhance Students’ Achievement An Effective Guided Reading Program EFFECTIVE READING PROGRAM COMPONENTS:  instruction on accurate diagnostic information  acquire print concepts  acquire knowledge of letter names and shapes  teach the understanding that spoken words are composed of sounds (phonemic awareness) and that letters correspond to these sounds  provide systematic and explicit instruction in sound/ symbol relationships (phonics)  connect the above instruction to practice in highly decodable text that contains the sounds and symbols taught  comprehend the text read  need of rich and varied literature to be children regularly  an allotted time for students to practice, acquire new knowledge and concepts to build new vocabulary

8. Instructional Leaders and Quality Teachers to Enhance Students’ Achievement An Effective Guided Reading Program A Guided Reading Program Guided reading is a specialized reading method that involves the teacher working with a small group of students who have similar reading behaviors and are at the same reading level.

9. Instructional Leaders and Quality Teachers to Enhance Students’ Achievement An Effective Guided Reading Program Salient Features of Guided Reading: meets varying instructional needs of all students with carefully selected “just right” text students are successful and can practice reading strategies text provides right level of support and challenge for students’ abilities text is introduced to give students access to reading material while teaching them problem-solving.

10. Instructional Leaders and Quality Teachers to Enhance Students’ Achievement An Effective Guided Reading Program Difference between a Traditional Reading and a Guided Reading Lesson Traditional Reading Lesson Guided Reading Lesson Focuses on the lesson not the student Focuses on the student not the lesson Grouped by general determination of ability Grouped specific assessment for strengths and appropriate level of text. Teacher follows a prepares script Teacher and students actively interact with text Focus on decoding words Focus on understanding the meaning Words are pre-taught and skills are practiced in workbooks Teacher builds meaning and language and skills are incorporated into the reading not with workbooks Students are tested on skills and literal recall at the end of each story/unit Students' assessment is ongoing and throughout instruction

11. THANK YOU!!!! Rubina Majid & Leena Tipre majidrubina@gmail.com leena.tipre@gmail.com

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