visual cues come from students developing knowledge of letter/sound relationships and of how letters are formed what letters and words look like often identified as sounding out words Example 2- Phoneme Awareness -- Recognizing Rhyme Assessment (Klein, 2003). Instructor: Says two-three words that rhyme: fat, cat, bat Model: These words have the same sound at the end so they rhyme; cat and mop do not rhyme because their sound is different. Share: Listen to

Fluent readers read aloud effortlessly and with expression. Their reading sounds natural, as if they are speaking." (National Institute for Literacy, 2003) The importance of fluency is that: "...it provides a bridge between word recognition and comprehension." (National Institute for Literacy, nd) Examples of classroom instruction in reading that promote reading 'fluency' are monitored oral reading aloud by students and independent silent reading of a repeated nature. Vocabulary "refers

Opening up to students is very important for teachers. While it is obviously not appropriate for a teacher to confide intimate personal details to the class, or gossip about others to try to be more accepted, there are ways that a teacher can seem more 'real' to the students. For example, crying over something very sad or letting the students know when the teacher is getting angry with their

Wardhaugh indicates that there is a problematic need in the field to reverse expectations about the capacity of this approach to instruct in practicable and usable linguistic ability. The author takes exception with traditionalist ideas the argue "the single paramount fact about language learning is that it concerns, not problem solving, but the formation and performance of habits." (Wardhaugh, p. 21) The linguistic theorist rejects this principle as failing

Teaching Strategies for Students With ADHD The article by authors Kiuhara, O'Neill, Hawken, & Graham discuss ways to improve persuasive writing in high school students. They stress the importance of persuasive writing because students with ADHD had difficulty planning and drafting text. Any teaching strategy that dealt with these weaknesses could improve the writing ability of a student with ADHD. "Intervention studies with younger, middle school students with disabilities shows that

Teaching Unit for an 8th-Grade Language Arts and Literature Class Contextual Factors Community, District, and School Factors Classroom Factors Student Characteristics Learning Goals and Objectives Pre-Assessments Aligned with Learning Goals and Objectives Evaluation of Pre- and Post-Assessments Criteria Used to Measure Student Performance for Learning Goals Plan for Formative Assessment to Gauge Student Progress Design for Instruction Explanation of Selected Activities: No. 1. How Content Relates to Instructional Goal(s) and b. How the Activity Stems from Pre-Assessment Information and Instructional Context Materials and