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Reading fluency is when students are reading accurately with the correct speed and expression in order to gain deeper understanding about reading comprehension.

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1. Repeated reading - This is where students will read along with their teacher aloud without being nervous of reading aloud by themselves. They will read the text three times. The teacher will set a goal for the students in term of speed and expression each time they read. Roming and Jetton (2023) explained " At its core, repeated reading instruction involves students repeatedly reading the same passage for a certain number of times or until a criterion goal is met " ( para. 4).

Students who have exceptionalities - ADHD - The teacher will have them read the first three sentences in the passage and stop.

Students who are visually impaired - The teacher creating a fluency passage that is braille where students will listen to the recording of the teacher reading the passage through their hearing aid.

Students who have language difficulties - The teacher will chunk down the passage by having them listen to only one passage as they class is the reading the text.

2. Paired reading - The student will read to partner a reading fluency passage . The other student can listen to their partner read by making sure their use the correct speed and expression as they read. Their partner can correct and show encouragement to their partner as they read.

Students who have exceptionalities

The student who is visually impaired will worke with partner by using tactile books to follow along as the student is reading.

The student will use various vocabulary words to describe what they are reading in the story. They also will describe the pictures that are in the passage . The students will read with expression in the story to describe something exciting .

The students who has language difficulties - The teacher will pair a strong reader with the students who has language difficulties . If the student is struggling with the reading the sentence , their partner will providing them with encouragement by pausing and letting them figure out how to sound out the word on their own. The teacher will highlight a couple of sentence the student will read to their partner. They will both discuss what they story is about.

Students with ADHD - The student and partner can take breaks after they read each paragraph by stretching after standing up . The teacher can have students highlight words they are not familiar with.

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Phonemic awareness is the ability to identify and manipulate individual sounds in words. The skills that are mostly focused in this component will be blending , segmenting and manipulating words together. This is an important foundational skilll to learn in order for students to become effective readers.

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Developmentally appropriate  activities for phonemic awareness

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Developmentally appropriate  activities for phonemic awareness

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1. Phoneme Segmentation with Elonkin boxes-

For whole whole group instruction - Using a large mat, the teacher will say the word mat . The class will say mat back to teacher. As they are saying the word, the students will put a bead in each box to represent the sound in the word mat.

Accommodation

Simply task - The teacher will use two boxes for to segment the word up for students in Tier 3.

Tactile Instruction - The teacher guide the hand of a student who is visually impaired by putting a bead in each box for the sounds in the word up. The students who have language difficulties will use their hand and hearing skills by guiding their hands in the sand as they say the sound aloud for up.

A child who has ADHD will have the box reduce to two boxes so they can focus on segmenting the word in front of them.

2. Rhyming activity

For whole group instruction - The teacher will show students a picture of a bug and then will ask students I look for a word that rhymes with bug. The students will raise their hand and say mug , tug and dug.

Accommodations

A students who has ADHD can be showed a picture of a bug and mug then asked to show thumb up or down for if both word rhyme.

A student who is visually impaired the teacher will show students a real life objects of a mug and bug . Then will describe both items using descriptive words. The teacher will model the game to this student before asking them to play it.

A student who has language difficulties - The teacher will use picture cards to help students match the rhyming words for bug and mug.

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Phonics is an instructional method where students will understand the relationship between letters and sounds which will help students to learn how to sound out words as they read independently. Students will learn how to decode each sound in the word s-u-n and blend the sounds together in order to read that word on their own.

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1. Letter Sound Correspondence Matching Game

For whole group instruction -

The students will select a picture card from the pile and say the letter sound. For example , if they pick up a card with kite on it - they will say the letter sound for k

Then they will find the matching letter that matches the beginning sound in the word kite. They will pick up letter card for k.

Accommodations

- For students with ADHD - The teacher could have students use movement after they find the letter k and say the sound letter k in the word kite.

- For students who are visually impaired - The teacher could help guide the students by using braille picture card that start with letter k with a picture of a kite and find the braille sound card for letter k . The teacher will help students say the correct letter sound.

- The students who has language difficulties - The teacher could have student pick up letter k. Then the student will show student by using movement with their hands how to say the sound for letter k by matching the letter k and sound for letter k cards together.

2. Building Words using their Phonics Skills

The teacher will give each students letter tiles that match the word they willl be sounding out and spelling together.

The teacher will have student spell out s- u-n. with the magnetic letters .

The teacher will have students sound out each letter in the word s-u-n.

The students will know blend the word together and say sun.

For students who have ADHD - The teacher could have students act out the word like sun before asking students to sound out the s-u-n. The students will now have the student to spell out the word sun and blend the word together,

For students who are visually impaired - The teacher could use braille letters to help guide students by spelling s-u-n together. The teacher will help say the sounds in the sun by using a recorder for students to hear. They will say and blend the word sun together.

The students who has language difficulties - The teacher will use tactile materials with sand paper letters by showing how to spell s-u-n. The student and teacher will use their shoulder, arm and elbow to say the word sun. Then they will blend the word together.

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Vocabulary is how children communicate effectively with others in their home and school environment. Children acquire vocabulary in early childhood by being exposed through rich language environments and using explicit instruction strategies focused on vocabulary development .

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Vocabulary Activities for early childhood education : Pre-K 

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Vocabulary Activities for early childhood education : Pre-K 

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1. Having an interactive word wall

The teacher could choose 3-5 words that relates to their body. An example of this in Pre-k would be putting all the vocabulary words that relates to the my body section they are learning in Frogstreet.

The teacher would put each word as they learn it on the word wall.

At end of the story, the teacher will have a whole group discussion about their different body parts like arms, hands, shoulder, feet and head.

For students with exceptionalities : The teacher will create a large copy of the word wall for students who are ADHD by letting them interact with the vocabulary words by creating a digital word wall

For students who are visually impaired - The teacher could record her saying the words while students are feeling the words on the braille vocabulary card about body parts.

For students who are delayed by langauge development - The teacher could include motions with the vocabulary words for different body parts on the word card they created for them.

2. Vocabulary charades

The teacher will have reteach the vocabulary that students learned from a story they read.

The teacher will call on different students to act out vocabulary words that learned about different body parts.

The other students in the classroom will have to guess which vocabulary they acted out.

For students with exceptionalities : The students who have ADHD can work with a partner on guessing each vocabulary word they learned in class.

The students who are visually impaired can work with partner who records audio for them and assist with the pick with the right card they described using motions.

The students who has language difficulties can be taught by their teacher the rules of the game. The teacher can assist with complete the game with partner by guessing the vocabulary word by picking up the card matches the motion.

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Reading comprehension is help students read the text to understand the meaning of words in sentence which help construct the message the author is trying to convey . The components will focus on students gain knowledge to help their word reading, decoding, vocabulary development and background knowledge skills. It will help students learn how to evaulate the text they are reading by summarizing the text they are reading with a graphic organizer.

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1. Sentence building activities with vocabulary word from the text.

1. The teacher will create a sentence from the text about the rainbow like The vibrant rainbow shimmered brightly in the sky after the rain. The teacher will write the sentence on the board and leave out the word shimmered. The teacher can supply students with various cards like shiny, sparkled and glistened . The students will fill in the correct vocabulary word in the sentence by using context clues. The teacher will ask student what other clues around the sentence helped the choose shimmered ?

A students who has adhd can use a fidget spinner as they work. The teacher can remind them what shimmering mean based on their background knowledge.

A students who is visually impaired with use tactile materials like magnetic letters to place shimmered in missing black in the sentence with support if its needed.

A students who has language difficulties will be provided with a sentence stems like the rainbow _________ by having assistance by the teacher if they have difficult with the meaning of the word shimmered.

2. Reading comprehension activity : After reading the story about Rainbow Fish. The teacher can ask students " How did sharing with his friends make the rainbow fish happy ? The teacher will have students write the answer in their journal.

A student who has adhd could take a break before answering the question in their journal.

A student who is visually impaired could use tactile pencil on braille paper to answer the questions with assistance from their teacher by giving them a rainbow fish that is happy and glued it their journal.

A student who has language difficulties will need extra support by working one on one with them to help answer the questions using different props like shiny scales to discuss how his made him happy sharing.

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Home Activities for Phonemic Awareness Skills 

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Home Activities for Phonemic Awareness Skills 

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One home activity for phonemic awareness skills would be a rhyming scavenger hunt . The parents would put pictures of things that rhyme all around the backyard. The parents will ask students : I need you to find something in the backyard that rhymes with cat. The student show bring back the picture with that hat.

This will help children improve their phonological awareness skills , which is a great foundational skill to become a great reader. This will be an effective activity for students with exceptionalities because it can be tailored to the child 's learning style. A student who has a language difficulties could point out to the picture that matches with cat. Helidage et. al (2023) explained " Results from this study indicated that parents of children with IDD can learn to provide a multicomponent reading intervention with relatively high levels of fidelity, and that this intervention can lead to increases child reading outcomes that maintain over time and may generalize outside of the intervention context" (para. 35).

One website : abcmouse. com will offer students and their families a rhyming resource hub with different activities and games to practice their rhyming skills at home. This will help students engage with different interactive games , songs and worksheets reteach rhyming skills they learned at school. This will be an effective resource for students with exceptionalities because it will let students to have targeted lessons based on their developmental levels. It will start these students with simple rhyming activities by letting them working at their own pace on rhyming.

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The Phonics activity students can do at home with their parents will be a letter sound matching game. The parents will write on index card all uppercase and lowercase letters for s, u, n. Then, they will also write down the sounds for letters s, u, n on index cards. The parents will point to each letter that is on the index card and ask students the sound for each letter. The students will then find the sound that matches the letter they said aloud.

This activity will be effective for students with and without exceptionalities by using explicit targeted instruction by modeling , practicing the skill and offer students effective feedback on their letter sound correspondence. The visual cues will have example of picture like of a cat for letter c and using visual cues to repeat the letter sound they hear in the word cat. This skill will be essential for students with an exceptionalities by showing parents how to tailored the activity and materials based on their child's developmental level.

The website I would use for this activity would be the star fall website which provides students with interactive activities that are focused on phonics skills which includes letter sound correspondence. For children with and without exceptionalities this is effective resource because it provides students with interactive activities that will help them understand the relationship between letter and sounds. It will also let students to do the activities at their own pace in order to gain a deeper understanding about letter sound correspondence.

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An effective home activity for vocabulary development would be I spy. The parents can I spy something this is red. Then, the parents will have the child describe what they have in their hand which is an apple. They could ask their child to describe the shape and feel of the apple. The child could pick up an item for their parents to discuss by describing the color of it.

This will help children improve their vocabulary development by describing different items they find in their household. McKeown (2019) explained " Many learners accumulate high-quality vocabulary knowledge independently, mainly through extensive reading and rich language environments that provide abundant practice with words and language forms" (para. 4). For students with exceptionalities , it will keep students engaged with vocabulary words they are unfamiliar with the I spy game . This will help improving their language processing skills.

The Home Reading Helper - Reading Charlotte which provides parents with various literacy activities that will help improve their vocabulary skills. The Home Reading Helper can be beneficial for all learners by giving parents tips on how to expand their vocabulary by using descriptive words to describe things around the house. The parents of students who have exceptionalities will be able to choose activities that are based on their child's developmental level in reading in order to working on their vocabulary development.

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The home activity that children can do to improve their reading fluency will be to use repeated readings with their favorite books at home. The parent and child will work on improve his speed and expression rate by having him read the same book more than once with expression. The parent will model to student the correct way to stop at the end of sentence . When they see certain punctuation like exclamation point to read with excitement.

By practicing reading fluency daily with their favorite book , it will help increase how fast and accurate students will read the text on their own and with parent support. It will help them understanding that different expressions can change the meaning of the story they are reading. Students who are dealing with learning challenges will often increase their speed and accuracy for reading by doing repeated reading daily by reading something they are interest in. It also help with their confidence of reading aloud in front of others.

The website that help parents with addressing their child's reading fluency skills will be Reading Rockets. Reading Rockets will provide parents with articles and videos of how to improve their child's accuracy , speed and expression as they read. To help support the needs of all learners, Reading rockets will help parents with their students gain confidence in learning how to read accurately and with expression by looking at example of a video of teacher doing a reading fluency activity with students. To parents of a child who has exceptionalities , the Reading Rockets website will provide parents with tips on how to teach reported readings to their child who has ADHD, be visually impaired and language difficulties.

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Home Activities for Reading Comprehension

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Home Activities for Reading Comprehension

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The parent could have their child pick out their favorite book and read it to them. The parent could ask their child to make predictions about the story by looking at the cover of the book. The parent could ask questions about the character and plot of the story as they're reading the story together. The teacher could have students create a storybook about characters and plot of the story. This activity will help build students comprehension skills by helping have deeper understanding of the characters and the plot of the story. It will have an impact on their critical thinking skills by having them making inferences about what the story will be about. It will help students with exceptionalities by keeping them engaged with their favorite book will help with their motivation to read . This activity will help with differentiated instructional activities by putting emphasis on creating the storybook based on their child's reading comprehension skills.

The website parents can help with guiding their child's reading comprehension will be Storyline online where students listen to a book read by a celebrity. The parents will see resources and activities that they can use to help their child comprehend what they are reading. This resource willl provide students to be exposed to rich langauge environment by expanding their vocabulary with words they are unfamiliar with. It will help improve their listening skills by having deeper understanding of the message the author is trying to convey. Parents of students with exceptionalities especially those reading difficulties will be able to use audio feature to listen to a story they will not be able to read on their own without assistance. By having celebrities read to them , it help students foster a love for reading .