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We should read aloud with our students and repeat reading the same story or material so that they can recall the sequence of the scenes or details of the text. If they find that they are able to retell us the story or text, they would find it as a small success to themselves.
We should help our students in understanding comprehension passages. We can highlight the words for the main idea and explain the meaning of the words which they do not know .  We should show expression while reading to make reading more interesting.
We should inculcate our students to love to read so that they would be able to increase their vocabulary.

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I had always believe that as long you incite a passion for reading, students would enjoy the reading. Understanding that decoding and comprehension = reading makes me realise that it is not only about the passion.

Understand the student's needs, rather than focusing on strategy first. Monitoring and assessment helps us in this before we are able to find the relevant strategy to help the student.

Fluency rubrics. Peer reading might also be helpful. As student might be more aware as to what is being looked out to be a fluent reader

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1. AED (LBS) is a role like a detective to investigate and look out for the students' needs especially the area that a child may lacking in and its causes in creating the gaps. Sourcing for appropriate tools/ strategies in closing up the gaps.

2. Respond with positive expressions (tone and body language) can ease the children's anxiety.

3. To enhance the fluency in languages and reading, we need to guide students in learning to decode words and to understand the comprehension (function) of the words used.

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1.factors that influence reading are cogntitive, communication, personality, textual, neurophysiological an educational.
2. stages of Reading
3. Components of  reading instruction - phonological awareness, word identification, decoding, fluency, vocabulary and comprehension.

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My 3 Takeaway from this lecture are

1) There are several factors that could influence a child’s reading such as Cognitive Factors, Neurophysiological factors, Educational Factors, Communication Factors, Personality Factors and Textual Factors.

2) When Dr Ow got four volunteers to read a passage that was filled with unrecognisable words, they struggled and sounded like a child with reading difficulties and that was where Dr Ow started to question the volunteers on how do they feel when they read a passage filled with unrecognisable words. They replied they had difficulty reading it and were feeling frustrated.  That was where Dr Ow got us to put ourselves into the shoes of students who strugggle to read and hence encouraging us to implement strategies on how we can help these students.

3) Dr Ow also encouraged us to work like a detective, investigating the child’s reading skill and fluency by speaking to his or her teachers, observe his or her reading or take out our testing tools to assess his or her reading before coming up suitable strategies to help the child’s reading skill.

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1. In order to make your students excited, a teacher must be excited too. We must inspire our students to read.
2. For students to love reading, they must become fluent in the language. We as educators can guide them to achieve that fluency.
3. Students with dyslexia can come to love reading too once they are equipped with methods to decode the language and achieve fluency.

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1. Developing fluency through Word Web is more than just a vocabulary exercise. When conducted in small groups, learners can express themselves more confidently.
2. To teach kids BIG WORDS at a young age and 'experiencing the words' in an interesting way is one strategy worth trying.
3. I concur that the needs of the learners must be carefully looked into first before applying any appropriate tools for intervention.

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1. We need to be mindful of the factors that influence the child’s reading so to have a better analysis

2. Conduct assessment before giving the right support and ensure that the strategies aligned to the child’s needs

3. Teach with expression and provide visuals to reinforce learning. Engage the child in learning with role plays.

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3 takeaways

1. Components of Reading Instructions should start with Phonological Awareness (letter-sounds), then Word Identification (decoding strategies at word level), last but not least at fluency stage with reading, vocabulary recognition and comprehension skills.

2. When finding resources for teaching, we should not use tools just because it is commonly used or popular in practice. We should first assess the students’ capabilities, looks at their needs first, find out what tools will fit best for their learning needs. Be like a detective, look out for their learning gaps then choose from your repository of strategies for support. Even with the tools selected, we must fine-tune and make it suitable for that student’s level. The support must be aligned with the needs. Start with explicit instructions, then model the way, do together and self-practice. Throughout the process, give positive encouragement and constructive feedback, let them explore, make mistakes, and learn from it instead of giving direct answers. Make teaching interesting, engage the learner using multi-sensory methods.

3. When teaching comprehension skills, we must allow them to differentiate types of questions which can be textually explicit (directly from the text), textually implicit (from text but need to gather background knowledge and piece together) and scripturally implicit (inference skills, not stated directly in text, must look for clues, logical thinking skills, based on their prior experience). With active reading, tell students to highlight key points, annotate with examples, read aloud, explain in their words what they understand from the content and test themselves or peer teaching using flash cards.

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1. Teach with expression and enthusiasm
2. When introducing new words, be mindful of the environment of a child. (eg. weather)
3. Gives instructions clearly when using tools for a child. If the child is not even sure about it, the child will not be motivated to learn at all.

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I have learnt that in order for a student to love reading, he/she must be able to decode the words and comprehend the passage.

If the child is able to know most of the sight words or high frequency words, he/she should be able to read at least 50% of a passage.

Active reading tips include highlighting important information, write in the margin of the text and reading out aloud.

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TG1 Hamdan
1. Developing fluency through Word Web is more than just a vocabulary exercise. When conducted in small groups,  learners will be more confident in voicing themselves.
2. To teach kids BIG WORDS at a young age by 'experiencing the words' in an interesting manner is certainly an effort worth trying.
3. I do concur with the point that we need to look at the needs of the learners first before applying the appropriate tools

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1.Look into different factors that influence a child's reading.
2.Be engaging and teach with expression.
3.Explore different strategies and use different tools to suit the child's needs.

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1) To help students with reading, we must be like a detective. Assess and find out the needs first before finding the right tools.

2) Reading fluency is like a bridge between Word Recognition and Comprehension.

3) One of the many ways to pre-teach vocabulary is to show students visuals which are related to the word. I am actually excited to try this out. Maybe will try it with my kids at home first. =D

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1. As a teacher/AED, we have to teach vocabulary and words with expression. When we show interest, the students will be interested and motivated to learn as well.

2. Look at the needs of the students before deciding on the tool of assessment to use. Find out the student’s needs. Be like a detective. Then look into our “toolbox” to find the right fit for the student.

3. Read the instructions for the assessment tools carefully before proceeding.

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- All 5 components of reading are inter-connected and goes hand in hand.

- Teach with expression

- Different ways on how we can help students with vocabulary like word map

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1) Teaching BIG words will encourage students to explore and motivate them to learn and read.

2) The components of reading instructions - Phonemic awareness, Word Identification, Fluency, Vocabulary and Comprehension

3) 4 components to fluency rubrics - Speed, Accuracy, Expression and Smoothness

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1. assess student ability before conducting a reading session.
2. understand student, in order to choose appropriate book which relate to his/her likes.
3. role play if possible.

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	1. The exposure of the components of reading instructions and how it can be separated into 2 level of reading difficulty faced by students - oral and text level. 
	  
	2. It is important take into consideration the influences of reading once we conduct the assessment of the student to better prepare resources/lesson with the student. 
	
	3. Teach the student enthusiastically with expression! :)

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TG4 Siew Foong
1. Must act like a detective to dig out as much as info via interviews and tests.
2. Read to explore the strategies , must know how and when to use it correctly and organise the strategies properly im compartments(folders)
3. Cannot teach in isolation.All the teachings must be interconnected and integrated.

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- To assess the student first, identify the student’s needs and then look for the resources/ tools that can be used to provide support

- Use imagery and other concrete examples to teach unfamiliar vocabulary

- Use visual prompts as reinforcement tool after teaching

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1. Monitoring and assessment tools for oral reading fluency such as DIBELS and words-correct-per-minute (WCPM).

2. Always assess and investigate what is the problem and needs of the child before jumping into using the tools to support the child.

3. Problems that caused pupils to face difficulty with comprehension.

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1)It is important to access and do your investigations on the student first and find out relevant information before dishing out all sorts of strategies.
2) learnt the different fluency rubrics. vocab can be taught using pictures too
3) be enthusiastic when teaching and use visual prompts

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1) To assess the student first, identify the student’s needs and then look for the resources/ tools that can be used to provide support

2) Use imagery and other concrete examples to teach unfamiliar vocabulary

3) Use visual prompts as reinforcement tool after teaching

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- Understanding the 6 factors that influence reading.
- The quality and not quantity of reading matters.
- Using the fluency Rubrics checklist as an assessment tool.
- Strategies on How To Teach A Child To Read.

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1. Asses the student's need
2. Choose an appropriate tools for his/her needs
3. Educator must knows how to use the tools correctly.

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TG1 Li Boon
1. To teach vocabulary in an interesting way and involve multi-sensory
2. To look at the needs of the student first before deciding which tool to use for assessment
3. To read the instructions carefully before using using any assessment tool

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1. Identify the possible needs of the pupil before choosing the right assessment tools to determine where the pupil is.

2. First they must be able to decode. Then be able to read and then comes comprehension.

3. Fluency, Vocabulary, Comprehension, Decoding, phonological awareness together makes a reader more effective and efficient.

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TG2_Padma
In supporting students with reading difficulties building vocabulary knowledge is very important. Teachers need to do explicit teaching by introducing big vocab words and let the students experience the words.

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1) Vocabulary building using word web
2) 4 components to fluency reading: speed, accurate, expression and smoothness
3) Introduce difficult words to children in a dramatic or expressive manner so that they would be able to connect those words to the expression.

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1. 5 components of reading instructions
2. Assess first before you provide support and choose the appropriate tools.
3. Use pictures , word webs  to show new vocabulary words and create sensorial activities to relate the word.

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1. Vocabulary can be taught using images.

2. Reading is a product of decoding and comprehension.

3. Fluency is the speed, accuracy, expression and smoothness of the reading.

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1) choose a text that students can relate. If cant, show video or pictures to build on their knowledge before reading the text.
2) using word web to show multiple meanings of a word.
3) must always assess students first before selecting the resources to use.

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1) Phonological Awareness, Word Identification, Fluency, Vocabulary, Comprehension are all interlinked. We cannot support any one in isolation.
2) We need to bring life out of the vocabulary words that we are teaching especially big words like photosynthesis.
3) We need to teach our students to differentiate comprehension questions which are textually implicit, textually explicit and scriptually implicit. I find this very important as a lot of our curriculum are moving towards inferencing from passage, pictures or even quotes. Our students need to understand how to differentiate these questions. Even if they have a lot of vocabulary, and read well if they can’t comprehend questions, they would not be able to do well.

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- Fluency rubrics
- Active reading
- Helping students with reading comprehension issues

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1) Instruction given to students must be clear and precise and easily understood by students.
2) Teach enthusiastically, with emotions and examples that stimulates the student's interest.
3) Teach students the way they can learn and not make students learn the way you teach. Adapt to the students needs and not to the resources given or prepared for you.

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1. In reading, decoding the word and understanding the word is very important.

2. When teaching, it is good to teach big words especially to younger kids in the most interesting way possible so that they could use words they have learned with their classmates which would in turn increase their self esteem.

3. For the first time, I have seen through the eyes of a child with Dyslexia when we were shown the text in the PPT slides. It was very heart-breaking to understand the struggles these kids are facing with and are going through.

Thank you! :)

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- Difficulties faced by dyslexic kids in terms of reading
- Fluency rubrics
- The enthusiasm of the teacher's teaching does have an impact on the reading...

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3 takeaway from today’s lecture:

1.     Reading strategies for fluency includes:

Recording students reading aloud on their own. When you ask student to read to read aloud, you can try to record their reading so that they can play back and analyse their reading after they are done.

Get them to read the same thing several times.

It would to good also to pre teach the vocabulary words with found in the passage through the use of pictures to get students to visualise and understand the passage better.

Drilling them to know sight words can also be useful for the weaker ones. Online materials are readily made available for you to use.

2.     Differentiation of comprehension text

Textually Explicit-information is derived directly from text with minimal input from the readers’ background knowledge
Textually Implicit- Information derived from the text will require readers to use their background knowledge where they need to pout together ideas presented in text
Scripturally Implicit- Information not stated in the text where readers have to activate their own background information to relate and understand better

3.     Helping students with comprehension issues

To highlight the keywords/main idea from the passage. Just make sure that you do not highlight so many words from the whole passage

Write in the margin a short description of what the sentences in each paragraph is talking about. To make relations with what was read

Reading the passage out loud

To explain what you just read to your partner about the passage

To test yourself to see if what you read is correct

To check the vocabulary used in passages before you conduct the reading as the weaker students may not be able to relate to Singapore context.
Eg, autumn, spring, summer.
Be enthusiastic while you demonstrate reading will also invoke the students interest further so that student will feel motivated to do as well as how you have demonstrated

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-to take note on the factors that influence reading
- to be able to integrate effective readings
-to be able to teach literacy enthusiatically
Understanding that good reader reads accurately with fluency and expression.

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1) Always focus on student's needs to use which materials and NOT materials to fit student

2) understanding student background in terms of reading is important (why, how)

3) decoding reading will help any type of students to read

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My main 3 Takeaways
1)  Be engaging and take learning of vocabulary to a SENSORY Level for our students with Learning Disability.

2) Teaching of Active Learning in Reading can help students tremendously. (highlight,read aloud, write in margins, explaining, and testing self)

3) Be a good detective in discovering the NEEDS of our students with reading difficulty, and chose the appropriate tools to help.

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1. Fluency rubrics
2. Pre-teach Vocab not to teach too many words and teaching general academic words like analyse and evaluate.
3. Teaching the meaning of words for SEN student through sensorial means. Make them experience the word. Get them to picture the word instead of explaining the meaning (for e.g skyscraper ask them to imagine how it looks like).

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1) Enthusiasm is key when teaching language and literacy
2) Texts selected should be at the appropriate level of the student
3) The quality of the student's reading is more important than the number of pages that the student has read

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1. Reading = decoding and comprehension (be able to decode quickly and understand)
2. Empowering students to use rubrics to assess peer’s reading fluency
3. Use of many interesting and engaging methods to introduce and teach vocabulary/comprehension.

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1.Teach them to look for context clues to build vocab
2.before using the resources, find out what the student needs and identify the gaps
3.student should use a finger to track while reading from left to right

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1) Fluency and the importance behind it.
2) Picking the right texts and passages which would engage the student and read with enthusiasm
3) Decoding words with phonics

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1. Important to engage student with enthusiasm.
2. Visual charts or posters act like a reinforcement.
3. Word web is one way to expand vocabulary.

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TG 2 Aishah

-6 factors that affect reading
-After teaching the strategy to reading, show visual to enhance student’s learning.
-the use of a fluency chart (peer 2 peer) and go thru the reason if the student did not get a good score

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1) Focus on quality, not on quantity
2) Components of Reading Instruction is inter-connected
3) Fluency is to be able to read accurately, quickly and with expression.

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1. You need to read with expression to capture your audience.
2. The instructions carried out need to be concise and clear for easy understanding.
3. Decoding of phonics

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1. Make meaning for the child. Be it comprehension or vocabulary, engage the child and help the child to make meaning so that they can relate better to it. Making meaning can be through pictures or word web or mind map. Bring the word to the child.

2. Decoding x comprehension = reading. The lack of either one would mean that reading fluently may not take place.

3. Focus on the needs of the child then look through the tools you have to help the child. Not the other way around. Always, always, always be child centric!

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1. Word web
2. Fluency- Focus on quality instead of quantity
3. Be enthusiastic to engage students

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Reading is a product of decoding and comprehension; understanding of the various factors affecting a child's reading ability is important.

AED-LBS must work like a detective!:)

The Fluency Rubric is useful:)

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1. Reading Strategies for Fluency
2. Fluency Rubrics
3. I must know the needs of the students before I use  the assessment tools.

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1. Look at the needs of the kids first, then the assessment tools, organise and see where are the gaps.
2. Teaching kids how to decode is the most important step to reading.
3. To engage student in their learning, it will be good to tap on each learning styles. Kineasthetic, visual and etc..

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1) Build rapport with student and create a stress free environment.
2) Using images and visuals to introduce new vocabulary.
3) Choose the right text passage / book.

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1) components of reading instructions cannot be isolated, must be taught as a whole
2) to teach vocabulary effectively, we can make it sensory
3) it is important to assess the student well, find out the needs first, then look for the tools & strategies to support the student

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TG2 Teh Sim Sim
1) Always look at the needs first before the tools
2) Strategies must be aligned to the needs
3) Teach our students to read for content instead of just reading words without understanding

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-  supporting students at word & text level.
- 6 factors that influence reading .
- 5 factors of reading instruction inter linked for effective,efficient reading.
- Assessment first,such as findings, followed by the support which aligns with the right tool.
- Explore the resources , categorise and familiarize them.

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TG4 Shantha Maheswari
1. Help the child experience the word, picture the meaning of the word
2. How to teach vocabulary: create a word map, root analysis, context clues,  music for memorising and personalised lists.
3. Scriptually implicit : things reader need to know to understand the text but not included inside the text, prior knowledge.

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1. Decoding and comprehension directly affect reading

2. Before utilising any reading kit, we must be confident and understand the objective of the kit

3. Effective withdrawal session will include, clear modelling of both good and bad examples, peer evaluation and a stress-free environment.

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1) Fluency is the ability to read text accurately, quickly and with expression. In order to achieve fluency, one can use word web whereby we can use it when introducing new words to students
2) Use pictures to explain big words
3) scriptually implicity is to be able to read in between the lines for the reader. prior knowledge is important in this case.

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TG3 Nisrin Osman
1) To teach vocabulary with expression
2) Do not teach difficult words assuming the students understand them.
3) Show pictures as some students are visual learners.

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1) Written Language is a code. To decode, we have to use systematic phonics. When decoding strategies, visuals are important.
2) Simple fluency rubrics can be shared with students to give them the autonomy to use it and learn at the same time. This activity include demonstration, modelling and reasoning.
3) When reading with students with SENs, use books that shows quality words to be prac, not quantity (many pages).

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1) Look at the needs of the child first, not the tools available
2) Appeal to the pupils' senses  to make meaning of the vocab
3) Scripturally Implicit

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1. To read instructions of assessment tool carefully before assessing students.
2. To always look at the needs first and align it to suitable tools/strategies.
3. Different components of reading instructions for explicit teaching.

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1) Fluency in reading is important for students to generate interest in reading.
2) All components have to be connected before reading lessons take place.
3) Vocabulary is so important to build confidence in students. To gain interest in reading.

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5 components of Reading and reading instructions are integrated.

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1. Always understand the needs of the pupil first before exploring the tools suitable for intervention
2. Understand the strategies well by trying them out so that we are able to use it effectively when conducting intervention
3. Reading is not a standalone factor in the teaching of EL, it is inter-connected with vocabulary and comprehension.

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There are 5 components in reading.
-phonological awareness
-word identification
-fluency-, look into text accuracy, speed and expression
-vocabulary - creating word map, word walls
-comprehension - reading comprehension is understanding the content.

Factors influencing reading can be
Cognitive, communication, personality, educational, neurophyiological and textual.

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TG2  Goh Pee Chuan
1. Reading fluently provides a bridge between word recognition and comprehension. This is an area most LA students have difficulty with.
2.   Find the right reading schema for our students to facilitate their reading comprehension. Let the students tap on their prior knowledge, use pictures or make it engaging.
3. Techniques to have active readings are to let the students highlight, to write note at the margin, read out load, explain to others or test themselves.

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1. There are many strategies and tools we can use to teach vocabulary. However, it is important for us to consider factors affecting the pupils' learning and deploy the most appropriate one.

2. It is critical to first assess and identify the learning needs of the pupils before selecting an instrument to bridge learning gaps.

3. Different tools addressing the same learning gap needs to be administered differently. Each comes with specific instructions that needs to be adhered to strictly to ensure validity, reliability and accuracy of the package. Always use latest version of toolkit where possible so pupils can be accurately assessed. For example; there are a few versions of Dibels. The texts are different between them and the older ones may not be relevant to be applied for this period.

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1) For student who lacks of vocabulary, ask them to picture the word instead of explaining the meaning
2) Teach with expresaion and enthusiasm
3) Word web : RAVE-O

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1) Always assess your students first before looking at the tools you need to use to help the child
2) Use fluency rubrics to help students find out what is needed in order to be considered fluent in reading
3) students need to have prior knowledge based on the text in order for them to understand the text fully.. If they don't have that prior knowledge, we will need to help them build that knowledge

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1) readingrockets.org
2) use sensory approach to teaching vocabulary
3) focus on quality not quantity

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1) Not all students will benefit learning phonology.
2) Do not assume students know of certain words. It’s important to check on their understanding
3) All components are interconnected (reading, writing etc)

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1. We must teach enthusiastically to make the lessons more lively and interesting.
2. The videos have many interesting take aways such as explaining student the fluency rubrics and letting them have hands on practice on grading their peers. They will learn to be more self aware when they are doing the reading themselves and that will help them improve.
3. Vocabulary building is very important for comprehending text and this can be taught through imagery so that they get a mental picture especially for difficult words

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1) Investigate. Investigate. Investigate.
2) Fluency Rubrics
3) Active Reading for  comprehension

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TG 4 Nur Shahida
- Teach big words to young children
- Use pictures to teach meanings of the words
- Assess the learners' needs before supporting them with the right tools.

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TG 3 Peh yam khim
Read, read, read
teach big word to make student feel good
Reading is basic for other subjects

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1. Pick up right book/passage
2. Picture the words if student don't know the word.
3. You can't teach too many words at the same time.

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TG Adzlin
1. Decoding x Comprehend = Reading
2. Always explain why certain grades are given after going through a fluency test with the student. So that the student knows where he/she can improve.
3. Be mindful of the theme/topics for reading. Students may not be knowledgeable in certain topics thus they may struggle in comprehending what they are reading.

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Active reading tips
Exams is not stressful;  create a stress free environment.
Picture the words.

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TG1 Munira

1. For any assessment package that we want to use, we must read the instructions carefully and be very familiar with it so that we can give the appropriate support. Of course, after assessing the pupils needs first.
2.Using a word web can help to build vocabulary, and language used must be positive and encouraging.
3. For teaching of vocabulary we may also need to step back and bring the instructions back to the sensory level and get them to picture the meaning of the word.

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Rhadiyah TG 1
1) Decode into picture or sensory for comprehension reading
2) decode phonics
3) fluency reading stratergy

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TG04 Muhammad Yasin Bin Abdul Razak

Following are my 3 takeaways from the lecture:
1. The 6 factors that influence reading and the 2 elements of reading comprehension. One of the factors that influence reading (Educational Factors) is quite evident in society where the inaccessibility of reading materials at young age (due to reasons such as financial issues, disruptive family background) may have affected some to have develop poor reading skills.

2. When planning resources for teaching, we must first look at the needs of the student. As an AED(LBS), we must always have an investigative and detective mindset. Organized the information that have been collected. Then only we can search for the appropriate tools to support the student.

3. The qualities of Fluency is the ability to read a text accurately, quickly and with expression. Having a rich knowledge of words will build up the fluency.

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1. Must read instruction carefully before doing testing for the student.
2. Visuals are important after teaching for strengthening student's learning.
3. The componentsof reading instructions cannot be taught in isolation. Has to learn hand in hand.

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1. The experience to read in the shoe of a kid with dyslexia, allows us to see and understand their difficulties.
2.Teach kids to make meaning of the words through experiences and sensorial activities.
3. I personally like the Fluency rubrics video because it helps the students to learn how to assess themselves through assessing their peers.

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We need to decode, then read quickly, fluently and accurately.  And with good expressions.
To engage the young children, try teaching big words with correct meaning .  Make it interesting and with good expression. They will feel more confident as they are taught bombastic words.
Reading, spelling and writings are all interconnected.  It must be taught together and not independently.

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try the different strategies available and see which one fits best for the student.
Students are different. Thus no one size fits all.

Practice makes perfect. Set time aside for the students as frequent as possible till they achieve their goal.

Incite an interest in reading for the students. If students do not like to read, they might not be cooperative when working together.

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1. Mindful of students’ prior experience.
2. Teaching must be interconnected.
3. Picture the meaning of the word. Instruction could be in sensory level.

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- Word Web
- Fluency Rubrics
- Emphasis on the quality of reading, Not the quantity of pages or speed!

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1. Importance of various strategies to suit various LD students.

2. Proccesses of Pre-teaching in terms of giving a picture of the topic, explaining about it, then discuss with partner abt its feature. The structure given for this process is informative.

3. Helping students to understand the meaning of vocab by visualising image and or looking at images, or even sensory experience.

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1. Knowing the 5 components of reading grouped further into Word and Text levels.
2. Text level on fluency, comprehension and vocabulary, in my opinion, is a large chunk and plays an important part of reading.
3. Learned how to help students with comprehension issues. Plus other strategies for other areas as well.

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Decoding x comprehension = fluency
There are 6 different factors that influence reading.
(Cognitive, neurophysiological, educational, communication, personality & contextual)
Teaching a child how to read is not just a simple identification of alphabets and sounds they make but also to teach them the meaning of the words so as to get them to enjoy reading fluently and understand what they are reading.
There are various tools at text level that you can use to assess and then support the student.
1) Assess
2) Support
In that order!

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1. Really nice to see all the resources. They are all new to me as I was not introduced to them by my mentor. Will take time to go through and sort them!

2. Nice to be reminded once again that we should look at the students' needs first before we get excited to use all the resources provided.

2. Learnt many new strategies through this session, all the coursemates' sharings and also watching the videos.

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1) teaching vocabulary have to be explicit, contextualize with academic topics and enthusiastic
2) there are many tools to use to assessment such as dibels for reading test, wcpm for monitoring
3) reading fluency have to be accurate, importance of the speed and expressive.

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- using phonics to decode words which can help to increase fluency of reading
- different strategies for fluency
- building vocabulary words using the word map bank

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TG3 Tham Wai Keat Joseph

Reading - understanding and ability to de-code is one way to language comprehension

Vocabulary - focus on the child’s ability when doing pre-teach and building vocabulary

Focus on the words that are used daily and build vocabulary through games and understanding roots of words, prefixes, suffixes etc..