Workbook 1. See our Companion Material recommendations on page 11 for great materials that complement Next Stop: Reading in Different Genres.
|
|
|
- Shana Parks
- 7 years ago
- Views:
Transcription
1 Workbook 1 Recommended for grades K 2 Primary Phonics Book 1 is the first in a set of six phonics workbooks and five sets of corresponding storybooks. This series introduces beginning readers to essential skills including soundsymbol relationships, phonemic awareness, and fluency. Primary Phonics also includes a corresponding comprehension series, Thinking about Mac and Tab, which reinforces early comprehension skills including literal and inferential thinking. The entire series can easily be incorporated into almost any early reading program. The following sample lesson introduces the short a sound and is designed to promote letter recognition, phonemic awareness, and sound-symbol relationships. Try this lesson today with an individual student, a small group, or the entire class. Three easy ways to order: Toll free: Fax: BOOK (2665) Online: Recommended Companion Material See our Companion Material recommendations on page 11 for great materials that complement Next Stop: Reading in Different Genres. EDUCATORS PUBLISHING SERVICE
2 a t a t a n a t a t a n a t a n a n 2
3 a a a a a a a a a 3
4 The is red. The is green. The is yellow. The is purple. The is blue. The is brown. The is orange. The is black. 4
5 bat man cat hat pan rat van can mat fan 5
6 The rat is red. The bat is yellow. The hat is blue. The pan is yellow. The mat is red. The fan is blue. 6
7 in on The rat is The cat is The rat is The cat is the pan. the mat. the bat. the pan. 7
8 Is the rat in the hat? Is the rat in the pan? Is the cat in the pan? Is the cat in the hat? The hat is yellow. The pan is blue. The rat is red. The cat is yellow. Yes No 8
9 bat bat The bat is the rat. The cat is the. The The is the. is the. 9
10 The cat mat the is on. in pan The cat the on is the rat hat The is.. 10
11 Recommended Companion Material EPS offers a wide range of products and programs that complement the early reading skills in Primary Phonics. We recommend the following series to help young readers build essential phonetic skills. The Alphabet Series Recommended for grades K 2 The Alphabet Series is a set of eighteen storybooks that help children learn and apply phonics rules by reading complete stories that contain phonetically controlled vocabulary. Each storybook features engaging illustrations, contemporary themes, and diverse characters. Explode The Code Recommended for grades K 4 Explode The Code provides students with experience recognizing and combining sounds to read words, phrases, and sentences. This series helps increase phonological knowledge and decoding skills through reading, writing, blending, and spelling activities. For more information about these series or to place an order, visit or call to speak to a customer service representative. EDUCATORS PUBLISHING SERVICE
Intervention Strategies for Struggling Readers
PROGRAM OVERVIEW Intervention Appropriate K 6 Intervention Strategies for Struggling Readers M BA SE G IL LI NG M ORT N- HA O D PRO G RA What is Recipe for Reading? Recipe for Reading is a research-based,
ISBN Item Format Price
McGraw-Hill Education, by its School Education Group SRA Reading Mastery Signature Edition Author: Engelmann Et Al. Copyright 2008/1 st (Print and Internet Based) Reading Program - K-5 Grade Series Bid
Right into Reading. Program Overview Intervention Appropriate K 3+ A Phonics-Based Reading and Comprehension Program
Right into Reading Program Overview Intervention Appropriate K 3+ A Phonics-Based Reading and Comprehension Program What is Right into Reading? Right into Reading is a phonics-based reading and comprehension
The National Reading Panel: Five Components of Reading Instruction Frequently Asked Questions
The National Reading Panel: Five Components of Reading Instruction Frequently Asked Questions Phonemic Awareness What is a phoneme? A phoneme is the smallest unit of sound in a word. For example, the word
Indiana Department of Education
GRADE 1 READING Guiding Principle: Students read a wide range of fiction, nonfiction, classic, and contemporary works, to build an understanding of texts, of themselves, and of the cultures of the United
Guidelines for Examining Phonics & Word Recognition
Guidelines for Examining Phonics & Word Recognition Revised Edition 2002 Texas Education Agency. These materials are copyrighted and trademarked as the property of the Texas Education Agency and may not
California Treasures High-Frequency Words Scope and Sequence K-3
California Treasures High-Frequency Words Scope and Sequence K-3 Words were selected using the following established frequency lists: (1) Dolch 220 (2) Fry 100 (3) American Heritage Top 150 Words in English
St. Petersburg College. RED 4335/Reading in the Content Area. Florida Reading Endorsement Competencies 1 & 2. Reading Alignment Matrix
Course Credit In-service points St. Petersburg College RED 4335/Reading in the Content Area Florida Reading Endorsement Competencies 1 & 2 Reading Alignment Matrix Text Rule 6A 4.0292 Specialization Requirements
Kindergarten Common Core State Standards: English Language Arts
Kindergarten Common Core State Standards: English Language Arts Reading: Foundational Print Concepts RF.K.1. Demonstrate understanding of the organization and basic features of print. o Follow words from
Suggested Components for 90-Minute Wave 1 Literacy Blocks throughout Primary years
Suggested s for 90-Minute Wave 1 Literacy Blocks throughout Primary years Notes 1. These are suggestions only but reflect the need to include components of each of the Big Six in each Literacy Block. 2.
3rd Grade Reading Standard Exceeds (4) Secure (3) Developing (2) Beginning (1)
3rd Grade Reading Standard Exceeds (4) Secure (3) Developing (2) Beginning (1) based on the Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences
Kindergarten Workbook 1 & 2 Samples
Kindergarten Workbook 1 & 2 Samples Special Edition From lessons 1-5, 21-25, 51-55, 101-105, 141-145 McRuffy Press Please note: PDF conversion from the original files may cause some items to view and print
To learn to read is to light a fire; every syllable that is spelled out is a spark." Victor Hugo, Les Miserables
To learn to read is to light a fire; every syllable that is spelled out is a spark." Victor Hugo, Les Miserables Development and Management of an Effective Reading Intervention Program Research into Practice
Phonics and Word Work
Phonics and Word Work Introduction Foundational Skills This guide explores how explicit and systematic phonics and word work instruction is included in the ReadyGEN program. It looks at the resources that
DRA2 Word Analysis. correlated to. Virginia Learning Standards Grade 1
DRA2 Word Analysis correlated to Virginia Learning Standards Grade 1 Quickly identify and generate words that rhyme with given words. Quickly identify and generate words that begin with the same sound.
There are many reasons why reading can be hard. This handout describes
Understand the problems a child may be having with reading, and target what you can do to help! Look inside for practical, research-based information for parents and teachers about: Phonological and Phonemic
Massachusetts Tests for Educator Licensure
Massachusetts Tests for Educator Licensure FIELD 90: FOUNDATIONS OF READING TEST OBJECTIVES Subarea Multiple-Choice Range of Objectives Approximate Test Weighting I. Foundations of Reading Development
Adult Ed ESL Standards
Adult Ed ESL Standards Correlation to For more information, please contact your local ESL Specialist: Basic www.cambridge.org/chicagoventures Please note that the Chicago Ventures correlations to the City
A a B b C c D d. E e. F f G g H h. I i. J j K k L l. M m. N n O o P p. Q q. R r S s T t. U u. V v W w X x. Y y. Z z. abcd efg hijk lmnop qrs tuv wx yz
A a B b C c D d E e F f G g H h I i J j K k L l M m N n O o P p Q q R r S s T t U u V v W w X x Y y Z z abcd efg hijk lmnop qrs tuv wx yz 25 Ways to Use Magnetic Letters at Home 1. LETTER PLAY Encourage
Ms Juliani -Syllabus Special Education-Language/ Writing
Ms Juliani -Syllabus Special Education-Language/ Writing * As a teacher, I have high expectations for my students and believe that they need to be encouraged, nurtured, and rewarded for their efforts.
Scientifically Based Reading Programs: What are they and how do I know?
Scientifically Based Reading Programs: What are they and how do I know? Elissa J. Arndt, M.S. CCC-SLP Florida Center for Reading Research Alternate Assessment Summer Training Institute July, 2007 1 Goals
Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details
Strand: Reading Literature Key Ideas and Craft and Structure Integration of Knowledge and Ideas RL.K.1. With prompting and support, ask and answer questions about key details in a text RL.K.2. With prompting
Unit 1 Title: Word Work Grade Level: 1 st Grade Timeframe: 6 Weeks
Unit 1 Title: Grade Level: 1 st Grade Timeframe: 6 Weeks Unit Overview: This unit of word work will focus on the student s ability to distinguish long and short vowel sounds in single syllable Students
Psychology of Learning to Read
Psychology of Learning to Read Learning Goals Explain the six skills necessary for learning how to read. Explain instructional strategies for each of the six skills. 1 Background Teachers play a very important
Raynham Primary School Policies. Reading Policy Foundation & Key stage 0ne
Raynham Primary School Policies Reading Policy Foundation & Key stage 0ne Raynham Primary School Reading Policy (KS1) Aims So please, oh PLEASE, we beg, we pray, Go throw your TV set away, And in its place
Selecting Research Based Instructional Programs
Selecting Research Based Instructional Programs Marcia L. Grek, Ph.D. Florida Center for Reading Research Georgia March, 2004 1 Goals for Today 1. Learn about the purpose, content, and process, for reviews
READING SPECIALIST STANDARDS
READING SPECIALIST STANDARDS Standard I. Standard II. Standard III. Standard IV. Components of Reading: The Reading Specialist applies knowledge of the interrelated components of reading across all developmental
Reading Readiness Online
4433 Bissonnet Bellaire, Texas 77401 713.664.7676 f: 713.664.4744 Reading Readiness Online Lesson 1: Introduction Prerequisite Reading Skills What is Reading? Reading is a process in which symbols on paper
Unit 2 Title: Word Work Grade Level: 1 st Grade Timeframe: 6 Weeks
Unit 2 Title: Grade Level: 1 st Grade Timeframe: 6 Weeks Unit Overview: This unit of word work will focus on the student s ability to identify and pronounce the initial, medial vowel, and final sounds.
WiggleWorks Aligns to Title I, Part A
WiggleWorks Aligns to Title I, Part A The purpose of Title I, Part A Improving Basic Programs is to ensure that children in high-poverty schools meet challenging State academic content and student achievement
Homework Activities for Kindergarten
Homework Activities for Kindergarten Listed below are several learning activities for your child to complete at home to reinforce skills being taught in school. The sight words are on the last page. Reading
Using Leveled Text to Teach and Support Reading Strategies
Using Leveled Text to Teach and Support Reading Strategies The text structures of leveled text support the teaching of strategies along a developmental continuum. As the levels increase, the demands on
Reading: Text level guide
Reading: Text level guide Text level guide for seen text and accompanying background information. As teachers we provide the range of experiences and the instruction necessary to help children become good
What Does Research Tell Us About Teaching Reading to English Language Learners?
Jan/Feb 2007 What Does Research Tell Us About Teaching Reading to English Language Learners? By Suzanne Irujo, ELL Outlook Contributing Writer As a classroom teacher, I was largely ignorant of, and definitely
Pantone Matching System Color Chart PMS Colors Used For Printing
Pantone Matching System Color Chart PMS Colors Used For Printing Use this guide to assist your color selection and specification process. This chart is a reference guide only. Pantone colors on computer
PANTONE Solid to Process
PANTONE Solid to Process PANTONE C:0 M:0 Y:100 K:0 Proc. Yellow PC PANTONE C:0 M:0 Y:51 K:0 100 PC PANTONE C:0 M:2 Y:69 K:0 106 PC PANTONE C:0 M:100 Y:0 K:0 Proc. Magen. PC PANTONE C:0 M:0 Y:79 K:0 101
Houghton Mifflin Harcourt StoryTown Grade 1. correlated to the. Common Core State Standards Initiative English Language Arts (2010) Grade 1
Houghton Mifflin Harcourt StoryTown Grade 1 correlated to the Common Core State Standards Initiative English Language Arts (2010) Grade 1 Reading: Literature Key Ideas and details RL.1.1 Ask and answer
How To Color Print
Pantone Matching System Color Chart PMS Colors Used For Printing Use this guide to assist your color selection and specification process. This chart is a reference guide only. Pantone colors on computer
READING WORKSHOP Mr Jassal Mrs Manning
READING WORKSHOP Mr Jassal Mrs Manning AIMS OF THE WORKSHOP To help you understand the stages your child goes through when learning to read To help you understand how the school teaches reading To give
There are 5 Big Ideas in Beginning Reading:
There are 5 Big Ideas in Beginning Reading: Phonemic Awareness: the ability to hear and manipulate sounds in spoken words Alphabetic Principle: the ability to associate sounds with letters and use these
Child-speak Reading Level 1 APP AF1 AF2 AF3 AF4 AF5 AF6 AF7 Use a range of strategies, including accurate decoding text, to read for meaning
Child-speak Reading Level 1 APP In some usually I can break down and blend consonant vowel consonant words e.g. cat (1c) I can recognise some familiar words in the I read. (1c) When aloud, I know the sentences
OCPS Curriculum, Instruction, Assessment Alignment
OCPS Curriculum, Instruction, Assessment Alignment Subject Area: Grade: Strand 1: Standard 1: Reading and Language Arts Kindergarten Reading Process The student demonstrates knowledge of the concept of
APPENDIX B CHECKLISTS
APPENDIX B CHECKLISTS Kindergarten First Grade Second Grade Third Grade 69 70 Teacher Visit 1 By: Date / / Time - WG SG Visit 2 By: Date / / Time - WG SG Visit 3 By: Date / / Time - WG SG VISITS 1 2 3
Interpreting areading Scaled Scores for Instruction
Interpreting areading Scaled Scores for Instruction Individual scaled scores do not have natural meaning associated to them. The descriptions below provide information for how each scaled score range should
LiteracyPlanet & the Australian Curriculum: Pre-School
LiteracyPlanet & the Australian Curriculum: Pre-School We look at learning differently. LiteracyPlanet & the Australian Curriculum Welcome to LiteracyPlanet & the Australian Curriculum. LiteracyPlanet
Minnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6
Minnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6 4 I. READING AND LITERATURE A. Word Recognition, Analysis, and Fluency The student
Rhyming Words. Name the pictures. Color the ones that rhyme. Name. Practice Master ES 1 1 Week 1. PMES 1 1 Grade K Theme 1: Look At Us!
Practice Master ES 1 1 Week 1 Rhyming Words the pictures. Color the ones that rhyme. PMES 1 1 Grade K Theme 1: Look At Us! Practice Master ES 1 2 Week 2 Beginning Sounds the pictures. Color the ones whose
Academic Standards for Reading, Writing, Speaking, and Listening
Academic Standards for Reading, Writing, Speaking, and Listening Pre-K - 3 REVISED May 18, 2010 Pennsylvania Department of Education These standards are offered as a voluntary resource for Pennsylvania
Reading Competencies
Reading Competencies The Third Grade Reading Guarantee legislation within Senate Bill 21 requires reading competencies to be adopted by the State Board no later than January 31, 2014. Reading competencies
Unit 2, lesson 1. 1. Listen! 2. Listen and answer. (You can check with the sentences above.) 3. Draw your pet or the pet you would like.
S é q u e n c e Unit, lesson. Listen! Do you like pets? Peter s got a pet. It s a he-cat. His name is Billy. Dorothea s got a she-dog. Her name is Beauty. Sue s got a guinea-pig. His name is Fluffy. Bruce
CCSS English/Language Arts Standards Reading: Foundational Skills Kindergarten
Reading: Foundational Skills Print Concepts CCSS.ELA-Literacy.RF.K.1 Demonstrate understanding of the organization and basic features of print. CCSS.ELA-Literacy.RF.K.1.A Follow words from left to right,
& Sample Lesson. Before Reading. Sight Word Review (1 minute)
Planning Support & Sample Lesson TIP The Early Guided Reading Lesson Plan found on page 190 in the Appendix is a template you can use to plan your lessons. Each component of the lesson is described in
GLOSSARY. APA The style manual for documenting the use of sources in researched writing that is prescribed by the American Psychological Association.
GLOSSARY ANALYSIS 1. Level four of Bloom s Taxonomy of Educational Objectives. 2. Separating into basic parts for detailed study. 3. The detailed examination of anything complex. 4. In literature, the
Balanced Literacy in Seattle Public Schools
Introduction Balanced Literacy in Seattle Public Schools The goal for literacy instruction in Seattle Public Schools is to ensure that all pre- Kindergarten through twelfth grade students become proficient
KINDGERGARTEN. Listen to a story for a particular reason
KINDGERGARTEN READING FOUNDATIONAL SKILLS Print Concepts Follow words from left to right in a text Follow words from top to bottom in a text Know when to turn the page in a book Show spaces between words
Expressive Objective: Realize the importance of using polite expressions in showing respect when communicating with others
QUARTER 4 - WEEK 1 Theme: My School and Friends TARGET SKILLS : At the end of the lesson the students should be able to: Expressive Objective: Realize the importance of using polite expressions in showing
Common Core State Standards English Language Arts. IEP Goals and Objectives Guidance: Basic Format
Current Academic Achievement Common Core State Standards English Language Arts IEP Goals and Objectives Guidance: Basic Format Just as you have, address a deficit by stating what the student can do relative
Year 1 Parents Literacy Workshop. Please write on a post-it note any specific difficulties you have reading with your child.
Year 1 Parents Literacy Workshop Please write on a post-it note any specific difficulties you have reading with your child. What are your memories of learning how to read and write? If parents engage with
How To Teach Reading
Florida Reading Endorsement Alignment Matrix Competency 1 The * designates which of the reading endorsement competencies are specific to the competencies for English to Speakers of Languages (ESOL). The
Language Reading Connection
Language Reading Connection Collaborating with Your SLP WELCOME! What is Project CENTRAL? Coordinating g Existing g Networks To Reach All Learners The ultimate goals are to provide professional development
INTEGRATING THE COMMON CORE STANDARDS INTO INTERACTIVE, ONLINE EARLY LITERACY PROGRAMS
INTEGRATING THE COMMON CORE STANDARDS INTO INTERACTIVE, ONLINE EARLY LITERACY PROGRAMS By Dr. Kay MacPhee President/Founder Ooka Island, Inc. 1 Integrating the Common Core Standards into Interactive, Online
CCSS English/Language Arts Standards Reading: Foundational Skills First Grade
CCSS.ELA-Literacy.RF.1.1 Demonstrate understanding of the organization and basic features of print. CCSS.ELA-Literacy.RF.1.1.A Recognize the distinguishing features of a sentence (e.g., first word, capitalization,
Montessori Academy of Owasso
Montessori Academy of Owasso 5 & 6 Year-Old Curriculum Academic Area: Language Arts Category: Reading: Literature Subcategory: Key Ideas and Details Element 1:With prompting and support, ask and answer
LeapTrack Assessment & Instruction System
LeapTrack Assessment & Instruction System Grades K 5 Providing personalized learning paths to accelerate student mastery of state standards Meets NCLB Guidelines Now available in version 4.0 How does the
General Reading Research
Synopsis The PCI Reading Program is a comprehensive sight-words based curriculum developed to teach students with developmental disabilities and significant learning differences to read. It is firmly grounded
Strategies to improve reading fluency skills. Nancy B. Swigert, M.A., CCC/SLP The Reading Center Lexington, KY 40503 Thereadingcenter@aol.
Strategies to improve reading fluency skills Nancy B. Swigert, M.A., CCC/SLP The Reading Center Lexington, KY 40503 Thereadingcenter@aol.com Goals for this session 1. Discuss the areas of skill (e.g. letter
Tips for Teaching. Word Recognition
Word Recognition Background Before children can begin to read they need to understand the relationships between a symbol or a combination of symbols and the sound, or sounds, they represent. The ability
Guided Reading for Pre-Readers? YES!
Guided Reading for Pre-Readers? YES! Presented by Heidi Butkus heidi@heidisongs.com Here is the basic idea of doing guided reading with pre-readers: 1. Take them through the motions of -. A Good Book 2.
Research-Based Reading
Research-Based Reading RIGHT INTO READING Jane Ervin By Beth Davis The No Child Left Behind Act of 2001, signed into law in January, 2002, by President Bush, targets reading as a top priority for the nation's
An Early Childhood Practitioner s Guide: Developmentally Appropriate Literacy Practices for Preschool-Age Children
An Early Childhood Practitioner s Guide: Developmentally Appropriate Literacy Practices for Preschool-Age Children SUMMARY In her discussion of user-friendly and developmentally appropriate literacy strategies
Sample Lesson. Level 4: Short u Lesson. The Hands-on Approach to Phonics and Word Study Grades K 5. tel 800.225.5750 epsbooks.com fax 888.440.
Sample Lesson The Hands-on Approach to Phonics and Word Study Grades K 5 RTI Level 4: Short u Lesson tel 800.225.5750 epsbooks.com fax 888.440.2665 Lesson 4: Short u Remind students that they have learned
Phonics. High Frequency Words P.008. Objective The student will read high frequency words.
P.008 Jumping Words Objective The student will read high frequency words. Materials High frequency words (P.HFW.005 - P.HFW.064) Choose target words. Checkerboard and checkers (Activity Master P.008.AM1a
Concepts of print are found to be effective when looking at comprehension strategies. These may include strategies such as:
Appendix 1: Literacy Strategies Word Attack & Comprehension Strategies Word Attack Strategies These strategies, to which children should refer, can be displayed on a classroom wall and made into a bookmark
Reading for Virginia Educators: Elementary and Special Education
The Praxis Study Companion Reading for Virginia Educators: Elementary and Special Education 5306 www.ets.org/praxis Welcome to the Praxis Study Companion Welcome to the Praxis Study Companion Prepare to
Students with Reading Problems Their Characteristics and Needs
Students with Reading Problems Their Characteristics and Needs Roxanne Hudson, Ph.D. Florida Center for Reading Research Florida State University rhudson@fcrr.org We want all students to read grade level
Mendham Township School District Reading Curriculum Kindergarten
Mendham Township School District Reading Curriculum Kindergarten Kindergarten Unit 1: We Are Readers Exploring the Exciting World of Books Reading Level Benchmark: Emergent Story Books & Shared Reading
2e. Initial sounds isolate and pronounce in CVC (/c/ in cat) Onsets and rhymes in single
Kindergarten Common Core ELA Foundational Skills Unit Timeline Trimester 1 Trimester 2 1a. Follow print left to right top to bottom page by page 1b. / 1c.Words recognize letters together in a specific
Unit 2 Title: Word Work Grade Level: Kindergarten Timeframe: 6 Weeks
Unit 2 Title: Grade Level: Kindergarten Timeframe: 6 Weeks Unit Overview: This unit of word work will focus on the student s ability to produce the primary letter sounds of consonants and some vowels;
Nami s Gifts. Lesson Plan. About the Book Text Type: Fiction/Realistic Page Count: 16 Word Count: 220. About the Lesson Targeted Reading Strategy
Lesson Plan About the Book Text Type: Fiction/Realistic Page Count: 16 Word Count: 220 Book Summary Nami has a problem: She must make the perfect gift for each person in her family. It is her family tradition.
Table of Contents. Introduction 12 Standard Organization 18. K-5 Reading 20 Enduring Understandings 20 Essential Questions 21
Table of Contents Introduction 12 Standard Organization 18 K-5 Reading 20 Enduring Understandings 20 Essential Questions 21 Reading Literature (RL) 21 RL 1 21 RL 2 22 RL 3 22 RL 4 23 RL 5 23 RL 6 24 RL
Class 3. Early Reading Assessment
Class 3. Early Reading Assessment 1. Phonemic Awareness: Initial Sound Segmentation Assess child s phonemic awareness: the knowledge that words are made of sounds put together. Assess ability to identify
Develop Struggling Readers Skills, Grades 3 Adult
Develop Struggling Readers Skills, Grades 3 Adult Corrective Reading Comprehension and Decoding Grades 3 Adult 2 Corrective Reading Comprehension and Decoding Grades 3 Adult For struggling students, the
Transitional Plan Levels J-M Based on 20-minute lesson each day. Prompts for Guided Reading
Next Step in Guided Reading K-2 Emergent & Early Plan levels A-I Transitional Plan Levels J-M Based on 20-minute lesson each day Based on 20-minute lesson each day Day 1 Day 2 Day 1 Day 2 Day 3 Sight word
Overview of Commissioner s List of Reading Instruments
Overview of Commissioner s List of Reading Instruments The Commissioner s List of Reading Instruments is a comprehensive list of reading diagnostic instruments for kindergarten, grade 1, grade 2, and grade
Scientifically Based Reading Programs. Marcia L. Kosanovich, Ph.D. Florida Center for Reading Research SLP Academy Fall, 2005
Scientifically Based Reading Programs Marcia L. Kosanovich, Ph.D. Florida Center for Reading Research SLP Academy Fall, 2005 Goals for Today 1. Understand the big picture of an effective reading program.
888.924.7257 www.palsmarketplace.com
PALS is the essential screening, diagnostic, and progress monitoring tool for measuring the fundamental components of literacy. 888.924.7257 www.palsmarketplace.com PALS Who are we? The Phonological Awareness
A STUDY OF KINDERGARTEN AND FIRST GRADE SPECIAL EDUCATION STUDENTS RECALL OF COLOR WORDS. by Jean Everhart
A STUDY OF KINDERGARTEN AND FIRST GRADE SPECIAL EDUCATION STUDENTS RECALL OF COLOR WORDS by Jean Everhart Submitted in Partial Fulfillment For Master of Education in Collaborative Teaching and Learning
Reading Standards for Literature
Reading for Literature ELACC3RL1 Key Ideas and Details: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 11/5/2012 1 Reading
Nevis Public School District #308. District Literacy Plan Minnesota Statute 120B.12, 2011 2015-2016. Learning together... Achieving quality together.
Nevis Public School District #308 District Literacy Plan Minnesota Statute 120B.12, 2011 2015-2016 Learning together... Achieving quality together. SCHOOL BOARD Chairperson: Vice Chairperson: Treasurer:
Create stories, songs, plays, and rhymes in play activities. Act out familiar stories, songs, rhymes, plays in play activities
PRESCHOOL Language Arts Literacy Expectation 1 Children listen and respond to environmental sounds, directions, and conversations. NJCCC K-12 Standard 3.4 Listening Strand A: Active Listening Strand B:
Support for Standards-Based Individualized Education Programs: English Language Arts K-12. Guidance for West Virginia Schools and Districts
Support for Standards-Based Individualized Education Programs: English Language Arts K-12 Guidance for West Virginia Schools and Districts Office of Special Programs West Virginia Department of Education
ELAGSEKRI7: With prompting and support, describe the relationship between illustrations and the text (how the illustrations support the text).
READING LITERARY (RL) Key Ideas and Details ELAGSEKRL1: With prompting and support, ask and answer questions about key details in a text. ELAGSEKRL2: With prompting and support, retell familiar stories,
http://setup.clihome.com/cli.cmap.web/home/maps/viewmapmultipleyear.aspx?teach...
Page 1 of 6 READING - 1st School Teacher Email Course# Grade Level Lettie Brown Elementary School VanDerVoorn, Lauri Lauri.VanDerVoorn@morton709.org LA1100 1 Show Icon August 2015 August 2014 Review of
PRE AND POST TEST TO SEE THE DIFFERENCE BETWEEN YEARS OF ANIMATED LITERACY AND KNOWLEDGE OF LETTERS STEPHANIE, BUCK. Submitted to
Animated Literacy 1 RUNNING HEAD: Years of Animated Literacy Letters PRE AND POST TEST TO SEE THE DIFFERENCE BETWEEN YEARS OF ANIMATED LITERACY AND KNOWLEDGE OF LETTERS By STEPHANIE, BUCK Submitted to
Teacher Resource Guide
Kindergarten and First Grade Student Center Activities Teacher Resource Guide Produced by the Florida Center for Reading Research Copyright Florida Department of Education 2005 371-2115A-5CA01 Acknowledgements
Reading Policy. Contents. 1. Our aim 2. Reading procedures 3. Assessment of reading 4. Phonics 5. Layered approach 6. Guided reading 7.
Reading Policy Policy Data Sheet Policy Name: Document Reference: Reading Policy BLSch026 Version Number: 1 Ratified By Principal: Chair of Governing Body Ratified Date: Board approval needed? Board Ratified
Advice for Class Teachers. Moderating pupils reading at P 4 NC Level 1
Advice for Class Teachers Moderating pupils reading at P 4 NC Level 1 Exemplars of writing at P Scales and into National Curriculum levels. The purpose of this document is to provide guidance for class
How To Make A Book For Children
Assuring high quality phonic work snapshot self-assessment form The self-assessment below provides a snapshot of how this product meets the core criteria for a high quality phonics programme. For more
Second Grade Core Knowledge Addendum
Sight Words Second Grade Core Knowledge Addendum Dolch Sight Words are naturally embedded in the Core Knowledge Program. They are taught throughout the program in a sequence of instruction, unlike previous