Phonemic Awareness and Phonics: Assignments and Activities
|
|
- Myrtle Baldwin
- 7 years ago
- Views:
Transcription
1 Phonemic Awareness and Phonics: Assignments and Activities Assignments and Activities Title 1: New Sounds and Review Learning Outcome 1: Explain the use of strategies for reading and writing and their connection to phonics instruction. Standard 1: Foundational Knowledge have knowledge of the foundations of reading and writing processes and instruction. Standard Element 1.4: As a result, candidates will demonstrate knowledge of the major components of reading (phonemic awareness, word identification and phonics, vocabulary and background knowledge, fluency, comprehension strategies, and motivation) and how they are integrated in fluent reading. list and define the major components of reading. explain how the components of reading are integrated during fluent reading. can articulate the research that grounds their practice. identify students strengths and weaknesses in relation to the various components. Standard 4: Creating a Literate Environment create a literate environment that fosters reading and writing by integrating foundational knowledge, use of instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments. Standard Element 4.1: As a result, candidates use students interests, reading abilities, and backgrounds as foundations for the reading and writing program. assist the teacher and reading specialist in gathering information on students interests and cultural and linguistic backgrounds. can use appropriate technology to collect this information. collect information about children s interests, reading abilities, and backgrounds and use this information when planning instruction. select materials and help students select materials that match their reading levels, interests, and cultural and linguistic backgrounds. can use technology to gather and to use this information in instructional planning. can articulate the research base that grounds their practice. Assignment Introduction Text: In this video clip, a teacher leads a small group in letter and sound identification practice. As you watch the video, notice how children are helped to make
2 connections between specific sounds (phonemes) and the graphic symbols (letters) that represent these sounds. Video Asset: New Sounds and Review URL: e&clipid=lit_04_242.flv Question 1 Text: What letters are being practiced in this activity? What connections are there between these letters? Question 1 Hint: Note the letters on the whiteboard that the teacher is practicing. Question 1 Feedback: The teacher is using a variety of consonants (p, c, v, h, b, t, n), all with different vocal formations to avoid sound alike confusion. The only vowel sound being practiced is the short a. Question 2 Text: Predict what might be the next step that the teacher will take after practicing with these consonants and the short a. Question 2 Hint: Think about letter combinations that can be made and words formed from these letters. Question 2 Feedback: The teacher will most likely work on rhyming words and word formation using these letter combinations. These are all words that could be represented in pictures, used with rhymes, and assessed with letter swapping. Question 3 Text: Explain why the use of a small group is beneficial for assessment. Question 3 Hint: Think about how the teacher uses drill, repetition, and then individual turns. Question 3 Feedback: The teacher is able to check on all students responses by using a small group for this instruction. The students are able to practice by listening to others and are then able to demonstrate their mastery through the individual turns. Question 4 Text: What effect does teacher modeling have on the practicing of phonemes and letters? Question 4 Hint: Watch the teacher carefully as she leads instruction. Question 4 Feedback: The teacher is modeling the letter formation with both visual and auditory cues. She demonstrates the correct sound of the letter. The pattern of the drill becomes important for memory as the skills are practiced. Activities and Applications Title 2: Strategies for Phonics and Writing Instruction Learning Outcome 1: Explain the use of strategies for reading and writing and their connection to phonics instruction. Standard 1: Foundational Knowledge have knowledge of the foundations of reading and writing processes and instruction. Standard Element 1.4: As a result, candidates will demonstrate knowledge of the major components of reading (phonemic awareness, word identification and phonics,
3 vocabulary and background knowledge, fluency, comprehension strategies, and motivation) and how they are integrated in fluent reading. list and define the major components of reading. explain how the components of reading are integrated during fluent reading. can articulate the research that grounds their practice. identify students strengths and weaknesses in relation to the various components. Standard 4: Creating a Literate Environment create a literate environment that fosters reading and writing by integrating foundational knowledge, use of instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments. Standard Element 4.1: As a result, candidates use students interests, reading abilities, and backgrounds as foundations for the reading and writing program. assist the teacher and reading specialist in gathering information on students interests and cultural and linguistic backgrounds. can use appropriate technology to collect this information. collect information about children s interests, reading abilities, and backgrounds and use this information when planning instruction. select materials and help students select materials that match their reading levels, interests, and cultural and linguistic backgrounds. can use technology to gather and to use this information in instructional planning. can articulate the research base that grounds their practice. Assignment Introduction Text: In this video clip, a kindergarten teacher leads her class through an interactive writing activity. She discusses the reading and writing skills her students are learning throughout this activity. As you watch the video, think about the students application of newly learned concepts. Video Asset: An Interactive Writing Activity URL: ds&clipid=rmet_001_353.flv Question 1 Text: Define interactive writing. Question 1 Hint: Think about the reasons for using interactive writing. Question 1 Feedback: Interactive writing is a collaborative activity between the teacher and students. Interacting writing may take place in a whole class or small-group setting. The
4 students determine a topic with the teacher s guidance. The students are involved with the teacher in the composing, scribing, and reading of a piece of writing. The activity may be used to support print conventions, phonemic awareness, and grammar. Question 2 Text: Based on the video, what concepts do some students already understand? Question 2 Hint: What can students do with little guidance? Question 2 Feedback: Students have made the sound/letter connection in the words they are scribing by demonstrating writing of the proper letter for the sound being made. They understand that a sentence starts with a capital letter and that there must be space between each word. Some students have grasped the concept of the silent [e] on the ends of some words, although it is not clear that they have made the connection to the long vowel sound or a vcv pattern. Question 3 Text: What is the difference between conventional and invented spelling? Question 3 Hint: Think about the stages of spelling. Question 3 Feedback: Invented spelling occurs at the early stages of spelling. Invented spelling may be based on a student s own system of representing words with a group of letters or symbols and has progressive levels of sound/letter/word association for scribing. Students may use several letters to represent entire words and usually leave out some letters. Students are gradually taught the conventions of spelling, sound/letter combinations, and irregular spelling patterns to replace the invented spellings. Question 4 Text: How does the teacher use interactive writing this technique for formative assessment? Question 4 Hint: Think about the whole class instruction and the use of the slates. Question 4 Feedback The teacher is able to monitor the students progress through quick spotchecks using the individual slates. Students are verbalizing sounds, sounding out words, and writing words. The teacher is able to do informal assessment and make mental notes of which students may need additional help. This strategy has many advantages over doing worksheets. Assignments and Activities Title 3: Phonemic Awareness Routine Learning Outcome 2: Describe strategies for effective phonics instruction. Standard 2: Instructional Strategies and Curriculum Materials use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading and writing instruction. Standard Element 2.2: As a result, candidates use a wide range of instructional practices, approaches, and methods, including technology-based practices, for learners at differing stages of development and from differing cultural and linguistic backgrounds.
5 use a wide range of instructional practices, approaches, and methods, including technology-based practices. make selections that are guided by an evidence-based rationale and accommodate the developmental, cultural, and linguistic differences of their students. Assignment Introduction Text: In this video clip, a kindergarten teacher describes the routine that she uses each day as part of her phonemic awareness activities. As you watch the video, notice the predictable steps and structure used in planning instruction for the phonemic awareness routine. Video Asset: Phonemic Awareness Routine URL: &clipid=phonemic_awareness_routine.flv Question 1 Text: List some of the morning activities that the teacher does each day to create routine and promote growth. Question 1 Hint: Watch the video at the beginning for the teacher s description of her morning routine. Question 1 Feedback: Each morning the students practice phonics through morning announcements, calendar, and practicing sight words. Question 2 Text: List the activities that the teacher includes in the students day that have an emphasis on literacy. Question 2 Hint: The teacher mentions some of the activities that will be covered during the day when speaking to the class. Question 2 Feedback: Literacy is the focus in the morning song, announcements, calendar, sight words, word families, centers, letter sounds and blending, reading centers, big book, and practice with spelling through a variety of kinesthetic means. Question 3 Text: List the types of kinesthetic phonics activities that the teacher has included in the students routine. Question 3 Hint: Watch as the students are standing and practicing spelling with the teacher. Question 3 Feedback: The students have learned tapping, sweeping, finger spelling, and zoo phonics. They are instructed to try each of these types and then are given the opportunity to choose their favorite method. Question 4 Text: Explain why the kinesthetic activities are important for emergent readers. Question 4 Hint: Think about learning styles and multiple intelligences. Question 4 Feedback: The movement to sound connections helps to cement the sound to the letter. Actually doing the letter helps with memory. Brain research supports the need for kinesthetic activities as does research into learning styles and multiple intelligences.
6 Activities and Applications Title 4: Strategies for Teaching Phonics Learning Outcome 2: Describe strategies for effective phonics instruction. Standard 2: Instructional Strategies and Curriculum Materials use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading and writing instruction. Standard Element 2.2: As a result, candidates use a wide range of instructional practices, approaches, and methods, including technology-based practices, for learners at differing stages of development and from differing cultural and linguistic backgrounds. use a wide range of instructional practices, approaches, and methods, including technology-based practices. make selections that are guided by an evidence-based rationale and accommodate the developmental, cultural, and linguistic differences of their students. Assignment Introduction Text: In this video clip, the first-grade teacher Kate Marshall is working with small groups to teach long and short vowels, diphthongs, and digraphs to her students. As you watch the video, think about how Ms. Marshall provides practice in context. Video Asset: Teaching Phonics URL: ds&clipid=rmet_002_374.flv Question 1 Text: Define digraphs and diphthongs and explain why students may have difficulty with these letter combinations. Question 1 Hint: Think about learning to recognize the letter groups and their sounds. Question 1 Feedback. Digraphs are adjacent vowels that make a long vowel sound within a word, such as /ea/, /oa/, and /ay/. Vowel diphthongs are adjacent vowel combinations that start with one vowel sound and move into the other, such as /ew/ and /oi/. A consonant diagraph is a grouping of two or more adjacent consonants in a word that combine to make a new sound, rather than retain their individual sounds. Examples may be /sh/, /th/, or /ch/. Consonant digraphs are different from consonant blends or clusters, where each letter retains its own such as /sl/ or /gr/. Children may have difficulty with these patterns, because they are viewed as exceptions to the more common sound/letter combinations that students learn as emergent readers. Students do not need to learn terms, but rather to learn the sound/letter combinations and recognize them easily and quickly for decoding of words.
7 Question 2 Text: How does Ms. Marshall use word decoding as a jumping off point for a phonics lesson? Question 2 Hint: Review the second part of the video. Question 2 Feedback: Ms. Marshall begins with words in context and encourages students to sound out the letters and vowel combinations of an unknown word. She then moves immediately into a mini-lesson to demonstrate vowel diphthong combinations that link to the unknown word. Students are able to offer examples that fit the spelling patterns, pulling on their own background knowledge. Students have success because they can use their knowledge and build with the practice concepts. Notice how Ms. Marshall lists the words offered by the students vertically so that the students can readily see the /oy/ and /oi/ patterns in those words. Question 3 Text: Why is the small-group instruction appropriate for assessment? Question 3 Hint: Think about the teacher s ability to check for understanding and do on-thespot feedback and reinforcement. Question 3 Feedback: The group size allows the teacher to do informal assessment and check on students learning. She is able to hear students practice together and individually and note which students may need further practice or remediation. Question 4 Text: How does Ms. Marshall use teachable moments to teach good reader strategies and phonics instruction? Question 4 Hint: Review the second part of the video. Question 4 Feedback: Ms. Marshall is able to show students that good readers stop and look more carefully at each word, make use of chunking, and then check for meaning in context when they encounter an unfamiliar word. Assignments and Activities Title 5: Building Phonemic Awareness Learning Outcome 3: Explain the importance of sounds and rhyme in phonics instruction. Standard 1: Foundational Knowledge have knowledge of the foundations of reading and writing processes and instruction. Standard Element 1.4: As a result, candidates will demonstrate knowledge of the major components of reading (phonemic awareness, word identification and phonics, vocabulary and background knowledge, fluency, comprehension strategies, and motivation) and how they are integrated in fluent reading. list and define the major components of reading. explain how the components of reading are integrated during fluent reading. can articulate the research that grounds their practice. identify students strengths and weaknesses in relation to the various components.
8 Assignment Introduction Text: In this video clip, a kindergarten teacher demonstrates a nursery rhyme lesson emphasizing the sound /p/. As you watch this video, identify ways children are helped to hear and become aware of individual sounds in spoken words (phonemic awareness). Video Asset: Building Phonemic Awareness URL: &clipid=building_phonemic_awareness.flv Question 1 Text: Explain why nursery rhymes are good sources for illustrating letter sounds and phonemic awareness. Question 1 Hint: Think about background knowledge and familiarity. Question 1 Feedback: Since children may already have memorized nursery rhymes or at least be familiar with the rhymes, the words will also be familiar to them. Nursery rhymes are also easily committed to memory. Also, frequently there are repeated sounds in nursery rhymes, so that phonemes can be heard and practiced. Question 2 Text: Explain why the use of a small group is especially effective for an activity in letter sounds. Question 2 Hint: Think about visual and auditory skills. Question 2 Feedback: The children are able to hear sounds accurately and also to watch as the teacher forms letters. In this example, the teacher clearly demonstrates the popping sound of the letter /p/ and is able to assess each student s performance as sounds are practiced. Question 3 Text: List the skills that are practiced during a small-group activity. Question 3 Hint: Think about learning styles. Question 3 Feedback: Students are practicing listening skills as well as practicing visual and auditory skills. Question 4 Text: Explain how the teacher can manage a small-group instruction center such as the one shown as part of daily instruction. Question 4 Hint: Note what other activities appear to be taking place in the classroom while the teacher is working with this small group. Question 4 Feedback: This small group can be part of center instruction. The teacher can have students rotate to this guided instruction table as part of other independent literacy centers that are set up in the classroom. In the video, it appears that at least one other adult is working with another small group. Activities and Applications Title 6: Matching Sounds in Phonics Instruction Learning Outcome 3: Explain the importance of sounds and rhyme in phonics instruction.
9 Standard 1: Foundational Knowledge have knowledge of the foundations of reading and writing processes and instruction. Standard Element 1.4: As a result, candidates will demonstrate knowledge of the major components of reading (phonemic awareness, word identification and phonics, vocabulary and background knowledge, fluency, comprehension strategies, and motivation) and how they are integrated in fluent reading. list and define the major components of reading. explain how the components of reading are integrated during fluent reading. can articulate the research that grounds their practice. identify students strengths and weaknesses in relation to the various components. Assignment Introduction Text: In this video clip, a group of children participates in a learning center in which they are asked to group objects that rhyme. As you watch the video, think about the experience and knowledge students bring that reinforce success with this learning center. Video Asset: Matching Sounds URL: ds&clipid=rm_02_234.flv Question 1 Text: What are the three components needed in this activity for students to be successful? Question 1 Hint: What must students be able to do? Question 1 Feedback: Students need to pronounce the words clearly and correctly, so speech clarity is important in this activity. Students need to be able to recognize and identify the example toys, and then connect the rime sound to the preselected groups. If a student does not know what an object is, it is not possible to complete the activity with understanding. The activity also gives evidence to the need to expand background knowledge to enhance learning. Question 2 Text: Describe the learning center activity in the video. Question 2 Hint: Observe what the children do. Question 2 Feedback: A small group of students uses a bin of objects and sorting containers that are labeled with common rimes. Each student has a sorting container, determines the rime found on the container, and selects objects from the bin that match the rime. This activity is auditory based; there is no writing or word matching part in the activity.
10 Question 3 Text: Is it necessary for this center activity to be monitored by a teacher? Why or why not? Question 3 Hint: Pay attention to the prompting done by the teacher as she works with the students. Question 3 Feedback: The teacher is needed in this example for monitoring and assessing students progress. One of the students may be an ELL and needs more support for the names of the objects. The center activity may eventually become a review station that could be done with little or no support and even used as an independent center while the teacher is working with a guided reading group. Question 4 Text: What multiple intelligences are addressed in this phonics activity? Question 4 Hint: Watch for all the things the students do. Question 4 Feedback: Kinesthetic intelligence is present in the active movement and handling of the objects. Visual/special intelligence is used by the observation and handling of tangible objects. The lesson uses auditory intelligence with students verbalizing and practicing sounds. The group interaction also provides for interpersonal intelligence. Activities and Applications Title 7: Defining Phonemic Awareness Learning Outcome 3: Explain the importance of sounds and rhyme in phonics instruction. Standard 1: Foundational Knowledge have knowledge of the foundations of reading and writing processes and instruction. Standard Element 1.4: As a result, candidates will demonstrate knowledge of the major components of reading (phonemic awareness, word identification and phonics, vocabulary and background knowledge, fluency, comprehension strategies, and motivation) and how they are integrated in fluent reading. list and define the major components of reading. explain how the components of reading are integrated during fluent reading. can articulate the research that grounds their practice. identify students strengths and weaknesses in relation to the various components. Assignment Introduction Text: In this video clip, teachers describe the importance of understanding phonemic awareness. As you watch the video, be aware of the five tasks used to help children hear individual sounds in spoken words (phonemes) and why phonemic awareness is an important component of literacy. Video Asset: Defining Phonemic Awareness
11 URL: &clipid=defining_phonemic_awareness.flv Question 1 Text: Define phonemic awareness. Question 1 Hint: Watch the video for the definition given by Dr. Juel. Question 1 Feedback: Phonemic awareness is the ability to distinguish individual sounds in spoken language. Question 2 Text: Explain the connection between phonemic awareness and the ability to read and write. Question 2 Hint: Why is the thinking connection between hearing sounds and repeating sounds so important? Question 2 Feedback: The kindergarten teacher in the video explains that phonemic awareness is the backbone of reading and writing instruction. Being able to distinguish the oral and spoken version of words is key to this connection. Question 3 Text: Explain why phonemic awareness can develop even before knowing the alphabet. Question 3 Hint: Look for the explanation of how children begin to perceive sounds and start to form phonemic awareness. Question 3 Feedback: Children actually begin to feel the sound in their mouths as they make the connection between sounds as they hear letters. Children will begin to be able to tell the sounds they hear and how to form and repeat those sounds before they even learn to write the sounds. Question 4 Text: What types of activities can be used for assessing students knowledge of phonemic awareness? Question 4 Hint: What instruction might the teacher plan for do with whole class and small groups to assess phonemic awareness? Question 4 Feedback: Students phonemic awareness can be assessed through picture identification and beginning letter sorts, isolating sounds through pictures, segmenting sound games, and manipulating sound games with rhyming words. Sound boxes, graphing sounds, and other games can all help to teach as well as assess phonemic awareness. Assignments and Activities Title 8: Onsets and Rimes in Phonics Instruction Learning Outcome 4: Describe how onset and rime are used in emergent literacy instruction. Standard 1: Foundational Knowledge have knowledge of the foundations of reading and writing processes and instruction. Standard Element 1.4: As a result, candidates will demonstrate knowledge of the major components of reading (phonemic awareness, word identification and phonics,
12 vocabulary and background knowledge, fluency, comprehension strategies, and motivation) and how they are integrated in fluent reading. list and define the major components of reading. explain how the components of reading are integrated during fluent reading. can articulate the research that grounds their practice. identify students strengths and weaknesses in relation to the various components. Assignment Introduction Text: In this video clip, a group of children uses word cards, word family mats, and wipe-off boards to match and write words belonging to the word families /a/, /et/, /op/, and /ug/. As you watch the video, notice the ways in which the teacher interacts with the children and scaffolds their learning. Video Asset: Onsets and Rimes URL: ds&clipid=rm_02_237.flv Question 1 Text: Define onsets and rimes. Question 1 Hint: How are onsets and rimes connected to word families? Question 1 Feedback: Onsets are single consonants, consonant blends, and consonant digraphs that are found at the beginning of words or syllables. Rimes (sometimes called phonograms or word families) are the vowel and consonant combinations that follow the initial consonants. Question 2 Text: Why is it helpful for emergent readers to recognize common rimes in print? Question 2 Hint: How do rimes help students decode new words? Question 2 Feedback: Rimes are generally pronounced consistently which improves a student s likelihood of recognizing a pronounceable word part. Students are then able to expand their word recognition and word-building strategies by recognizing known and pronounceable rimes in an unknown word. Question 3 Text: How was the activity in the video scaffolded from prior experiences? Question 3 Hint: What did students need to know to be successful in this activity? Question 3 Feedback: Students had prior knowledge of hearing the rime word patterns in common words and unknown words that still follow the pattern. Students were familiar with the group of rimes being used in the activity. They also demonstrated sound/letter recognition and combinations in print, because they were able to sort the words by the rimes, not by pictures or objects. Students recognized not only their own assigned patterns but also other patterns in the group and were able to offer those rimes to the appropriate student. Students were then able to print their own matched rimes to the
13 sample sort pattern, indicating knowledge of letter formation and sound/letter connections. Question 4 Text: What is the difference between rime and rhyme? Question 4 Hint: Think about word families and rhyming words. Question 4 Feedback: The students in this video have been instructed to find three words from the same family. Their choices all have the same rime and they also rhyme. Rime indicates the same spelling in the second chunk of the word. Rhymes sound alike, but can be spelled differently such as pair and pear. Activities and Applications Title 9: Name Lotto Learning Outcome 4: Describe how onset and rime are used in emergent literacy instruction. Standard 1: Foundational Knowledge have knowledge of the foundations of reading and writing processes and instruction. Standard Element 1.4: As a result, candidates will demonstrate knowledge of the major components of reading (phonemic awareness, word identification and phonics, vocabulary and background knowledge, fluency, comprehension strategies, and motivation) and how they are integrated in fluent reading. list and define the major components of reading. explain how the components of reading are integrated during fluent reading. can articulate the research that grounds their practice. identify students strengths and weaknesses in relation to the various components. Assignment Introduction Text: Knowledge of the alphabet is a good predictor of early literacy success and, when appropriately introduced in the early childhood classroom, can represent an early literacy milestone. The teacher in this video clip has designed a classroom activity for fouryear-olds aimed at exposing children to the letters of the alphabet using their first names. As you watch the video, notice how the teacher s behaviors encourage letter recognition. Video Asset: Name Lotto URL: ldhoodeducation&clipid=each_029_135.flv Question 1 Text: What does the teacher do during the name lotto game to help reinforce letter instruction? Question 1 Hint: Watch the teacher s behaviors as the students play the game.
14 Question 1 Feedback: The teacher sometimes points to each letter in the child s name as she says it. Also the teacher has color-coded capital letters to help students distinguish them from lower case letters. She spells out each name to the students orally as she shows them the cards, and then has the students read the names back to her. All of these behaviors help the students focus on the individual letters in the names. Question 2 Text: Why is using children s names a model of an effective lesson for letter instruction? Question 2 Hint: Reflect on why the students are motivated during this activity. Question 2 Feedback: Using names makes for an effective lesson for several reasons. One reason is by using the children s names the children will recognize a familiar first letter. Also, students at this age are very self-involved, so they are easily engaged in activities that include personal information. Also, this activity is a game rather than a worksheet, which makes it fun and enjoyable. Assignments and Activities Title 10: Decoding through Word Chunking Learning Outcome 5: Explain strategies for decoding in the instruction of phonics. Standard 1: Foundational Knowledge have knowledge of the foundations of reading and writing processes and instruction. Standard Element 1.4: As a result, candidates will demonstrate knowledge of the major components of reading (phonemic awareness, word identification and phonics, vocabulary and background knowledge, fluency, comprehension strategies, and motivation) and how they are integrated in fluent reading. list and define the major components of reading. explain how the components of reading are integrated during fluent reading. can articulate the research that grounds their practice. identify students strengths and weaknesses in relation to the various components. Standard 2: Instructional Strategies and Curriculum Materials use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading and writing instruction. Standard Element 2.3: As a result, candidates use a wide range of curriculum materials in effective reading instruction for learners at different stages of reading and writing development and from different cultural and linguistic backgrounds. use a wide range of curriculum materials selected by a classroom teacher or reading specialist. plan for the use of a wide range of curriculum materials.
15 make selections that are guided by an evidence-based rationale and accommodate the developmental, cultural, and linguistic differences of their students. Assignment Introduction Text: In this video clip, a teacher works with a first-grade student on word recognition and chunking. As you watch the video, think about how clarity of pronunciation is needed for success in chunking. Video Asset: Word Chunking URL: ds&clipid=rmet_003_60.flv Question 1 Text: Why do you think the student may be struggling with this activity? Question 1 Hint: Where is the student s area of weakness? Question 1 Feedback: The student is not clearly discerning the ending consonant sound of the rime or phonogram. Since he does not hear it clearly in his own mind, he needs to have the assistance from the teacher, who pronounces each word family group to help him distinguish the ending sound. Question 2 Text: How does the activity provide practice for sight and sound recognition? Question 2 Hint: What two modalities are modeled in this activity? Question 2 Feedback: Some of the practice words are written and others are shown by pictures with no letters on the card. This provides practice in both visual recognition of similar letters and sound recognition of the rime. Question 3 Text: How does this activity support the learning of word chunking as a way to decode unknown words? Question 3 Hint: Consider the pronunciation and meaning of larger words. Question 3 Feedback: Once students learn to recognize smaller word parts by sight and sound, they are able to connect those smaller parts with others to pronounce a larger, more complicated word. Knowing the meaning of smaller parts may also help students use that knowledge and the context to determine meaning. Question 4 Text: What potential does this activity have for informal reading assessment? Question 4 Hint: What can the teacher learn from the student s performance in this activity? Question 4 Feedback: This activity has many of the same elements as an Informal Reading Inventory (IRI). The student is demonstrating what sounds he recognizes in words and in pictures. Word chunking is not only a practice activity, but it could also function as an assessment. Activities and Applications Title 11: Assessing Phonological and Phonemic Awareness
16 Learning Outcome 6: Describe how phonological and phonemic awareness can be assessed. Standard 3: Assessment, Diagnosis, and Evaluation use a variety of assessment tools and practices to plan and evaluate effective reading instruction. Standard Element 3.2: As a result, candidates place students along a developmental continuum and identify students proficiencies and difficulties. compare, contrast, and analyze information and assessment results to place students along a developmental continuum. recognize the variability in reading levels across children in the same grade and within a child across different subject areas. can identify students proficiencies and difficulties. recognize the need to make referrals for appropriate services. Assignment Introduction Text: In this video clip, a first-grade teacher explains how phonemic awareness is assessed and what these tests are used for. As you watch the video, think about the fundamental assessment tasks teachers use to assess phonological and phonemic awareness in order to plan focused instruction according to individual needs. Video Asset: Assessing Phonological and Phonemic Awareness URL: &clipid=assessing_phonological_and_phomeic_awareness.flv Question 1 Text: List the parts of the Phonological Awareness Skills Test. Question 1 Hint: The first-grade teacher explains the parts of the test at the beginning of the video. Question 1 Feedback: The test includes sections on breaking words down into phonemes, segmenting words, and identification of initial and final sounds. Question 2 Text: Explain how the Phonological Awareness Skills Test is useful for diagnosing reading and writing difficulties. Question 2 Hint: Listen carefully to the explanation given of the parts of the test and what reading and writing problems might be indicated by the results. Question 2 Feedback: The assessment will point to reasons for mistakes made in writing with the initial sounds and final sounds. The assessment can also show if the student is having difficulty breaking words down. A child that is having difficulty with the test may need remediation in the area of phonemic awareness. The teacher needs to know that emphasis on sounds should be a focus for those students who score poorly on the phonemic awareness test.
17 Question 3 Text: What cautions should teachers be aware of when assessing phonemic awareness? Question 3 Hint: What variables may affect a student s score? Question 3 Feedback: Teachers should be aware that some students do not understand the directions and may score poorly throughout because they do not understand how they should be responding. Often, once students understand the directions, they will respond correctly. Question 4 Text: Predict how often a teacher might use the Phonological Awareness Skills Test. Question 4 Hint: Think about the stage of reading when this test is administered. Question 4 Feedback: This test may be given at the beginning of the year and then administered as regular progress monitoring after practice and instruction.
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
More informationUnit 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.
More informationPhonics 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
More informationScholastic ReadingLine Aligns to Early Reading First Criteria and Required Activities
Scholastic ReadingLine Aligns to Early Reading First Criteria and Required Activities Early Reading First (ERF) is a federal grant program that is part of the President s Early Childhood Initiative, Good
More informationOCPS 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
More informationReading 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
More informationDRA2 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.
More informationGrade 1 LA. 1. 1. 1. 1. Subject Grade Strand Standard Benchmark. Florida K-12 Reading and Language Arts Standards 27
Grade 1 LA. 1. 1. 1. 1 Subject Grade Strand Standard Benchmark Florida K-12 Reading and Language Arts Standards 27 Grade 1: Reading Process Concepts of Print Standard: The student demonstrates knowledge
More informationINTEGRATING 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
More informationThe 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
More informationPRE 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
More informationCreate 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:
More informationStrand: 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
More informationKindergarten 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
More informationUnit 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
More informationRight 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
More informationREADING 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
More informationNFL Quarterback Bernie Kosar told
RESEARCH PAPER VOLUME 1 Why It Is Important to Teach Phonemic Awareness and Alphabet Recognition by Dr. Cathy Collins Block Professor of Education Texas Christian University NFL Quarterback Bernie Kosar
More informationSelecting 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
More informationIndiana 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
More informationReading Assessment BTSD. Topic: Reading Assessment Teaching Skill: Understanding formal and informal assessment
Reading Assessment BTSD Topic: Reading Assessment Teaching Skill: Understanding formal and informal assessment Learning Outcome 1: Identify the key principles of reading assessment. Standard 3: Assessment,
More informationIntervention 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,
More informationOhio Early Learning and Development Standards Domain: Language and Literacy Development
Ohio Early Learning and Development Standards Domain: Language and Literacy Development Strand: Listening and Speaking Topic: Receptive Language and Comprehension Infants Young Toddlers (Birth - 8 months)
More informationUnit 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;
More informationLearning Today Smart Tutor Supports English Language Learners
Learning Today Smart Tutor Supports English Language Learners By Paolo Martin M.A. Ed Literacy Specialist UC Berkley 1 Introduction Across the nation, the numbers of students with limited English proficiency
More informationCOMPUTER TECHNOLOGY IN TEACHING READING
Лю Пэн COMPUTER TECHNOLOGY IN TEACHING READING Effective Elementary Reading Program Effective approach must contain the following five components: 1. Phonemic awareness instruction to help children learn
More informationStudents 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
More informationRequirements EDAM-5002. WORD STUDY K-3: PRINT AWARENESS, LETTER KNOWLEDGE, PHONICS, AND HIGH FREQUENCY WORDS
LETTER OF ENDORSEMENT: TEACHER LEADERSHIP AND INSTRUCTIONAL COACHING Requirements Dr. Grace Surdovel, Director of Master's Programs/Faculty of Practice The Letter of Endorsement in Teacher Leadership and
More informationPhonemic Awareness. Section III
Section III Phonemic Awareness Rationale Without knowledge of the separate sounds that make up words, it is difficult for children to hear separate sounds, recognize the sound s position in a word, and
More informationAPPENDIX 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
More informationTeaching Young Children How to Read: Phonics vs. Whole Language. Introduction and Background
Kelly Waldo Senior Capstone Paper Paoze Thao, PhD California State University Monterey Bay Teaching Young Children How to Read: Phonics vs. Whole Language Introduction and Background I am interested in
More informationWiggleWorks 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
More informationPre-Requisites EDAM-5001 Early Literacy Guiding Principles and Language
. EDAM EDAM-5001. EARLY LITERACY: GUIDING PRINCIPLES AND LANGUAGE DEVELOPMENT This course is the prerequisite for all other courses in the Early Childhood Literacy program. It outlines the philosophical
More informationScientifically 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.
More informationAn 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
More informationGuidelines 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
More informationGuided Reading with Emergent Readers by Jeanne Clidas, Ph.D.
Bebop Books Guided Reading with Emergent Readers by Jeanne Clidas, Ph.D. What Is Guided Reading? Guided reading involves a small group of children thinking, talking, and reading through a new text with
More informationDR. PAT MOSSMAN Tutoring
DR. PAT MOSSMAN Tutoring INDIVIDUAL INSTRuction Reading Writing Math Language Development Tsawwassen and ladner pat.moss10.com - 236.993.5943 tutormossman@gmail.com Testing in each academic subject is
More informationCCSS 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,
More informationTExMaT I Texas Examinations for Master Teachers. Preparation Manual. 085 Master Reading Teacher
TExMaT I Texas Examinations for Master Teachers Preparation Manual 085 Master Reading Teacher Copyright 2006 by the Texas Education Agency (TEA). All rights reserved. The Texas Education Agency logo and
More informationREADING WITH. Reading with Pennsylvania Reading Specialist Certificate
READING WITH PENNSYLVANIA READING SPECIALIST CERTIFICATE Reading with Pennsylvania Reading Specialist Certificate Program Coordinator: Ms. Anne Butler The Master of Science degree in Education with a concentration
More informationWednesday 4 th November 2015. Y1/2 Parent Workshop Phonics & Reading
Wednesday 4 th November 2015 Y1/2 Parent Workshop Phonics & Reading This presentation was an aide memoire for staff during the recent Phonics and Reading Workshop (04.11.15). The aim of the presentation
More informationTeaching Reading Essentials:
Teaching Reading Essentials: Video Demonstrations of Small-Group Interventions OVERVIEW Fully aligned with and This is the professional development you ve been asking for! TM Sopris West Educating Our
More informationDebbie Hepplewhite s suggestions for effective and supportive phonics provision and practice
Debbie Hepplewhite s suggestions for effective and supportive phonics provision and practice Are the following suggestions features of your phonics provision and practice? You may find this information
More informationReading 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
More informationLeveled Literacy Intervention (LLI) consists of a series of planned lessons designed to provide supplementary instruction
Research Base for Leveled Literacy Intervention Leveled Literacy Intervention (LLI) consists of a series of planned lessons designed to provide supplementary instruction to kindergarten, first, and second
More informationA Consumer s Guide to Evaluating a Core Reading Program Grades K-3: A Critical Elements Analysis
A Consumer s Guide to Evaluating a Core Reading Program Grades K-3: A Critical Elements Analysis National Center to Improve thetools of Educators Deborah C. Simmons, Ph. D. Edward J. Kame enui, Ph. D.
More informationFantastic Phonics Teaching Guide
Fantastic Phonics Teaching Guide Book 21 - I want a Pie Momentum Multimedia 2004 New Words: pie, die, lie, tie, sign, fly, said, pulled, too, was, splat, buzz Extra Words: cry, dry, fry, try, high, sign,
More informationWhat 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
More informationTips 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
More informationSight words. Alphabet knowledge. Reading at home. Building Language and Literacy at Home. Phonemic Awareness
+ Alphabet knowledge Sight words Phonemic Awareness Reading at home Building Language and Literacy at Home Preschool and Kindergarten Family Night November 3 rd, 2014 + Children s own names and highly
More informationLiteracy. Work Stations. Source: Diller, D.(2003) Literacy Work Stations, Making Centers Work
Literacy Work Stations Source: Diller, D.(2003) Literacy Work Stations, Making Centers Work Kyrene Reading Instruction Focus: Improve student achievement through implementation of curriculum and adopted
More informationLanguage 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
More informationAcademic 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
More informationMeasurable Annual Goals
Measurable Annual Goals This document was developed to help special education teachers begin transitioning from standards based IEP goals to measurable annual goals that are specific to individual student
More informationPrinciples of Instruction. Teaching Letter-Sound Associations by Rebecca Felton, PhD. Introduction
Teaching Letter-Sound Associations by Rebecca Felton, PhD. Introduction In order to become proficient readers, students must learn to recognize and name the letters of the English alphabet. Students must
More informationPsychology 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
More informationContents. A Word About This Guide... 3. Why Is It Important for My Child to Read?... 4. How Will My Child Learn to Read?... 4
Contents A Word About This Guide............................... 3 Why Is It Important for My Child to Read?................ 4 How Will My Child Learn to Read?....................... 4 How Can I Help My
More informationMontessori 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
More informationMassachusetts 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
More informationMs 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.
More informationReading Specialist (151)
Purpose Reading Specialist (151) The purpose of the Reading Specialist test is to measure the requisite knowledge and skills that an entry-level educator in this field in Texas public schools must possess.
More information8710.4725 TEACHERS OF READING.
1 REVISOR 8710.4725 8710.4725 TEACHERS OF READING. Subpart 1. Scope of practice. A teacher of reading is authorized to facilitate and provide for kindergarten through grade 12 students instruction that
More informationhttp://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
More informationELPS TELPAS. Proficiency Level Descriptors
ELPS TELPAS Proficiency Level Descriptors Permission to copy the ELPS TELPAS Proficiency Level Descriptors is hereby extended to Texas school officials and their agents for their exclusive use in determining
More informationScientifically 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
More informationSuggested 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.
More informationStandard 1. Foundational Knowledge Candidates have knowledge of the foundations of reading and writing processes and instruction.
Standard 1. Foundational Knowledge Candidates have knowledge of the foundations of reading and writing processes and instruction. 1.1 Demonstrate knowledge of psychological, sociological and linguistic
More informationReading Strategies by Level. Early Emergent Readers
The charts below were created as a common language for teachers and students in the Wallingford Public Schools in kindergarten through eighth grade. The level of the chart selected for use in the classroom
More informationHow 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
More informationClass 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
More informationELAGSEKRI7: 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,
More informationAlignment of the Hawaii Preschool Content Standards With HighScope s Preschool Child Observation Record (COR), 2nd edition
Alignment of the Hawaii Preschool Content Standards With HighScope s Preschool Child Observation Record (COR), 2nd edition The following chart shows how items from the Hawaii Preschool Content Standards
More informationModifying Curriculum and Instruction
Modifying Curriculum and Instruction Purpose of Modification: The purpose of modification is to enable an individual to compensate for intellectual, behavioral, or physical disabi1ities. Modifications
More informationAR State PIRC/ Center for Effective Parenting
Helping Young Children Learn to Read What Parents Can Do Reading is one of the basic building blocks for your child s learning and school success. It is a skill on which most other learning is built. Children
More informationKINDGERGARTEN. 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
More informationTExES Texas Examinations of Educator Standards. Preparation Manual. 191 Generalist EC 6
TExES Texas Examinations of Educator Standards Preparation Manual 191 Generalist EC 6 Copyright 2011 by Texas Education Agency (TEA). All rights reserved. The Texas Education Agency logo and TEA are registered
More informationThere are basically three options available for overcoming barriers to learning:
COGNITIVE SKILLS DEVELOPMENT Teacher Introduction Determining Your Students Weaknesses (Excerpts from article by Dr. Ken Gibson, Founder and CEO of LearningRx) Do you have students who struggle to understand
More informationDiagnostic Assessments of Reading. Second Edition Form A
Diagnostic Assessments of Reading Second Edition Form A A Snapshot Diagnostic Reading Assessments Ages 5 Adult Reading Levels from Early Reading through High School Nine Tests of Components of Reading
More informationIdentifying dyslexia and other learning problems using LASS
Identifying dyslexia and other learning problems using LASS 1 Outline of presentation What is LASS? What is dyslexia? Indicators of dyslexia Components and features of LASS Uses of LASS for screening and
More informationInstructional Design: Objectives, Curriculum and Lesson Plans for Reading Sylvia Linan-Thompson, The University of Texas at Austin Haitham Taha,
Instructional Design: Objectives, Curriculum and Lesson Plans for Reading Sylvia Linan-Thompson, The University of Texas at Austin Haitham Taha, Sakhnin College December xx, 2013 Topics The importance
More informationSPELLING DOES MATTER
Focus and content of the Session 1 Introduction Introduction to NSW syllabus objectives: A. Communicate through speaking, listening, reading, writing, viewing and representing B. Use language to shape
More informationPhonics. Phonics is recommended as the first strategy that children should be taught in helping them to read.
Phonics What is phonics? There has been a huge shift in the last few years in how we teach reading in UK schools. This is having a big impact and helping many children learn to read and spell. Phonics
More information240Tutoring Reading Comprehension Study Material
240Tutoring Reading Comprehension Study Material This information is a sample of the instructional content and practice questions found on the 240Tutoring PRAXIS II Middle School English Language Arts
More informationENGLISH LANGUAGE ARTS
ENGLISH LANGUAGE ARTS INTRODUCTION Clear student learning outcomes and high learning standards in the program of studies are designed to prepare students for present and future language requirements. Changes
More informationGrading Benchmarks FIRST GRADE. Trimester 4 3 2 1 1 st Student has achieved reading success at. Trimester 4 3 2 1 1st In above grade-level books, the
READING 1.) Reads at grade level. 1 st Student has achieved reading success at Level 14-H or above. Student has achieved reading success at Level 10-F or 12-G. Student has achieved reading success at Level
More informationSt. 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
More informationLiteracy Institute August 2013 Jessica Plemons
Literacy Institute August 2013 Jessica Plemons Introductions Jessica Plemons plemonsj@wawm.k12.wi.us http://mrsplemonskindergarten.blogspot.com Today s Objectives Participants will understand the research
More informationDesigning Lessons for Diverse Learners by Natalie Olinghouse 2008
Designing Lessons for Diverse Learners by Natalie Olinghouse 2008 Who deserves accommodations? Everyone! Instructional accommodations are not just for students who are struggling. When accommodations are
More informationNevis 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:
More informationCheck My Writing Kindergarten
Ohio Standards Connection Writing Processes Benchmark F Apply tools to judge the quality of writing. Benchmark D Use revision strategies and resources to improve ideas and content, organization, word choice
More informationYear 1 reading expectations (New Curriculum) Year 1 writing expectations (New Curriculum)
Year 1 reading expectations Year 1 writing expectations Responds speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative
More informationINCREASE YOUR PRODUCTIVITY WITH CELF 4 SOFTWARE! SAMPLE REPORTS. To order, call 1-800-211-8378, or visit our Web site at www.pearsonassess.
INCREASE YOUR PRODUCTIVITY WITH CELF 4 SOFTWARE! Report Assistant SAMPLE REPORTS To order, call 1-800-211-8378, or visit our Web site at www.pearsonassess.com In Canada, call 1-800-387-7278 In United Kingdom,
More informationTools to Use in Assessment
Tools to Use in Assessment II. Observations and Checklists Teachers have always watched and observed students in the classroom and they have made instructional decisions based on these observations. Too
More informationAND LEARNING 21st Century Teaching and Learning
21ST CENTURY TEACHING AND LEARNING 21st Century Teaching and Learning Dr. Grace Surdovel, Director of Master's Programs/Faculty of Practice The Master of Science in Education with a major in 21st Century
More informationReading Street and English Language Learners
Reading Street and English Language Learners How do you identify English language proficiency levels on Reading Street? How do English language learners (ELLs) differ from other learners? ELLs have varying
More informationLesson Plan Template + ++ +++++
Lesson Plan Template + ++ +++++ Title : Goldilocks and the Three Bears: A Fairy Tale Author : Linda New Levine Proficiency level X Beginning X Intermediate X Advanced Grade level K-2 Skills _X Reading
More informationLesson plan for piloting: Language Experience Approach
Around our college Topic: Our College Level: SfL pre-entry / SQA Access 2 ESOL Literacies / CEFR A1 Time: 70-90 minutes (more with extension writing activities) Aims To develop students ability to read
More informationLiteracyPlanet & 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
More informationAs Approved by State Board 4/2/09
Improving students' ability to learn, communicate, and collaborate through literacy education As Approved by State Board 4/2/09 Nebraska Language Arts Standards As approved by State Board 4/2/09 Table
More information