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English Language Arts & Reading 1 Language Arts In Early Childhood

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Page 1: English Language Arts & Reading 1 Language Arts In Early Childhood

English LanguageArts & Reading 1

Language ArtsLanguage Arts

In Early Childhood

Page 2: English Language Arts & Reading 1 Language Arts In Early Childhood

English LanguageArts & Reading 2

4. Writing

3. Speaking

2. Reading

1. Listening

Inner Language

Language ArtsLanguage Arts

Language Development

Page 3: English Language Arts & Reading 1 Language Arts In Early Childhood

English LanguageArts & Reading 3

Learner Centered Communication

Learner Centered Communication

Teacher communicates with

Students

Families

Professional Colleagues

Community

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English LanguageArts & Reading 4

Mechanical Automatic Skills

Mechanical Automatic Skills

Sensory

Perception

Memory

Motor

Spatial – Temporal

Page 5: English Language Arts & Reading 1 Language Arts In Early Childhood

English LanguageArts & Reading 5

Conceptual Thinking SkillsConceptual

Thinking SkillsEnvironment

Meaning

Problem-Solving

Organization

Survival

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English LanguageArts & Reading 6

Normal Language Development

Normal Language Development

Student in Grade 4

Reads on Grade Level 4

Listens on Grade Level 6

Speaks on Grade Level 5

Writes on Grade Level 2

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English LanguageArts & Reading 7

Language ArtsLanguage Arts

Study of Language

Handwriting

Spelling

The Writing Process

Creative Writing

Literature

Study Skills

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English LanguageArts & Reading 8

ObjectivesObjectives

The intern will

know the development of the four areas of normal language and their relationships;

know the developmental process of oral language;

design age-appropriate instruction in listening and oral language skills;

know the components of phonological and phonemic awareness and the relationship to reading and writing;

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English LanguageArts & Reading 9

ObjectivesObjectivesknow the elements of the alphabetic principle and the relationship to the spoken word, reading, and writing;

know that literacy acquisition develops in a pattern through the use of oral language, reading, and writing;

know the importance of word analysis to reading and provide a variety of activities to develop those abilities; and

know the basic principles of assessment and use a variety of appropriate on-going assessment tools to assist in planning instruction.

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English LanguageArts & Reading 10

Auditory Components of Language

Auditory Components of Language

Auditory-Visual Association

Auditory Language Classification

Auditory Language Association

Auditory Discrimination

Auditory Closure

Auditory Memory

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English LanguageArts & Reading 11

Visual Components of Language

Visual Components of Language

Visual-Motor

Visual Figure-Ground

Visual Discrimination

Visual Closure

Visual Memory

Visual Language Classification

Visual Language Association

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English LanguageArts & Reading 12

VisualVisual

What do you see?

Page 13: English Language Arts & Reading 1 Language Arts In Early Childhood

English LanguageArts & Reading 13

Visual MotorVisual Motor

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English LanguageArts & Reading 14

Visual DiscriminationVisual Discrimination

Mark the figure that looks like the first.

3 2 3 5 8

ARE AIR FIRE ARE ART

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English LanguageArts & Reading 15

Visual ClosureVisual Closure

Point to the figure that will close the picture.

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English LanguageArts & Reading 16

Visual ClosureVisual Closure

What is missing?

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English LanguageArts & Reading 17

Level IILevel II

p i t

f or

fu n

b y

soo n

bab y

r i d e

d ow n

he ad

Pre-Primer – Response

Teacher says, “Read the words as I point to them.”

m other

ope n

ve ry

y e a r

ha ppy

lett er

n ext

mor ning

wi th

Response Response

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English LanguageArts & Reading 18

Level IVLevel IV

aw ake

gif t

mi xed

shir t

tu rn in g

fa sten

lar ge st

r ained

ta lks

Up to 5th Grade

Teacher says, “Read the words as I point to them.”

ca rry ing

cof fee

ju ice

s torm

co r ners

wri tes

doll ar

hour s

pe nn ies

Response Response

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English LanguageArts & Reading 19

Visual MemoryVisual Memory

After the teacher covers the pictures, the students will tell exactly what pictures they saw in the row.

Response

_________

________

________

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English LanguageArts & Reading 20

Visual MemoryVisual MemoryResponse

_________

________

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English LanguageArts & Reading 21

Visual MemoryVisual MemoryResponse

_________

________

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English LanguageArts & Reading 22

Visual MemoryVisual MemoryResponse

_________

________

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English LanguageArts & Reading 23

Visual Language AssociationVisual Language Association

Teacher points to the first picture, then student points to the picture that goes with it.

Response

_________

________

________

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English LanguageArts & Reading 24

Visual Language AssociationVisual Language Association

Point to the first picture and say, “Fish goes with fish bowl as dog goes with ________?”

Response

_________

________

________

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English LanguageArts & Reading 25

Manual Language Expression

Manual Language Expression

Show the pictures and ask students, “Show me what you can do with them.”

Response

________

________

________

________

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English LanguageArts & Reading 26

Manual Language Expression

Manual Language Expression

Show the pictures and ask students, “Show me what you can do with them.”

Response

________

________

________

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English LanguageArts & Reading 27

Verbal Language Expression

Verbal Language Expression

Show the pictures and ask students, “Tell me all you can about this.”

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English LanguageArts & Reading 28

Verbal Language Expression

Verbal Language Expression

Show the pictures and ask students, “Tell me all you can about this.”

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English LanguageArts & Reading 29

Verbal Language Expression

Verbal Language Expression

Show the pictures and ask students, “Tell me all you can about this.”

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English LanguageArts & Reading 30

Receptive Language Skills

Receptive Language Skills

Grade level listed for introducing concepts. Concepts can be introduced earlier if material being studied requires it.

Listening Skills

1) Auditory Processing (K)

2) Understanding – words, concepts (K), sentences (1), elements (2)

3) Memory – recall (K), sequence, academic concepts (3)

4) Processing speed – simple (1), complex (3), longer texts (5)

5) Sound discrimination – environment (K), musical, letter (1), complex (3)

6) Closure – blends (2), patterns (3)

7) Association – opposite (3), completion (4), judgment (5)

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English LanguageArts & Reading 31

Receptive Language Skills

Receptive Language Skills

Active Listening

8) Comprehension — main idea (3), directions (K), sequencing, details (3), questions (4), summarize (4)

9) Critical — absurdities, propaganda (5), correcting (6), completion (4), fact/opinion (5), emotive/report (6), bias, inference, repetition (7), evaluate (6), problem solving (4)

Appreciative Listening

10) Attention — visualize, rhythms (K), tone/mood (3)

11) Effect — style (4), character (7), effect/speaker (5), effect audience (4)

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English LanguageArts & Reading 32

Expressive Language Skills

Expressive Language Skills

Personal Speaking/Oral Language Skills

1) Concept – uniqueness (K), personality (3), creativity (4)

2) Confidence – experiences (K), comfort (3), enjoyment (3)

3) Mannerisms – voice (K), body (K)

4) Feelings – types (K), words (2), personal (3)

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English LanguageArts & Reading 33

Expressive Language Skills

Expressive Language Skills

Elements of Oral Language Skills

5) Word meaning – categories (K), technical (4), creative (5)

6) Context meaning – purposes (2), information (3), complex ideas (5)

7) Comprehension – main idea (3), detail (3), direction (K), relevant (5), inference (7)

8) Organization – guidelines (4), sequence (6)

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English LanguageArts & Reading 34

Expressive Language Skills

Expressive Language Skills

Fluency of Oral Language

9) Vocabulary – naming (K), word power (2), abstract (3), social (K), convergent (4), divergent (5)

10) Syntax – correct structure (K), transition (4), complex structure (5)

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English LanguageArts & Reading 35

Expressive Language Skills

Expressive Language Skills

Purpose of Oral Language

11) Appropriate – adaptations (K), creative (2), organized (4)

12) Error recognition – grammar (4), vocabulary (5), organization (5)

13) Elaboration – simple topic (4), word variety (5), reasons (5)

14) Audience rapport – people (4), purpose (5), speech (5), logic (6)

15) Spontaneous – creativity (K), jokes (6), talking (K), sharing (K), experiences (2), conversation (K), telephone (4)

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English LanguageArts & Reading 36

Expressive Language Skills

Expressive Language Skills

Formal Oral Language

16) Creative – dramatics (K), storytelling (2), choral speaking (K)

17) Informative – discussion, directions, reporting (3), announcements, interviewing (5), parliamentary procedures (6)

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English LanguageArts & Reading 37

Expressive Language Skills

Expressive Language Skills

Attitude Toward Written Language Skills

1) Blocks – (K)

2) Motivation – (K)

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Expressive Language Skills

Expressive Language Skills

Content of Written Language Skills3) Reflective – description (K), reports (2), procedures (5), retelling (4),

summaries (5)4) Relationships – comparison (3), contrast (3), classification (4),

analysis, cause/effect (5), explanation (6)5) Explanatory – hypothesis (5), schemes (7), design (5)6) Personal view – feelings, preferences (K), opinions (6), judgment (7)7) Creative writing – creativity, topics, formats (K)8) Research/Report writing – library skills, formats (K), effective writing

(3), English class (4), content areas (5)9) Technological support – Franklin Speller (3), tape recorder (K),

computer (K)

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English LanguageArts & Reading 39

Experiences that Foster Pro-Social Development

Experiences that Foster Pro-Social Development

Positive Feelings About Self

Result in higher frequency of cooperative behaviors.

Age-Appropriate Responsibilities

Foster a sense of being a contributing part of the family or group.

Opportunities to Interact with Other Children

Opportunities to Engage in Socio-dramatic Play

Enhances perspective-talking.

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English LanguageArts & Reading 40

Developmentally Appropriate Practice

Developmentally Appropriate Practice

First Characteristic Age Appropriateness

Universal and predictable patterns

of growth and development

which occur in children from birth

through age eight

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English LanguageArts & Reading 41

Developmentally Appropriate Practice

Developmentally Appropriate Practice

Second CharacteristicIndividual Appropriateness

Individual rates and patterns of physical/motor, psychosocial, cognition, language,

and literacy development, personality and learning style, and family and cultural background

of each young child

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English LanguageArts & Reading 42

Language ArtsLanguage Arts

Phonemic Awareness

Alphabetic Principle

Phonics

Spelling

Language (Grammar)

Early Childhood through Grade 4

Concepts About Print

Creative Writing

Poetry

Literature as a Connection

Integrated Thematic Instruction

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English LanguageArts & Reading 43

Phonological AwarenessPhonological Awareness

Is the ability to recognize the sounds in a spoken language and how they can be segmented (pulled apart), blended (put back together), and manipulated (added, deleted, and substituted).

Is a strong predictor of later reading success.

Is an important component of beginning reading programs for ALL students.

Is particularly important for students identified as dyslexic or with other reading difficulties.

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English LanguageArts & Reading 44

Instruction in Phonological Awareness

Instruction in Phonological Awareness

Focuses on individual sounds (or phonemes) in spoken words.

Is auditory and does NOT involve print.

Helps students understand the alphabetic principle.

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English LanguageArts & Reading 45

DifferencesDifferences

Phonological Awareness Phonics

Is the ability to recognize the sounds of spoken language and how they can be blended, segmented, and manipulated.

Is an instructional approach that links the sounds of spoken language to printed letters.

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English LanguageArts & Reading 46

DifferencesDifferences

Phonological Awareness Phonics

Is auditory.

Does NOT involve print.

Activities can be done with eyes closed.

Is Graphophonemic.

Involves print.

Activities require looking at print.

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English LanguageArts & Reading 47

DifferencesDifferences

Phonological Awareness Phonics

Focuses on sounds of spoken language and how they can be blended, segmented, and manipulated.

Shows how the sounds of spoken language are represented by letters and spelling (i.e. letter r represents the phoneme /r/).

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English LanguageArts & Reading 48

DifferencesDifferences

Phonological Awareness Phonics

Provides basis for understanding alphabetic principle and lays the foundation for phonics and spelling.

Begins before students have learned a set of letter-sounds correspondences by using manipulatives.

Helps students understand how sounds in words relate to their corresponding written symbols or letters. Helps students to begin identifying words in print by “sounding out” phonemes, blending them together, and saying the word.

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English LanguageArts & Reading 49

Phonological Awareness Continuum

Phonological Awareness Continuum

Phoneme Blending, Segmenting, and Manipulating

Blending phonemes into words, segmenting words into individual phonemes, and manipulating phonemes in spoken words

(most complex)

Onset-rime blending and segmenting

Blending and segmenting the initial consonant or consonant cluster (onset) from the vowel and consonant sounds spoken after it (rime)

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English LanguageArts & Reading 50

Phonological Awareness Continuum

Phonological Awareness Continuum

Syllable blending and segmenting

Blending syllables to say words or segmenting spoken words into syllables

Sentence segmentation

Segmenting sentences into spoken words

Rhyme/alliteration Matching the ending sounds of words/ producing groups of words that begin with the same initial sound

(simplest)

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English LanguageArts & Reading 51

Activities for Phonological Awareness

Activities for Phonological Awareness

should be scheduled regularly;

can be done throughout the curriculum and school day; and

can be done with eyes closed!

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English LanguageArts & Reading 52

Phonological Awareness Continuum

Phonological Awareness Continuum

Example of Levels

Phonemes Blending: /h/ /a/ / t/ = hat

Segmenting: boat = /b/ /o/ /t/

Manipulating: change /c/ to /f/ in car = far

Onset-rime Blending: /h/ + /il/ = hill

Segmenting: hill = /h/ + /il/

Syllables Blending: dog + house = doghouse

Segmenting: doghouse = dog + house

Counting: clapping, snapping, … to break words

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English LanguageArts & Reading 53

Phonological Awareness Continuum

Phonological Awareness Continuum

Example of Levels

Sentence Segmentation

The car is red.

1 2 3 4

Alliteration She sells seashells by the seashore.

Rhyme mean seen green lean bean

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English LanguageArts & Reading 54

Guidelines for Teaching Phonological AwarenessGuidelines for Teaching Phonological Awareness

1. Model each activity when it is first introduced.

2. Review the examples of the activities.

Number of sounds in a word (sip is easier than hand)

Position of phoneme in words (initial sounds of words are easier than final and medial)

Sounds of letters (continuants /m/ are easier than clipped sounds /b/)

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English LanguageArts & Reading 55

Guidelines for Teaching Phonological AwarenessGuidelines for Teaching Phonological Awareness

3. Include a wide range of different types of activities when teaching the whole class.

Begin with easier tasks that everyone can succeed in doing.

Extend activities to challenge all students.

Activities that entail identification of sounds are easier than those requiring production of sounds.

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English LanguageArts & Reading 56

Guidelines for Teaching Phonological AwarenessGuidelines for Teaching Phonological Awareness

4. Use concrete objects such as fingers, counters, picture cards, etc., to manipulate sounds. These are essential for struggling readers!

5. Provide many opportunities for practice and review.

Small group instruction for struggling readers.

Include workstations/centers.

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English LanguageArts & Reading 57

Monitoring Progress for Phonological AwarenessMonitoring Progress for Phonological Awareness

Use brief, planned instructional assessments.

Collect students’ work to show progress and growth.

Observe and note students’ interactions while talking, reading, and writing.

Use checklists to compile and analyze information quickly and easily.

Keep anecdotal (narrative) records of student’s actions, reactions, and interactions.

* Difficulty with development of phonological awareness is one of the characteristics associated with dyslexia.

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English LanguageArts & Reading 58

Using Reading Inventories to Monitor Progress

Using Reading Inventories to Monitor Progress

In TPRI, phonological awareness is assessed in the screening and inventory sections called

Phonemic Awareness

Blending onset-rimes

Rhyming

Blending word parts

Blending phonemes

Detecting initial and final sounds

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English LanguageArts & Reading 59

Alphabetic PrincipleAlphabetic Principle

Understanding that the sequence of letters in written words represents the sequence of sounds (or phonemes) in spoken words

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Letter Recognition GoalsLetter Recognition Goals

Recognize, name, and produce the letters of the alphabet.

Identify and distinguish upper and lowercase letters of the alphabet.

A a B b

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English LanguageArts & Reading 61

Goal of Letter Recognition Activities

Goal of Letter Recognition Activities

To rapidly and accurately identify letters of the alphabet both sequentially and randomly.

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English LanguageArts & Reading 62

Letter-Sound Correspondence

Letter-Sound Correspondence

Refers to the common sounds (sound that a letter represents most frequently) of letters and letter combinations in written words.

Predicts later reading success.

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GuidelinesGuidelines

Introduce in a sequence based on frequency of use in text and spelling. (In English/Spanish - introduce M before X.)

Establish a logical order of introduction.(Order varies based on beginning reading programs.)

For Teaching Letter-Sound Correspondences

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English LanguageArts & Reading 64

GuidelinesGuidelines

Begin with letter-sound correspondences that can be combined to make words that students can read and understand.

(In English, letters m, s, t, and a can be made into several easy words.)

For Teaching Letter-Sound Correspondences

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English LanguageArts & Reading 65

GuidelinesGuidelines

Separate introduction of letters that sound similar.(/n/ and /m/)

Begin with continuous sounds then add stop (or clipped) sounds.

Continuous = sounds can be stretched out when pronounced

Stop/Clipped = sounds that are not easily pronounced in isolation without a vowel sound; however, vowel sound is “clipped” (i.e., b should be pronounced /b/ and not /buh/ )

For Teaching Letter-Sound Correspondences

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English LanguageArts & Reading 66

GuidelinesGuidelines

Introduce a few at a time with plenty of opportunities for practice.

(In Spanish, vowels are introduced first then followed by most commonly used consonants.)

For Teaching Letter-Sound Correspondences

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English LanguageArts & Reading 67

Introducing Letter-Sound Correspondence

Introducing Letter-Sound Correspondence

In English

i / i / it

t / t / table

p / p / pig

n / n / nest

s / s / sock

a / a / apple

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English LanguageArts & Reading 68

Introducing Letter-Sound Correspondence

Introducing Letter-Sound Correspondence

In English

l / l / leaf

d / d / dog

f / f / fish

h / h / house

g / g / goat

o / o / octopus

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English LanguageArts & Reading 69

Introducing Letter-Sound Correspondence

Introducing Letter-Sound Correspondence

In English

k / k / kite

c / k / cup

m / m / mitten

r / r / rabbit

b / b / bat

e / e / elephant

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English LanguageArts & Reading 70

Introducing Letter-Sound Correspondence

Introducing Letter-Sound Correspondence

In English

y / y / yarn

j / j / jam

u / u / umbrella

w / w / wagon

v / v / valentine

x / ks / box

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English LanguageArts & Reading 71

Introducing Letter-Sound Correspondence

Introducing Letter-Sound Correspondence

In English

z / z / zipper

qu / kw / queen

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English LanguageArts & Reading 72

When ChildrenKnow Sounds

When ChildrenKnow Sounds

They can begin to make and decode words.

They can learn how to blend sounds together.

They can practice reading and making 2 to 3 letter words.

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English LanguageArts & Reading 73

Words Using First 11 Letter-Sound Corresp.

Words Using First 11 Letter-Sound Corresp.

I, t, p, n, s, a, d, l, f, h, g

It If In

Tip Nip Sip

Pip Lip Pit

Sit Fit Lit

Hit Tin Pin

Sin Fin Lid

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English LanguageArts & Reading 74

Words Using First 11 Letter-Sound Corresp.

Words Using First 11 Letter-Sound Corresp.

I, t, p, n, s, a, d, l, f, h, g

List Lisp Gasp

Stand Gland Plant

Slant Split Splat

Splint Pass Lass

Glass Pill Hill

Gill Still Stiff

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English LanguageArts & Reading 75

Creative WritingCreative Writing

Print-Rich Environment

Link Literature to Writing

Concepts of Print

Fluency

Teacher Read Aloud

Teacher Writes

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English LanguageArts & Reading 76

Think AloudThink Aloud

… the ability to put words to one’s thinking process.

I’m demonstrating knowledge of standard usage!

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English LanguageArts & Reading 77

Graphic Organizer WebGraphic Organizer WebFor The Important Book

The important things about

Is that

It

Main IdeaTopic Sentence

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English LanguageArts & Reading 78

An Integrated Thematic Instruction (ITI) Plan

An Integrated Thematic Instruction (ITI) Plan

Remember that Language Arts is the key content area.

1) Choose a theme appropriate for time of year, curriculum topic, or interest.

2) If curriculum, check scope and sequence of local and state curriculum.

3) Make a mind map to include the topics and timeline.

4) Identify key points to be experienced and/or learned.

Steps to Development

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English LanguageArts & Reading 79

An Integrated Thematic Instruction (ITI) Plan

An Integrated Thematic Instruction (ITI) Plan

5) Develop inquiries and activities that provide experiences for students that will allow them to understand concepts/skills of the key points.

6) Set up an assessment system for each activity.

Steps to Development