english language arts & reading 1 language arts in early childhood
TRANSCRIPT
English LanguageArts & Reading 1
Language ArtsLanguage Arts
In Early Childhood
English LanguageArts & Reading 2
4. Writing
3. Speaking
2. Reading
1. Listening
Inner Language
Language ArtsLanguage Arts
Language Development
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Learner Centered Communication
Learner Centered Communication
Teacher communicates with
Students
Families
Professional Colleagues
Community
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Mechanical Automatic Skills
Mechanical Automatic Skills
Sensory
Perception
Memory
Motor
Spatial – Temporal
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Conceptual Thinking SkillsConceptual
Thinking SkillsEnvironment
Meaning
Problem-Solving
Organization
Survival
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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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Language ArtsLanguage Arts
Study of Language
Handwriting
Spelling
The Writing Process
Creative Writing
Literature
Study Skills
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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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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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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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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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VisualVisual
What do you see?
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Visual MotorVisual Motor
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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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Visual ClosureVisual Closure
Point to the figure that will close the picture.
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Visual ClosureVisual Closure
What is missing?
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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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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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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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Visual MemoryVisual MemoryResponse
_________
________
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Visual MemoryVisual MemoryResponse
_________
________
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Visual MemoryVisual MemoryResponse
_________
________
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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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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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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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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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Verbal Language Expression
Verbal Language Expression
Show the pictures and ask students, “Tell me all you can about this.”
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Verbal Language Expression
Verbal Language Expression
Show the pictures and ask students, “Tell me all you can about this.”
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Verbal Language Expression
Verbal Language Expression
Show the pictures and ask students, “Tell me all you can about this.”
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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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Introducing Letter-Sound Correspondence
Introducing Letter-Sound Correspondence
In English
z / z / zipper
qu / kw / queen
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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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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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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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Creative WritingCreative Writing
Print-Rich Environment
Link Literature to Writing
Concepts of Print
Fluency
Teacher Read Aloud
Teacher Writes
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Think AloudThink Aloud
… the ability to put words to one’s thinking process.
I’m demonstrating knowledge of standard usage!
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Graphic Organizer WebGraphic Organizer WebFor The Important Book
The important things about
Is that
It
Main IdeaTopic Sentence
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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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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