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Glossary of Reading-related Terms
language (e.g. vowels in CVCs are short). See also extrinsic phonics, intrinsic phonics, and synthetic phonics. Phonograms — A succession of letters that represent the same phonological unit in different words, such as IGHT in FLIGHT, MIGHT and TIGHT. Phonolo...
 Reading/Language Arts (CA Dept. of Education)
—from rhyming and sound matching to blending, segmentation, and manipulation 6. Focusing on segmentation or the combination of blending and segmenting 7. Starting with larger linguistic units (words and syllables) and proceeding to smaller linguistic units (phonemes...
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—from rhyming and sound matching to blending, segmentation, and manipulation 6. Focusing on segmentation or the combination of blending and segmenting 7. Starting with larger linguistic units (words and syllables) and proceeding to smaller linguistic units (phonemes) 8. Focusing beginning instruction on the phonemic level of phonological units with short words (two to three phonemes; e.g., at, mud, run) 9. Focusing first on the initial sound (sat), then on the final sound (sat), and lastly on the
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http://www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=39
www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=39
write. The National Research Council (1998, 8) states that temporary spellings, specifically those used <span class="highlight">in</span> the phonetic stage, can be “helpful for developing understanding <span class="highlight">of</span> the identity and <span class="highlight">segmentation</span> <span class="highlight">of</span> <span class="highlight">speech</span> sounds and sound-spelling relationships. Conventionally correct spelling should be developed through focused instruction and practice. Primary children should be expected to spell previously studied words and spelling patterns correctly <span class="highlight">in</span> their final writing products.” Fundamental skills <span class="highlight">in</span>
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http://www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=45
www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=45
—from rhyming and sound matching to blending, <span class="highlight">segmentation</span>, and manipulation 6. Focusing on <span class="highlight">segmentation</span> or the combination <span class="highlight">of</span> blending and segmenting 7. Starting with larger linguistic units (words and <span class="highlight">syllables</span>) and proceeding to smaller linguistic units (phonemes) 8. Focusing beginning instruction on the phonemic level <span class="highlight">of</span> phonological units with short words (two to three phonemes; e.g., at, mud, run) 9. Focusing first on the initial sound (sat), then on the final sound (sat), and lastly on the
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http://www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=86
www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=86
77 understand that some words are not spelled as they sound. The spelling <span class="highlight">of</span> those words must be memorized at this stage. • Teach decoding strategies initially, <span class="highlight">using</span> words with meanings familiar to students. Multisyllabic word reading. As students progress <span class="highlight">in</span> word-analysis skills, they encounter more complex words, particularly words with more than one syllable. <span class="highlight">In</span> the second grade students learn the rules <span class="highlight">of</span> syllabication. Two strategies aid multisyllabic word recognition—breaking the word into
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http://www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=263
www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=263
254 Chapter 6 Assessment <span class="highlight">of</span> Proficiency <span class="highlight">in</span> the Language Arts assess and when. <span class="highlight">In</span> the early grades key indicators or predictors can be used to identify students making adequate progress toward literacy standards and those likely to have continued difficulty <span class="highlight">in</span> learning to read. Those key indicators are derived largely from research on students who learn to read easily <span class="highlight">in</span> comparison with those who do not. Knowledge <span class="highlight">of</span> letter names, phonemic <span class="highlight">segmentation</span>, the reading <span class="highlight">of</span> nonsense words, and fluency
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http://www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=264
www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=264
255 Table 1. Progress-Monitoring Assessment Schedule for Kindergarten Through Grade Chapter 6 Three Assessment <span class="highlight">of</span> Proficiency <span class="highlight">in</span> the Language Arts Grade Skill Indicator K One Two Three Phoneme awareness Produce rhyming words. Count <span class="highlight">syllables</span>. Distinguish/match initial, final, and medial sounds. Blend phonemes into words. Spring (initial and final sounds) Fall/winter (initial, final, and medial sounds— diagnostic only) Diagnostic only Diagnostic only Phoneme
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www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=345
336 Chapter 9 Criteria for Evaluating Instructional Materials: Kindergarten Through Grade Eight Appendix 9-C: Curriculum Content Table 1. Curriculum Content, Kindergarten Through Grade Three To guide teachers <span class="highlight">in</span> teaching the technical skills <span class="highlight">of</span> reading <span class="highlight">in</span> kindergarten through grade three, effective instructional programs include the elements listed below. These elements are presented <span class="highlight">in</span> an explicit, sequential, linguistically logical, and systematic manner. Foundational Elements
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http://www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=347
www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=347
Phoneme identification, including counting phonemes <span class="highlight">in</span> words; distinguishing initial, final, and medial phonemes; and matching initial, final, and medial sounds <span class="highlight">in</span> spoken words b. Phoneme blending c. Phoneme <span class="highlight">segmentation</span> d. Phoneme manipulation, including phoneme addition and deletion, grade 1; phoneme substitution, grades 1–2; phoneme reversal, grades 2–3 2 Phonological Awareness a. Recognizing words <span class="highlight">in</span> sentences b. Segmenting words into <span class="highlight">syllables</span> c. Detecting rhymes d. Blending onset/rime 3 Phonics
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http://www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=349
www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=349
340 Chapter 9 Criteria for Evaluating Instructional Materials: Kindergarten Through Grade Eight Table 3. Curriculum Content, Intensive Intervention Program To guide teachers <span class="highlight">in</span> teaching the technical skills <span class="highlight">of</span> reading <span class="highlight">in</span> grades four through eight, effective intensive intervention instructional programs include the elements listed below. These elements are presented <span class="highlight">in</span> an explicit, sequential, linguistically logical, and systematic manner. Skill Grade Foundational Elements: Grades Four
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http://www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=369
www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=369
morpheme. A linguistic unit <span class="highlight">of</span> relatively stable meaning that cannot be divided into smaller meaningful parts; the smallest meaningful part <span class="highlight">of</span> a word. narration. One <span class="highlight">of</span> the four traditional forms <span class="highlight">of</span> composition <span class="highlight">in</span> <span class="highlight">speech</span> and writ­ ing. Its purpose is to tell a story or give an account <span class="highlight">of</span> something dealing with sequences <span class="highlight">of</span> events and experiences. narrative. A story or narrated account <span class="highlight">of</span> actual or fictional events. onset and rime. Intersyllabic units that are smaller than words and <span class="highlight">syllables</span> but larger than
Teachnet.com: Place Value Made Fun
amount he makes? Obviously, place value is an important skill in number manipulation, say, for counting your OWN money, let alone someone else's. These following games and exercises can help you reinforce place value skills in a fun way. Start by having students in groups ...
Professor Garfield Teacher's Lounge: Phonemic Awareness
Susan Tancock, Professor — Department of Elementary Education, Ball State University — stancock@bsu.edu PHONEMIC AWARENESS INTERNET RESOURCES Phonemic Awareness Assessment Tools — Contains assessment tools for rhyming, sounds, blending, and segmentation assessme...
Poetry Handbook
be known by the reader. Sometimes these references are footnoted or glossed. Amphibrach A foot that consists of three syllables. The first syllable being long or stressed, the second short or unstressed, and the third being short or unstressed. See metre. Amphigouri A compositio...
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