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Phonemic Awareness Assessment Tools
Phonemic Awareness Assessment Tools Phonemic Awareness Assessment Tools It is best to assess children individually and frequently throughout the year. Explicit systematic instruction can then take place in small groups according to student need. Recognizing Rhyme Assessment Here are two...
Oral Segmentation Accuracy, What's the Secret?
them help and make a note in an Activity Log. [edit] Related activities Oral Segmentation, Graph the Sounds Oral Segmentation Accuracy, Word Race Oral Segmenting Accuracy, Aliens of Paz Picture Activity All Phonological Awareness Activities [edit] About this activ...
Oral Segmentation Accuracy, Word Race
says “clock” has four sounds. Suzy, tell me the sounds in “clock.” Make corrections if necessary. Make sure to always have students give you the sound phonemes before awarding the point. Observe students play the game. For students who struggle, give them help and...
Oral Segmentation, Graph the Sounds
cards, (Print them here), Image:Graph the Sounds.doc page Goal: Given a word, the student can segment it into separate phonemes ( Items: 1 syllable words [edit] What to do Before introducing the game, print and photocopy enough Graph the Sound Pages for each student to have one (Image:Graph the S...
Paul Bunyan
Tall Tales" /><link rel="section" type="text/html" href="/story_enter" title="Story of Animated Tall Tales" /><link rel="section" type="text/html" href="/story/chapter/1/page/1" title="...
Word-Form Recognition Accuracy, Clap It
Materials: A set of regular word flash cards that your students have studied/learned thus far Goal: Given a written regular word, the student can spell the word with automaticity ( abc -> "a" "b" "c" ) Items: Any set of word-recognition words learned so...
 K-12
Strand: Writing Standard 6: Conventions Students shall apply knowledge of Standard English conventions in written work. Writing: Conventions K-4 English Language Arts Curriculum Framework Revised 2003 Arkansas Department of Education Key: W.6.K.4= Writing. Standard 6. Kinderg...
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Strand: Writing Standard 6: Conventions Students shall apply knowledge of Standard English conventions in written work. Writing: Conventions K-4 English Language Arts Curriculum Framework Revised 2003 Arkansas Department of Education Key: W.6.K.4= Writing. Standard 6. Kindergarten. 4 th Student Learning Expectation 16 THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 W.6.2.5 Combine sentences
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http://arkansased.org/teachers/pdf/ela_K-8_2003.pdf#page=19
arkansased.org/teachers/pdf/ela_K-8_2003.pdf#page=19
Strand: Writing Standard 6: Conventions Students shall apply knowledge <span class="highlight">of</span> Standard English conventions <span class="highlight">in</span> written work. Writing: Conventions K-4 English Language Arts Curriculum Framework Revised 2003 Arkansas Department <span class="highlight">of</span> Education Key: W.6.K.4= Writing. Standard 6. Kindergarten. 4 th Student Learning Expectation 16 THE GOAL FOR EACH STUDENT IS PROFICIENCY <span class="highlight">IN</span> ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 W.6.2.5 Combine sentences
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GRADE LEVEL EXPECTATIONS 15 W R I T I N G E A L R 1 GLE 5 6 7 8 9/10 1.1.1 Applies more than one strategy for generating ideas and planning writing. square6 Generates ideas prior to organizing them and adjusts prewriting strategies accordingly (e.g., brainstorms a list, selects relevant ideas/detail...
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GRADE LEVEL EXPECTATIONS 15 W R I T I N G E A L R 1 GLE 5 6 7 8 9/10 1.1.1 Applies more than one strategy for generating ideas and planning writing. square6 Generates ideas prior to organizing them and adjusts prewriting strategies accordingly (e.g., brainstorms a list, selects relevant ideas/details to include in piece of writing, uses a story board). square6 Gathers information from a range of sources, formulates questions, and uses an organizer (e.g., electronic graphic organizer, chart) to analyze and
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http://www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#page=17
www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#pag...
GRADE LEVEL EXPECTATIONS 15 W R I T I N G E A L R 1 GLE 5 6 7 8 9/10 1.1.1 Applies more than one strategy for generating ideas and planning writing. square6 Generates ideas prior to organizing them and adjusts prewriting strategies accordingly (e.g., brainstorms a list, selects relevant ideas/details to include <span class="highlight">in</span> piece <span class="highlight">of</span> writing, uses a story board). square6 Gathers information from a range <span class="highlight">of</span> sources, formulates questions, and uses an organizer (e.g., electronic graphic organizer, chart) to analyze and
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http://www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#page=21
www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#pag...
style guide, electronic spelling and grammar check, adult, peer). square6 Edits with a critical eye, often using a self-initiated checklist or editing guide (e.g., editing symbols, paper submis- sion guidelines). square6 Proofreads final draft for errors. EALR 1: The student understands and uses a writing process. Component 1.4 Edits <span class="highlight">text</span>. W GLE 5 6 7 8 9/10 1.5.1 Publishes <span class="highlight">in</span> more than one format for specific audiences and purposes. square6 Publishes using a variety <span class="highlight">of</span> publishing options (e.g., book, poster
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http://www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#page=25
www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#pag...
audience). square6 Respects the cultural backgrounds <span class="highlight">of</span> potential audiences (e.g., topic, word choice, perspective). square6 Describes how a particular audience may interpret a <span class="highlight">text</span> (e.g., eliminating biased language that might be offen- sive to the audience). square6 Anticipates and addresses readers’ questions or arguments. EALR 2: The student writes <span class="highlight">in</span> a variety <span class="highlight">of</span> forms for different audiences and purposes. Component 2.1: Adapts writing for a variety <span class="highlight">of</span> audiences. W GLE 5 6 7 8 9/10 2.2.1 Demonstrates
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students to read and comprehend (less that 90% word identification and less than 75% comprehension). reciprocal teaching: A strategy where both teacher and student are involved in question-generating, clarifying, and discussion of a shared text. return sweep: The horizontal-...
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students to read and comprehend (less that 90% word identification and less than 75% comprehension). reciprocal teaching: A strategy where both teacher and student are involved in question-generating, clarifying, and discussion of a shared text. return sweep: The horizontal-diagonal eye movement from the end of one line of print to the start of the next. rime: A term used in reading instruction to refer to a vowel and any following consonants of a syllable (e.g., ook is the rime in book or brook
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http://www.schools.utah.gov/curr/core/corepdf/LAK-6.pdf#page=28
www.schools.utah.gov/curr/core/corepdf/LAK-6.pdf#page=28
Standard 2: Concepts <span class="highlight">of</span> Print (Continued) Differentiation 1. Provide explicit instruction and modeling <span class="highlight">of</span> concepts <span class="highlight">of</span> print while reading to individual or small groups <span class="highlight">of</span> students according to need. 2. Show sensitivity to students whose primary written language differs <span class="highlight">in</span> <span class="highlight">script</span> and/or format from written English. 3. Provide visual, auditory, and kinesthetic instruction about print. 4. Provide multiple opportunities for students to practice and demonstrate skills with print
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http://www.schools.utah.gov/curr/core/corepdf/LAK-6.pdf#page=31
www.schools.utah.gov/curr/core/corepdf/LAK-6.pdf#page=31
before moving on to the next. Rather, mixes <span class="highlight">of</span> appropriately sequenced activities throughout lessons keep children engaged and provide practice with all types <span class="highlight">of</span> phonemic awareness tasks. However, instruction <span class="highlight">in</span> oral blending should begin before instruction <span class="highlight">in</span> oral <span class="highlight">segmentation</span>. 13
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http://www.schools.utah.gov/curr/core/corepdf/LAK-6.pdf#page=49
www.schools.utah.gov/curr/core/corepdf/LAK-6.pdf#page=49
Standard 5 (Fluency): Students develop reading fluency to read aloud grade level <span class="highlight">text</span> effortlessly without hesitation. Objective Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade a. Read alphabet letters <span class="highlight">in</span> random order with automaticity. a. Read grade level <span class="highlight">text</span> at a rate <span class="highlight">of</span> approximately 60 wpm. a. Read grade level <span class="highlight">text</span> at a rate <span class="highlight">of</span> approximately 80 wpm. a. Read grade level <span class="highlight">text</span> at a rate <span class="highlight">of</span> approximately 100 wpm. a. Read grade level <span class="highlight">text</span>
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http://www.schools.utah.gov/curr/core/corepdf/LAK-6.pdf#page=78
www.schools.utah.gov/curr/core/corepdf/LAK-6.pdf#page=78
Glossary <span class="highlight">of</span> Terms (Continued) gradients <span class="highlight">of</span> meaning: Variable meaning <span class="highlight">of</span> a term based on the context. graphic organizer: Visual representation <span class="highlight">of</span> facts and concepts from a <span class="highlight">text</span> showing their relationship (e.g., Venn diagram, KWL chart). Greek and Latin roots: Root words derived from Greek and Latin words. Knowing Greek and Latin roots helps with comprehension <span class="highlight">of</span> many English words (e.g., the Latin root <span class="highlight">script</span>, meaning to write, can be found <span class="highlight">in</span> the English words inscription, scripture, manuscript
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http://www.schools.utah.gov/curr/core/corepdf/LAK-6.pdf#page=81
www.schools.utah.gov/curr/core/corepdf/LAK-6.pdf#page=81
students to read and comprehend (less that 90% word identification and less than 75% comprehension). reciprocal teaching: A strategy where both teacher and student are involved <span class="highlight">in</span> question-generating, clarifying, and discussion <span class="highlight">of</span> a shared <span class="highlight">text</span>. return sweep: The horizontal-diagonal eye movement from the end <span class="highlight">of</span> one line <span class="highlight">of</span> print to the start <span class="highlight">of</span> the next. rime: A term used <span class="highlight">in</span> reading instruction to refer to a vowel and any following consonants <span class="highlight">of</span> a syllable (e.g., ook is the rime <span class="highlight">in</span> book or brook
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http://www.schools.utah.gov/curr/core/corepdf/LAK-6.pdf#page=105
www.schools.utah.gov/curr/core/corepdf/LAK-6.pdf#page=105
<span class="highlight">of</span> <span class="highlight">text</span>. d. Make and confirm or revise predictions while reading using title, picture clues, <span class="highlight">text</span>, and/or prior knowledge. e. Make inferences and draw conclusions from <span class="highlight">text</span>. f. Identify theme/topic/main idea from <span class="highlight">text</span>; note details. g. Summarize important ideas/events; summarize supporting details <span class="highlight">in</span> sequence. h. Monitor and clarify understanding applying fix-up strategies while interacting with <span class="highlight">text</span>. i. Compile, organize, and interpret information from <span class="highlight">text</span>. Objective 3: Recognize and use
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http://www.schools.utah.gov/curr/core/corepdf/LAK-6.pdf#page=109
www.schools.utah.gov/curr/core/corepdf/LAK-6.pdf#page=109
understanding <span class="highlight">of</span> <span class="highlight">text</span>. d. Make and confirm or revise predictions while reading using title, picture clues, <span class="highlight">text</span>, and/or prior knowledge. e. Make inferences and draw conclusions from <span class="highlight">text</span>. f. Identify theme/topic/main idea from <span class="highlight">text</span>; note details. g. Summarize important ideas/events; summarize supporting details <span class="highlight">in</span> sequence. h. Monitor and clarify understanding applying fix-up strategies while interacting with <span class="highlight">text</span>. i. Compile, organize, and interpret information from <span class="highlight">text</span>. Objective 3: Recognize and use
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http://www.schools.utah.gov/curr/core/corepdf/LAK-6.pdf#page=113
www.schools.utah.gov/curr/core/corepdf/LAK-6.pdf#page=113
<span class="highlight">text</span>. d. Make and confirm or revise predictions while reading using title, picture clues, <span class="highlight">text</span>, and/or prior knowledge. e. Make inferences and draw conclusions from <span class="highlight">text</span>. f. Identify theme/topic/main idea from <span class="highlight">text</span>; note details. g. Summarize important ideas/events; summarize supporting details <span class="highlight">in</span> sequence. h. Monitor and clarify understanding applying fix-up strategies while interacting with <span class="highlight">text</span>. i. Compile, organize, and interpret information from <span class="highlight">text</span>. Objective 3: Recognize and use features <span class="highlight">of</span>
Microsoft Word - readstd1g.docreadstd1g.pdf
Grade-by-Grade Approved by the KS State Board of Education: July 8, 2003 Page 32 Standard 1: Reading FIRST GRADE Reading: The student reads and comprehends text across the curriculum. Benchmark 1: The student uses skills in alphabetics to construct meaning from text...
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Grade-by-Grade Approved by the KS State Board of Education: July 8, 2003 Page 32 Standard 1: Reading FIRST GRADE Reading: The student reads and comprehends text across the curriculum. Benchmark 1: The student uses skills in alphabetics to construct meaning from text. First Grade Knowledge Base Indicators Instructional Examples The student… 1. identifies sounds of both upper and lower case letters of the alphabet. (Letter-sound Relationships) 2. ▲ identifies names of
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http://www.ksde.org/LinkClick.aspx?fileticket=WrChfmcJFSQ%3d&tabid=142&mid=8050&forcedownload=true#page=1
www.ksde.org/LinkClick.aspx?fileticket=WrChfmcJFSQ%3d&tabid=142&mid=8050&...
Grade-by-Grade Approved by the KS State Board <span class="highlight">of</span> Education: July 8, 2003 Page 32 Standard 1: Reading FIRST GRADE Reading: The student reads and comprehends <span class="highlight">text</span> across the curriculum. Benchmark 1: The student uses skills <span class="highlight">in</span> alphabetics to construct meaning from <span class="highlight">text</span>. First Grade Knowledge Base Indicators Instructional Examples The student… 1. identifies sounds <span class="highlight">of</span> both upper and lower case letters <span class="highlight">of</span> the alphabet. (Letter-sound Relationships) 2. ▲ identifies names <span class="highlight">of</span>
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