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 Reading/Language Arts (CA Dept. of Education)
beginning sounds, and blending sounds into words. Midyear screen ing of all students to determine their phonemic awareness and need for further instruction is also important. In a review of phonemic awareness interventions to enhance the early reading achievem...
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beginning sounds, and blending sounds into words. Midyear screen ing of all students to determine their phonemic awareness and need for further instruction is also important. In a review of phonemic awareness interventions to enhance the early reading achievement of students with and without disabilities, the following instructional strategies were found effective (Smith, Simmons, and Kame’enui 1998): 1. Modeling phonemic awareness tasks and responses orally and following with students’ production of the
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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
beginning sounds, and blending sounds into <span class="highlight">words</span>. Midyear screen­ ing of all students to determine their phonemic awareness and need <span class="highlight">for</span> further instruction is also important. <span class="highlight">In</span> <span class="highlight">a</span> review of phonemic awareness interventions to enhance <span class="highlight">the</span> early reading achievement of students <span class="highlight">with</span> and without disabilities, <span class="highlight">the</span> following instructional strategies were found effective (Smith, Simmons, and Kame’enui 1998): 1. Modeling phonemic awareness tasks and responses orally and following <span class="highlight">with</span> students’ production of <span class="highlight">the</span>
263
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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 of Proficiency <span class="highlight">in</span> <span class="highlight">the</span> Language Arts assess and when. <span class="highlight">In</span> <span class="highlight">the</span> 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 <span class="highlight">with</span> those who do not. Knowledge of letter names, phonemic <span class="highlight">segmentation</span>, <span class="highlight">the</span> reading of nonsense <span class="highlight">words</span>, and fluency
347
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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
consonants, short vowels (e.g., CVC <span class="highlight">words</span> and other short-vowel syllable patterns), diagraphs, and trigraphs (e.g., _tch and _igh) 4–8 e. Consonant blends, long vowels (CV syllables), and vowel diagraphs 4–8 f. Vowel diphthongs and r- and l-controlled vowels 4–8 g. Advanced syllable patterns <span class="highlight">in</span> multisyllabic <span class="highlight">words</span> 4–8 h. Word analysis, including word origins and meaning (morphology, syntax, and semantics) 4–8 5 Oral Reading Fluency <span class="highlight">a</span>. Narrative and expository text <span class="highlight">for</span> fluency, <span class="highlight">with</span> accuracy and appropriate
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