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Examining Multicultural Picture Books for the Early Childhood Classroom: Possibilities and...
Volume 14 Number 1 Past Issues Beyond This Issue Search ECRP Sign up for the Email Newsletter About ECRP Sponsoring ECRP Information for Authors ECRP Survey Send comments to the ECRP Editor. Share HomeJournal ContentsIssue Contents Volume 3 Number 2 ©The Author(s...
Word-form recognition accuracy, Rock, Paper, Scissors
8 minutes Materials: A deck of cards that contains each word recognition word learned so far for each pair of players. Ideally each deck should contain about 20 cards total. Goal: Given a written regular word, the student can say the word with automaticity ( abc -> &qu...
Word-Form Recognition Accuracy, Word Sorts
Class Length: 10 minutes Materials: A deck of cards that contains each word recognition word learned so far for each pair of players (ideally, about 20 cards in a deck) Goal: goal = Given a written regular word, the student can say the word with automaticity ( abc -> &...
 Pathways to Discovery
” At the count of three, each moose and each habitat component turn to face the opposite group, continuing to hold their signs clearly. 8. When moose see the habitat component they need, they are to run to it. Each moose must hold the sign of what it is looki...
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” At the count of three, each moose and each habitat component turn to face the opposite group, continuing to hold their signs clearly. 8. When moose see the habitat component they need, they are to run to it. Each moose must hold the sign of what it is looking for until getting to the habitat component person with the same sign. Each moose that reaches its necessary habitat component takes the “food”, “water”, or “shelter” back to the moose side of the line. This is to represent the moose’s successfully
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http://www.nps.gov/akso/ParkWise/Teachers/Nature/WRST_Pathways/PathwaysToDiscovery.pdf#page=24
www.nps.gov/akso/ParkWise/Teachers/Nature/WRST_Pathways/PathwaysToDiscove...
” At the count <span class="highlight">of</span> three, each moose and each habitat <span class="highlight">component</span> turn to <span class="highlight">face</span> the opposite group, continuing to hold their signs clearly. 8. When moose see the habitat <span class="highlight">component</span> they need, they are to run to it. Each moose must hold the sign <span class="highlight">of</span> what it is looking <span class="highlight">for</span> until getting to the habitat <span class="highlight">component</span> person with the same sign. Each moose that reaches its necessary habitat <span class="highlight">component</span> takes the “food”, “water”, or “shelter” back to the moose side <span class="highlight">of</span> the line. This is to represent the moose’s successfully
StatSoft Inc.: Overview of Elementary Stats Concep
Tulsa, OK. Overview of Elementary Concepts in Statistics. In this introduction, we will briefly discuss those elementary statistical concepts that provide the necessary foundations for more specialized expertise in any area of statistical data analysis. The selected topi...
Alphabet Recognition with the Alphabet Band and Express
Letter recognition with Alphabet Band and Express This activity will reinforce letter recognition along with letter order. Students will watch a video, listen to stories and play CD games on the computer to aid in recognition of alphabet letters, sounds and order. A less...
Layout 1
definition maps, analogies, using the dictionary and other reference materials, using word parts, using morphemic analysis, using context clues ) word families: A collection of words that share common ortho- graphic rimes (e.g., thank, prank, dank). word recognition strategies:...
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definition maps, analogies, using the dictionary and other reference materials, using word parts, using morphemic analysis, using context clues ) word families: A collection of words that share common ortho- graphic rimes (e.g., thank, prank, dank). word recognition strategies: Strategies for determining the pronun- ciation and meaning of words in print.
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http://www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page=11
www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...
GRADE LEVEL EXPECTATIONS 9 GLE 5 6 7 8 9/10 1.1.1 1.1.2 1.1.3 1.1.4 EALR 1: The student understands and uses different skills and strategies to read. <span class="highlight">Component</span> 1.1: Use word <span class="highlight">recognition</span> skills and strategies to read and comprehend text. EALR 1 “Phonemic Awareness and knowledge <span class="highlight">of</span> letters are the two best predictors <span class="highlight">of</span> how well children will learn to read.” n Linnea Ehri, Ph.D. National Reading Panel, City University <span class="highlight">of</span> New York
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http://www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page=16
www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...
pleasure reading vs. reading <span class="highlight">for</span> <span class="highlight">information</span>). Apply different reading rates to match text. square6 Adjust reading rate to match difficulty and type <span class="highlight">of</span> text and the purposes <span class="highlight">for</span> reading (e.g., skimming <span class="highlight">for</span> facts, scan- ning <span class="highlight">for</span> key words, and close/careful reading <span class="highlight">for</span> understanding new or complex ideas). Fluent readers focus attention on understanding what they read, rather than concentrating on decoding the words
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http://www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page=20
www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...
18 EALR <span class="highlight">COMPONENT</span> EALR 2 EALR 2: The student understands the meaning <span class="highlight">of</span> what is read. <span class="highlight">Component</span> 2.1: Demonstrate evidence <span class="highlight">of</span> reading comprehension. K 1 2 3 4 2.1.5 Understand how to infer/predict meaning. square6 Use pictures and culturally relevant text read aloud and/or during shared reading to predict what will happen next; support predictions using <span class="highlight">information</span> from the text. square6 Make inferences orally before, during, and after hearing a story using prior knowledge, story structure, and
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http://www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page=29
www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...
GRADE LEVEL EXPECTATIONS 27 EALR 2: The student understands the meaning <span class="highlight">of</span> what is read. <span class="highlight">Component</span> 2.3: Expand comprehension by analyzing, interpreting, and synthesizing <span class="highlight">information</span> and ideas in literary and informational text. EALR 2 GLE 5 6 7 8 9/10 2.3.1 Analyze informational/expository text and literary/narrative text <span class="highlight">for</span> similari- ties and differences and cause and effect relationships. W square6 Find similarities and differences within and between texts using text-based evi- dence (e.g., facts and
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http://www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page=48
www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...
46 EALR <span class="highlight">COMPONENT</span> EALR 4: The student sets goals and evaluates progress to improve reading. <span class="highlight">Component</span> 4.2: Develop interests and share reading experiences. EALR 4 GLE K 1 2 3 4 4.2.1 Understand how readers choose books. square6 Choose books and share with others with teacher guidance. Understand how readers choose books. square6 Identify favorite books and share reasons <span class="highlight">for</span> the choice with others. square6 Self-select books at an <span class="highlight">independent</span> level and an instructional level. Understand that readers have
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http://www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page=53
www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...
feelings. scan: To examine or read something quickly, but selectively, <span class="highlight">for</span> a purpose. scanning: Examining or read something quickly, but selectively, <span class="highlight">for</span> a purpose. schema: The accumulated knowl- <span class="highlight">edge</span> drawn from life experiences that a person has to help under- stand concepts, roles, emotions, and events. secondary sources: Sources <span class="highlight">of</span> <span class="highlight">information</span> that are derived from primary or original sources. segment: The act <span class="highlight">of</span> separating the sounds in a word in order to assist decoding or spelling. semantic mapping
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http://www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page=54
www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...
definition maps, analogies, using the dictionary and other reference materials, using word parts, using morphemic <span class="highlight">analysis</span>, using context clues ) word families: A collection <span class="highlight">of</span> words that share common ortho- graphic rimes (e.g., thank, prank, dank). word <span class="highlight">recognition</span> strategies: Strategies <span class="highlight">for</span> determining the pronun- ciation and meaning <span class="highlight">of</span> words in print.
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Reading - Kindergarten Content Standard: 1.0 The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and non- print text. Learning Expectations: 1.01 Develop...
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Reading - Kindergarten Content Standard: 1.0 The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and non- print text. Learning Expectations: 1.01 Develop oral language. 1.02 Develop listening skills. 1.03 Demonstrate knowledge of concepts of print. 1.04 Develop and maintain phonemic awareness. 1.05 Develop and use decoding strategies to read unfamiliar words. 1.06 Read to
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http://www.state.tn.us/education/ci/english/doc/READ_Grade_K.pdf#page=1
www.state.tn.us/education/ci/english/doc/READ_Grade_K.pdf#page=1
Reading - Kindergarten Content Standard: 1.0 The student will develop the reading and listening skills necessary <span class="highlight">for</span> word <span class="highlight">recognition</span>, comprehension, interpretation, <span class="highlight">analysis</span>, evaluation, and appreciation <span class="highlight">of</span> print and non- print text. Learning Expectations: 1.01 Develop oral language. 1.02 Develop listening skills. 1.03 Demonstrate knowledge <span class="highlight">of</span> concepts <span class="highlight">of</span> print. 1.04 Develop and maintain phonemic awareness. 1.05 Develop and use decoding strategies to read unfamiliar words. 1.06 Read to
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Reading - Third Grade Content Standard: 1.0 The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and non- print text. Learning Expectations: 1.01 Develop...
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Reading - Third Grade Content Standard: 1.0 The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and non- print text. Learning Expectations: 1.01 Develop oral language. 1.02 Develop listening skills. 1.03 Demonstrate knowledge of concepts of print. 1.04 Develop and maintain phonemic awareness. 1.05 Develop and use decoding strategies to read unfamiliar words. 1.06 Read to
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http://www.state.tn.us/education/ci/english/doc/READ_Grade_3.pdf#page=1
www.state.tn.us/education/ci/english/doc/READ_Grade_3.pdf#page=1
Reading - Third Grade Content Standard: 1.0 The student will develop the reading and listening skills necessary <span class="highlight">for</span> word <span class="highlight">recognition</span>, comprehension, interpretation, <span class="highlight">analysis</span>, evaluation, and appreciation <span class="highlight">of</span> print and non- print text. Learning Expectations: 1.01 Develop oral language. 1.02 Develop listening skills. 1.03 Demonstrate knowledge <span class="highlight">of</span> concepts <span class="highlight">of</span> print. 1.04 Develop and maintain phonemic awareness. 1.05 Develop and use decoding strategies to read unfamiliar words. 1.06 Read to
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Reading - First Grade Content Standard: 1.0 The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and non- print text. Learning Expectations: 1.01 Develop...
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Reading - First Grade Content Standard: 1.0 The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and non- print text. Learning Expectations: 1.01 Develop oral language. 1.02 Develop listening skills. 1.03 Demonstrate knowledge of concepts of print. 1.04 Develop and maintain phonemic awareness. 1.05 Develop and use decoding strategies to read unfamiliar words. 1.06 Read to
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http://www.state.tn.us/education/ci/english/doc/READ_Grade_1.pdf#page=1
www.state.tn.us/education/ci/english/doc/READ_Grade_1.pdf#page=1
Reading - First Grade Content Standard: 1.0 The student will develop the reading and listening skills necessary <span class="highlight">for</span> word <span class="highlight">recognition</span>, comprehension, interpretation, <span class="highlight">analysis</span>, evaluation, and appreciation <span class="highlight">of</span> print and non- print text. Learning Expectations: 1.01 Develop oral language. 1.02 Develop listening skills. 1.03 Demonstrate knowledge <span class="highlight">of</span> concepts <span class="highlight">of</span> print. 1.04 Develop and maintain phonemic awareness. 1.05 Develop and use decoding strategies to read unfamiliar words. 1.06 Read to
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