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2004 136 English Language Arts The Comprehensive Model on the following page illustrates: Teaching Model of Reading · Engagement and Motivation Emergent Literacy (Reason for and Appreciation (Concepts about Print, Letter of Reading) Knowledge, Phonemic Awareness,...
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2004 136 English Language Arts The Comprehensive Model on the following page illustrates: Teaching Model of Reading · Engagement and Motivation Emergent Literacy (Reason for and Appreciation (Concepts about Print, Letter of Reading) Knowledge, Phonemic Awareness, Understanding Alphabetic Principle) Word Recognition Vocabulary and (Phonics and Decoding, Concept Development Sight Word Development, (Dictionary Use, Inferring Meanings Spelling Development, from Context, Proper Usage, Shades of Appreciation of
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=159
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
2004 136 English Language Arts The Comprehensive <span class="highlight">Model</span> on the following page illustrates: Teaching <span class="highlight">Model</span> <span class="highlight">of</span> Reading · Engagement and Motivation Emergent Literacy (Reason for and Appreciation (Concepts about Print, Letter <span class="highlight">of</span> Reading) Knowledge, Phonemic Awareness, Understanding Alphabetic Principle) Word <span class="highlight">Recognition</span> Vocabulary and (Phonics and Decoding, Concept Development Sight Word Development, (Dictionary Use, Inferring Meanings Spelling Development, from Context, Proper Usage, Shades <span class="highlight">of</span> Appreciation <span class="highlight">of</span>
cover.indd
alphabetic principle, that sounds in words are expressed by the letters of the alphabet. R.WS.00.04 use grapho-phonemic (letter-sound) cues to recognize a few one-syllable words when presented completely out of context. Begin to associate letters and sounds, particularly initial...
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alphabetic principle, that sounds in words are expressed by the letters of the alphabet. R.WS.00.04 use grapho-phonemic (letter-sound) cues to recognize a few one-syllable words when presented completely out of context. Begin to associate letters and sounds, particularly initial and fi nal consonants. Word Recognition Students will… R.WS.00.05 automatically recognize a small number (about 18) of frequently encountered, personally meaningful words in print. R.WS.00.06 make progress in automatically
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=8
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=8
alphabetic principle, that sounds in words are expressed by the letters <span class="highlight">of</span> the alphabet. R.WS.00.04 use grapho-phonemic (letter-sound) cues to recognize a few <span class="highlight">one</span>-syllable words when presented completely out <span class="highlight">of</span> context. Begin to associate letters and sounds, particularly initial and fi nal consonants. Word <span class="highlight">Recognition</span> Students will… R.WS.00.05 automatically recognize a small number (about 18) <span class="highlight">of</span> frequently encountered, personally meaningful words in print. R.WS.00.06 make progress in automatically
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=17
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=17
alphabetic principle, that sounds in words are expressed by the letters <span class="highlight">of</span> the alphabet. R.WS.01.04 use structural cues to recognize <span class="highlight">one</span>-syllable words, blends, and consonant digraphs including: letter-sound, onset and rimes, whole word chunks, word families, digraphs th, ch, sh. Word <span class="highlight">Recognition</span> Students will… R.WS.01.05 automatically recognize frequently encountered words in and out <span class="highlight">of</span> context with the number <span class="highlight">of</span> words that can be read fluently increasing steadily across the school year. R.WS.01.06
English Language Arts Performance Standard A Grade 4
reading. Use a variety of strategies and word recognition skills, including rereading, finding context clues, applying their knowledge of letter-sound relationships, and analyzing word structures Infer the meaning of unfamiliar words in the context of a passage by...
Academic Standards-English/Language Arts Kindergarten
Page 2 Kindergarten English/Language Arts K READING: Word Recognition, Fluency, and Vocabulary Development (continued) K.1.11 Listen to one-syllable words and tell the beginning or ending sounds. Example: Tell what sound you hear at the beginning of the word girl. K.1.12 Listen...
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Page 2 Kindergarten English/Language Arts K READING: Word Recognition, Fluency, and Vocabulary Development (continued) K.1.11 Listen to one-syllable words and tell the beginning or ending sounds. Example: Tell what sound you hear at the beginning of the word girl. K.1.12 Listen to spoken sentences and recognize individual words in the sentence; listen to words and recognize individual sounds in the words. K.1.13 Count the number of syllables in words. * When letters have a slanted line before and after
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-english/2006-06-ela-grade0k.pdf#page=2
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-english/2006-...
Page 2 Kindergarten English/Language Arts K READING: Word <span class="highlight">Recognition</span>, Fluency, and Vocabulary Development (continued) K.1.11 Listen to <span class="highlight">one</span>-syllable words and tell the beginning or ending sounds. Example: Tell what sound you hear at the beginning <span class="highlight">of</span> the word girl. K.1.12 Listen to spoken sentences and recognize individual words in the sentence; listen to words and recognize individual sounds in the words. K.1.13 Count the number <span class="highlight">of</span> syllables in words. * When letters have a slanted line before and after
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