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Education
Web
 Reading/Language Arts (CA Dept. of Education)
explain shades of meaning in related words (e.g., softly and quietly). As in the fourth and fifth grades, students should continue to engage in exten sive independent reading as the primary means for increasing vocabulary knowl edge. They must continue to be giv...
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explain shades of meaning in related words (e.g., softly and quietly). As in the fourth and fifth grades, students should continue to engage in exten sive independent reading as the primary means for increasing vocabulary knowl edge. They must continue to be given ample opportunities and encouragement to read. Vocabulary instruction must still be systematic (see the vocabulary guide lines for the fourth grade). Instruction in word derivation should be a common component of instruction across the academic
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http://www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=35
www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=35
<span class="highlight">of</span> those skills by the end <span class="highlight">of</span> the third grade is the goal <span class="highlight">for</span> all students. Students achieve those skills by building on a progression <span class="highlight">of</span> carefully specified and strategically sequenced content standards and instruction that begins in kindergarten. Proficiency is based on critical building blocks in each grade. Some <span class="highlight">of</span> the building blocks (e.g., vocabulary development, <span class="highlight">analysis</span> <span class="highlight">of</span> narrative text) span kindergarten through grade three, and others (e.g., phonemic awareness, concepts about print) are
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http://www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=36
www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=36
importance <span class="highlight">of</span> struc­ tural features <span class="highlight">of</span> words (affixes) to word meaning (Beck, McKeown, and Kucan 2002). Wide reading is essential to learning vocabulary and must be an integral <span class="highlight">component</span> <span class="highlight">of</span> instruction. At first the teacher should read literary and expository texts to students, exposing them to vocabulary they are not yet able to read. As students develop proficiency in word <span class="highlight">recognition</span>, they are taught <span class="highlight">independent</span> Chapter 3 Content Standards and Instructional Practices— Kindergarten Through Research has
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http://www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=103
www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=103
expression. The strands to be emphasized at the third-grade level are listed on the previous page under the appropriate domains. Each <span class="highlight">of</span> the strands is addressed separately with the exception <span class="highlight">of</span> the written and oral English-language conventions strand, which is integrated within appro­ priate sections. writing listeningreading Word <span class="highlight">Analysis</span>, Fluency, and Vocabulary speaking Development Decoding and Word <span class="highlight">Recognition</span> Specific decoding instruction in the earlier grades and redundancy <span class="highlight">of</span> exposure through
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http://www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=124
www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=124
in their understand­ ing and <span class="highlight">analysis</span> <span class="highlight">of</span> text. Many students need encouragement and structures to read independently outside class so that they can strengthen all aspects <span class="highlight">of</span> their reading development (Baker, Gersten, and Grossen 2002). Students with diagnosed needs in word <span class="highlight">recognition</span> and fluency will require the most intensive interventions in grades four through eight (Bos and Vaughn 2002; Foorman and Torgesen 2001). However, teachers in self-contained class­ rooms and content areas can assist in a
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http://www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=146
www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=146
standards continue to emphasize the use <span class="highlight">of</span> internal, morphological, etymological, and historical word cues. In addition, students are expected to understand and explain frequently used synonyms, antonyms, and homographs. Students should continue to engage in extensive <span class="highlight">independent</span> reading as the primary means <span class="highlight">of</span> increasing vocabulary knowledge (Nagy 1998). Students should be given ample opportunities to read. In addition, vocabulary instruction must continue to be systematic (see the vocabulary guidelines <span class="highlight">for</span>
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http://www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=164
www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=164
explain shades <span class="highlight">of</span> meaning in related words (e.g., softly and quietly). As in the fourth and fifth grades, students should continue to engage in exten­ sive <span class="highlight">independent</span> reading as the primary means <span class="highlight">for</span> increasing vocabulary knowl­ <span class="highlight">edge</span>. They must continue to be given ample opportunities and encouragement to read. Vocabulary instruction must still be systematic (see the vocabulary guide­ lines <span class="highlight">for</span> the fourth grade). Instruction in word derivation should be a common <span class="highlight">component</span> <span class="highlight">of</span> instruction across the academic
Optical Character Recognition Systems
use with these devices. The package includes the user interface software, scanner and recognition software. A package including Braille translation software is available. Reading Edge (Xerox Imaging Systems) Hardware Independent. This system is a reading machine with voice o...
Put Reading First 2nd Ed. PDF
the student’s comprehension is poor for the text that she or he reads orally. Is increasing word recognition skills sufficient for developing fluency? Isolated word recognition is a necessary but not sufficient condition for fluent reading. Throughout much ...
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the student’s comprehension is poor for the text that she or he reads orally. Is increasing word recognition skills sufficient for developing fluency? Isolated word recognition is a necessary but not sufficient condition for fluent reading. Throughout much of the twentieth century, it was widely assumed that fluency was the result of word recognition proficiency. Instruction, therefore, focused primarily on the development of word recognition. In recent years, however, research has shown that fluency is a
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http://centeroninstruction.org/files/PutReadingFirst2ndEd.pdf#page=36
centeroninstruction.org/files/PutReadingFirst2ndEd.pdf#page=36
the student’s comprehension is poor <span class="highlight">for</span> the text that she or he reads orally. Is increasing word <span class="highlight">recognition</span> skills sufficient <span class="highlight">for</span> developing fluency? Isolated word <span class="highlight">recognition</span> is a necessary but not sufficient condition <span class="highlight">for</span> fluent reading. Throughout much <span class="highlight">of</span> the twentieth century, it was widely assumed that fluency was the result <span class="highlight">of</span> word <span class="highlight">recognition</span> proficiency. Instruction, therefore, focused primarily on the development <span class="highlight">of</span> word <span class="highlight">recognition</span>. In recent years, however, research has shown that fluency is a
The Relationship of the Component Skills of Reading to IALS Performance: Tipping Points an...
reported very limited English abilities. Implications of Our Latent Class Analysis for Instruction Ultimately, the technique of latent class analyses of adult reader profiles could be used by the adult education system to identify different types of readers...
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reported very limited English abilities. Implications of Our Latent Class Analysis for Instruction Ultimately, the technique of latent class analyses of adult reader profiles could be used by the adult education system to identify different types of readers for instructional purposes, from beginners through GED levels. University and hospital reading clinics have been using this reading profile approach for many years (Chall, 1994; Chall and Curtis, 1990). As our analysis suggests, patterns of strengths
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http://www.ncsall.net/fileadmin/resources/research/report_29_ials.pdf#page=47
www.ncsall.net/fileadmin/resources/research/report_29_ials.pdf#page=47
reported very limited English abilities. Implications <span class="highlight">of</span> Our Latent Class <span class="highlight">Analysis</span> <span class="highlight">for</span> Instruction Ultimately, the technique <span class="highlight">of</span> latent class analyses <span class="highlight">of</span> adult reader profiles could be used by the adult education system to identify different types <span class="highlight">of</span> readers <span class="highlight">for</span> instructional purposes, from beginners through GED levels. University and hospital reading clinics have been using this reading profile approach <span class="highlight">for</span> many years (Chall, 1994; Chall and Curtis, 1990). As our <span class="highlight">analysis</span> suggests, patterns <span class="highlight">of</span> strengths
English Language Development Standards (CA Dept. of Education)
Reading Word Analysis Apply knowledge of cognates and false cognates to derive meaning from literature and texts in content areas. Grade Two 1.1 Recognize and use knowl edge of spelling patterns (e.g., diphthongs, special vowel spellings) when reading. 1.2 Apply kno...
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Reading Word Analysis Apply knowledge of cognates and false cognates to derive meaning from literature and texts in content areas. Grade Two 1.1 Recognize and use knowl edge of spelling patterns (e.g., diphthongs, special vowel spellings) when reading. 1.2 Apply knowledge of basic syllabication rules when reading (e.g., vowel-consonant-vowel = su/per; vowel-consonant/ consonant-vowel = sup/per). 1.3 Decode two-syllable nonsense words and regular multisyllable words. 1.4 Recognize
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http://www.cde.ca.gov/re/pn/fd/documents/englangdev-stnd.pdf#page=39
www.cde.ca.gov/re/pn/fd/documents/englangdev-stnd.pdf#page=39
Reading Word <span class="highlight">Analysis</span> Apply knowledge <span class="highlight">of</span> cognates and false cognates to derive meaning from literature and texts in content areas. Grade Two 1.1 Recognize and use knowl­ <span class="highlight">edge</span> <span class="highlight">of</span> spelling patterns (e.g., diphthongs, special vowel spellings) when reading. 1.2 Apply knowledge <span class="highlight">of</span> basic syllabication rules when reading (e.g., vowel-consonant-vowel = su/per; vowel-consonant/ consonant-vowel = sup/per). 1.3 Decode two-syllable nonsense words and regular multisyllable words. 1.4 Recognize
Scholastic: 10 Tips for Going Green
It's Getting Easy to Be Green | Scholastic.com Administrator Magazine Scholastic Administrator is a must-read resource for 240,000 of today's results-driven school leaders. Every issue features leadership for education executives, insight and analysis into what's next i...
What Silent Reading Tests Alone Can't Tell You
more useful diagnostic and teaching information than silent reading comprehension tests alone. In addition to silent reading, we began doing word analysis (phonics), word recognition, spelling, oral reading, and oral vocabulary assessments with all learners who scored below grad...
Scholastic: Recruiting International Teachers
Plugged In | Scholastic.com Administrator Magazine: Leadership Scholastic Administrator is a must-read resource for 240,000 of today's results-driven school leaders. Every issue features leadership for education executives, insight, and analysis into what's next in e...
Techniques for Teaching Beginning-Level Reading to Adults
than the names of the letters and a handful of letter sounds. They are usually only able to write their name and, in most cases, the letters of the alphabet. However, one student had never held a pencil before he entered my class. Typical Lesson Plan for a Three-Hour Cla...
Independent Evaluation of the Alignment of the California Standards Tests (CSTs) and the C...
A ppendix D . W orkshop M aterials for Panelists H um an R esources R esearch O rganization (H um R R O ) P age D -7 Example Format of Depth-of-Knowledge (DoK) Rating Sheet for CST Standards Enter rating of 1 to 4 DOK Rating Form in blanks below. ELA Content Standa...
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A ppendix D . W orkshop M aterials for Panelists H um an R esources R esearch O rganization (H um R R O ) P age D -7 Example Format of Depth-of-Knowledge (DoK) Rating Sheet for CST Standards Enter rating of 1 to 4 DOK Rating Form in blanks below. ELA Content Standards Grade 2 CALIFORNIA CONTENT STANDARDS: READING CODE 1.0 WORD ANALYSIS, FLUENCY, AND SYSTEMATIC VOCABULARY DEVELOPMENT: Students understand the basic features of reading. They select letter patterns and know how to translate them
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http://www.cde.ca.gov/ta/tg/sr/documents/alignmentreport.pdf#page=187
www.cde.ca.gov/ta/tg/sr/documents/alignmentreport.pdf#page=187
A ppendix D . W orkshop M aterials <span class="highlight">for</span> Panelists H um an R esources R esearch O rganization (H um R R O ) P age D -7 Example Format <span class="highlight">of</span> Depth-<span class="highlight">of</span>-Knowledge (DoK) Rating Sheet <span class="highlight">for</span> CST Standards Enter rating <span class="highlight">of</span> 1 to 4 DOK Rating Form in blanks below. ELA Content Standards Grade 2 CALIFORNIA CONTENT STANDARDS: READING CODE 1.0 WORD <span class="highlight">ANALYSIS</span>, FLUENCY, AND SYSTEMATIC VOCABULARY DEVELOPMENT: Students understand the basic features <span class="highlight">of</span> reading. They select letter patterns and know how to translate them
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http://www.cde.ca.gov/ta/tg/sr/documents/alignmentreport.pdf#page=188
www.cde.ca.gov/ta/tg/sr/documents/alignmentreport.pdf#page=188
C ST and C A PA A lignm ent R eport (D R A FT 2-5-2007) CALIFORNIA CONTENT STANDARDS: READING CODE 2.2 Comprehension and <span class="highlight">Analysis</span> <span class="highlight">of</span> Grade-Level-Appropriate Text: use appropriate strategies when reading <span class="highlight">for</span> different purposes (e.g., full comprehension, location <span class="highlight">of</span> <span class="highlight">information</span>, personal enjoyment) NA* 2.3 Comprehension and <span class="highlight">Analysis</span> <span class="highlight">of</span> Grade-Level-Appropriate Text: make and confirm predictions about text by using prior knowledge and ideas presented in the text itself, including illustrations, titles
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