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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=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=104
www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=104
Students are also taught to spell words that have high utility <span class="highlight">for</span> meaning, spelling, and decoding. In addition to being taught structural <span class="highlight">analysis</span>, students should be taught strategies to confirm the fit <span class="highlight">of</span> the word in context. Although contextual <span class="highlight">analysis</span> has limited usefulness as a single word-<span class="highlight">recognition</span> strategy, it expands students’ capacity <span class="highlight">for</span> word <span class="highlight">analysis</span> and <span class="highlight">recognition</span> when used to confirm the accuracy <span class="highlight">of</span> words identified by decoding and structural <span class="highlight">analysis</span>. Words identified through the
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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
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http://www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=372
www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=372
word <span class="highlight">analysis</span>). Refers to the process used to decode words. Stu­ dents are taught multiple strategies to identify a word. This sequence progresses from decoding <span class="highlight">of</span> individual letter-sound correspondences, letter combina­ tions, phonics <span class="highlight">analysis</span> and rules, and syllabication rules to analyzing structural elements (including prefixes, suffixes, and roots). Advanced word-<span class="highlight">analysis</span> skills include strategies <span class="highlight">for</span> identifying multisyllabic words. word play. A child’s manipulation <span class="highlight">of</span> sounds and words <span class="highlight">for</span> language
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
Sonoma State University: Alphabetic Principle
Explain how readers use a variety of strategies for decoding words, including phonic analysis, onset-rime, structural analysis, syllabication, automatic word recognition, and syntax and semantics. Summarize the difficulties students with learning/reading disabilit...
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
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...
EDSITEment: The Monroe Doctrine: President Monroe and the Independence Movement in South A...
goals. To establish diplomatic relations with other countries. To formalize its independent status. To elicit empathy in comparison to America's struggle for independence. NOTE: Students may encounter the Spanish word "criollo" (English: creole). The criollos were of...
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...
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...
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 -> &...
Taking the Fourth Amendment to Bits....
developing jurisprudence of the Fourth Amendment, with particular attention to those decisions in which courts have had to face questions raised by new technologies. Two questions are raised within this context: What expectation of privacy in computer data is "reasonable&qu...
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