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 Reading/Language Arts (CA Dept. of Education)
words within a word. Examples: depart, report.) 3. Teaching what is most useful 4. Making clear the limitations of structural analysis 5. Using extended text in opportunities for application Cunningham provides a model for reading big words that combines reading, meaning, and sp...
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words within a word. Examples: depart, report.) 3. Teaching what is most useful 4. Making clear the limitations of structural analysis 5. Using extended text in opportunities for application Cunningham provides a model for reading big words that combines reading, meaning, and spelling and extends the steps by teaching (1) prefixes that are useful from a meaning standpoint (e.g., re-); (2) suffixes that are most useful (e.g., -ly, -er, -ful); and (3) a few useful roots (e.g., play, work, agree
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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
words within a word. Examples: depart, report.) 3. Teaching what is most useful 4. Making clear the limitations <span class="highlight">of</span> structural analysis 5. <span class="highlight">Using</span> extended text in opportunities for application Cunningham provides a <span class="highlight">model</span> for reading big words that combines reading, meaning, and spelling and extends the steps by teaching (1) prefixes that are useful from a meaning standpoint (e.g., re-); (2) suffixes that are most useful (e.g., -ly, -er, -ful); and (3) a few useful roots (e.g., play, work, agree
124
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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
four through eight should receive at least two hours <span class="highlight">of</span> language arts instruction each day. 5. Monitor student progress and adjust the instruction and time allocations accordingly. The proficiency <span class="highlight">of</span> all students in the fundamental <span class="highlight">areas</span> <span class="highlight">of</span> reading, includ­ ing word <span class="highlight">recognition</span>, fluency, academic language, and comprehension strate­ gies, must be determined. Once students have mastered the code, they may need additional assistance in a number <span class="highlight">of</span> <span class="highlight">areas</span> (Baker, Gersten, and Grossen 2002; Howell and Nolet
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