Standard I. Oral Language: formative procedures of oral dialect, Standards II, III, V, VI. Phonemic Awareness; Alp

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Standard I. Oral Language: formative procedures of oral dialect, Standards II, III, V, VI. Phonemic Awareness; Alphabetic Principle; Word Analysis and Decoding; Fluency word investigation abilities

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Standard IV. Education Development and Practice: establishments of perusing and early proficiency advancement. Standard VII. Perusing Comprehension : parts of perception , and techniques for enhancing their cognizance.

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Standard VIII, IX : Development of Written Communication; Writing Conventions composing is a formative Standard XI. Research and Inquiry Skills : study and request

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Standard XII. Seeing and Representing Standard VIII. Evaluation and Instruction in Developing Literacy Types of Assessment

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Types of Assessment Formal appraisal: Data driven (insights); Standardized tests; General ranges of information; (Remember the Bell Curve - percentiles, stanines , and so on.) Informal Assessment: Performance driven; more particular learning territories; (recollect IRIs, RMIs, rubrics, portfolios)

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Great connection to Assessments for audit Link to "other" Assessments

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Roles of Oral Language Oral dialect is the manner by which kids (individuals) sort out their considerations. It is the establishment for other dialect and learning methodologies. Basic intuition and intellectual improvement are affected by oral dialect advancement. We figure out how to think by talking things out.

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Oral Language Development Stages of Oral Development 0 – 12 months: From "cooing" to "chattering" 1 – 2: Holophrasic to transmitted (2 words) 2 – 3: Telegraphic to graphic ((NO!)) 3 - 4: Simple to Complex ((Overgeneralization of standards)) 4 – 6: Toward refinement ((Generative Language))

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Innatist View L.A.D: Language Acquisition Device (Noam Chomsky): Internal component (neurological framework) actuated by ecological jolts. Profound Structure: Universal Grammar Basic syntactic principles Not imitative

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Constructivist View Language learning is singular It is affected by the social, phonetic and social setting in which the youngster experiences dialect. Piaget: Cognitive development Linguistic Growth Vygotsky : Linguistic Growth Cognitive G rowth

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Developing Oral Language Oral play: dialect of position like: over, under, around Daily timetable Role play: carrying on circumstances Use innovations to permit children to communicate with dialect BACK

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Essential Components for Reading Instruction (NRP) Phonemic Awareness Phonics Vocabulary Development Reading Fluency, including Oral Reading Skills Reading Comprehension Strategies BACK

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Early Reading Instruction Sequence of Instruction (Developmentally fundamental to most perplexing) First Developmentally: Phonemic Awareness - Oral division and mixing Sequenced as takes after: First: "elastic banding" Second: dividing utilizing compound words Third: syllabic division and mixing Fourth: onset and rime division and mixing Fifth: singular sound division and mixing Second Developmentally: Alphabetic Principle - Speech is comprised of individual sounds (Phonemic Awareness) and these sounds can be spoken to by individual letters. 1. Letters in order books are one procedure 2. Dialect Experience stories are useful

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Second Developmentally: Alphabetic Principal – Relationship between English composed images and particular sound. Third Developmentally: Phonic Instruction - Word recognizable proof procedure utilizing English spelling (Orthographic) designs as a helper to orally delivering matches for composed words. Grouping for phonic guideline is the same with respect to Phonemic Awareness

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Terms you ought to know: · Consonant Digraph - Two associated consonants which create one sound-(ch, th, ng) · Consonant Blends or Clusters - (at least two) associated consonants which deliver the hints of all - (st, fl, scr) · Diphthongs - Two associated vowels which create a solitary "skimmed" sound (oi in oil OR ea in genuine) · Schwa - Any vowel when it delivers the sound "uh" as the "an" in America. "c" is the image used to speak to schwa.

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· Onset and Rime - The onset is the part of a syllable that precedes the vowel. Rime is whatever is left of the syllable. Phoneme – Smallest unit of sound in a dialect. Case: "that":/ơ/ǽ/t/There are three phonemes, yet four letters. Grapheme - Graphemes are the letters of the letter set composed on paper to speak to separate hints of discourse written in words. Single letter or digraphs. /f/ – f, ph, gh, ff

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Morpheme - The littlest important unit of a dialect. They can be bound Free (remains solitary - "man") or they can be Bound (must be appended to a Free morpheme [-ly] - "man ly ") Structural Analysis - Studying words utilizing morphological learning to locate the significance of the word.

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Implications for Instruction of Very Young Children Teachers must: ·         help kids comprehend that dialect is made out of sounds stung together. ·         singular words are comprised of specific sounds particle a specific request. ·         help kids figure out how to section and mix these sounds utilizing metacognitive procedures. help kids comprehend that specific sounds might be spoken to by a specific letter or example of letters. BACK

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Vocabulary Development · Have structure and association behind the words you introduce. o By word sort : feeling words, activity words o By roots o Etc. · Incorporate multisensory gaining from the earliest starting point. · Model the exercises first. · Most work with vocabulary ought to be finished with every one of the implications accessible · Keep a continuous rundown noticeably posted. * Go past the meanings of the words. Incorporate the undertones BACK

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Reading Stages Preindependent 1. Enchanted plays with books listens to stories begins to notice print

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Self-Concept Stage Reading-like conduct Reconstructs recognizable books and stories Writing starts to show phonic impacts Rhymes Begins phonemic mindfulness

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Bridging Stage Reads and composes name Picks out individual words (does not exchange starting with one setting then onto the next) Reads well known books Enjoys serenades and rhyming verse

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Independent Stage Takeoff Stage Wants to peruse regularly Knows that print passes on significance Conserve importance crosswise over circumstances Oral perusing is frequently word-for-word rather to mean

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Independent Reading Stage Comprehends writers message Reads for delight Transactional eading Orally peruses with expression Sees print as "truth"

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Skilled Reader Can read about things outside emmediate encounters Incorporates "read" vocabulary into their own Can examine components of stories and writings Makes deductions Critically peruses BACK

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Stages of Writing Development Preliterate: Drawing utilizes attracting to remain for composing trusts that drawings/composing is correspondence of a deliberate message read their drawings as though there were composing on them

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Preliterate: Scribbling jots yet expects it as composing jotting looks like written work holds and uses pencil like a grown-up

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Emergent: Random-letters or letter strings utilizes letter successions maybe gained from his/her name may compose similar letters from various perspectives long series of letters in irregular request

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Transitional: Writing by means of concocted spelling makes possess spelling when ordinary spelling is not known one letter may speak to a whole syllable words may overlay may not utilize appropriate dividing as composing develops, more words are spelled customarily as composing develops, maybe one and only or two letters imagined or overlooked

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Fluency: Conventional spelling normally takes after grown-up composing

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Study Skills Skimming Scanning Previewing Adjusting perusing rate to materials SQRRR Outlining Graphic Organizers – maps, diagrams, charts BACK

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Inquiry Learning Goal Inquiry showing drives understudies to fabricate their comprehension of principal thoughts through involvement with materials, by counseling books, different assets, and specialists, and through contention and level headed discussion among themselves

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Inquiry-Based Methodology It concentrates on making inquiries, considering elective clarifications, and measuring proof. It incorporates elevated standards for understudies to get genuine learning, yet it expects more from them than the negligible stockpiling and recovery of data.

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Facets of Inquiry · mentioning objective facts; · offering conversation starters; · inspecting books and different wellsprings of data to see what is as of now known; · arranging and leading examinations; · looking into what is as of now known in light of trial confirmation; · utilizing devices to assemble, dissect, and translate information; · proposing answers, clarifications, and forecasts; · and conveying the outcomes. BACK

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Research Based/Teachable Comprehension Strategies utilizing foundation learning to make deductions (Hansen and Pearson 1983) or set purposes (Ogle 1986); getting the fundamental thought (Baumann 1984); distinguishing the wellsprings of data expected to answer a question (Raphael and Pearson 1985); and utilizing the run of the mill structure of stories (Fitzgerald and Spiegel 1983) or informative writings (Armbruster et al. 1987) to help understudies comprehend what they are perusing.

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Comprehension Strategies Before-perusing procedures * Know, Want to Know, Learn - KWL * Inferential Strategy During-perusing systems * making inquiries - * condensing * making forecasts After