Phonics Training Units 1-4Study online at clude about how teachers professionaldevelopment (PD) affects students' per-formance outcomes? Show
Get answer to your question and much more 74.Your district has selected a solid, re-search-based core instructional pro-gram for reading. Which guideline bestexplains how an individual teacher Get answer to your question and much more should implement this program?75.Which of the following is not one ofthe strands in Scarborough's Reading Get answer to your question and much more Rope?76.How can code-emphasis or phon-ics-emphasis instruction be used mosteffectively? Get answer to your question and much more 77.Which word group might a teacher in-clude in a lesson focused on identifica- Get answer to your question and much more tion of consonant blends?78.Which word group might a teacher in-clude in a lesson focused on reviewing Get answer to your question and much more consonant digraphs?79.In a complete phonics lesson of 30-40minutes, which activity would typicallynot be included? Get answer to your question and much more The National Reading Panel Report research shows that ALL students need at least 90 minutes of uninterrupted reading instruction each day to become strong readers, and that this instruction must be systematic, explicit, scaffolded, and differentiated across the classroom. Teachers should be teaching reading to all students using the Comprehensive Core Reading Program that is on the level of the majority of children in the class. An initial lesson from the Comprehensive Core Reading Program is usually 30-40 minutes each day of the required 90 minute uninterrupted reading block. For the remainder of the block, the teacher should differentiate instruction focusing on the need of students using the Comprehensive Core Reading Program or Supplemental Reading Program. This differentiated instruction may be on grade level with special attention to the needs of each student. In addition to the 90-plus minutes, the classroom teacher, special education teacher, or reading resource teacher should provide immediate intensive intervention to children in need (as determined by a diagnostic assessment). Find more detail here: Elementary Reading/Literacy Block Reboot from Just Read, Florida! Expectations of the reading blockScientifically based reading instruction includes explicit and systematic instruction in the following areas:
Differentiated reading instructionDifferentiated reading instruction is:
Characteristics of differentiated small groups
90-minute reading block templateThis sample class has five small flexible groups that are formed based upon ongoing assessment results. The teacher meets with three groups daily during sessions 1, 2, and 3. While not working with the teacher, students will be working in small groups at literacy centers. Small group size can vary, but the immediate, intensive intervention group should be no larger than 3-5 students.
Which activities are recommended to help students develop visual motor skills before they learn to form letters?Many traditional children's games and activities promote visual perceptual and visual motor skills. Some examples are puzzles, cutting construction paper with scissors, and card games such as Go Fish, Memory Matching, and Slap Jack.
What is true about the relationship between reading and spelling Letrs?Research has shown that learning to spell and learning to read depend on much of the same underlying skills. It's understanding and applying the relationship between letters and sounds that makes a good speller and an even better reader.
What is a major instructional focus for students at the consolidated alphabetic phase?In the consolidated alphabetic phase, children develop an increasing automatic sight word recognition, orthographic mapping, syllable patterns, morphemes and demonstrate advanced phonemic awareness, including deletion, substitution and reversal of phonemes.
Do students with solid phonics skills tend to recognize sight words more quickly regardless of how regular the words spelling are?Students with solid phonics skills tend to recognize sight words more quickly, reguardless of how regular the words' spelling are. kasey has solid phonemic awareness and knows all 26 letters. Her phonetic spellings of speech sounds are logical, but she is just learning to spell words.
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In a complete phonics lesson of 30–40 minutes, which activity would typically not be included?
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