RICA - Distance Prep

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1. Alphabetic Letters Represent Sounds 12. Assessment for Pull from students writing sample.
Principle Orthographic Can either be done as a whole class or
Analysis - in small groups.
2. Alphabetic
Sentence Editing
Principle -
Activity 13. Assessment for Isolate ONE rule and test student on
Orthographic that singular rule.
Analysis -
Spelling
Assessment
14. Assessment for One on One
Orthographic -Read Aloud
Analysis - Writing Tell them mistakes -edit
Elkonin Boxes with Letter cards Samples PEER Editing

3. Alphabetic k-1 15. Assessment for

Principle - Simple Patterns Structural analysis
Beginning - Graphic
Decoding Letter sounds a-z Organizers with
Vowel sounds (Short) a, e, i, o, u Affixes
Tree Map with Prefixes or Suffixes and
4. Alphabetic Consonate - vowel- consonate
Add meaning to the words.
Principle - CVC CAN
-Assesses affix knowledge
words
16. Assessment for Include:
5. Alphabetic A written representation of sound.
Structural analysis Names
Principle - /g/ for G
- Observation and ID what they are doing incorrectly.
Grapheme
Notes
6. Alphabetic Sound of a written letter.
17. Assessment for Instead of phonics patters the words
Principle - /g/
Structural analysis have affixes:
Phoneme
- Sound Spelling
7. Alphabetic Letter sound correspondence. Assessment ex:
Principle - /k/ can be C 1. The boy is DISORGANIZED.
Phonemic /s/ can be C 2. The teacher DISAGREED with the
Awareness parents.
8. Alphabetic Two or three letter words. 3. The DISAPPEARANCE of the mail was
Principle - confusing.
Practice Can /k/-/an/ 4. NO Mistake
an /an/ 18. Assessment for Sort known words in one pile another
9. Alphabetic Vowel - Consonate - AN Structural analysis into another.
Principle - VC - Word Sorts
words 19. Assessment for Independent writing in class
10. Assessment for 1. Word Spelt Correctly Structural analysis -Worksheets or Short Stories or Small
Orthographic 2. Word Spelt Incorrectly - Writing Samples Writing Assignments
Analysis - -Sentences should be in context. 20. Assessment for Similar to word sorts, but with number
Multiple Choice Syllabic Analysis of syllables.
Analysis - Classifying Syllabication
11. Assessment for Hands on Activities with Ob. Notes. syllable sorts
Orthographic -Write down who gets it and Strengths 21. Assessment for Oral and written
Analysis - Write down who needs additional Syllabic Analysis
Observation supports and on what. - Count Syllables
Notes Pull those students for small group
22. Assessment for Oral
instruction.
Syllabic Analysis Written
- ID Syllables Sorts
23. Assessment for Open, Closed and R and L Controlled 28. Assessments for 1. Letter Naming (Upper and Lower)
Syllabic Analysis - Syllables Letter ID 2. Letter ID in Context (Thumb up for
Multiple Choice -Students break down the syllables. D in story)
Assessments 3. Letter Sequencing
-Letter cards
24. Assessment for Hands on Activities with Ob. Notes.
_ Letter Survey - Letters will not be in
Syllabic Analysis - -Write down who gets it and Strengths
sequence students have to say the
Observation Notes Write down who needs additional
letter name.
supports and on what.
4. Letter matching - Draw a line
25. Assessments - 1. Sounds with Letters
29. Assessments for NOT A SPELLING TEST!
Alphabetic (a-z single letters)(short vowel
Phonics and Sight "What is the word? Down
Principle sounds)
Words - Dictation /d/-/o/-/w/-/n/."
2. CVC - VC
of words Students then write the word down.
3. Nonsense word ID
*Isolate the sounds
- goj - /g/-/o/-/j/
*Immediately make corrections
4. ID Manipulation of initial, medial,
* Guide them to write the words
and final sounds.
correctly.
CAN --> Con
30. Assessments for Notes on class instruction so that you
26. Assessments for 1. Observation Notes - from oral
Phonics and Sight can pull the student to for further
Comprehension discussions
Words - instruction
Strategies/ Skills 2. Analysis of completed Graphic
Observation Notes
Organizers
-Compare and Contrast 31. Assessments for Read a passage that has been timed
-Find Elements Chronologically Phonics and Sight for 1 minute. If the student misses the
-Main Ideas in detail Words - Oral word cross it off. (by the end of first
-How did they complete it? Reading Fluency 60 WMP)
3. Multiple Choice Assessment -Use words that students missed to
-Read a text find a answer dictate what needs to be retaught.
4. Open ended comprehension
32. Assessments for
Assessment -
Phonics and Sight
-Answer a question and write
Words - Sight Word
something or draw a picture about the
Assessment
question.
5. Analyze Writing (Org Features)
-Make sure they are mastering the
concept
6. Response to reading
-Journal Writing (support from text)
7. Learning Log Students will read the words. If the get
- teacher give main idea students have it wrong mark it wrong so that students
to fill in details. can revisit.
27. Assessments for 1. Observation Notes 33. Assessments for -Students need to select the incorrect
Concepts About Create a chart with name, letter, word, Phonics and Sight answer:
Print sentence ect. Check it off for the Words - Sound The boy is fast.
students that get it and those who do Spelling I have no choyce.
not leave blank. Assessment The water is boiling
No mistake
2. Monitoring Checklist - Same as
34. Assessments for Worksheet/ Independent Writing
observation notes but more specific
Phonics and Sight
Words - Writing
3. Concepts about print survey -
Samples
Point to title.
Point to cover. 35. Automaticity in students are able to connect the
Which way does print go? Word Recognition concept with word in mind.
(Picture of a cat) means the word CAT
- Environmental Print
36. Components of A 1. Multiple Exposures 45. Concepts About
Vocabulary Program - -Vocab Games Print - Activities -
Development of word 2. Promote wide reading and Environmental
consciousness meaningful exposure. Print
37. Components of A -Direct teaching of target words.
Vocabulary Program - -Tier 2
Direct Instruction
38. Components of A 1. This is the word --> This is
Vocabulary Program - what it means. (VISUAL)
Word Learning Strategies - Context Clues - Words and
sentences that give us help Determine Words, Letters, Sentences, in
(highlight clue words to figure the world. Ads.
out the word. 46. Concepts About LRE - Teacher has student share an
2. Apposition - The word is Print - Activities - experience orally. Teacher writes that
defined in the sentence. Language experience down.
-Can be embedded Experience
- , ______, Approach
- , or ________
47. Concepts About Letters can be ID on a page.
3. Word Structure - Affixes and
Print - Letters
base words
-Prefixes, Base, Suffixes 48. Concepts About Front Cover
Print - Print Back Cover
39. Comprehension -Level 1 Who
Awareness - Book Spine
Knowledge What
Handling Pages
When
Title
Where
Author
How Many
ect.
40. Comprehension -Level 2 1. Describe, Explain, Summarize,
49. Concepts About Directionality of Print - Left ---> Right
Comprehension Compare,
Print - Print
2. Q.A.R.
Awareness -
-Think and search
Directionality
May need to look for answer in
text 50. Concepts About
Print - Print
41. Comprehension -Level 3 1. Apply, Calculate, Organize,
Awareness -
Application Collect
Labeling
2. Q.A.R.
-Think and Search but with Info
42. Comprehension -Level 4 1. Distinguish, Examine, Analyze
Analysis 2. QAR
-Author and Me: Prior
knowledge and the book.
43. Comprehension -Level 5 1. Demonstrate, Infer, Solve, Print Rich Environment - Label
Synthesis Debate everything
2. OAR 51. Concepts About A sentence is more than one word.
- Author and Me - Prior Print - Sentences
knowledge and Research
52. Concepts About Can ID a single word.
44. Concepts About Print Oral Language can be Print - Words
represented as Written
Language
53. Elements of Story 1. Mini Lesson on Elements (graphic 62. Factors for Vocabulary Development Browse selection or
Grammar organizers) - Evaluation for usefulness of target Unit
Instruction 2. Students provide information on words - tier 2 -need to obtain in
elements while teacher provides everyday
feedback. -7-10 words
3. Independent Practice -Vocab Strat
4. Students ID after reading Literature -Vocab
Consciousness
54. Elements of Story 1. Character
Grammar (Story 2. Setting 63. Factors for Vocabulary Development -Student know
Elements) 3. Plot - Tier 1 already.
4. Theme - Conversational
Language
55. Elements that 1. Direct Instruction
promote 2. Teacher Modeling: Speak and Write 64. Factors for Vocabulary Development -Found in reading
coherence in oral 3. Analysis of modeling writing and - Tier 2 AND every day
and written proof reading. language
discourse. -Combine academic
language
56. Engaging 1. Proofreading - related to structure,
-Higher Level
Students in word and syllables.
Vocabulary
Writing Activities 2. Whole class proofread.
3. Sentence Building - Give them words 65. Factors for Vocabulary Development 1. Students will not
have them add on (PICK ONE): - Tier 3 use every day
-Add Affixes -Science, Math, SS,
-Inflectional Endings History, ect.
-Orthographic rules -NO Conversational
use
57. Etymology How words came to be.
- Not going to teach
58. Evaluative Analyze just tell
Comprehension -Facts or opinions
66. Factors that impede Comprehension 1. Compare and
-Support Opinion
- Text Structures Contrast
-Compare and Contrast
- Define
-Prior Knowledge and experiences.
-Signal Words
59. Extended Elkonin boxes with 1 - 4 at the top.
67. Factors that impede Comprehension Cause - Why is
Opportunities for Students then sort the words
- Text Structures - Cause and Effect something
Word Analysis -
happening
Counting
Syllables 68. Factors that impede Comprehension Compare (Like,
- Text Structures Compare and both, similar to, too,
60. Extended
Contrast Words as)
Opportunities for
Contrast (Different,
Word Analysis -
Instead of, unlike,
Graphic
rather than)
organizers
tree map 69. Factors that impede Comprehension Ven Diagrams
- Text Structures- Graphic Organizers Double Bubble Map
Prefixes 70. Fluency - 3 Indicators of Fluency Accuracy
Pacing
re on one side Prosody (Intonation,
Un on the other or Expression)
61. Extended Sort words into categories - 71. Fluency - Accuracy Read words
Opportunities for Open , Closed, R-controlled, L- correctly.
Word Analysis - Controlled -Understand phonic
Syllabic Words patters/spelling/
Sorts syllabication
72. Fluency 1. Record what indicators they may 82. Fluency - Students may not know the vocabulary
Assessments - need to review Disruptive Factors -Will need to have explicit vocab
Observation Notes - Vocabulary instruction
73. Fluency 1.Student Reads for 1 Minute 83. Fluency - Students read word by word.
Assessments - Oral 2 . Students count correct words per Disruptive Factors (Student can't move on until they
Fluency minute - Weak Word understand this)
Assessment Analysis
74. Fluency 1. Record Errors (M, S, V) 84. Fluency - Discuss Progress
Assessments - 2. Ques - did you give them any hints Feedback -Missed this or that
Running Records 3. Self Correct - Students went back -Explain why
and read it correctly.
85. Fluency - Go If the students don't get it. Go back to:
4. Record Accuracy/ Self Corrections
back if something -Phonemic Awareness (Sound)
5. Perform miscue analysis
doesn't work - Sight Word Instruction
-Reading Passages with Phonics
**Isolate the words they missed and
Instruction
go back to review those words.
-Try readers theater.
75. Fluency 1. Read the passage
86. Fluency -How do IS Data Driven
Assessments - 2. Time for 1 minute
you do Allows for targeted Skills
Timed Reading 3. Note the errors
instruction?
Fluency 4. Graph how many words they read
correctly each day. 87. Fluency 1. Teacher reads the passage
Instruction - 2. Teacher read with the student
76. Fluency
Explicit Reading (CHORAL READING)
Assessments -
Instruction 3. Students read independently (for
Word Reading
several days)
4. Test students with a similar passage,
but not the same passage
88. Fluency (Long Vowel Patterns)
Instruction - -Front Load the Words
Words that -Read the word to the student --> Have
students are the student Echo the word --> Read the
Dultch Sight Word Lists struggling with word Chorally --> Test the student ( by
-Isolate Instruction reading independently)
77. Fluency - Decoding becomes automatically 89. Fluency - Pacing Students read at the correct speed
Automaticity understood students can comprehend - No Slow like a robot
Theory the entire text. -NO Fast Confusion
Read How You Speak*
78. Fluency - 1. Preteach and Reteach
Disruptive Factors - 2. Explicitly Teach 90. Fluency Practice Reading Passage with Characters and
Activities 3. Address potential problems ahead - Readers Dialog
of time. Theater - Practice over and over and over
- Must have good pacing
79. Fluency - Give the students background
-Good Prosody - It needs to sound right
Disruptive Factors - information.
Lack of Background 91. Fluency Practice Students read the same passage for
Knowledge - Repeated several days
Reading
80. Fluency - Students may have low academic
**Increase accuracy and pacing
Disruptive Factors - vocab.
Lack of complex -May need to talk through structure 92. Fluency Practice The teacher, a parent, or another student
syntactic structures with students - Students read listens to the student reading.
with support
81. Fluency - student will need:
Disruptive Factors - -Explicit blending and decoding
Stopping to instruction.
decode unfamiliar -Letter Card and Hands ON
words
93. Fluency Practice - Students are timed for 1 minute. 102. Fluency - Strategies for Echo-Reading
Time Student Teacher marks off the number of Improving Prosody - Teacher Modeling
Reading words read incorrectly during that 1 read Aloud together
minute period.
103. Fluency - Strategies for Good For prosody, pacing and
Words Read - Missed Words
Improving Prosody - Accuracy
-------------------------------
Readers Theater
Total Words
104. Fluency - Strategies for Read together with some at a
94. Fluency - Prosody Students read with expression
Improving Rate - Choral higher level others at a lower
-Understand what they are reading
Reading level
so they can be expressive. (?,!)
105. Fluency - Strategies for Students read with a partner
95. Fluency - Role of Bridge Between word analysis and
Improving Rate - They read the passage one to
Fluency reading comprehension.
Partner Reading one or One sentence and one
96. Fluency - Silent Fluency instruction needs to be done sentence.
Reading orally (outloud)
106. Fluency - Strategies for Prosody, Pacing, and Accuracy
-When a student is silent reading no
Improving Rate -
one is monitoring their progress.
Readers Theater
- Can have someone monitor the
student OR give the student 107. Fluency - Strategies for Students may struggle at the
something that will help the student Improving Rate - beginning but by the end student
like a worksheet. Repeated Readings should be able to read with good
pace.
97. Fluency Strategies - 1. Most Instruction happens in small
Basic groups 108. Fluency - Strategies for Time for 1 Minute
2. students are different levels Improving Rate - Timed See if the students are reading to
-must have mastered high frequency Reading fast or to slow
sight words 109. Fluency - Strategies for *Not the best method*
-Are able to decode multi and single Improving Rate - Someone whispers in the students
syllable words Whisper Reading ear while they are reading.
98. Fluency Strategies - 1. Direct Explanation of: 110. Fluency Strategies - 1. Pre-teach vocabulary
Class Introduction -Accuracy Guidance -Front load students only 7-10
-Pacing words
-Prosody 2. Modeling - accuracy, pacing
2. Model what a fluent reader sounds and prosody
like 3. Support students reading - Tell
3. Teacher/ Student analysis of students what they are doing
reading. well, guide students when they
-Did I use expression, Accuracy, and need additional support
pace
111. How Phonics Supports -Break Sounds Apart
4. Student practice
reading and spelling - Sound Symbols
99. Fluency - Strategies 1. Pre-teach Vocab development Correspondence
for Improving 2. Echo Reading (I Read, You Read) - Common Affixes (re, un, tion,
Accuracy 3. Choral reading sion) Automatically
4. repeated reading - Letter Combinations (Th, Sh,
100. Fluency - Strategies Students listen, Students read and Ch)
for Improving - Common Orthographic Patterns
Prosody - Choral Plurals (baby --> Babies)
reading 112. Independent Reading -Many don't like to read.
101. Fluency - Strategies Teach students what different and Comprehension - -Notes for how long it takes
for Improving punctuation means. Anecdotal notes on students to focus on
Prosody - Explicit reading behaviors
Instruction ! ,?, . 113. Independent Reading Help them select books they can
and Comprehension - read on their own.
Determine Reading -Cloze Activity
Level
114. Independent Reading Find out what they like, when 125. Independent Vocabulary 1. Thesaurus
and Comprehension - they read, ect. Strategies - Reference 2. Dictionary
Interest Inventory Materials 3. Why one word has multiple
meanings
115. Independent Reading Promote independent thinking
4. Internet
and Comprehension -
Literacy Projects 126. Indirect Vocabulary 1. Reading Comprehension =
Assessment Vocabulary understanding.
116. Independent Reading Talk - Vocab, story structure.
2. Cloze (Paragraph Format)
and Comprehension -
Activity or OPIN (1 sentence
Literature Circles
or 1 word)
117. Independent Reading -Reading Journals (Prompt and
127. Inferential Comprehension Bits and pieces to draw
and Comprehension - Vocab)
conclusions
Monitoring Activities -Book reports (literal, inferential,
-Making Predictions and
ect)
Inferring Information
118. Independent Reading 1. Read Alouds
128. Instructional Reading ** Big Picture
and Comprehension - -Clarify what they don't
Strategies and Skills - ** Comprehension Skills
Promote Books understand
After Reading -Chronological Order
-Model questioning to help them
-Main Ideas and details
think as they are reading and not
-Cause and effect
just browse.
-Compare and Contrast
-Make connections
-Making Inferences
119. Independent Reading Teacher and students talk about -Draw conclusions
and Comprehension - the book -Classify and categorize
Teacher student -Fact and opinion
conferences
129. Instructional Reading -Oral - Predetermined
120. Independent reading -Correlation Between reading Strategies and Skills - stopping points.
and vocabulary and vocab development During Reading -Comprehension Stategies
development - Reading level cant be 1. Confirming Predictions
frustration 2. Making Connections
-Instruction Level - May need to -Text --> Text
teach or support parent -text --> Select
- Independent Level - They can -text --> World
make it part of their speaking. 3. Visualizing
(Vocab in class ---> academic -Using the five senses.
language 4. Summarizing
121. Independent 1. Contextual Strategies -Chunk summarization
Vocabulary Strategies 2. Morphological Strategies -Rereading Paragraphs
(4) 3.Apposition --Beginning --> ending
4. Reference Materials --Pages and Sentences
5. Clarify Info
122. Independent 1. Definition Embedded in
-pics, words, phrases,
Vocabulary Strategies- Reading
-Context Clues
Apposition ex. ,_________, , _______ or
6. Questioning
123. Independent 1. Context Clues in Read Alouds -Who, what, when, where,
Vocabulary Strategies - 2. Context Clues independent why, how
Contextual Strategies reading -Reread things you may not
124. Independent The Student breaks down the understand
Vocabulary Strategies - word to determine the meaning 7. Rereading
Morphological of a word.
Strategies -Compound words
130. Instructional 1. Set a purpose. 134. Letter Sorting Letters by Upper and Lower
Reading -"Focus on __________" Identification - Case Letters
Strategies and 2. Preview of the text: Activity - Letter Mathching - Lower Case and Upper
Skills - Prior to -Picture walk Tiles case letters of the same kind. (Ee, Bb,
reading -Title Cc)
-Focus on captions and headings
135. Letter
-Make predictions
Identification -
3. K-W-L Charts
Instruction
-Expositiory texts
- K --> Preview --> W ---> Read ---> L
4. Activate Prior Knowledge:
-What do you already know about the
topic.
5. Preview Target Vocab
-What do they need to know to
understand the text.
MUST be Orderly
6. Make Predictions
1. Sing ABC song
-I predict that ____________ and confirm
2. Introduce in Isolation
7. Determine Genre
3. Letters in context. (When you see the
131. Interrelationship How phonics, sight words, syllabic and letter "d" in the book show a thumbs up.)
of Word structural analysis, and orthography ALL 4. Hands on letter activities with letter
Recognition work together to build accurate word formation and ID. ( Trace and Say) (Glue
analysis. and Noodles)
5. Sequencing Activity
Create automaticity. D_C
d_f
-Phonics - Sound spelling patterns. M_O
-Sight words - High Frequency Words
136. Letter
mastered irregular sight words.
Identification -
Letter Formation
-Syllabic Analysis - Students break up
words into syllables (Open - Long,
Closed - Short)

-Structural Analysis (Affix - Prefix and

Suffix -intentional endings - Ed, ing, est,
er, Plurals - Add es or s)

- Orthography - Highest level of word Correct letter formation.

analysis ( Understand the rule for spelling
and why things are spelt a certain way ex. ** Down, Up, Around, Ect.
Singular to plural and Ending in x to es)
137. Letter p and q
132. Language 1. Sentence Structure Identification- b and d
Structure - 2. Usage of Adj, N, Adv., V. Ect. Visually and w and m
Knowledge of 3. Punctuation Auditorily Similar m and n
Sentence and 4. Capitalization
Grammar ** Show how are visually different.
133. Letter Understand and ID ***Don't teach on the same day.
Identification Upper Case ****Trace and Say
Lower Case 138. Letter Have students write fake letters to a
Identification - friend or relative.
*Not singing the song* Writing Practice - *informal
Fake Letter
Center
139. Letter Identification - Writing
Practice - Lowest Level
140. Letter Identification - Writing
Practice - Writing Tic-Tac-Toe
141. Listening Comprehension
142. Literacy Criticism: The Study
and analysis of literature with
support from the text
143. Literal Comprehension
144. Morphology
1. Use finger
2.Hold pencil and
practice in air.
3. Practice on Paper
(Informally)
** Differentiate Modalities
(Sand, Sugar, Shaving
Cream, beads, ect)
Two Students - Same
letter (A or a)
Play Tic-Tac-Toe
ALL Types being used.
Can use skills with all
parts.
1. Characterization
-Morals
-Behaviors
2. Writing Style
-Do they understand the
style the author is using
-Past Present Future
3. Points of view
-first - Part of the story
-third - Not involved
4. Themes, trends, and
political views
- time/ Setting
-Background
5. Setting/Time/Place
Lowest Level
1. ID and Recall info
explicitly stated in text.
- Main Idea, Details,
Sequence, Story Details
Prefixes, Affixes, base
147. Oral v. Written Language
and Conventions
148. Organizational Structures
for Major Literacy Genre -
Fable
149. Organizational Structures
for Major Literacy Genre -
Fairy Tale
150. Organizational Structures
for Major Literacy Genre -
Fantasy
151. Organizational Structures
for Major Literacy Genre -
Historical Fiction
152. Organizational Structures
for Major Literacy Genre -
Legend
153. Organizational Structures
for Major Literacy Genre -
Myth
154. Organizational Structures
for Major Literacy Genre -
Short Story
1. Transfer how they speak
orally to written language.
2. Oral rehearsal in
preparation of writing
3. Analysis of sentence
structure and punctuation
affects meanings of text
-Demonstrating useful truth
-Animals speak to humans
-legendary
-Supernatural
-Story about magical
creature.
-Fiction
-Strange or other worldly
setting/characteristics
-Setting/Characters
-Suspension of reality
-Talking Animals
-Historical Setting
- Fiction
-Story with hero
-National or folk hero
-traditional narrative
-historical events
-Human behavior
-Natural Phenomena
-Often pertains to the Gods.
-Fiction
-Single Plot

145. Narrative Analysis 1. Focus on literary 155. Organizational Structures -Humorous Story w/ blatant
Elements for Major Literacy Genre - exaggeration
- Look at figurative Tall Tale -Swaggering Hero
language -Do the impossible with no
2. The Use of figurative worries
language 156. Organizational Structures of -Song
3. the perspective of time Poetry- Ballad -Story Event
and place
157. Organizational Structures of -Two Lines coupled together
-Talking about a
Poetry- Couplet with Rhyming endings
particular time.
-Be aware of time and 158. Organizational Structures of - The Oddsey
specific language Poetry- Epic
4. Recognizing Features 159. Organizational Structures of -May be addressed in a
of Literacy Genres Poetry- Lyric music format
-know what kind of story
they are reading. 160. Organizational Structures of -Person with opinions holds
Poetry- Satire strong with their position
146. Oral Language Activities ... -ridiculous
161. Organizational Structures -emphasis on syllable pattern 173. Phonemic
of Poetry- Sonnet -Specific Beat Awareness -
Counting
162. Organizational Structures -Protagonist is not victorious
phonemes
of Poetry- Tragedy
(Counting
163. Orthographic Knowledge Change the spelling of work sounds)
and Word Analysis - Rules when: Adding plurals or
for spelling changing an I to a y
164. Orthographic knowledge - Words that sound the same
Homophones but are spelt differently
too, to and two Elkonin Boxes - use boxes and counters
165. Orthographic Knowledge - Complex chunks of letters to place in the boxes for each sound
Phonograms heard.
Short Vowel - TCH 174. Phonemic 1. Blend isolated sounds to make words.
Short Vowel - dge (Dodge) Awareness - (Blending)
IGH - only makes one sound does what two /k/-/a/-/t/ = Cat
EIGHT - Only makes one things? 2. What sounds make up a word?
sound (Segmentation)
166. Orthographic Rules - If the word ends in -x or -ss Cat = /k/-/a/-t/
Adding S or ES add an es 175. Phonemic Oral
167. Orthographic Rules - Carry -Y ---> Carr+ies = Awareness - is
Change y --> i Carries what kind of
activity
168. Orthographic Rules - **Keep the vowel double the
Double the consonant consonant 176. Phonemic HIGEST LEVEL
hop --> Hop+p+ing Awareness - Add a sound -
Sound /S/+ CAT = SCAT (Addition to the
169. Orthographic Rules - drop Take - e --> Tak + ing = taking Manipulation beginning)
silent e (adding and
170. Phonemic Awareness Oral Blending and deleting)
Segmentation 177. Phonics - 1.CVC (Consonant-Vowel- Consonant) -
171. Phonemic Awareness Subset of Phonological Common CAT
Awareness Inflected 2.CVCC (Consonant - Vowel -
Segment Sounds Morphological Consonant- Consonant) Rock
Blend Sounds Units - Common 3.CCVC (Consonant Consonant Vowel
Word Patters Consonant) Chat
172. Phonemic Awareness - Which word is shorter? Which
4. CVVC - (Consonant, Vowel, Vowel,
Comparing word lengths. word is longer?
Consonant) mean
Jerry
5. CVCe - (Consonant Vowel,
Jeremiah
Consonant silent e) - Tape
178. Phonics - -Ed
Common -ING
Inflected -EST
Morphological -S
Units - Endings -er
on Words
179. Phonics - Two consonants ID both sounds
Common, Regular SL or ST (Street)
Letter
Combinations -
Consonant
blends
180. Phonics - Common, Two letters make one sound 192. Phonics Instruction - Letter sounds that relate to
Regular Letter Introduce Letter Sounds names
Combinations - Consonant t --> /t/
Digraphs
193. Phonics Instruction - Letter sounds that do not
181. Phonics - Common, Two Combinations that you Introduce Letter sounds 2.0 REstate their name
Regular Letter hear very quickly h --> /h/
Combinations - Dipthongs - oi (Soil)
194. Phonics Instruction - Letters sound that look
-Aw (Hawk)
Introduce Letter Sounds 3.0 similar and may sound
182. Phonics - Common, Star (R) similar:
Regular Letter Apple (L) d or b
Combinations - R and L p or q
Controlled Vowels m or n
** Separate Instruction days
183. Phonics - Common, Two Vowels that make one
Regular Letter sound. 195. Phonics Instruction - Short Students can read CVC
Combinations - Vowel -ee (Cheese) Vowels First Words
Digraphs Short Vowels (K-1)
184. Phonics - Common Hap-pen (short vowel) PEN = 196. Phonics Instruction - Sight 1. Introduce Words that are
Syllable Patterns - Closed Mouth Closed Word frequent in text
-the -a -i - he -she
185. Phonics - Common Re-view (Long Vowel) RE =
2. Introduce words in
Syllable Patterns - Open Mouth Open
isolation
186. Phonics - Decodable These words come up so often 3. ID words in context
Words taught as Sight it would be a waste of (within reading)
Words instructional time to break 4. Multiple Exposures
them donw. (Beans, Yarn, Clay)
- Just
-We REPEAT REPEAT REPEAT
-See
197. Phonics Instruction - Sound ALWAYS blend to the
-Him
by Decoding vowel.
- Her
/b/ - /a/ -/t/
187. Phonics - Decoding Students are able to look at Blend to BA
words and read them Then Blend the whole word
188. Phonics - Decoding k-2 BAT
Development Instruction 1. Blending VC and CVC 198. Phonics Instruction - Shipwreck
- Am and -RAM Syllable Decoding (Highest Ship --> Wreck = Shipwreck
2. One Syllable Words Level)
-tOWn
199. Phonics Instruction - Whole Bat
3. Irregular Sight Words
word Decoding /b/-/a/-/t/
Come Should be read as
/ba/ -/t/
COOME (magic E)
200. Phonics - Phonetically Sight Words - "Said" "Were"
189. Phonics - Encoding Students are able to write and
Irregular words "The" "Friend"
spell words
**Have no pattern
190. Phonics - Instruction and 1. teaching Words with longer
201. Phonics - Sight word ID High Frequency words
Advanced Reading Stages letter combinations
Instruction with irregular spelling
(multisyllabic words)
2. Teaching CVCe - tam +e =
**GRADE LEVEL - Dolch
Tame (makes long A)
lists
3. Uncommon = ph =/f/ and
kn=/n/
4. Inflectional endings Send -
ed + ING = Sending
191. Phonics Instruction - Short A - Cat, Mat, Hat, Bat
Frequent Sounds in text
202. Phonics - Stages of Spelling
(Encoding)
203. Phonics - Types of
Consonant Sounds
204. Phonological Awareness
205. Phonological Awareness -
Assessments - Observation
notes
206. Phonological Awareness -
Assessments - Phonemic
Awareness Survey
207. Phonological Awareness -
Assessments - Rhyming
Assessment
208. Phonological Awareness -
Assessments - Yopp-Singer
1. Pre-Communication -
Scribbles (No Concept of
Sound)
2. Semi-Phonetic - Chat =
Cht (No Middle Vowel
Sound)
3. Phonetic - Know sound
spelling according to
phonics. Phone = FON
4. Transitional - Hear
sounds, know letter
combinations. Just mix it up.
Coin - Coyn
-oy or oi - Doesn't know
which to use
5. Conventional - Spells
correctly
Hard and Soft
Hard: C = /k/
Soft: C = /s/
ID and Isolate Sounds
Teacher Notes
-who is participating
-Who makes errors and
what type.
- Helps to see what they are
assessing
Substitute Sounds
- Add or Delete Sounds
from words
1. ID Rhyming Sounds -
Lowest Level
Dog and Hog - "Do they
rhyme?"
Yes or No Answer
2. Recognizing Rhymes
Hog, Dog, Cat - "Which two
words rhyme?"
3. Rhyming with semantics -
Highest level
"I am thinking of a word that
rhymes with TOWN it is a
color.
Answer - Brown
ID Sounds:
CAN = /c/-/a/-/n/
209. Phonological Awareness -
Onset and Rime
210. Phonological Awareness -
Rhyming and Songs - Example
1 Cat, Bat, Rock
211. Phonological Awareness -
Rhyming and Songs - Example
2 this nursery rhyme?"
212. Reading Comprehension and
Writing - Responding to text
213. Reading Comprehension and
Writing - Summarize
214. Role in Complex Grammar
Structures
215. The Role of Writing and
Alphabetic Principle -
Phonetic
216. The Role of Writing and
Alphabetic Principle - Pre-
Phonetic
217. The Role of Writing and
Alphabetic Principle - Semi-
phonetic
Onset - Beginning sound
Rime - Ending sound
Onset - Bat - /B/ for bat
Rime - Bat - /at/ for bat
(Word Family)
Ex. 1 "Which words rhyme
in this group?"
Ex 2. Nursery Rhyme
"Which words rhyme is
1.Topic Reading about
exposition texts
- Text format (Fantasy that
does not relate to the
story)
-Journaling
Writing:
1. Story Maps
2. Story Frames
3. Story Grammars
4. Independent Summaries
5. Graphic Org.
- Sequential Order
-Cause and effect
1. Students Tend to Write
how they speak
- Teach grammatical skills
-Chunk
-Model
-Use sentence stems to
get students started
-Provide feedback
ID ALL sounds
CAT = /k/-/a/-t/
**Correct Spelling and
Medial Sounds
Scribbles and Lines
May have initial vowel
sounds
ID Letter sounds
Bat ---> Bic (Initial Letter
sound)
Bat ---> DaT (Last letter
sound)
218. Roles of vocabulary, 1. Understand vocab strategies 226. Syllabic Analysis - Single Vowel Followed by a
academic Language and to figure out meaning of Closed Syllable consonant
background knowledge words. Cat Nip
for reading - Students cant always use a Short Vowel
comprehension. dictionary. Mouth Closed
2. Academic language- almost **helps break down multisyllabic
always used in reading words
comprehension
227. Syllabic Analysis - A final syllable containing a
3. Increase the amount of time
Consonant -LE consonant plue LE
children read or we read to
ta-ble
children
open syllable - /l/
219. Roles of vocabulary, -Must be able to decode for
228. Syllabic Analysis Syllable Cards
academic Language and automaticity
Instruction Fi - nally
background knowledge to -Read homophones
Open Syllable
develop fluency. accurately.
fi - nal - ly
-Have good prosody
Syllable pattens
-Help with the comprehension
Stuctural analysis
of texts.
Multisyllabic words
220. SIGHT Words - Mastery 1. Multiple Exposures (Flash letter sounds or letter
Cards, Matching, Play combinations
Concentration, BINGO, Making
229. Syllabic Analysis - Ends with a single vowel.
words, Writing Simple
Open Syllable Re-spect
sentences)
Re = Long Vowel
221. Spelling Instruction to -Word Sorts - Sort words into Mouth Open
support phonics and vocab correct categories **helps break down multisyllabic
development. -Word banks - Personal words
Dictionary and vocab
230. Syllabic Analysis - R- A syllable in which a vowel is
development
Controlled followed by the letter R.
- Writing Activities -
Proofreading (standards,
taR-get
Model, grade level)
-Sentence Lifting - Sentence 231. Syllabic Analysis - A syllable with a long vowel
with a mistake who class Vowel Silent e CVCe
correction.
Be- Have
222. Structural Analysis Decoding multisyllabic words
Open Syllable - CVCe
with affixes.
232. Syllabic Analysis - A syllable containing two or
223. Structural Analysis - Use a syllable cards
Vowel Team/ Vowel more letters that make up ONE
Activities
Digraph vowel sound.
ex. Rewrite
One card will say
clOUdy
Re
The other card will say 233. Text Based Instruction - 1. Focus on topic
write Instructional 2. Academic Vocab
Conversations 3. Discussion Starters
**Builds word attack skills "I need clarification on the word
__________"
224. Structural Analysis - Word Spelling Pattern
"The title relates to our theme
Analysis and selling - Syllable Cards - will increase
because ___________."
Activities automaticity.
225. Syllabic Analysis Decode Multisyllabic Words

**If students are struggling this

is what they need to master in
order to get it.
234. Text Based Instruction 1. Evaluative comprehension.
- Questioning the 2. Authors Opinions
Author 3. Information of the text to
support the mindset.
4. Question the type of text read
about history because its a
narrative.
5. Students will have their own
opinion
235. Text Based Instruction 1. Provide Students with a prompt
- Think Pair Share 2. Share Listen - Share Listen
3. Teacher takes observation notes
-Check lists
- notes: what they say and how
they say it
236. Universal Access - 1. Expand Activities - Increase pace,
Concepts About Print and blend concepts [Begin Phonics
- Advanced Learners and Phonetic Spelling]
237. Universal Access - 1. Pre-teach - English Letters (may
Concepts About Print not have them in their langauge)
- ELL 2. Isolate Concepts ( Letters -->
Words --> Sentences --> ect)
3. Transfer knowledge - Use a T
chart with Primary Language
Letters and English Letters
238. Universal Access - -Pre-teach (Book Parts, Title)
Concepts About Print - Teach Isolated Concepts (Chunk
- Struggling Students it) [Letters in Words --> Words on
Pages -->ect.
-Follow up with small group
instruction (Use observation notes,
pull students aside work on what
they did not know)
239. Universal Access - 1. Pre-teach concepts
Concepts About Print 2. Change Modalities to meet
- Students with special needs.
Special Needs 3. Isolate Concepts (One topic,
and check for understanding)
240. Universal Access For 1. Use More advanced texts for
Fluency Development Fluency Instruction
- Advanced Learners -If they master whole class level
them up.
2. Silent reading with worksheets
that ask fluency based instruction.
3. Literature based activities
241. Universal Access For
Fluency Development - ELL
242. Universal Access For
Fluency Development -
Struggling Student
243. Universal Access For
Fluency Development -
Students with Special Needs
1. Pre-teach Vocabulary -
using visuals
2. Model Prosody
-Where do you chunk?
Where do you raise your
voice? Pitch? Or Phrasing?
3. Review Sight Words
4. Paired Readings
-Choral reading, Echo
Reading(This is the best
tool), Whisper Reading
1. Alter Text to make sure it
is independent level.
-Focus on indicators of
fluency
2. Repeated readings
-Same reading for 4 or 5
days
3. Review Phonics
Instruction
- Targeted (Only review
what the students need)
-Decodable Texts (Books
with phonics spelling
patters)
4. Review isolated sight
words
5. Paired readings
-Choral reading
-Whisper Reading
-Echo Reading (teacher
support)
1. Use different Modalities
with students disabilities
2. Review Phonics
Instruction
- Targeted (Only review
what the students need)
-Decodable Texts (Books
with phonics spelling
patters)
3. Explicit Sight Word
Instruction
4. Paired readings
-Choral reading, Echo
Reading
*USE DIFFERENT
MODALITIES*
244. Universal Access for 1. Enhance the work not more work 250. Universal Access for 1. Differentiate Instruction
Phonics and Sight 2. Increase the level of reading. Reading Comprehension - Small Group (Use Lower
Word Instruction - -Multisyllabic words Strategies - Struggling Level Reading)
Advanced Learners 3. Promote translational and Students -Summerize, Clarify, visualize,
conventional spelling predict, ask questions.
4. Direct Students to more 2. Make sure students can read
independent work the texts
-Word Analysis and fluency
245. Universal Access for 1. Transfer L1 to L2
3. Provide Explicit Visuals
Phonics and Sight 2. Explicitly Pre-teach sounds
Word Instruction - 3. Reteach to make connections 251. Universal Access for 1. Differentiate Instruction with
ELL 4. Explicitly teach the meaning of Reading Comprehension model reading levels and
sight words (with visuals and Strategies - Students with modalities (Bigger Fonts,
definitions) Special Needs hands on activities, ect)
5. Provide Differentiated Instruction - 2. Visuals
Group according to needs. 3. Modalities
246. Universal Access for 1. Use varying modalities 252. Universal Access for 1. Increased Pacing
Phonics and Sight 2. Differentiated Instruction Structural, syllabic, and 2. Use Higher level
Word Instruction - 3. Pre-teach and reteach orthographical analysis - instructional texts and
Special Needs 4. Repetition - Repeat again and Advanced Learners concepts
again and again -Conventional Spelling and
5. Multiple Exposures Not Transitional Spelling
3. Extend activities
247. Universal Access for 1. Provide Differentiated Instruction -
Phonics and Sight Go backwards or below grade level. 253. Universal Access for 1. Explicitly Pre-teach rules for
Word Instruction - 2. Differentiate Modalities (Letter Structural, syllabic, and spelling and grammar for
Struggling Students cards, Letter Tiles, Concentration, orthographical analysis - English.
move letter tiles to make words, ELL -These things may not exists in
sight word bingo, word sort Primary Language
activities) 2. Transfer knowledge (T-chart)
3. Pre-teach (need first exposure, 3. Provide Differentiated
reteach after whole group.) instruction - Provide based off
4. Repetition - Repeat again and of knowledge and not L1
again and again 4. VISUALS!
5. Highlight - Highlight high
254. Universal Access for 1. Differentiate - Build skills not
frequency words.
Structural, syllabic, and yet mastered. (Make sure
248. Universal Access for 1. Enhance Complexity of Instruction orthographical analysis - reading is at the Independent
Reading -Higher Reading level Struggling Students reading levels not
Comprehension 2. Require more independent work instructional)
Strategies - (Freedom) 2.Pre-teach and reteach
Advanced Learners 3. Project Based (Comprehension -Expose the student to the
strategies and skills) rules first, then again as a
whole group then again in
249. Universal Access for 1. Visuals - Explicitly Stated
small grouping as review.
Reading 2. Oral Discussion
3. Use familiar examples
Comprehension 3. Review Word Analysis
-basic syllables (open and
Strategies - ELL 4. Comprehension Strategies
closed)
5. Review Fluency Strategies
4. Additional Practice
6. Preteach
-Vocab 255. Universal Access for 1. Differentiate Instruction
-Graphic Organizers Structural, syllabic, and -Larger fonts, Audio, ect.
orthographical analysis - -Use a variation of modalities.
Students with special 2. Use hands on activities
needs. 3. Visuals and Familiar
concepts
4. Provide Additional practice
-Oral and Written
256. Universal Access - Letter 1. Assess Mastery 262. Universal Access
Recognition and Alphabetic 2. phonics instruction - Phonological
Principles - Advanced 3. Phonetic Spelling Awareness -
4. Small group instruction Struggling
for reading Students
5. Two or three letter
words.
257. Universal Access - Letter 1. transfer Concepts
Recognition and Alphabetic 2. Change Modalities
Principles - ELL 3. Transfer knowledge
4. Repetitive Practice FOCUS ON MASTERY of Oral blending,
Oral Segmentation.
258. Universal Access - Letter 1. Letter of the Day
Recognition and Alphabetic 2. Choose to review small
1. Preteach and reteach
Principles - Struggling letter groups.
2. Provide hands on activities - Elkonin
Students 3. Use a variety of
Boxes
materials
-Letter Tiles 263. .Universal Access `1. MODALITIES -differentiate with
-Letter Cards - Phonological modalities that will work for the student.
-Letter magnets Awareness - (Audio, Tactile, Kinesthetic.
-Songs Students w/ 2. Pre-teach and reteach oral blending
-Visuals special needs and segmentation.
-Matching games 264. Vocabulary, - Written Language is more complex
4. Preteach and Reteach Academic -Explicitly teach this language
-Letter of the day Language, and - Teacher needs to model how words
-Show them letter Background are used.
-Letter formation Knowledge - - Not Commonly Used
-Isolation Interrelationships
-Repetitive Practice - Academic
259. Universal Access - Letter 1. Small Set of letters Language
Recognition and Alphabetic 2. Differentiate Modalities 265. Vocabulary, Front Load info that students need to
Principles - Students with 3. Reteach and Pre-teach Academic text
Special Needs Language, and Higher levels of comprehension.
260. Universal Access - 1. Increase the complexity Background
Phonological Awareness - of work. (Blend Knowledge -
Advanced Learners Phonological awareness Interrelationships
and phonics together) - Background
2. Simple Texts (Small Texts Knowledge
with visuals) 266. Vocabulary, Words found in text
261. Universal Access - 1. Pre-teach Phonemes Academic Must be isolated
Phonological Awareness - ELL 2. Teach sequentially Language, and
3. Differentiate letters that Background
sound the same. Knowledge -
4. Show sound Interrelationships
placements. - Vocabulary
267. Vocabulary and Conjunction - Combine two sentences.
complex -Series
language
structure in text:
- Complex
sentence
structures
268. Vocabulary and complex
language structure in text:
Language of Instruction
269. Vocabulary and complex
language structure in text: -
Language of texts
270. Vocabulary and complex
language structure in text:
Organization of text
271. Vocabulary and complex
language structure in text: text
v Oral vocab
272. Vocabulary and complex
language structure in text:
Transitional Phrases
273. Vocabulary and complex
language structure in text: -
Word Complexity
274. Vocabulary Assessment
"We are working
on___________."
-Deliver Instruction
based on vocabulary in
text.
-Model instruction of
276.
text.
Certain texts have
different vocabulary.
-Be Explicit with
instruction.
1. Understand certain
sequences
-Nonfiction
-Past, Present, and Future
-Pre-teach the words
Oral vocab is easy
Text is more complex
-In conclusion and there
after
Teach meaning of words
that are complex
-Teach meaning of
words that are complex
-Teach how to decode
words
- Certain Spellings 277.
patters
1. Synonyms and
Antonyms
2. Word Structure -
Common Prefix and 278.
Affix
3. Context Clues -
Imbedded in sentence
4. Figurative Language - 279.
Embedded in context
5. Multiple Meanings - In
sentence same as
different sentence
6. Analogy - How is the
word used v. that word
7. Comprehension
280.
-Context Clues
-Apposition
-Word Structure
281.
275. Vocabulary Concept
Learning
Vocabulary Development -
Early
Vocabulary - Early
Development - Assessment
- Critchlaw Verbal Language
Skills
Vocabulary - Early
Development - Assessment
- Expressive Sentences
Vocabulary - Early
Development - Assessment
- Word use fluency
Vocabulary in Context -
Concept Picture Sorts
Vocabulary in Context -
Prepositional Examples
Big Picture of A word
-Category of target word
-Characteristics and features
of the target word.
-examples of target words
Prek - 2nd Grade
1. Oral Language
Experiences at home and
school.
2. Listen to books being
read to them, and have
discussions read about
those books.
3. Vocab foundations in
academic (expository
books)
4. Categorize and classify
target vocabulary
- May Relate to school,
family home, ect.
5. Compound Words
-To make one with one
meaning
6. Explicit Instruction for
listening vocab
-Encounter word they don't
know
-teach to breakdown look at
picture
Make sure students can ID
Opposite meanings of
words
"It is not Nighttime it is
____________________"
Be able to use one word to
describe the picture
- Early Indication
Assessment
Use common words.
"Green"
"Can you use green in a
sentence?"
-Students either cant form
sentences --> will need
vocabulary development
Sort Pictures ---> What goes
where?
"Cans of food go where?" --
the grocery store
"Gas goes where? -- the Gas
Station
"Where is the __________________."
-Use real examples
282. Vocabulary in Context - Realia Real items that 292. Vocabulary Strategies for Academic 1. Creating
relate to and Content Vocabulary - Content Semantic and
vocabulary Area Vocabulary Morphological
Maps
283. Vocabulary Instruction - Meaningful Have a gesture, or
-Semantic Maps -
And Contextualized Examples - Act a pitch, or both for
Categorize
out the vocabulary word the word.
-Semantic
284. Vocabulary Instruction - Meaningful 1. Games Analysis - What is
And Contextualized Examples - 2. Activities not part of ______.
Engaging Activity 3. Act out with -Morphological
sorting Mapping -
4. Engage/ Different Words
Movement with/ Astro in it.
285. Vocabulary Instruction - Meaningful Pictures 293. Vocabulary Strategies for Academic 1. Student has a
And Contextualized Examples - Sentence Stems and Content Vocabulary - Develop personal
Graphic Organizers Concept Maps Word Banks and Word Logs Dictionary
286. Vocabulary Instruction - Meaningful Find a familiar -Supports writing
And Contextualized Examples - example for the -For Own
Target Words target word. Knowledge
2. Word Wall
287. Vocabulary Instruction - Meaningful Have pictures for
-For in writing
And Contextualized Examples - the words.
3. Metaphor and
Visual Representations
Symilie
288. Vocabulary Instruction - Student - Synonyms and 4. Incorporate
Friendly Definitions Antonyms Vocabulary in
-Synonyms are tier Discussions and
1 Writing
289. Vocabulary - Promote Word 1. Teach Word -Word Walls
Consciousness 2. Clues -Word Banks
3. Prefixes and -teacher
Suffixes modeling

290. Vocabulary Strategies for Academic 1. Word Webs 294. Vocabulary Strategies for Academic 1. Words we want
and Content Vocabulary - Activities 2. Word Sorts and Content Vocabulary - Guided students to
3. Vocabulary Discussions for Academic Content and internalize
Organizers Concepts 2. Introduce of
4. Dictionary Skills theme related
vocabulary.
291. Vocabulary Strategies for Academic 1. Picture Sorts - Tier 3
and Content Vocabulary - Comparing 2. Category Sorts -Browse Unit
and Classifying Words -Which category Ahead of time
does this belong -Visuals for
in? words
3. Semantic -Use throughout
Analysis Instruction
-This is a 3. Concept
component of Mapping
__________. -This is ____________.
4. Word Mapping This is a synonym
Tele in the middle for __________
(telephone), This is an
(telescope), antonym for
(telegraph) _________
295. Vocabulary 1. Explicit Instruction of Target Words 300. Vocabulary -
Strategies for -Synonyms and Antonyms Vocabulary
Academic and -Word Walls Graphic
Content Organizers -
Vocabulary - ID Sentence Stems
Synonyms and
Antonyms
Academically
296. Vocabulary 1. Greek Roots - Science and Tech
Strategies for 2. Latin Roots - Content Literature
Academic and 3. Angle Saxon Roots - Daily Read 301. Vocabulary - Box 1 - Target Word
Content 4. Prefix Vocabulary Box 2 - Definition and Synonyms
Vocabulary - 5. Suffixes Graphic Box 3 - Sentence Using the Words
Word Origins, Organizers - Box 4 - Illustration or Pictures
Roots, and Vocab 4 Square
Affixes
302. Vocabulary - Visuals Determine the meaning of
297. Vocabulary - -What is the word? Vocabulary words.
Vocabulary - Antonyms and Synonyms Graphic
Graphic -Examples how to use in a sentence Organizers -
Organizers - Word Alive
Concept Maps
303. Vocabulary - -Modeling
298. Vocabulary - Vocabulary -Vocab Word Wall
Vocabulary Instruction - ID
Graphic words in text
Organizers -
304. Vocabulary - Dictionary Skills
Semantic
Vocabulary
Analysis
Instruction -
Investigation of
Latin and Greek
Words
305. Vocabulary - -Context Clues
Types of _____________________ Vocabulary -Circle Clues to help them understand
Aspects of_______________________ Instruction -
Learning Words
299. Vocabulary - in Context
Vocabulary
Graphic 306. Vocabulary - Students listen to teacher, bring
Organizers - Vocabulary attention to tier 2 vocab
Semantic Map Instruction -
Listening
Comprehension
307. Vocabulary - -Figurative language
Vocabulary - Metaphor
Instruction - -Simile
See example Poetry as Word
Play
308. Vocabulary - Concentration
Vocabulary
Instruction -
Word Games
309. Word Consciousness - Activities - Awareness of Vocabulary used outside of 1. Reading Unit Focus Vocabulary
instruction -Across Disciplines
310. Word Consciousness - Activities - Etymology and Morphology Word Centers
311. Word Consciousness - Activities - Listening Comprehension 1. Oral Games
-Hinks, Pinks
-Riddles
-Tongue Twisters
-Puns
-Idioms
312. Word Consciousness - Activities - Practice Words Meaning ---> Strategies ---> Word
Consciousness
313. Word Consciousness - Activities - Role of Wide Readings Read Independently.
314. Word Consciousness - Activities - Use of figurative Language in Speech 1. Figurative Language Book
2. Simile, and Metaphor
3. Display Meanings
315. Word Consciousness - Activities - Word Games 1. Pictionary
2. Concentration
3. Antonyms/ Synonyms
4. Visuals