diagnosing your students’ abilities and progress is a necessary foundation for achieving the significant academic gains that your students must make in order to catch up with students in more privileged communities
Formulating students' IEP is the most effective way for students to make progress and gains in their education.
First grade is the time when children bring together the many language and literacy skills they have been attaining—book and print awareness, phonemic awareness, letter and word knowledge, background information about different topics—and start getting comfortable with the conventions of associating letters and sounds
Standard for 1st grade?
Beginning readers should be able to read easily 90 percent or more of the words in a story
Student who are given material above their level will not benefit or improve their level of reading. They must develop confidence in their skills and read effortlessly before moving on.
Print represents oral language Reading from left to right and top to bottom Spaces between words and sentences Standard text structures and organization, such as covers, backs, titles, and illustrations Specific genre structures and organization, such as table of contents and index Sentence structure How to hold a book, turn its pages, and shelve it
Most of these points are skills we take for granted becuase they are second nature to us. In preschool and k to 1st these are a primary focus to develop a foundation for reading.
Phonemic awareness is the recognition of distinct phonemes, or speech sounds, in words. For example, the word squished is composed of the phonemes /s/, /k/, /w/, /i/, /sh/, and /t/.
Definition and example of phonemic awareness.
Once they figured out what letter or letter combinations made that particular sound, we decoded practice words with our cool new symbols.
An improtant technique that shows for example, "th" and "ch" sounds as well as long a short vowel sounds with in words.
A]ll students, regardless of which language(s) is (are) spoken, must develop an awareness of phonology and syntax if they are to become literate. . . . The development of listening comprehension is also a necessary condition for reading readines
Being a student with English as a second language, I was put into a pull out program for reading and writting during my years in elementary school. In these classes we focused a lot on phonology, syntax, and comprehension.
This instruction begins in Kindergarten with the dictation of stories to correspond to children’s illustrations. The child first attempts to use the letters he or she is learning to label pictures independently. Then he or she moves on to early elementary grades, where he or she should learn sentence structure, parts of speech, and how to develop paragraphs with topic sentences and details on a variety of topics. Finally, in upper elementary grades, the child learns to complete full compositions of different styles targeted to different audiences.
Reading and writing must be taught along side each other. These are some axamples of different stages of writing.