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  • Patti's Activities
    a new sound and then mix them up as children learn more sounds What s the sound that starts these words turtle time and teeth Wait for a response from the children t t is the sound that starts these words turtle time and teeth With a t t here and a t t there Here a t there a t everywhere a t t t is the sound that starts these words turtle time and teeth What is the sound in the middle of these words beet and meal and read Wait for a response from the children ee ee is the sound in the middle of these words beet and meal and read With a ee ee here and a ee ee there Here a ee there a ee everywhere a ee ee ee is the sound in the middle of these words beet and meal and read What s the sound at the end of these words bed and seed and mad Wait for a response from the children d d is the sound at the end of these words bed and seed and mad With a d d here and a d d there Here a

    Original URL path: http://teams.lacoe.edu/documentation/classrooms/patti/k-1/activities/isolation.html (2016-02-17)
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  • Patti's Activities
    class CHRISTOPHER CHRISTOPHER HOW DO YOU DO WHO S THAT FRIEND RIGHT NEXT TO YOU Children and teacher say the next child s name very slowly stretching palms far apart as the word is stretched RRRR eeeee bbbb eee ckckckck aaa Clap once quickly and say name fast Rebecca Sound Boxes After children can do rubber band stretch teacher shows students how to make sound boxes on their papers or

    Original URL path: http://teams.lacoe.edu/documentation/classrooms/patti/k-1/activities/segment.html (2016-02-17)
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  • Levels of Phonemic Awareness
    you clap and count the syllables or the word parts in rainbow Awareness of Onsets and Rimes Sound Substitution age 6 Is aware of onsets and rimes in words For example What rhymes with at and begins with f Sound Isolation Awareness of Beginning Middle and Ending Sounds age 6 Identifies beginning middle and ending sounds in words For example What is the beginning sound in neck What is the ending sound in jog What sound do you hear in the middle of kitten Phonemic Blending age 6 Is able to blend phonemes heard auditorily into a word For example after hearing c a t said in a stretched pronunciation the child says cat Phoneme Segmentation age 6 7 Is able to count the sounds in a word age 6 For example How many sounds do you hear in the word dog Is able to identify the sounds heard in a word For example What sounds do you hear in the word man This is the skill required in the Yopp Singer Assessment Phoneme Manipulation Age 7 Is able to omit or substitute phonemes to make new words For example What word would we have if we changed the t

    Original URL path: http://teams.lacoe.edu/documentation/classrooms/patti/k-1/teacher/assessment/levels.html (2016-02-17)
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  • Phonemic Awareness Assessment Tools
    Recognizing Rhyme Assessment NO QuickTime movie version Recognizing Rhyme Assessment QuickTime version Watch Patti do a demonstration of the rhyme assessment Isolating Beginning Sounds Isolating Final Sounds Phoneme Blending Assessment Phoneme Blending Assessment No QuickTime required Phoneme Blending Assessment QuickTime movie version Watch Patti demonstrate the assessment Yopp Singer Test of Phonemic Segmentation No QuickTime required Yopp Singer Test of Phonemic Segmentation QuickTime movie version Watch Patti demonstrate the assessment

    Original URL path: http://teams.lacoe.edu/documentation/classrooms/patti/k-1/teacher/assessment/tools/tools.html (2016-02-17)
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  • Patti's Teacher's Corner
    of the current tool Materials Teacher Instructions Student copy of Phonics Inventory Teacher s copy of Phonics Inventory Procedure Administer 3 5 sections of the inventory or until the child exhibits signs of frustration Place child s name and test date at the top of teacher s copy The use of colored markers pens will make it easier to measure student growth during the year Circle the items missed by

    Original URL path: http://teams.lacoe.edu/documentation/classrooms/patti/k-1/teacher/assessment/inven.html (2016-02-17)
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  • Primary and Elementary Spelling Inventories
    4 and 5 and for any 3rd use the entire primary spelling inventory You should also call out additional words for any children who are spelling most of the words correctly at the K or 1st grade level Testing Call the words as you would for any test Use them in a sentence to be sure you children know the exact word Assure your students that this is not for a grade but to help you plan better for their needs Seat the children to minimize copying or test the children in small groups recommended for K and early 1st grade Scoring the test Copy a scoring sheet for each child and simply check off the features for each word which are spelled according to the descriptors at the top Add an additional point in the correct column if the entire word is correct Note that some words are scored for some features and not others and the number of possible points varies by words Assigning points and analyzing the results Total the number of points under each feature and across each word Staple the child s spelling test to the individual form The total point score will give you a number which can be compared over time but the most useful information will be the feature analysis Look down each feature column to determine the needs of individual students Transfer these numbers to a class composite sheet to get a sense of your group as whole and to form groups for instruction Highlight children who are making two or more errors on a particular feature For example a child who get 6 of 7 short vowels correct on the primary list can be considered in pretty good shape although some review work might be in order A child who

    Original URL path: http://teams.lacoe.edu/documentation/classrooms/patti/k-1/teacher/assessment/spelling.html (2016-02-17)
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  • Patti's Teacher's Corner
    6 1996 446 454 Cunningham Patricia A Making Words Enhancing the Invented Spelling Decoding Connection The Reading Teacher Vol 46 2 1992 Cunningham Patricia A Phonics They Use Words for Reading and Writing New York NY Harper Collins College Publishers 1991 Every Child A Reader The Report of the California Reading Task Force Sacramento CA California Department of Education 1995 Fisher Bobbi Thinking and Learning Together Portsmouth NH Heinemann 1995 Gentry J Richard Teaching Kids to Spell Portsmouth NH Heinemann 1992 Graves Donald H A Fresh Look at Writing Portsmouth NH Heinemann 1992 Juel Connie Learning to Read in One Elementary School New York NY Springer Verlag 1994 McCracken Robert McCracken Marlene Reading Writing and Language Grand Forks ND Peguis Pubs 1994 McCracken Robert McCracken Marlene Spelling Through Phonics Grand Forks ND Peguis Pubs 1982 McCracken Robert McCracken Marlene Stories Songs and Poetry to Teach Reading and Writing Grand Forks ND Peguis Pubs 1987 Mooney M Reading To With And By Children Katonah NY Richard C Owens Publishers 1990 Ogle Donna M K W L A Teaching Model That Develops Active Reading of Expository Text The Reading Teacher February 1986 564 570 Shefelbine John Learning and Using Phonics in Beginning

    Original URL path: http://teams.lacoe.edu/documentation/classrooms/patti/k-1/teacher/resources/biblio.html (2016-02-17)
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  • Patti's Teacher's Corner
    A ENGAGEMENT Activities Puzzle Party Several pictures from the book have been cut into puzzles of four pieces each The pieces are shuffled and students are each given one piece They find their group of four by matching puzzle pieces and then as a group students predict how their puzzle illustration fits into the story In groups of four the students will discuss a time when they or their families saved their money for a long time B COMPREHENSION Activities The teacher will read the story to the students pausing at certain times to ask prediction or confirmation questions Students will reread the story in partners or listen to it at the listening center Students will create visual interpretations of the story that will be used to create a class quilt display Students will write first person journal entries for Rosa s Diary in three different parts of the story Grades 2 and 3 In groups of three or four students will enact scenes from the story for the rest of the class in a tableau format C EXTENSION Activities In this story Rosa and her family suffered hardships The students will write and or draw about a time when they their family or their neighbors needed to work together during adversity The teacher will model a Venn diagram with the class comparing Rosa s family to a family in another piece of literature Then the students will create a personal Venn diagram comparing Rosa s family to their family Grades 2 and 3 The students will design a chair they would like to have for their home Each student will draw the picture and write a description of the chair IV OUTCOMES AND EVALUATIONS The teacher will take anecdotal records of the students oral language as they discuss and

    Original URL path: http://teams.lacoe.edu/documentation/classrooms/patti/k-1/teacher/resources/guide.html (2016-02-17)
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