archive-edu.com » EDU » L » LACOE.EDU

Total: 997

Choose link from "Titles, links and description words view":

Or switch to "Titles and links view".
  • Patti's Teacher's Corner
    the words introduced in a particular decodable book The student can then reread the book for needed practice Spelling Segmenting is the reciprocal process of blending Here students need to learn to say a known word then stretch it out listening for the separate speech sounds that make up the word They then need to learn the letters or groups of letters that make up that sound in order the write down the word Learning to spell is a developmental process In the beginning children are only able to represent one or two sounds in the word As they are able to write down half the the sounds they are usually able to read back their writing and so are we This is the phonetic stage of spelling Many words in English are not spelled they way they sound In addition to learning sound symbol relationships for phonetic spellling beginning readers must also learn to spell high frequency words that are not able to be blended Children do not benefit from misspelling was as w u z several times High Frequency Words It is beneficial for the classroom to have a Word Wall to which high frequency words are added weekly The children work with five new words each week On Monday as the teacher introduces each word students clap the letters say the letters and write the letters of each word on their paper The word goes up on the Word Wall During the rest of the week have students practice the words again introducing each word with a riddle I am thinking of a word that rhymes with come and begins with s On the first day of the next week the teacher introduces five new high frequency words in the same way The rest of the week

    Original URL path: http://teams.lacoe.edu/documentation/classrooms/patti/k-1/teacher/resources/spell.html (2016-02-17)
    Open archived version from archive


  • Patti's Teacher's Corner
    needs That is the purpose 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

    Original URL path: http://teams.lacoe.edu/documentation/classrooms/patti/2-3/teacher/assessment/inven.html (2016-02-17)
    Open archived version from archive

  • Patti's Teacher's Corner
    for the students to link the new knowledge they will encounter in the text with the knowledge they already possess It also facilitates the use of text structure as students learn that headings subheadings and questions imbedded in the text are useful means of anticipating what might occur next How are the four strategies used in a session The discussion leader generates questions to which the group responds Additional questions are raised by other members of the group The leader then summarizes the text and asks other members if they would like to elaborate upon or revise the summary Clarifications are discussed Then in preparation for moving on to the next portion of text the group generates predictions The goal is flexible use of the strategies How are the four strategies introduced to students During the initial phase of instruction the teacher assumes primary responsibility for leading the dialogues and implementing the strategies Through modeling the teacher demonstrates how to use the strategies while reading text During guided practice the teacher supports students by adjusting the demands of the task based on each student s level of proficiency Evntually the students learn to conduct the dialogues with little or no teacher assistance The teacher assumes the role of a coach facilitator by providing students with evaluative information regarding their performance and prompting them to higher levels of participation How should students be grouped for instruction Students should be taught in small heterogeneous groups to ensure that each student has ample opportunity to practice using the strategies while receiving feedback from other group members The optimal group size is between six to eight students Frequent guided practice is essential in helping students become more proficient in their use of the strategies What criteria should be used to select appropriate instructional materials

    Original URL path: http://teams.lacoe.edu/documentation/classrooms/patti/2-3/teacher/resources/reciprocal.html (2016-02-17)
    Open archived version from archive

  • Patti's Teacher's Corner
    the words introduced in a particular decodable book The student can then reread the book for needed practice Spelling Segmenting is the reciprocal process of blending Here students need to learn to say a known word then stretch it out listening for the separate speech sounds that make up the word They then need to learn the letters or groups of letters that make up that sound in order the write down the word Learning to spell is a developmental process In the beginning children are only able to represent one or two sounds in the word As they are able to write down half the the sounds they are usually able to read back their writing and so are we This is the phonetic stage of spelling Many words in English are not spelled they way they sound In addition to learning sound symbol relationships for phonetic spellling beginning readers must also learn to spell high frequency words that are not able to be blended Children do not benefit from misspelling was as w u z several times High Frequency Words It is beneficial for the classroom to have a Word Wall to which high frequency words are added weekly The children work with five new words each week On Monday as the teacher introduces each word students clap the letters say the letters and write the letters of each word on their paper The word goes up on the Word Wall During the rest of the week have students practice the words again introducing each word with a riddle I am thinking of a word that rhymes with come and begins with s On the first day of the next week the teacher introduces five new high frequency words in the same way The rest of the week

    Original URL path: http://teams.lacoe.edu/documentation/classrooms/patti/2-3/teacher/resources/spell.html (2016-02-17)
    Open archived version from archive

  • Book Review Samples
    slave brought back to a southern plantation He arrives with a secret weapon the ability to read When he meets Sarny a young slave and tells her about letters and words she is immediately fascinated But literacy among slaves is illegal The plantation owner Clel Waller is watching Nightjohn carefully and when he does catch the slave teaching reading he turns into a madman This book is a fast and exciting read and an incredible change of pace for Gary Paulsen He did a great job of going into the minds of the characters and their feelings about slavery literacy and the man called Nightjohn Duncan Kerr Grade 7 Center for Teaching and Learning Edgecomb Maine Voices from the Middle Children of the River by Gerry Conlon In the Name of the Father tells the true story of Gerry Conlon who was sentenced to life in prison for an I R A bombing that he did not commit Since Conlon who had fled to England to escape the bombing and violence in his native Belfast was an Irishman in England during the time that the I R A bombs were going off that seemed a good enough reason for the English police to force a confession from him a jury to convict him of murder and ultimately condemn him to life in prison After fifteen years in prison and the help of Gareth Peirce an English lawyer s energetic aide the previous verdict was quashed in an appeal and Conlon was released This book shows how countries at war can sometimes use innocent people as scapegoats according to their nationality and not their crime I enjoyed this book a lot because it shows Conlon s unforgettable and courageous struggle from despondency to triumph Megan Crotsley Grade 8 Readington Middle School

    Original URL path: http://teams.lacoe.edu/documentation/classrooms/language/rifka/activities/reviews/samples.html (2016-02-17)
    Open archived version from archive

  • Letter to Tovah
    Dear Rifka I just received the Pushkin book with all your letters in it I feel I think I hope When I came to America I I cried for you when I felt happy when Your cousin Tovah Letters from

    Original URL path: http://teams.lacoe.edu/documentation/classrooms/language/rifka/activities/tovah/letter.html (2016-02-17)
    Open archived version from archive

  • Speculation about Effects
    the end of the story Rifka left Ellis Island to go home with her family Think about what you know about Rifka What will happen to her next Writing Directions Speculate about Rifka s future Convince others students who will read your paper what Rifka s life in America will be like Use her resiliency factors as evidence to support your prediction of her future State reasons why you think

    Original URL path: http://teams.lacoe.edu/documentation/classrooms/language/rifka/activities/speculation/optional.html (2016-02-17)
    Open archived version from archive

  • Autobiographical Incident
    incident In one sentence tell why this incident was significant to you Recall the scene who was there where did it occur what did you hear see smell etc at the scene Describe it so that others would feel they were there Outline the sequence of events What happened 1st 2nd 3rd What were your feelings at the time of the incident What are your thoughts today How has your

    Original URL path: http://teams.lacoe.edu/documentation/classrooms/language/rifka/activities/autobiography/steps.html (2016-02-17)
    Open archived version from archive