Digraph

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    instruction she will need to recognize how Spanish and English relate and transfer. Due to a high level of correspondence of sounds in the Spanish and English language. For example, Janet’s instruction should include review of phonic elements with positive transfers from Spanish to English. A few of these phonic elements are /l/ spelled l, /g/ spelled g in ga, go, gu, /f/ spelld f and /m/ spelled m (Colorin Colorado, 2007). In addition, capitalizing on the differences between Spanish and English will also assist Janet in learning phonological difference (Colorin Colorado, 2007). The differences Janet would need to recognize consist of learning the Spanish phonic elements with a negative transfer, such as, h is a silent letter, ll is a consonant digraph and v is pronounced /b/. Moreover learning English phonic elements with zero transfer is just as important such as, long…

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    1. Level of Spelling Development Strategies: Consonant Bland and Consonant Digraph Activity Folders, Word Wall Daniella’s letters indicate that she is at the within-word pattern spelling stage of development. Daniella is starting to experiment with consonant digraphs and consonant blends. Daniella is decoding words by analogy. She used the letter “f” to spelling the word elephant (elefant). To help Daniella with consonant blends and digraphs, she is going to use activity folders. In the…

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    My Practicum Placement

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    1. I’ve experienced many word study approaches in my practicum placements. I’ve been lucky enough to be placed with a teacher who recognizes the importance of literacy and teaching word study principles and strategies to their students every time. One experience I had in my first-grade practicum placement was when my mentor teacher was teaching a unit on consonant digraphs. She started off by introducing the sounds that went with some of the common consonant digraphs and explaining what a…

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    Nt1310 Unit 1 Assignment 1

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    “th” digraph make? 3. Front Cover/APK: Who can tell me something that they notice about the cover of our book (the teacher holds the book up for all five students to see). I see a bubble (if no one gives that answer). Have you guys ever blown a bubble or even bubbles? 4. Prediction: Think to yourselves, what do you think our book is going to be about today (give 4-6 second waiting period for…

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    he’d often times skip it or mumble passed it. I felt like if gaining his confidence and teaching him strategies he would become a more confident oral fluent reader. I also did several informal assessments while observing him in the classroom through the read next to assignment, listening to him read aloud in class, and looking at his coursework. In finding this out I felt there were two main areas I wanted to work on with my case study student one mainly oral reading fluency, but also support…

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    inflectional endings of words, and vowel digraphs/trigraphs and vowel patterns were obviously weak areas for her. The student also seemed very hesitant and self-conscious from what I had seen during my classroom observation. I perceived that confidence was a huge factor in her academic struggle. When I completed the assessments, I began to put the information together and formulate a plan of action. I knew I had to make motivation/encouragement part of each lesson. I also decided to take…

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    Have students dismiss from the rug and go back to their desks by calling colors that they are wearing (ex. “If you are wearing green you my act like a spider and crawl back to your desks”). Once students get to their desks, ask the student who is listed on the job chart for paper passer outer to pass out the “bl” and “th” blend and digraph worksheets. Go over the directions with the students. Have the students say the directions back to you in order, use a step method to help students remember…

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    short vowels, digraphs and blends. Regardless, based on his results he will be included in the middle letter name-alphabetic instructional level group to reinforce his short vowel, digraphs, and blends to progress to the next stage. Based upon the assessment data from the classroom composite inventory listed, four small groups targeting different curricula goals will be formed. Even if feature points suggest students are in a particular stage, spelling features from earlier stages implied the…

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    sentence from the story in the correct order. Her familiarity with these words seemed to aid her in recognizing their spelling from memory. Although as I look forward to her spelling inventory and other activities that she was given I see now that her lack of descriptive words and detail correlates with her skill set. Now that I had an insight into her linguistic and vocabulary skills. I performed a spelling inventory to gain factual information, based on her writing skills and orthographic…

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    Jason demonstrates proficiency in areas of letter recognition, phonemic awareness, reading and spelling. He’s able to identify word structures such as vowels, consonants, blends, digraphs, digraph blends and identifying parts of words such as syllables and suffixes. Jason is also able to write both capital and lower case letters and fill in the appropriate word in the sentence. In addition, he is able to read high frequency words and independently decode text at a level K. However, Jason…

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