1.B.4 Understand that the variation in Design an oral language activity for onset-rime Read Session Six: students’ oral language exposure Oral language development; English phonemes; phonological and individual phonemes. Activities must align and development requires awareness/phonemic awareness/phonics; Normal Phonetic with a case student’s stage of oral language differentiated instruction. Development chart; research models of the language/reading development, be grade-level appropriate and connection; need for differentiated instruction maturity level appropriate. Activities: Download glossary English Phonemes chart Listen with purpose to audio of early language Access, explore, read, & bookmark external resource Access and read external articles 1.B.5 Recognize the importance of Read Session One: Explain in their own words how the English language learners’ home Reading Process; Comprehension Process; Pre-reading ; During comprehension sequences of PAS, VIP, and languages, and significance reading; Post-reading; PAS, VIP, POW sequences; instructional POW support ELLs transition from their home for learning to read English. strategies, Comprehension Process and ELLs language to reading English. Activities: Engage in and read interactive modules Read Comprehension Process & ELL Students.” “The Watch video on comprehension strategies. 1.B.6 (3.2) Understand the role of Read Session Six: Poor assessment outcomes evidence the need formal and informal oral language Oral language development; normal phonetic development; for further oral language assessment. To make assessment to make instructional assessing oral language development; assessing dialect appropriate instructional decisions, participants decisions to meet individual differences; stages/purposes of reading; reading acquisition determine the areas of phonological awareness student needs. framework; research models of the language/reading that should be further assessed. connection; need for differentiated instruction Activities: Download glossary Phonetic Development chart Assess early language of child via audio video Access and read external articles 1.C.1 Performance Indicator C: Read Session Seven: Further phonological awareness instruction (in Phonological Awareness words defined and investigated; alphabetic principle; and individual phonemes) by ‘Phon’ (1.A.1) Understand phonology as it Phonological skills; Reading Development & Performance describing ways to use writing for phonics and relates to language development reading development. and reading achievement (e.g., Activities: phonological processing, Access and read external articles Complete interactive formative assessments/read feedback phonemic awareness skills, Engage with interactive text phonemic analysis and synthesis).
1.B.4 Understand that the variation in students’ oral language exposure and development requires differentiated instruction. Read Session Six: Oral language development; English phonemes; phonological awareness/phonemic awareness/phonics; Normal Phonetic Development chart; research models of the language/reading connection; need for differentiated instruction Activities: Download glossary English Phonemes chart Listen with purpose to audio of early language Access, explore, read, & bookmark external resource Access and read external articles Design an oral language activity for onset-rime and individual phonemes. Activities must align with a case student’s stage of oral language development, be grade-level appropriate and maturity level appropriate. 1.B.5 Recognize the importance of English language learners’ home languages, and significance for learning to read English. Read Session One: Reading Process; Comprehension Process; Pre-reading ; During reading; Post-reading; PAS, VIP, POW sequences; instructional strategies, Comprehension Process and ELLs Activities: Engage in and read interactive modules Read “The Comprehension Process & ELL Students.” Watch video on comprehension strategies. Explain in their own words how the comprehension sequences of PAS, VIP, and POW support ELLs transition from their home language to reading English. 1.B.6 (3.2) Understand the role of formal and informal oral language assessment to make instructional decisions to meet individual student needs. Read Session Six: Oral language development; normal phonetic development; assessing oral language development; assessing dialect differences; stages/purposes of reading; reading acquisition framework; research models of the language/reading connection; need for differentiated instruction Activities: Download glossary Phonetic Development chart Assess early language of child via audio video Access and read external articles Poor assessment outcomes evidence the need for further oral language assessment. To make appropriate instructional decisions, participants determine the areas of phonological awareness that should be further assessed. 1.C.1 Performance Indicator C: Phonological Awareness (1.A.1) Understand phonology as it relates to language development and reading achievement (e.g., phonological processing, phonemic awareness skills, phonemic analysis and synthesis). Read Session Seven: ‘Phon’ words defined and investigated; alphabetic principle; Phonological skills; Reading Development & Performance Activities: Access and read external articles Complete interactive formative assessments/read feedback Engage with interactive text Further phonological awareness instruction (in and individual phonemes) by describing ways to use writing for phonics and reading development.
BeaconReadingMatrix2012.docx