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Phonemic Awareness and Phonics Knowledge to Practice
Paperback
Series: Literacy How Professional Learning, Book 3
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ISBN10: 1983098191
ISBN13: 9781983098192
Publisher: Independently Published
Published: Jun 20 2018
Pages: 168
Weight: 1.22
Height: 0.44 Width: 8.50 Depth: 11.00
Language: English
ISBN13: 9781983098192
Publisher: Independently Published
Published: Jun 20 2018
Pages: 168
Weight: 1.22
Height: 0.44 Width: 8.50 Depth: 11.00
Language: English
The Literacy How Professional Learning Series translates the latest reading research into how-to instructional practices. Based on the current and comprehensive Literacy How reading model, the Series draws upon the authors' decades of expertise and experience working with thousands of general and special education teachers. Organized for the busy educator who may be trying to find specific information, as well as for the professional seeking deeper understanding of literacy instruction and learning, the Series emphasizes Pre-K-3 conceptual and skill development. Phonemic Awareness and Phonics: Knowledge to Practice is for any educator who's wondered: - What is the difference between phonological awareness, phonemic awareness, and phonics?
- What are phonemes and how are they organized and produced?
- What are the st/ages of phonological awareness development?
- What activities support the development of phonological and phonemic awareness?
- What can problems with phonemic awareness indicate?
- What is the ultimate goal of phonics instruction?
- How should letter names be taught?
- What is the connection between phonemic awareness and phonics?
- What are graphophonemic connections and why are they important?
- What are syllable types and why should I teach them?
- Why is invented spelling important and when is it relevant?
- What is the role of code-emphasis (aka decodable) text in learning to read? Authors Eberhardt and Gillis set the Phonemic Awareness stage providing two brief, but necessary, sections to build and confirm prior knowledge in this foundational component of beginning reading. Paraprofessionals, novice and veteran teachers will benefit from the Relevant Research and Knowledge for Effective Instruction sections. The book's gem is found in the robust Activities for Instruction and Informal Assessment section. User-friendly activities are organized by domains and sequenced by stages of reading development. To be sure that teachers are not teaching skills in isolation without opportunities for transfer to text, Text Analysis examples are presented in the same order as the activities. This brilliant addition is often missed by many authors of this subject area. This addition to Literacy How Professional Learning Series will provide awesome professional development for teachers, administrators and Paraprofessionals. Relevant references for informal assessments and resources add to the book's appeal. Sheryl Ferlito, Ed.S., co-author of Sortegories, contributing writer of Language! and Language! Live, Special Education teacher/learning consultant The Literacy How Professional Learning Series includes four Knowledge to Practice books: Phonemic Awareness and Phonics, Vocabulary, Syntax, and Reading Comprehension. Each title in the series includes: -Relevant Research-The research basis for that domain of literacy development presented against the backdrop of the Chall's stages of reading development, with key research points presented in a bullet-point style
-Knowledge for Effective Instruction-Background knowledge and the principles that guide instruction for that domain
-Activities for Instruction and Informal Assessment-A collection of evidence-based activities written in an objective-driven format for that component of literacy instruction
-Text Selection Skills Analyses-Stage-specific text selections (i.e., predictable, code-emphasis, and authentic) illustrate using text to advance skill application
-Appendix-Recommended resources for content and more in depth information referenced in the book.
- What are the st/ages of phonological awareness development?
- What activities support the development of phonological and phonemic awareness?
- What can problems with phonemic awareness indicate?
- What is the ultimate goal of phonics instruction?
- How should letter names be taught?
- What is the connection between phonemic awareness and phonics?
- What are graphophonemic connections and why are they important?
- What are syllable types and why should I teach them?
- Why is invented spelling important and when is it relevant?
- What is the role of code-emphasis (aka decodable) text in learning to read? Authors Eberhardt and Gillis set the Phonemic Awareness stage providing two brief, but necessary, sections to build and confirm prior knowledge in this foundational component of beginning reading. Paraprofessionals, novice and veteran teachers will benefit from the Relevant Research and Knowledge for Effective Instruction sections. The book's gem is found in the robust Activities for Instruction and Informal Assessment section. User-friendly activities are organized by domains and sequenced by stages of reading development. To be sure that teachers are not teaching skills in isolation without opportunities for transfer to text, Text Analysis examples are presented in the same order as the activities. This brilliant addition is often missed by many authors of this subject area. This addition to Literacy How Professional Learning Series will provide awesome professional development for teachers, administrators and Paraprofessionals. Relevant references for informal assessments and resources add to the book's appeal. Sheryl Ferlito, Ed.S., co-author of Sortegories, contributing writer of Language! and Language! Live, Special Education teacher/learning consultant The Literacy How Professional Learning Series includes four Knowledge to Practice books: Phonemic Awareness and Phonics, Vocabulary, Syntax, and Reading Comprehension. Each title in the series includes: -Relevant Research-The research basis for that domain of literacy development presented against the backdrop of the Chall's stages of reading development, with key research points presented in a bullet-point style
-Knowledge for Effective Instruction-Background knowledge and the principles that guide instruction for that domain
-Activities for Instruction and Informal Assessment-A collection of evidence-based activities written in an objective-driven format for that component of literacy instruction
-Text Selection Skills Analyses-Stage-specific text selections (i.e., predictable, code-emphasis, and authentic) illustrate using text to advance skill application
-Appendix-Recommended resources for content and more in depth information referenced in the book.
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