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Reading by using phonics is often referred to as decoding words, sounding-out words or using print-to-sound relationships.Since phonics focuses on the sounds and letters within words (i.e. sublexical), [13] it is often contrasted with whole language (a word-level-up philosophy for teaching reading) and a compromise approach called balanced literacy (the attempt to combine whole language and ...
Once activities have been implemented, the teacher observes the children's use of them, constantly modifying them to accommodate increasing interest or change in direction of the learning. The teacher documents these observations and reflects on the effectiveness of the activities. Then the process begins again.
For example, if a child once went to a zoo and saw an elephant, but did not know the word elephant, an adult could later help the child recall this event, describing the size and color of the animal, how big its ears were, its trunk, and the sound it made, then using the word elephant to refer to the animal. Calling upon prior knowledge is used ...
‘This is a ball.’ If the sentence is true, children should put a tick next to the picture. If the sentence is false, children should put a cross next to the picture. Part 1 tests reading short sentences and recognizing words. Part 2 has a big picture and some sentences about the picture. If the sentence is true, children should write ‘yes’.
Activities in each milestone include games, rhymes, drawing, and songs to teach a letter or a word, form a sentence, do maths and science, or understand a concept. The child takes an exam card only after completing all of the milestones in a subject.
This is the practice of asking questions to the students about their lives using the day's vocabulary structures. It is part of step one. Reps - Repetitions. Staying in bounds. This means only using words that the students know. See the Staying in bounds section above. Teach to the eyes. This is the practice of looking in students' eyes when ...