Kindergarten Learning Experiences Elementary School Services
Formal and Informal English
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- Beginning Reading
- K.R.7.2: Students demonstrate orally that phonemes exist and that they can be isolated and manipulated
- K.R.7.3: Students will use letter-sound knowledge to identify unfamiliar words in print and gain meaning
Formal and Informal EnglishK.L.6.1: By the end of grade 2, students will identify formal and informal language in stories, poems, and plays.As kindergarten children listen to examples of formal and informal language read aloud in stories or poems and in daily speech, they can begin to distinguish some examples of formal and informal language, and identify the difference between the two. Children listen to stories and poems that contain informal and formal language and discuss the language used by characters, including dialects. Children can use puppets and/or props in dramatic play and can choose to speak using formal or informal language based on their individual roles in the play. Reading and LiteratureTeachers should model some systematic and explicit reading strategies, including asking and answering questions, identifying main ideas, sequencing events, and relating children’s known experiences and knowledge to story events. To build children’s fluency in initial-sound recognition for words, teachers may read aloud to students, asking children to listen for words that begin with a specific sound/phoneme. Teachers may also ask children to differentiate words beginning with the same sound from those starting with a different sound. Teachers should provide systematic and explicit instruction, including modeling, to build children’s skills in phonemic blending to read simple one-syllable words, and children’s skills at segmenting words into their individual sounds. Techniques to teach letter-sound association for decoding unfamiliar words and recognizing some words by sight include identifying individual letters and matching them with corresponding sounds pronouncing sounds commonly associated with corresponding letters blending onset-rimes to read one-syllable words (e.g., cat, bat, hat) blending letter sounds to decode and read one-syllable words identifying upper- and lowercase letters by name Children can use plastic letters, letter cards, and can identify letters in books and other print materials to read their own names, classmates’ names, and classroom labels.
K.R.7.1: Students will demonstrate understanding of the forms and functions of written English:- recognize that printed materials convey provide information or entertaining stories; - know how to handle a book and turn the pages; - identify the covers and title page of a book; - recognize that, in English, print moves left to right across the page and from top to bottom; - identify upper- and lower-case letters; - recognize that written words are separated by spaces; - recognize that sentences in print are made up of separate words.
Tips for Teachers: Teachers may need to do some explicit instruction in mini-lessons during reading/listening or other activities about print concepts, including the modeling of oral reading, drawing attention to words, letters within words, the spacing of words within sentence, and how written words are composed of letters in a defined sequence.K.R.7.2: Students demonstrate orally that phonemes exist and that they can be isolated and manipulated:- understand that a sound is a phoneme, or one distinct sound; - understand that words are made up of one or more syllables; - recognize and produce rhyming words; - identify the initial, medial, and final sounds of a word; - blend sounds to make words.
- recognize letter-sound matches by naming and identifying each letter of the alphabet; - understand that written words are composed of letters that represent sounds; - use letter-sound matches to decode simple words. Children can listen to/read alphabet books and books that include alliteration to enhance letter identification and association of letters with their common sounds (e.g., Faint Frogs Feeling Feverish and Other Terrifically Tantalizing Tongue Twisters by Lilian Obligado; Sheep on a Ship and Sheep in a Shop, both by Nancy Shaw; Moses Supposes His Toeses Are Roses and 7 Other Silly Old Rhymes by Nancy Patz); they can also add new words to create alliterative sentences or phrases. Teachers can read books that contain rhymes (e.g., Tog the Dog by Colin Hawkins), and create charts of word rhymes and families of sounds/rimes; children can write the sounds of letters and use invented spelling to write rhyming words. Tips for Teachers: Rimes are letter combinations that remain constant even though the first letter changes, e.g., “at” in /b-at/-/c-at/-/h-at/-/r-at/-/f-at/). Teachers can teach some common sight words (e.g., a, an, the) that serve as the “glue” for connecting words.Directory: frameworks frameworks -> Business Technology (vbus) frameworks -> 2016 Massachusetts Digital Literacy and Computer Science (dlcs) Curriculum Framework frameworks -> Automotive Collision Repair & Refinishing (vcoll) frameworks -> Massachusetts English Language Arts frameworks -> Essentials of Computer Programming Computer Science Curriculum Framework 2015 frameworks -> Arkansas Computer Science Standards Coding Block for Grades 7 or 8 Introduction frameworks -> Arkansas Computer Science Standards for Grades 9-12 frameworks -> Curriculum framework frameworks -> Arkansas Computer Science Standards for Grades 9-12 Download 412.43 Kb. Share with your friends:
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