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Reading with partial cues was sufficient for his comprehension of most first- and even second-grade texts, most of which were enhanced by pictures. In third grade, however, reading with partial cues will constrain Khamtay’s success. Word Study Assessment and Instruction With ELLs in a Second-Grade Classroom 19 Over the year, Khamtay learned many written language conventions and wrote in phrases; terminal junctures were noted with punctuation or capitalization. 3, a writing sample from April 12, Khamtay developed a contingency for a broken computer and gave three examples of what games he would play on the computer.

Teachers can assess students’ word study knowledge by observing students as they play games with words from the sorts. Students who sort or play the games accurately and quickly—and who can explain why they made the decisions they did—demonstrate that they have an understanding of the principle or generalization underlying the sort. 36 Bear, Helman, & Woessner There are a few students who benefit by having teachers write for them. For these students, the multitasking involved in finding the letter-sounds or patterns in spelling and coordinating the writing is a bit too much, and the teacher’s writing is a relief and a release for better production in the assessment.

S he introduced a rhyme or short piece of text that had words with the feature of study, such as a rhyme about a frog when the word family –og was studied. 2. S he introduced the sort cards—either pictures or words—and made sure that students knew what the words were. For the words that students didn’t know, she conducted vocabulary minilessons. After the vocabulary was practiced, any words that were still unknown would be set to the side. It is important for students to work with words that they understand.

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Bugaboo the Wicked Witch by Collective


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