MFV3D Book Archive > Education > Download Improving Literacy Skills for Children with Special by Heather Duncan, Sarah Parkhouse PDF

Download Improving Literacy Skills for Children with Special by Heather Duncan, Sarah Parkhouse PDF

By Heather Duncan, Sarah Parkhouse

This sensible publication, written by means of skilled practitioners, may help academics of scholars with designated academic wishes verify, checklist and increase the literacy abilities in their students. The ebook covers all facets of literacy improvement in the course of the Early and first Years together with early talents, studying, phonological talents, writing, spelling and handwriting. This source pack comprises suggestion and ideas on: *using the pack with the nationwide Literacy approach *record protecting and person schooling Plans *assessing scholars' abilities *strategies for destiny studying. It includes photocopiable checklists and overview sheets for either instructor and scholar to accomplish and has transparent child-friendly illustrated worksheets all through. An indispensible source for all school rooms.

Show description

Read Online or Download Improving Literacy Skills for Children with Special Educational Needs PDF

Similar education books

The Prize: Who's in Charge of America's Schools?

Mark Zuckerberg, Chris Christie, and Cory Booker have been able to reform our failing faculties. They bought an schooling. whilst Mark Zuckerberg introduced to a cheering Oprah viewers his $100 million pledge to remodel the downtrodden faculties of Newark, New Jersey, then mayor Cory Booker and Governor Chris Christie have been beside him, vowing to aid make Newark "a image of academic excellence for the full kingdom.

Leadership for Quality Schooling: International Perspectives (Student Outcomes and the Reform of Education)

Management for caliber education presents the most recent pondering and study on college management from a number foreign students within the box of academic management. as a result of growing to be popularity of faculty- dependent types of college administration, there's now constructing a better concentrate on how caliber schooling should be extra absolutely completed during this more and more regular administrative context.

Changing Vocational Education and Training: International Comparative Approaches

Vocational schooling and coaching (VET) has been the point of interest of switch for a few years. many countries have built VET platforms with long term concepts that gain their economies, together with co-ordinating monetary, commercial and VET regulations and reaching consensus between significant stakeholders within the method.

Higher Education Assessments: Leadership Matters (The American Council on Education Series on Higher Education)

Greater schooling exams: management issues displays the paintings of a pick out team of researchers, students, and practitioners in larger schooling evaluate with the objective of picking options that help senior campus leaders as they reply to the demanding situations of a altering financial panorama and political weather.

Additional info for Improving Literacy Skills for Children with Special Educational Needs

Example text

For children who experience difficulty in building up confidence in spelling, it is useful to start off with words that are more phonically regular. Establishing which high frequency words they know can then help teachers focus on how next to develop their ability to spell both phonically regular and irregular words. Photocopiable Resource 34 34 Running head +LJK)UHTXHQF\:RUGV6HW$ High Frequency Words Set A  D   DQG  KH  ,LQLV  RIWKDWWKH  WRZDVLWDV  DOODWEHPXP  GDGFDWVDLG  GRJEHG  +LJK)UHTXHQF\ZRUGV6HW% High Frequency Words Set B Running head 35  EXWIRUDUH  KLPKDGKDYH  KLVQRWRQ  RQHVRZH  WKH\ZLWK\RX   JRWKHOSUXQ  Photocopiable Resource 35 36 Running head Photocopiable Resource 36  +LJK)UHTXHQF\:RUGV6HW&  DQDERXWEHHQEDFN  ELJE\EHIRUHFDOO  FDPHFRPHFRXOGGLG  GRGRZQIURPILUVW  JHWJREDOOGRRU  KRPHKRXVHKRZMXPS  QDPHQRWSXVKVDZ  VKRXOGVLVWHUXV   Running head 37  +LJK)UHTXHQF\:RUGV6HW'  KDVKHUKHUHLILQWR  MXVWORRNOLWWOHOLNHPH  PDNHPRUHPDGHP\PXFK  PXVWQRQHZQRZRU  ROGRXURQO\RXWRWKHU  DZD\JRLQJGD\ER\\HV  DJDLQDQRWKHUJLUOJRRG  PXFKQH[WVFKRROWDNH   Photocopiable Resource 37 Photocopiable Resource 38  +LJK)UHTXHQF\:RUGV6HW( 38 Running head  RIIRYHUULJKWVHHVKH  VRPHWKHPWKHQWKHLUWKHUH  WKLVWZRXSZDQWWKH\ZHQW  ZHUHZKHQZKRZKLFKZKHUH  ZKDWZLOO\RXUEURWKHUFDQ·W  GRQ·WKDOIODXJKOLYHORYH  PDQ\PD\PRUHSHRSOHVHHQ  WKUHHWLPHWRRWRRNWUHH  YHU\ZD\ZDWHU Running head 39 Photocopiable Resource 39  +LJK)UHTXHQF\:RUGV6HW$DQG%5HFRUG6KHHW 1DPHBBBBBBBBBBBBBBBBBBBBBBBBBBBBB'DWHBBBBBBBBBBBB  DDQGKH,LQLVRIWKDW           WKHWRZDVLWDVDOODWEH          PXPGDGFDWVDLGGRJEHGEXWIRU          DUHKLPKDGKDYHKLVQRWRQRQH          VRZHWKH\ZLWK\RXJRWKHOSUXQ                 Photocopiable Resource 40 40 Running head +LJK)UHTXHQF\:RUGV6HW&5HFRUG6KHHW High Frequency Words Set C: Record Sheet  1DPHBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB'DWHBBBBBBBBBB DQDERXWEHHQEDFNELJ       E\EHIRUHFDOOFDPHFRPH       FRXOGGLGGRGRZQIURP       ILUVWJHWJREDOOGRRU       KRPHKRXVHKRZMXPSQDPH       QRWSXVKVDZVKRXOGVLVWHUXV           Running head 41  High Frequency Words Set D: Record Sheet +LJK)UHTXHQF\:RUGV6HW'5HFRUG6KHHW  1DPHBBBBBBBBBBBBBBBBBBBBBBBBBB'DWHBBBBBBBBBBBBBBB  KDVKHUKHUHLILQWR MXVWORRNOLWWOHOLNHPH       PDNHPRUHPDGHP\PXFK       PXVWQRQHZQRZRUROG        RXURQO\RXWRWKHUDZD\JRLQJ        GD\ER\\HVDJDLQDQRWKHUJLUO        JRRGPXFKQH[WVFKRROWDNH        Photocopiable Resource 41 Photocopiable Resource 42     42 Running head +LJK)UHTXHQF\:RUGV6HW(5HFRUG6KHHW  1DPHBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB'DWHBBBBBBBBBBBBBB  RIIRYHUULJKWVHHVKHVRPHWKHP          WKHQWKHLUWKHUHWKLVWZRXSZDQW          ZKHUHZKDWZLOO\RXUEURWKHUFDQ·W         GRQ·WKDOIODXJKOLYHORYHPDQ\         PD\PRUHSHRSOHVHHQWKUHHWLPH         WRRWRRNWUHHYHU\ZD\ZDWHU            Name: Running head 43 Photocopiable Resource 43 I can read/spell these words a in he and is I at was it all as that the to be mum dad cat said but for dog bed are him have had his one so we they with not on you help run got of Photocopiable Resource 44 Running head 44 an be en home big should house by p jum pu sh name came not go c o uld come Name: ho w saw ca ll did down or do sister do ck us ba ba ll fro m get s ha before st fir about next take our much if now girl boy away only another again day other good yes going out old or my here new look no just her must Name: into has much school Running head 45 Photocopiable Resource 45 46 Running head Photocopiable Resource Name: I can read/spell these words 46                                                                       1DPH&ODVV  63(//,1*5(&25'6+((7           Running head 47 Photocopiable Resource 47                                                                                    Photocopiable Resource 48 Running head 48 push should (none) irregular what where who white regular when Digraph ‘wh’ irregular regular Digraph ‘sh’ March irregular going regular (none) irregular Final ‘ng’ much regular Digraph ‘ch’ than that them this with regular their there these three they brother another irregular Digraph ‘th’ SUGGESTED ORDER FOR INTRODUCTION OF HIGH FREQUENCY WORDS Running head 49 Photocopiable Resource 49 irregular have can’t was many a am at cat an can ran man as has had Dad and bed yes get red went help next regular irregular put pull you come some one once love up us but Mum short vowel ‘u’ it if in is his him big dig did regular will live lived I irregular short vowel ‘i’ regular be we he she the very irregular short vowel ‘e’ on off not of got dog regular to do no so go old come some one love irregular short vowel ‘o’ 50 regular short vowel ‘a’ SUGGESTED ORDER FOR INTRODUCTION OF HIGH FREQUENCY WORDS Photocopiable Resource 50 Running head off will (none) jump all call pull irregular regular irregular brother tree regular from irregular Double consonants play (none) regular ‘r’ blends Final ‘mp’ blends irregular regular ‘I’ blends (none) just must last back black regular (none) irregular Final ‘ck’ irregular regular Final ‘s’ blends and went regular can’t don’t want irregular Final ‘n’ blends SUGGESTED ORDER FOR INTRODUCTION OF HIGH FREQUENCY WORDS Running head 51 Photocopiable Resource 51 door school too push pull put look good took irregular you your could should would yellow regular about home our out down now how Vowel phonemes ‘ou’, ‘ow’ irregular regular Vowel phoneme ‘oo’ called orange laugh because irregular irregular (none) regular boy Vowel phonemes ‘oi’/ ‘oy’ all ball call saw or for more door regular Vowel phonemes ‘au’ ‘aw’, ‘or’, ‘al’ here there where their first girl her were over sister water irregular are there their regular (none) Vowel phonemes ‘are’, ‘air’ irregular regular Phonemes ‘ir’ SUGGESTED ORDER FOR INTRODUCTION OF HIGH FREQUENCY WORDS Photocopiable Resource 52 Running head 52 Improving Literacy Skills 53 Suggested strategies to build knowledge of high frequency words In order for words to become part of a childs’ visual memory, they need to see them in different contexts.

The ability to accomplish these subskills makes a significant difference to the child’s ability to manipulate sounds. Teachers should use the information gathered in their assessment of the child’s phonological skills to identify the ‘next step’ in the learning programme. g. ‘ Little Miss Kelly likes to eat jelly’ Find the two words that rhyme out of three: dog/log/hat Alliteration/letter sound recognition • • • • • • • • • • • • ‘Feely’ bag of pairs of objects which start with the same sound Name stories: Smiling Sid, Happy Hamila Tongue twisters ‘Zany zebras zoom through Zanzibar’ Lotto: six pictures and cards starting with initial sounds ‘I went to market and bought a bat’.

Can they recognise words that start or end with the same sound? ‘Which words start the same: bed, bag, bat and rabbit’? • Can the child match sounds within words? ‘Is there a ‘k’ in the word milk’? • Can the child segment words into sounds? ‘Give me the sounds in “red’’? • Can the child blend sounds into words? ‘Tell me what this word is – b-e-d’? 24 Improving Literacy Skills • Can the child blend syllables to make a word? ‘What words am I saying – el-e-phant, com-pu-ter’? • Can the child identify the number of syllables in words?

Download PDF sample

Rated 4.49 of 5 – based on 37 votes