Download e-book for kindle: Improving Literacy Skills for Children with Special by Heather Duncan, Sarah Parkhouse

By Heather Duncan, Sarah Parkhouse

ISBN-10: 0203470400

ISBN-13: 9780203470404

ISBN-10: 0415240719

ISBN-13: 9780415240710

This sensible booklet, written by way of skilled practitioners, might help lecturers of scholars with precise academic wishes verify, checklist and increase the literacy abilities in their students. The ebook covers all elements of literacy improvement during the Early and first Years together with early talents, studying, phonological abilities, writing, spelling and handwriting. This source pack contains suggestion and concepts on: *using the pack with the nationwide Literacy approach *record maintaining and person schooling Plans *assessing scholars' abilities *strategies for destiny studying. It includes photocopiable checklists and review sheets for either instructor and scholar to accomplish and has transparent child-friendly illustrated worksheets all through. An indispensible source for all study rooms.

Show description

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

Best education books

New PDF release: CFA Level 2 Schweser Secret Sauce 2009 - Учебное пособие для

Учебное пособие для подготовки к экзамену CFA point 2 (2009 год).
Содержит только самое необходимое - ключевые концепции и принципы, изложенные простым и понятным языком. Очень полезно для повторения материала ввиду большого его объема: при чтении, скажем, fastened source of revenue e-book, содержание quantitative tools уже помнится с трудом.
Доп. информация: Язык: Английский


Mark W. Lockwood, Elena T. Ivy's Learn about . . . Texas Birds (Learn about Texas) PDF

Little ones from six to 12 are brought to the main often obvious and fascinating Texas birds. little ones can colour crowd pleasing line drawings of varied birds in ordinary habitats, whereas an easy-to-read textual content offers vital proof concerning the birds, and a number of other enjoyable video games are instructive and tough.

Download e-book for kindle: The Changing Law of the Employment Relationship (Studies in by Nicola Countouris

In the past few many years, industrialised nations have witnessed a innovative quandary of the regulatory framework maintaining the binary version of the employment dating in keeping with the subordinate employment/autonomous self-employment dichotomy. New peculiar and hybrid operating preparations have emerged; difficult the normal notions of, and divisions among, autonomy and subordination.

Bilingual Education in China: Practices, Policies and by Anwei Feng PDF

This paintings compares and contrasts strands of bilingualism in China, one for minority nationality teams, the opposite for majority. It examines the background, coverage, philosophy, politics, provision and perform in bilingual, trilingual or multilingual schooling regarding Mandarin chinese language, English, and minority languages.

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

Sample text

Does the child hear units of sound? Are they heard in sequence? Does the child’s attempt have visual similarity? Can the child use common patterns? 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 most common is: LOOK COVER SAY WRITE CHECK Others include: • Trace the word in the air with your finger • Shut your eyes, take a picture in your head • Try and write the word without looking 54 Running head Getting started – writing skills The writing behaviour checklists are graded and include more complex skills required in the process of writing. These checklists are by no means exhaustive, and are intended to serve as guidance for focusing observations. They are a means by which a degree of progression can be established, in order to plot the progress of the individual child.

Use pictures of words with 1, 2, or 3 syllables: get the children to clap or identify the syllables • Place three objects in the centre. Ask the children to choose the one being clapped by a child. Blending activities • Onset and rhyme. Introduce blending by playing ‘guess the word’ c –at f –at • Say words like a robot and get the children to guess the word. Begin VC, CVC, CCVC, CVCC words Segmentation of sound • • • • • Give the child a word and ask them to tell what sound occurs in the middle/end ‘I spy’ with picture cards Sort pictures according to beginning/middle/end sound Stretch words to identify the number of phonemes Put counters into a box to represent phonemes as a word is said slowly Name: Photocopiable Resource Date: 30 Running head 30 I know the names and sounds these letters make th ch wh sh q a r b s c t d u e v f w g x h y i z j k l m n o p Name: Running head 31 Photocopiable Resource 31 I can recognise p mi re’ s’ re ’ de ’ u dis n’ ’ pre fix es m v o w el p h o n e ’ary ar ay ue y aw o u or o r u er au ’less ’ful y oi suffixes ’ly ed ew ur e ow ’ness y ue ea oa oo igh ie ai ee es word endings ous tion ion sion sle ge cle ple ble fle Photocopiable Resource 32 Running head I can recognise these sounds 32 sh consona clustersnt cl fl gl sl spl spr squ shr thr sn p r pl sc sw sk sm common end clusters/word endings ld lp nd lk sk nk st scr sp mp sp xt st ct ft lt nt pt ng ss lth nch Name: th wh ch ck ff ll Running head 33 High frequency words Spelling skills and developing sight vocabulary are intrinsically linked to early reading and writing development.

Download PDF sample

Improving Literacy Skills for Children with Special Educational Needs by Heather Duncan, Sarah Parkhouse

by Steven

Rated 4.46 of 5 – based on 50 votes