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Letter Knowledge - Coggle Diagram
Letter Knowledge
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Letter Knowledge
“letter names supply convenient verbal labels that uniquely identify each letter and that are important if a child is to understand the language of literacy”
“A student who can recognize most letters with confidence will have an easier time learning about letter sounds and word spellings than a student who still has to work at remembering what is what”
“Knowing letter names provides a springboard for learning and remembering letter-sound relationships”
During an assessment, we are only gathering information about what the child knows, not teaching. If we teach during the assessment, we skew the assessment data and won’t have a clear picture of the child’s knowledge.
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The more information a teacher has about each child, the better equipped the teacher is to plan instruction specifically tailored to the individual needs of each child.
Explicit instruction follows the format of I do, we, do, you do.
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This entire lesson might take twenty minutes and would be done with a small group of children, no more than five in a group. The rest of the children in the class would be working independently on other alphabet related activities while the teacher works with small groups of children. This instructional format allows the teacher to design lessons for the individual needs of all students in the class and at the same time, assess learning and monitor individual learning progress.
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