Learning+Outcomes


 * OutComes || # Description || Experience in Class ||
 * 1.2.2.1 || # Demonstrate knowledge that reading and writing are developmental processes || //Reading Approaches// audio ||
 * 1.2.2.2 || # Demonstrate knowledge of the interrelationships of reading and writing, and listening and speaking || Language Experience Approach-Blind Walk

Cramer Text || Cramer Text || Modeling of think-alouds and read-alouds || 1. Games in Class Creation of literacy centers
 * 1.2.2.3 || # Demonstrate knowledge of the role of meta-cognition in reading and writing, and listening and speaking || Balance Literacy Approach Concept Map/
 * 1.2.2.4 || # Demonstrate knowledge of the essential components of reading (phonemic awareness, phonics, fluency, vocabulary, comprehension) || //Reading Approaches// audio ||
 * 1.2.2.5 || # Know the instructional progression of concepts of print [e.g., holding a book, understanding that print carries meaning, directionality, tracking of print, letter representation, word, and sentence] || //Language Experience Story// ||
 * 1.2.2.6 || # Demonstrate knowledge of phonemic awareness [e. g., segmentation, blending, substitution] || Emergent Literacy concept map ||
 * 1.2.2.7 || # Demonstrate knowledge of phonics [e. g., sound symbol correspondence, blending, and word families] || Word family strips (paint Stripes) Alphabet Book ||
 * 1.2.2.8 || # Demonstrate knowledge of fluency [e. g., rate, accuracy, prosody] || Assessment-Running Records ||
 * 1.2.2.9 || # Demonstrate knowledge of indirect and direct vocabulary instruction [e. g., specific word instruction and word-learning strategies, using resources, word parts, and context clues] || Word concept map ||
 * 4.4 || ** 4.4 ** Structure learning activities that support the acquisition of literacy, including:
 * 1) Strategies that teach and model the essential components of reading (phonemic awareness, phonics, fluency, vocabulary, and comprehension)
 * 2) Prewriting and writing strategies that enable students to write effectively for a variety of audiences and purposes
 * 3) Use of instructional grouping options (e.g., individual, small group, whole class, differentiated, peer tutoring, computer-based) as appropriate for reading instruction
 * 4) Use of a wide range of curriculum materials to ensure effective reading instruction for learners at different stages of reading and writing development and from different cultural and linguistic backgrounds
 * Appropriate use of various text types (e.g., decodable, predictable, easy reader)

2. Pre-writing-writing prompts-list Artifacts/Bear PawPrint

3. Small group reading-"El Gato" led by Isreal- Read-a-louds Literature circles _Book discussion 5 Chinese brothers Apps

4. Literature brought, discussed and read in class Basal books, pattern books, wordless picture books, ||