Decodable text for Early Grade learner
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The document discusses decodable texts, which are texts that contain letters and sounds a student has already learned. Decodable texts support early reading instruction by introducing letters and sounds systematically according to a language-specific sequence. To determine if a text is decodable, one considers the sounds a student has learned, the phonetic structure of words using known phonograms, and keeping words short, especially initially focusing on consonant-vowel-consonant patterns. The document requests writing a short decodable story in Urdu/Sindhi and provides references for further information.
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No formal tests.
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2) Innatist perspective argues that humans are biologically programmed for language acquisition through an innate universal grammar.
3) Interactionist/developmental perspectives emphasize the role of social interaction and cognitive development from Piaget and Vygotsky.
4) Connectionism views language acquisition as learning associations between linguistic units through exposure rather than requiring a language module.
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2) Having advanced students identify tenses in a short story about Cinderella.
3) Identifying verbs, nouns, and pronouns in a poem about enjoying school.
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Decodable text for Early Grade learner
- 2. Can you read the following? अल्लाह 阿拉 Аллах I would like you to reflect. Why could you not able to read it.
- 3. What are decodable texts? Decodable texts are those, that only contain letters and sounds a child or student has already learned. Text in which the majority of words can be identified using their most common sounds. They support explicit reading instruction at the very beginning of reading instruction, generally kindergarten and first grade. This approach to instruction introduces children systematically to letters and sounds, according to a language specific scope and sequence.
- 4. Lets share some example from English context
- 10. How do I determine if books or text are decodable? 1. The code the child has learned. These are the sounds that the child has directly learned. In the beginning this code knowledge is limited. As the child learns more and more of the phonemic code the amount of material that is decodable will expand rapidly.
- 11. 2. The phonetic structure of the words. Decodable words consist of phonograms the child knows. Remember decidability is based on the phonograms not the letters of the alphabet
- 12. 3. The length of the word. Young children need to begin with single syllable words. After they have mastered single syllable words move to 2 syllable words. Remember, you still need to evaluate phonemic code as word length is only part of decodability. Short words can have complex code that is not yet decodable by beginners (for example: owl, art, boy, roar, right, soil, year). The easiest words to read are consonant-vowel-consonant patterns (for example: ran, sit, fun, red, mom, him,…).
- 13. Now your time start Could you write a short decodable story in Urdu/Sindhi?