The document describes the administration of the Yopp-Singer Test of Phonemic Segmentation, which assesses a student's ability to segment words into individual phonemes. It provides directions for administering the test, including sample words and practice items, and explains how to score students based on the number of words they can correctly segment. The document also notes that higher scores indicate stronger phonemic awareness while lower scores may predict difficulties with reading and spelling.
Must know basics on the possessive construction الإضافة suitable for beginning level and good review for intermediate and lower advanced to fill in gaps and move on to deeper details in al-iDaafa.
Must know basics on the possessive construction الإضافة suitable for beginning level and good review for intermediate and lower advanced to fill in gaps and move on to deeper details in al-iDaafa.
Accompanying workbook: http://www.scribd.com/doc/74873261/P2-Phonics-Workbook
Tom's TEFL: http://www.globalcitizen.co.uk/wp/toms-tefl-resources/
(KS1/P2) – ‘Off-the-shelf’ HK curriculum-based Powerpoint activities (247 slides) and A5 workbook (31 pages) including minimal pairs, animated 3-letter blends, long/short vowels, animated diagraphs, magic/silent ‘e’, blends and short vowel word families. Links, word lists and answers embedded in the ‘notes’ section of each slide in addition to sounds and animation (viewable on full screen).
Arabic grammar 1: Basics on nouns that any Classical Arabic and/or Modern Standard Arabic learner should know to be prepared for future grammar studies.
Arabic 3: Basics on the nominal sentence Mohamed ZAIM
¨ Arabic 3: Basics on the nominal sentence ¨ is the first step to live a sentence in Arabic. You will find all necessary details that help understanding well the function of each part of it and so knowing deep the secret meaning and grammar that such lovely sentence carries. The slides are available also beside others on my blog:
www.alif-zaim.blogspot.com > ¨Grammar Slideshare¨ section cross column on right. Enjoy !
Accompanying workbook: http://www.scribd.com/doc/74873261/P2-Phonics-Workbook
Tom's TEFL: http://www.globalcitizen.co.uk/wp/toms-tefl-resources/
(KS1/P2) – ‘Off-the-shelf’ HK curriculum-based Powerpoint activities (247 slides) and A5 workbook (31 pages) including minimal pairs, animated 3-letter blends, long/short vowels, animated diagraphs, magic/silent ‘e’, blends and short vowel word families. Links, word lists and answers embedded in the ‘notes’ section of each slide in addition to sounds and animation (viewable on full screen).
Arabic grammar 1: Basics on nouns that any Classical Arabic and/or Modern Standard Arabic learner should know to be prepared for future grammar studies.
Arabic 3: Basics on the nominal sentence Mohamed ZAIM
¨ Arabic 3: Basics on the nominal sentence ¨ is the first step to live a sentence in Arabic. You will find all necessary details that help understanding well the function of each part of it and so knowing deep the secret meaning and grammar that such lovely sentence carries. The slides are available also beside others on my blog:
www.alif-zaim.blogspot.com > ¨Grammar Slideshare¨ section cross column on right. Enjoy !
Effectively communicate through writing and reading reasonable everyday twent...Stanley Crawford
Get hooked on reading and writing with this article. You will read about delightful and captivating 21st Century reasons for finding reading and writing as interesting and fun topics to learn.
Free Phonics Worksheets and Videos from Footstep Phonics - Step 2
Please enjoy using these worksheets with your students.
With our compliments,
Errington House
School PD Power point for Monday- please ensure that you have sassoon infant on your laptops so the power point loads as it should.
Readers can be seen prior to training at www.speechsoundpics.com - teachers may need to view at home as EQ seems to block the readers from fully loading.
If you can view youtube I will sort the training videos and upload there - if you cant download on powerpoint. .
emma@readaustralia.com
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Scandal! Teasers June 2024 on etv Forum.co.zaIsaac More
Monday, 3 June 2024
Episode 47
A friend is compelled to expose a manipulative scheme to prevent another from making a grave mistake. In a frantic bid to save Jojo, Phakamile agrees to a meeting that unbeknownst to her, will seal her fate.
Tuesday, 4 June 2024
Episode 48
A mother, with her son's best interests at heart, finds him unready to heed her advice. Motshabi finds herself in an unmanageable situation, sinking fast like in quicksand.
Wednesday, 5 June 2024
Episode 49
A woman fabricates a diabolical lie to cover up an indiscretion. Overwhelmed by guilt, she makes a spontaneous confession that could be devastating to another heart.
Thursday, 6 June 2024
Episode 50
Linda unwittingly discloses damning information. Nhlamulo and Vuvu try to guide their friend towards the right decision.
Friday, 7 June 2024
Episode 51
Jojo's life continues to spiral out of control. Dintle weaves a web of lies to conceal that she is not as successful as everyone believes.
Monday, 10 June 2024
Episode 52
A heated confrontation between lovers leads to a devastating admission of guilt. Dintle's desperation takes a new turn, leaving her with dwindling options.
Tuesday, 11 June 2024
Episode 53
Unable to resort to violence, Taps issues a verbal threat, leaving Mdala unsettled. A sister must explain her life choices to regain her brother's trust.
Wednesday, 12 June 2024
Episode 54
Winnie makes a very troubling discovery. Taps follows through on his threat, leaving a woman reeling. Layla, oblivious to the truth, offers an incentive.
Thursday, 13 June 2024
Episode 55
A nosy relative arrives just in time to thwart a man's fatal decision. Dintle manipulates Khanyi to tug at Mo's heartstrings and get what she wants.
Friday, 14 June 2024
Episode 56
Tlhogi is shocked by Mdala's reaction following the revelation of their indiscretion. Jojo is in disbelief when the punishment for his crime is revealed.
Monday, 17 June 2024
Episode 57
A woman reprimands another to stay in her lane, leading to a damning revelation. A man decides to leave his broken life behind.
Tuesday, 18 June 2024
Episode 58
Nhlamulo learns that due to his actions, his worst fears have come true. Caiphus' extravagant promises to suppliers get him into trouble with Ndu.
Wednesday, 19 June 2024
Episode 59
A woman manages to kill two birds with one stone. Business doom looms over Chillax. A sobering incident makes a woman realize how far she's fallen.
Thursday, 20 June 2024
Episode 60
Taps' offer to help Nhlamulo comes with hidden motives. Caiphus' new ideas for Chillax have MaHilda excited. A blast from the past recognizes Dintle, not for her newfound fame.
Friday, 21 June 2024
Episode 61
Taps is hungry for revenge and finds a rope to hang Mdala with. Chillax's new job opportunity elicits mixed reactions from the public. Roommates' initial meeting starts off on the wrong foot.
Monday, 24 June 2024
Episode 62
Taps seizes new information and recruits someone on the inside. Mary's new job
Tom Selleck Net Worth: A Comprehensive Analysisgreendigital
Over several decades, Tom Selleck, a name synonymous with charisma. From his iconic role as Thomas Magnum in the television series "Magnum, P.I." to his enduring presence in "Blue Bloods," Selleck has captivated audiences with his versatility and charm. As a result, "Tom Selleck net worth" has become a topic of great interest among fans. and financial enthusiasts alike. This article delves deep into Tom Selleck's wealth, exploring his career, assets, endorsements. and business ventures that contribute to his impressive economic standing.
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Early Life and Career Beginnings
The Foundation of Tom Selleck's Wealth
Born on January 29, 1945, in Detroit, Michigan, Tom Selleck grew up in Sherman Oaks, California. His journey towards building a large net worth began with humble origins. , Selleck pursued a business administration degree at the University of Southern California (USC) on a basketball scholarship. But, his interest shifted towards acting. leading him to study at the Hills Playhouse under Milton Katselas.
Minor roles in television and films marked Selleck's early career. He appeared in commercials and took on small parts in T.V. series such as "The Dating Game" and "Lancer." These initial steps, although modest. laid the groundwork for his future success and the growth of Tom Selleck net worth. Breakthrough with "Magnum, P.I."
The Role that Defined Tom Selleck's Career
Tom Selleck's breakthrough came with the role of Thomas Magnum in the CBS television series "Magnum, P.I." (1980-1988). This role made him a household name and boosted his net worth. The series' popularity resulted in Selleck earning large salaries. leading to financial stability and increased recognition in Hollywood.
"Magnum P.I." garnered high ratings and critical acclaim during its run. Selleck's portrayal of the charming and resourceful private investigator resonated with audiences. making him one of the most beloved television actors of the 1980s. The success of "Magnum P.I." played a pivotal role in shaping Tom Selleck net worth, establishing him as a major star.
Film Career and Diversification
Expanding Tom Selleck's Financial Portfolio
While "Magnum, P.I." was a cornerstone of Selleck's career, he did not limit himself to television. He ventured into films, further enhancing Tom Selleck net worth. His filmography includes notable movies such as "Three Men and a Baby" (1987). which became the highest-grossing film of the year, and its sequel, "Three Men and a Little Lady" (1990). These box office successes contributed to his wealth.
Selleck's versatility allowed him to transition between genres. from comedies like "Mr. Baseball" (1992) to westerns such as "Quigley Down Under" (1990). This diversification showcased his acting range. and provided many income streams, reinforcing Tom Selleck net worth.
Television Resurgence with "Blue Bloods"
Sustaining Wealth through Consistent Success
In 2010, Tom Selleck began starring as Frank Reagan i
Create a Seamless Viewing Experience with Your Own Custom OTT Player.pdfGenny Knight
As the popularity of online streaming continues to rise, the significance of providing outstanding viewing experiences cannot be emphasized enough. Tailored OTT players present a robust solution for service providers aiming to enhance their offerings and engage audiences in a competitive market. Through embracing customization, companies can craft immersive, individualized experiences that effectively hold viewers' attention, entertain them, and encourage repeat usage.
Young Tom Selleck: A Journey Through His Early Years and Rise to Stardomgreendigital
Introduction
When one thinks of Hollywood legends, Tom Selleck is a name that comes to mind. Known for his charming smile, rugged good looks. and the iconic mustache that has become synonymous with his persona. Tom Selleck has had a prolific career spanning decades. But, the journey of young Tom Selleck, from his early years to becoming a household name. is a story filled with determination, talent, and a touch of luck. This article delves into young Tom Selleck's life, background, early struggles. and pivotal moments that led to his rise in Hollywood.
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Early Life and Background
Family Roots and Childhood
Thomas William Selleck was born in Detroit, Michigan, on January 29, 1945. He was the second of four children in a close-knit family. His father, Robert Dean Selleck, was a real estate investor and executive. while his mother, Martha Selleck, was a homemaker. The Selleck family relocated to Sherman Oaks, California. when Tom was a child, setting the stage for his future in the entertainment industry.
Education and Early Interests
Growing up, young Tom Selleck was an active and athletic child. He attended Grant High School in Van Nuys, California. where he excelled in sports, particularly basketball. His tall and athletic build made him a standout player, and he earned a basketball scholarship to the University of Southern California (U.S.C.). While at U.S.C., Selleck studied business administration. but his interests shifted toward acting.
Discovery of Acting Passion
Tom Selleck's journey into acting was serendipitous. During his time at U.S.C., a drama coach encouraged him to try acting. This nudge led him to join the Hills Playhouse, where he began honing his craft. Transitioning from an aspiring athlete to an actor took time. but young Tom Selleck became drawn to the performance world.
Early Career Struggles
Breaking Into the Industry
The path to stardom was a challenging one for young Tom Selleck. Like many aspiring actors, he faced many rejections and struggled to find steady work. A series of minor roles and guest appearances on television shows marked his early career. In 1965, he debuted on the syndicated show "The Dating Game." which gave him some exposure but did not lead to immediate success.
The Commercial Breakthrough
During the late 1960s and early 1970s, Selleck began appearing in television commercials. His rugged good looks and charismatic presence made him a popular brand choice. He starred in advertisements for Pepsi-Cola, Revlon, and Close-Up toothpaste. These commercials provided financial stability and helped him gain visibility in the industry.
Struggling Actor in Hollywood
Despite his success in commercials. breaking into large acting roles remained a challenge for young Tom Selleck. He auditioned and took on small parts in T.V. shows and movies. Some of his early television appearances included roles in popular series like Lancer, The F.B.I., and Bracken's World. But, it would take a
Skeem Saam in June 2024 available on ForumIsaac More
Monday, June 3, 2024 - Episode 241: Sergeant Rathebe nabs a top scammer in Turfloop. Meikie is furious at her uncle's reaction to the truth about Ntswaki.
Tuesday, June 4, 2024 - Episode 242: Babeile uncovers the truth behind Rathebe’s latest actions. Leeto's announcement shocks his employees, and Ntswaki’s ordeal haunts her family.
Wednesday, June 5, 2024 - Episode 243: Rathebe blocks Babeile from investigating further. Melita warns Eunice to stay clear of Mr. Kgomo.
Thursday, June 6, 2024 - Episode 244: Tbose surrenders to the police while an intruder meddles in his affairs. Rathebe's secret mission faces a setback.
Friday, June 7, 2024 - Episode 245: Rathebe’s antics reach Kganyago. Tbose dodges a bullet, but a nightmare looms. Mr. Kgomo accuses Melita of witchcraft.
Monday, June 10, 2024 - Episode 246: Ntswaki struggles on her first day back at school. Babeile is stunned by Rathebe’s romance with Bullet Mabuza.
Tuesday, June 11, 2024 - Episode 247: An unexpected turn halts Rathebe’s investigation. The press discovers Mr. Kgomo’s affair with a young employee.
Wednesday, June 12, 2024 - Episode 248: Rathebe chases a criminal, resorting to gunfire. Turf High is rife with tension and transfer threats.
Thursday, June 13, 2024 - Episode 249: Rathebe traps Kganyago. John warns Toby to stop harassing Ntswaki.
Friday, June 14, 2024 - Episode 250: Babeile is cleared to investigate Rathebe. Melita gains Mr. Kgomo’s trust, and Jacobeth devises a financial solution.
Monday, June 17, 2024 - Episode 251: Rathebe feels the pressure as Babeile closes in. Mr. Kgomo and Eunice clash. Jacobeth risks her safety in pursuit of Kganyago.
Tuesday, June 18, 2024 - Episode 252: Bullet Mabuza retaliates against Jacobeth. Pitsi inadvertently reveals his parents’ plans. Nkosi is shocked by Khwezi’s decision on LJ’s future.
Wednesday, June 19, 2024 - Episode 253: Jacobeth is ensnared in deceit. Evelyn is stressed over Toby’s case, and Letetswe reveals shocking academic results.
Thursday, June 20, 2024 - Episode 254: Elizabeth learns Jacobeth is in Mpumalanga. Kganyago's past is exposed, and Lehasa discovers his son is in KZN.
Friday, June 21, 2024 - Episode 255: Elizabeth confirms Jacobeth’s dubious activities in Mpumalanga. Rathebe lies about her relationship with Bullet, and Jacobeth faces theft accusations.
Monday, June 24, 2024 - Episode 256: Rathebe spies on Kganyago. Lehasa plans to retrieve his son from KZN, fearing what awaits.
Tuesday, June 25, 2024 - Episode 257: MaNtuli fears for Kwaito’s safety in Mpumalanga. Mr. Kgomo and Melita reconcile.
Wednesday, June 26, 2024 - Episode 258: Kganyago makes a bold escape. Elizabeth receives a shocking message from Kwaito. Mrs. Khoza defends her husband against scam accusations.
Thursday, June 27, 2024 - Episode 259: Babeile's skillful arrest changes the game. Tbose and Kwaito face a hostage crisis.
Friday, June 28, 2024 - Episode 260: Two women face the reality of being scammed. Turf is rocked by breaking
Panchayat Season 3 - Official Trailer.pdfSuleman Rana
The dearest series "Panchayat" is set to make a victorious return with its third season, and the fervor is discernible. The authority trailer, delivered on May 28, guarantees one more enamoring venture through the country heartland of India.
Jitendra Kumar keeps on sparkling as Abhishek Tripathi, the city-reared engineer who ends up functioning as the secretary of the Panchayat office in the curious town of Phulera. His nuanced depiction of a young fellow exploring the difficulties of country life while endeavoring to adjust to his new environmental factors has earned far and wide recognition.
Neena Gupta and Raghubir Yadav return as Manju Devi and Brij Bhushan Dubey, separately. Their dynamic science and immaculate acting rejuvenate the hardships of town administration. Gupta's depiction of the town Pradhan with an ever-evolving outlook, matched with Yadav's carefully prepared exhibition, adds profundity and credibility to the story.
New Difficulties and Experiences
The trailer indicates new difficulties anticipating the characters, as Abhishek keeps on wrestling with his part in the town and his yearnings for a superior future. The series has reliably offset humor with social editorial, and Season 3 looks ready to dig much more profound into the intricacies of rustic organization and self-awareness.
Watchers can hope to see a greater amount of the enchanting and particular residents who have become fan top picks. Their connections and the one of a kind cut of-life situations give a reviving and interesting portrayal of provincial India, featuring the two its appeal and its difficulties.
A Mix of Humor and Heart
One of the signs of "Panchayat" is its capacity to mix humor with sincere narrating. The trailer features minutes that guarantee to convey giggles, as well as scenes that pull at the heartstrings. This equilibrium has been a critical calculate the show's prosperity, resounding with crowds across different socioeconomics.
Creation Greatness
The creation quality remaining parts first rate, with the beautiful setting of Phulera town filling in as a scenery that upgrades the narrating. The meticulousness in portraying provincial life, joined with sharp composition and solid exhibitions, guarantees that "Panchayat" keeps on hanging out in the packed web series scene.
Expectation and Delivery
As the delivery date draws near, expectation for "Panchayat" Season 3 is at a record-breaking high. The authority trailer has previously created critical buzz, with fans enthusiastically anticipating the continuation of Abhishek Tripathi's excursion and the new undertakings that lie ahead in Phulera.
All in all, the authority trailer for "Panchayat" Season 3 recommends that watchers are in for another drawing in and engaging ride. Yet again with its charming characters, convincing story, and ideal mix of humor and show, the new season is set to enamor crowds. Write in your schedules and prepare to get back to the endearing universe of "Panchayat."
From the Editor's Desk: 115th Father's day Celebration - When we see Father's day in Hindu context, Nanda Baba is the most vivid figure which comes to the mind. Nanda Baba who was the foster father of Lord Krishna is known to provide love, care and affection to Lord Krishna and Balarama along with his wife Yashoda; Letter’s to the Editor: Mother's Day - Mother is a precious life for their children. Mother is life breath for her children. Mother's lap is the world happiness whose debt can never be paid.
As a film director, I have always been awestruck by the magic of animation. Animation, a medium once considered solely for the amusement of children, has undergone a significant transformation over the years. Its evolution from a rudimentary form of entertainment to a sophisticated form of storytelling has stirred my creativity and expanded my vision, offering limitless possibilities in the realm of cinematic storytelling.
Maximizing Your Streaming Experience with XCIPTV- Tips for 2024.pdfXtreame HDTV
In today’s digital age, streaming services have become an integral part of our entertainment lives. Among the myriad of options available, XCIPTV stands out as a premier choice for those seeking seamless, high-quality streaming. This comprehensive guide will delve into the features, benefits, and user experience of XCIPTV, illustrating why it is a top contender in the IPTV industry.
From Slave to Scourge: The Existential Choice of Django Unchained. The Philos...Rodney Thomas Jr
#SSAPhilosophy #DjangoUnchained #DjangoFreeman #ExistentialPhilosophy #Freedom #Identity #Justice #Courage #Rebellion #Transformation
Welcome to SSA Philosophy, your ultimate destination for diving deep into the profound philosophies of iconic characters from video games, movies, and TV shows. In this episode, we explore the powerful journey and existential philosophy of Django Freeman from Quentin Tarantino’s masterful film, "Django Unchained," in our video titled, "From Slave to Scourge: The Existential Choice of Django Unchained. The Philosophy of Django Freeman!"
From Slave to Scourge: The Existential Choice of Django Unchained – The Philosophy of Django Freeman!
Join me as we delve into the existential philosophy of Django Freeman, uncovering the profound lessons and timeless wisdom his character offers. Through his story, we find inspiration in the power of choice, the quest for justice, and the courage to defy oppression. Django Freeman’s philosophy is a testament to the human spirit’s unyielding drive for freedom and justice.
Don’t forget to like, comment, and subscribe to SSA Philosophy for more in-depth explorations of the philosophies behind your favorite characters. Hit the notification bell to stay updated on our latest videos. Let’s discover the principles that shape these icons and the profound lessons they offer.
Django Freeman’s story is one of the most compelling narratives of transformation and empowerment in cinema. A former slave turned relentless bounty hunter, Django’s journey is not just a physical liberation but an existential quest for identity, justice, and retribution. This video delves into the core philosophical elements that define Django’s character and the profound choices he makes throughout his journey.
Link to video: https://youtu.be/GszqrXk38qk
Meet Crazyjamjam - A TikTok Sensation | Blog EternalBlog Eternal
Crazyjamjam, the TikTok star everyone's talking about! Uncover her secrets to success, viral trends, and more in this exclusive feature on Blog Eternal.
Source: https://blogeternal.com/celebrity/crazyjamjam-leaks/
In the vast landscape of cinema, stories have been told, retold, and reimagined in countless ways. At the heart of this narrative evolution lies the concept of a "remake". A successful remake allows us to revisit cherished tales through a fresh lens, often reflecting a different era's perspective or harnessing the power of advanced technology. Yet, the question remains, what makes a remake successful? Today, we will delve deeper into this subject, identifying the key ingredients that contribute to the success of a remake.
240529_Teleprotection Global Market Report 2024.pdfMadhura TBRC
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Meet Dinah Mattingly – Larry Bird’s Partner in Life and Loveget joys
Get an intimate look at Dinah Mattingly’s life alongside NBA icon Larry Bird. From their humble beginnings to their life today, discover the love and partnership that have defined their relationship.
2. Phonemic Assessment/Strategy:
Yopp-Singer Test of Phonemic Segmentation
Directions for Administering
1. Have one test sheet for each child in the class.
2. Assess children individually in a quiet place.
3. Keep the assessment playful and game-like.
4. Explain the game to the child exactly as the directions specify.
5. Model for the child what he or she needs to do with each of the practice words.
Have them break apart each word with you.
Children are given the following directions upon administration of the test:
Today we're going to play a word game. I'm going to say a word and I want you to
break the word apart. You are going to say the word slowly, and then tell me each
sound in the word in order. For example, if I say "old," you should say "oooo-llll-d"
(The teacher says the sound, not the letters.) Let's try a few words together.
The practice items are ride, go, and man. The teacher should help the child with each
sample item - segmenting the item for the child if necessary and encouraging the child
to repeat the segmented words. Then the child is given the 22 item test. If the child
responds correctly, the teacher says, "That's right." If the child gives an incorrect
response, he or she is corrected. The teacher provides the appropriate response. The
teacher circles the numbers of all correct answers.
If the child breaks a word apart incorrectly, the teacher gives the correct answer:
Child You
Says say
Uses onset and rime /d/ - /d-/o-
Repeats word /og/ /g/
Stretches word out dog /d-/o-
Spells letters in word d-o- /g/
Says first and last g /d-/o-
sounds "d" - /g/
Says another word "o" - /d-/o-
Says a sentence "g" /g/
/d/ - /d-/o-
/g/ /g/
bark /d-/o-
3. I don't /g/
know /d-/o-
/g/
The child's score is the number of items correctly segmented into all constituent
phonemes. No partial credit is given. For instance, if a child says "/c/-/at/" instead of
"/c/-/a/-/t/," the response may be noted on the blank line following the items but is
considered incorrect for purposes of scoring. Correct responses are only those that
involve articulation of each phoneme in the target word.
A blend contains two or three phonemes in each of these and each should be
articulated separately. Hence, item 7 on the test, grew, has three phonemes /g/-/r/-
/ew/. Digraphs such as /sh/ in item 5, she, and the /th/ in item 15, three, are single
phonemes. Item 5, therefore has two phonemes and item 15 has three phonemes. If a
child responds with letter names instead of sounds, the response is coded as incorrect,
and the type of error is noted on the test.
Students who obtain high scores (segmenting all or nearly all of the items correctly)
may be considered phonemically aware. Students who correctly segment some items
are displaying emerging phonemic awareness. Students who are able to segment only
a few items or none at all lack appropriate levels of phonemic awareness. Without
intervention, those students scoring very low on the test are likely to experience
difficulty with reading and spelling.
Student Test Sheet
Yopp-Singer Test of Phoneme Segmentation
Student's name _________________________________ Date _____________
Score (number correct) _______________
Directions: Today we're going to play a word game. I'm going to say a word and I
want you to break the word apart. You are going to tell me each sound in the word in
order. For example, if I say "old," you should say /o/-/l/-/d/." (Administrator: Be sure
to say the sounds, not the letters, in the word.) Let's try a few together.
Practice items:(Assist the child in segmenting these items as necessary.)
ride go man
4. Test items:(Circle those items that the student correctly segments; incorrect responses
may be recorded on the blank line following the item.)
1. dog _________________________ 12. lay _________________________
2. keep _________________________ 13. race _________________________
3. fine _________________________ 14. zoo _________________________
4. no _________________________ 15. three _________________________
5. she _________________________ 16. job _________________________
6. wave _________________________ 17. in _________________________
7. grew _________________________ 18. ice _________________________
8. that _________________________ 19. at _________________________
9. red _________________________ 20. top _________________________
10. me _________________________ 21. by _________________________
11. sat _________________________ 22. do _________________________
Return to the Test Directions
The author, Hallie Kay Yopp, California State University, Fullerton, grants permission for this
test to be reproduced. The author acknowledges the contribution of the late Harry Singer to the
development of this test.
5.
6.
7. Phonics Assessment/Strategy
*Click twice to view powerpoint
Blachowicz Informal Phonics Survey (Barr, 2000)
Test Items:
1. Naming upper and lower case letters. Circle those known when pointed
to.
a S q I R h k
s J d A f O U
l w z Q v X B
n H T b e G P
V N j y K w f
F r Z x L m O
E o C D P g A
8. i M t u c Y d
S j
2. Sound values of isolated consonants. Point to each letter and ask the
child to tell you what sound “this letter makes: or give you a word that
starts with this letter. Circle those not known.
b c k j g t v d m h r
p z l f n s u w y qu
3. Short vowel phonograms blended with initial consonants. Check to see
if the student knows the following simple sight word phonograms: up, it,
am, and on. (If they are not known, try to train the student to recognize
them, or choose phonograms the child does know.) Point to each item and
have the child pronounce it. If an item is mispronounced, write the
mispronunciation about it for later analysis.
mupzamtupsam con rit gam kon
dupvithon quam bupponwup jam
nitfup lam yup
4. Consonant blends plus short vowel phonograms. This and all subsequent
tests follow the same procedure as test 3. Have the child pronounce each
item, and write in any mispronounced words.
brupsconplitskamslup twit dron
gramswisspupfronblitsnamglup
clamtritflonsmamslupcronpritglup
5. Consonant digraphs plus short vowel phonograms.
chupshonthup whit phamshupwhon chon thon
6. Vowel-Consonant-Silent e plus initial consonant.
9. dake mime foletulemedetatefopeduteditesede
7. Long vowel digraphs.
leatmiedboadtay ley moeteefbuelmoeslail
bietoatmeeptayluebainleam
8. R-controlled vowels.
mertirhurdirferdarmortursardor bur
9. Ending-blend phonograms.
seltmextbasp mick dunchmulktand
goftsunchmimpkentmunkjungdulf
baftdilknoltsatchfodgehinkdisp
foltnampdistgelfmondbant ting
dastholffaskreptfelpnold bent
10. Ending-digraph phonograms.
tathfashnichbaphdithsoshtachruph
11. Alternate sounds of c and g.
gapgity cot came gendcendgitcim
12. Three-letter blends.
splanchrinthrupschonstratscrup
squitspronchristhratscrisspron
strupsplupsquisschanshrat
13. Diphthongs.
dowdoydounddointdoydoud
doilfown
14. Silent Letters.
talftambdemnfalm knop wridgnap
10. knopghat word gnomphotpnippsin
15. Multisyllabic words. Show division in responses with slash marks.
bufflehotratrewantsuntingfendleinserg
unpottlerembatrebarkbullingableminkfallrefizwissing
wenkerfilmendlesubmarkableractionbundedmadsion
Student Copy
a S q I R h k
s J d A f O U
l w z Q v X B
n H T b e G P
V N j y K w f
F r Z x L m O
E o C D P g A
i M t u c Y d
S j
___________________________________________________________________________
b c k j g t v d m h r
p z l f n s u w y qu
mupzamtupsam con rit gam kon
dupvithon quam bupponwup jam
nitfup lam yup
brupsconplitskamslup twit dron
12. doilfown
talftambdemnfalm knop wridgnap
knopghat word gnomphotpnippsin
bufflehotratrewantsuntingfendleinserg
unpottlerembatrebarkbullingableminkfallrefizwissing
wenkerfilmendlesubmarkableractionbundedmadsion
The Analogy Strategy: Teaching Children the Excitement of Becoming Word Detectives
I greatly admire the research and classroom application of the analogy strategy for
decoding words by LinneaEhri and Irene Gaslins! They taught teachers and children the
excitement of discovering how to pronounce words as detectives and use the words in
meaningful contexts.
I advocate their best practices and would like to share my favorite success story about the
value of teaching the analogy strategy. I was fortunate to assist with teaching reading to a third
grade student in a low socioeconomic school named Rashad. Rashad had a wonderful teacher
Virginia who was teaching the class the analogy strategy. Rashad was reading at a Pre-Primer
level and was known to sit alone quietly and rarely smiled. Initially, I assessed his reading
strengths and weaknesses. After an analysis of the assessments I taught him the analogy strategy
with positive reinforcement over a period of three months from January to March. We met once
weekly beyond the daily teaching in small groups of the strategy by Virginia. Rashad progressed
and began to smile… All was well until we learned that his neighborhood had been redistricted
and he would be attending another school. We were devastated! Fortunately, Virgina was able to
tutor Rashad that summer. Rashad learned to attack unfamiliar words as an excited word
detective. His joy about his progress overcame the barriers to his happiness as a reader. The
following is an explanation of the assessments and the process I used to teach him the analogy
strategy.
Assessments and Process
Assessments: The Bear Spelling Test: I used the Bear Spelling Test from the text, Words Their
Way: Word Study for Phonics, Vocabulary, and Spelling Instruction by Bear, Invernizzi,
Templeton, and Johnston. The test is a spelling inventory designed to determine students’
stages of development with a feature guide. The test is excellent for students at all grade levels
who experience difficulty decoding words and spelling. The spelling features include the
Emergent, Letter Name Alphabetic, Within Word Pattern, Syllable and Affixes, and Derivational
Relations Stages. The stages are from the earliest to most advanced stages of spelling.
13. Rashadscored at the late emergent to letter name stage. Late emergent readers have difficulty
determining and sometimes omit the vowels in syllables in words. They often search for
environmental clues to decode words such as the golden arches to read the word McDonald’s.
Rashad was only able to spell the word bedout of the list of words bed, ship, when, lump, and
float. I stopped asking him to spell words when he missed 5 words in a row. The results indicated
that Rashad needed help understanding that syllables have vowels and that spelling patterns such
as ip in the word ship and ump in the word lumphelp with decoding unfamiliar words. Spelling
patterns are the vowel and what comes after it in a syllable.
Informal Reading Inventory: Qualitative Reading Inventory(QRI) by Leslie and Caldwell. The
test is designed to determine students’ ability to decode words and comprehend words in context.
Rashad scored at the Pre-Primer level on the word list. He was able to decode a narrative at the
pre primer level with pictures for comprehension. Analysis of the test results indicated that
Rashad depended on pictures and guessing for decoding words. He had difficulty comprehending
text based on word recognition problems.
Analogy Strategy Process and Positive Reinforcement: The analogy strategy helps students
decode unfamiliar words by using familiar words with the same spelling patterns. For example,
the spelling pattern in the word cat is at (the vowel and what is after it in the syllable. Spelling
patterns are also referred to as the rime in a syllable). Students need to understand that syllables
often have an onset-the beginning consonants in a syllable and a spelling pattern-the vowel and
what comes after it in a word in order to pronounce words.
I helped Rashad understand how his successful pronunciation of the word bed which has the
edspelling pattern evolved. Then I taught him the spelling pattern in the word cat which is at. I
used the word cat in the sentence, “The cat is my pet.” He learned to decode the word cat and
underline the at spelling pattern. We used the word cat as the key word to decode other words
with the same at spelling pattern. Next, we created word families with the key word cat to create
hat, sat, mat. We used the words in a language experience story that he dictated for me to write
on chart paper and underlined the spelling pattern at when appropriate. Then Virginia used the
key word cat during the week to help him decode words with the same at spelling pattern. The
key word cat was also placed on a personal word wall under the vowel a. The vowel word wall
helped him find the spelling patterns in unfamiliar words easily. For example, when Rashad was
reading and came to an unfamiliar word like sat he was able to compare it to the key word cat on
the word wall under the 1st letter of the spelling pattern a rather than refer to a word family list of
words with the same spelling pattern but different beginnings (onsets) that might be confusing to
him. This enabled him to think and say, “If I know cat, I know sat.” “If I know cat I know mat.”
When he discovered the value of the analogy strategy in this process to decode a word he would
smile so broadly that it would touch my heart. I praised and gave him a sticky note with a phrase
such as “you are a great reader!” I would stick it on his shirt and he would grin from ear to ear!!
Word analysis is a part of the analogy strategy. For example, for the unfamiliar word mat I
would use the following chart found in an article by Ehri, Gaskins, et al (19 ):
14. Talk to Yourself Chart
1. The word is____________________________. (mat)
2. Stretch the word. I hear ____sounds. (3 sounds m a t)
3. I see _________ (3) letters because__________________. (I can hear each letter and the
a makes the short sound as in the word cat)
4. The spelling pattern is ________________.(at)
5. This is what I know about the vowel: ______________________ (It is short because it
makes the short a sound).
6. Another word on the word wall with the same vowel sound is______________________.
(cat)
Important: I always asked him to create his own rule for the vowel and asked if the
vowel broke a rule he already knew about it. He was able to conclude that if a word has a
consonant vowel consonant (CVC) it might be a short vowel.
Sometimes using word analysis would get tricky as in the unfamiliar word farusing the key
word car. For example,
Talk to Yourself Chart
1. The word is____________________________. (far)
2. Stretch the word. I hear ____sounds. (2 sounds c ar – controlled vowel)
3. I see _________ (3 )letters because__________________. (The vowel a has an r next to
it=r controlled vowel)
4. The spelling pattern is ________________.(ar)
5. This is what I know about the vowel: ______________________ (It is not long or short
because it has an r next to it).
6. Another word on the word wall with the same vowel sound is______________________.
(car)
Important: I always asked him to create a rule for the vowel and asked if the vowel broke a
rule he already knew about the vowel. For example, if you have an r next to a vowel it might
not sound long or short.
It was important for student Rashad to share their word analysis with another student to
reinforce their learning and to remind them how to decode words when reading in context.
In summary:
The analogy strategy process I used with Rashad is the following:
1. Introduce a key word to be used during the week. Emphasize and underline the spelling
pattern and create word families with the same spelling pattern. For example, key word
cat- mat, sat, hat.Do not simply write cat, mat, sat, and hat. The key word must be
15. emphasized as the word to help decode the other words in the word family. I placed the
key word on a colored index card and placed the other words in the word family under
the key words on white index cards. Use the phrase “If I know (key word), I know (word
family word).” Sometimes you have words that have different spelling patterns but sound
the same such as bear and bare. In that case use parenthesis around words that have a
different spelling pattern and tell the student that they are great word detective who
recognize that some spelling patterns sound alike but are spelled differently.
2. Use the key words and some related word family words in a Language Experience Story.
Have the student(s) find the words with the same spelling pattern as the key word
3. Review the key word or words and analyze the words and use the Talk to Yourself Chart.
4. Use the key words in sentences and words with the same spelling patterns in challenging
sentences. Challenge the student(s) to find words with the same spelling patterns
throughout the week.
5. Apply the key patterns in games such as concentration, dice with onsets on one dice and
spelling patterns on another dice and create fun stories with the words.
6. Create vowel word walls. Notice that only the key words are used on the word wall not
the word family. For example,
Word Wall
A E I O U Y
Cat bed ride boat Up Yes
Car feet kite rice rug by
Remember to use a form of positive reinforcement throughout the process!!
Vocabulary Assessment/Strategy
Bear and Barone (1989) Spelling Stages, adapted for Ways With Words (Prentice Hall) To analyze
students' spelling determine which phase they are in by looking at how they spell the following words.
Administer the following assessment like a spelling test and analyze your students' strengths and
weaknesses. Determine the students' spelling stage. Which spelling patterns, etc. does the student
need help with to improve? What spelling strategies do you need to teach the student to help them
move to the next stage? If the student misses five in a row stop the test.
Spelling Stages and Test
Student Name: Date:
Letter
Early Letter Within Word Pattern Syllable Juncture
Word Name Derivational Stage
Name Stage Stage Stage
Stage
17. puncture
17. cellar
18. pleasure
19. squirrel
20.
fortunate
21.
confident
22. civilize
23. flexible
opasion, opasishan, opasition, oposision,
24.
opozcison, opishien, oppasishion, oposition,
opposition
spasitian oppisition opposition
25.
emphasize
Vocabulary Strategies
Use a story to teach the word and have students create word stories: Henrietta Hippo Story Example
Word Wizards (found on www.readwritethink.org)and Shape Poems
You Try It! (Isabel Beck) Use check marks to indicate knowledge:
Word Know it well, can explain Know something Have seen or Do not know the
it, use it in a sentence about it, can relate heard the word word
(include sentence) it to a situation
tyranny
grapnel
18. Purport
Word Associations: After discussing explanations for the words accomplice, virtuoso, philanthropist, and
novice, ask students to associate one of their new words with a presented word or phrase:
Which word goes with crook?
Which word goes with “gift to build a new hospital?”
Which word goes with piano?
Which word goes with kindergartner?
Have you ever?
Describe a time when… (you might urge someone, etc.)
Applause! Applause!
Clap how much they would like to be described by the target word: Ex. Frank, vain, wise, funny, etc.
Idea Completions
Students indicate word meanings into a context in order to explain a situation.
Ex. The audience asked the virtuoso to play another piece of music because…
The skiing teacher said Maria was a novice on the ski slopes because…
Vocabulary Activities
Language Arts Core Curriculum
VOCABULARY Standard 4000-06
Objective: 0601 Learn new words through listening and reading widely.
Objective: 0602 Use multiple resources to learn new words.
Objective: 0603 Use structural analysis/context clues to determine word meanings.
Instructional
Strategy
Goal – Use it
when you want
to…
Directions
Context Clues
Storybook Reading Provide meaningful
listening experiences with
new words. It is also good
for motivation and
language development.
Should be some direct teaching of vocabulary
with storybook reading in schools - Incidental
19. word learning will occur but some students
need direct teaching of vocabulary.
Adult/child discussion should be interactive
Stories should be read multiple times
Text Talk – Rich talk and discussion around
words – example from Isobel Beck using book
A Pocket for Corduroy (Freeman, 1978)
Teacher’s notes using the word “reluctant.” In
the story, Lisa was reluctant to leave the
Laundromat without Corduroy. Reluctant
means you are not sure you want to do
something. Say the word with me: reluctant.
Someone might be reluctant to eat a food that
they never had before, or someone might be
reluctant to ride a roller coaster because it
looks scary. Think about something you might
be reluctant to do. Start your sentence with
“I might be reluctant to _________.” After
each child responds, call on another child to
explain the response. For example, if a child
says, “I might be reluctant to eat spinach” ask
another child, “What does it mean that _____
is reluctant to eat spinach?
Dual Language Charts Create synonym lists
Help show value of
bilingualism
For ESL students, create word lists that use words in
their native language as well as English. If you leave
spaces, students may provide their own picture clues.
Classroom Labeling Associate words with
concrete objects; develop
concept of word
Works well for ESL and
foreign language; for
science or technology
classes
Objects and situations in the classroom provide
natural contexts for learning. This process can also
assist the students in spelling when they want to
describe the classroom aquarium or write about the
mealworms in science class.
CD-Rom Books Increase motivation;
provide dual-language and
multimodal input
Computer based books allow students to read the
words as they listen to the story. Several versions
allow them to highlight the words.
20. Fluency Assessment/Strategy
*Please click twice to view powerpoint
DIBELS Benchmark Assessment
Assessment of Big Ideas in Beginning Reading
Early Childhood Research Institute on Measuring Growth and
Development
Institute for the Development of
Educational Achievement
University of Oregon, College of Education
Oregon Department of Education
Repeated Reading Procedure
1. The teacher selects a short passage (100-200) words which is of interest to the student and at
his/her instructional reading level (Informal Reading Inventory samples are useful for this, since
they have been assessed for readability level and the number of words is noted.)
2. The student reads the passage (sight unseen-no practice) orally into a tape recorder.
3. The teacher directs the student to listen to the recording and to note any oral miscues
(deviations from the printed text) by circling them in the script.
4. After counting the miscues and calculating the words per minute rate, the teacher enters these
data on the repeated reading chart as Trial 1 (repeated reading chart is on CourseDen).
5. The student rehearses the passage a few times, with the aid of the teacher or another student.
During the rehearsal, the teacher should discuss the passage with the student and teach as
necessary to ensure that misreading isn’t due to a lack of comprehension: Determine cause of
miscues such as unknown words, unclear meanings, and observation of punctuation marks. A
useful sequence for rehearsing the passage is: echo reading, neurological impress, choral
reading. During the rehearsals, the teacher must encourage the student to read with vocal
variety and expressiveness to match the meaning of the passage.
6. The student again reads the same passage into the tape recorder.
21. 7. The student and the teacher listen to the re-reading, noting miscues and rate on the repeated
reading chart as Trial 2.
8. Steps 2 through 7 are repeated until criterion levels for rate and number of miscues is reached.
Criteria may vary slightly from student to student, but usually are at or near the following:
WPM (words per minute)=rate of 100 WPR (or faster) and
MPH (miscues per hundred words)=1 or 0 miscues per 100 words of text
The student’s final reading should be fluent and expressive, as if the student were narrating the
text in his own words.
The teacher analyzes the results to plan instruction and determine what reading skills interfere
with fluency.
Repeated
Reading
Chart
Title:
Week of:
200
190
180
W 170
o 160
r 150
d 140
s 130
120
P 110
e 100
r 90
80
M 70
i 60
n 50
u 40
t 30
e 20
10
0
10
9
E 8
r 7
22. r 6
o 5
r 4
s 3
2
1
0
Name:
SIGHT WORDS
Sight words are those words that a reader needs to be able to know “on sight,” that is, without
any hesitation or sounding out. Dr. Ed Fry calls these “instant words” because a reader should know
them the very instant he or she sees them.
What is so important about these words? Believe it or not, the very first TEN words on the first
list make up about 24% of all written English material! That is, every fourth word you come across is
likely to be one of those ten words. The 100 words on the first page represent almost half of all written
English, while all 300 words (pages 1-3) make up nearly two-thirds of our language! On any typical page
of text, 2/3 of the words will likely come from the words on just these three pages.
Please note that many of the words on these three pages are also considered sight words if they
contain the variant endings (suffixes) such as s, ed, or ing. These endings do not change the need to
learn and know the basic root of these words. Approximately 60% of the first 300 Instant Words have
common variant endings.
Each of the 100 Instant Words on the following three pages compares fairly closely with the
grade level of the list: the first 100 words represent words known by a majority of first-grade students
by the end of the first year of school, the second 100 by the end of second grade, and the third 100 by
the end of third grade. Past the third grade level, most students will be expected to have seen and
learned all 300 Instant Words.
If a reader does not recognize these words instantly when reading, he or she is likely to have
difficulty with both fluency and comprehension. In fact, slow and labored reading is a major factor in
poor comprehension. If two-thirds of written English is made up of this rather small number of words,
then it is extremely important for all readers to know them without hesitation.
If a child does not know all the words on any particular vertical list of 25 words (starting with the
very first one), LOTS of practice should be done with just that column. Flashcards and easy-book reading
will often reinforce them. After all 25 words on any vertical column are known by the child reading at his
or her own pace, then it is time to work on speeding up the rate of recognition. It should take no longer
23. than 12-seconds to get through any list. Again, this should not be worked on until the child can
recognize all twenty-five without being timed. But once 100% accuracy has been attained, speed of
recognition should be practiced until that particular list is mastered. Only then should the child work on
the next harder list of twenty-five words.
*Presented by*
Jilene Coleman
Kelly Cottingham
Kimberly Anne Elshazly
Susan Gilchrist
June Gual
Darice LeAnne Shelton
Rachael West
Comprehension Assessment/Strategies
24. *Please click twice to view powerpoints
Constructivism Theory and Assessing
and Teaching Literacy Across the
Curriculum
Dr. Elaine Roberts
The Elements of
Comprehension
By Witt, Hutchinson, Boisis,
Davis, and Roberts
Bas e d on the 7 Ke ys to Compr e he ns ion by S. Zimme r man and C.
Hutchins