Literacy Goal Setting New
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This document outlines a CAFÉ Menu for setting personal literacy goals in the areas of Comprehension, Accuracy, Fluency, and Expanding Vocabulary. For each area, examples of goals are provided, such as making connections to personal experiences for Comprehension, reading words accurately, and taking breaths at punctuation marks for Fluency. The document encourages discussing goals with children and practicing them at home to improve reading skills.
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Literacy Goal Setting
This document outlines a CAFÉ Menu for setting personal literacy goals in the areas of Comprehension, Accuracy, Fluency, and Expanding Vocabulary. For each area, examples of goals are provided, such as making connections to personal experiences for Comprehension, reading with appropriate speed and expression for Fluency, and learning new vocabulary words for Expanding Vocabulary. The document encourages discussing goals with children and practicing them at home to support reading development.
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These guidelines provide instructions for teachers on conducting story dictations with children. The teacher should print the child's name and date on the story, write down exactly what the child says using correct spelling and punctuation, and read back the full story to make any changes the child requests. The teacher should accept whatever story the child provides, but may occasionally ask open-ended questions to help the child develop a more coherent story. Stories should be limited to one page and can continue on another day if needed. After dictation, the stories are acted out and placed on an ongoing sign-up board for other children.
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Literacy Goal Setting
This document outlines a CAFÉ Menu for setting personal literacy goals in the areas of Comprehension, Accuracy, Fluency, and Expanding Vocabulary. For each area, examples of goals are provided, such as making connections to personal experiences for Comprehension, reading with appropriate speed and expression for Fluency, and learning new vocabulary words for Expanding Vocabulary. The document encourages discussing goals with children and practicing them at home to support reading development.
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This document provides guidance for teaching children to read at higher levels by having them define simple words found in reading material. The key steps are to have the child read aloud, define any words they stumble on using a dictionary, put the definition in their own words and make sample sentences. Repeating this process establishes a habit of using the dictionary and helps the child better understand words, read more fluently and at a higher level. The overall goal is to produce a more intelligent child by getting them in the routine of defining all words encountered.
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The students went on an imaginary adventure where they flew to New Zealand and the Philippines. They saw many sights in these countries that gave them ideas for their story in music class and paintings in art class. Their teachers will be amazed at how much the students learned from their magical trip, which inspired work they will show at a music concert on April 15th.
Fun With Patterns
Ms. Bo's Bursting Bubbles class documented different color patterns they created, with each student sharing a short description of their pattern in quotes. The patterns used combinations of colors like purple, orange, red, yellow, green and blue in sequences of 2-4 colors that repeated. One student's pattern included black and another ended with "uh oh" after getting mixed up.
Our december holidays
The short story discusses December holidays from the perspective of Ms. Bo's Bursting Bubbles class. It mentions their teacher Ms. Bo and a student named Alisa, but provides no other details about characters, events, or lessons in the class.
Filipiniana
The Filipiniana activities included a shadow puppet story, Tinikling dance, a jeepney ride, an art activity exploring Filipino culture, and a celebration of Filipino food. A variety of cultural experiences from the Philippines were provided through storytelling, dance, transportation, art, and cuisine.
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- 1. Literacy Goal Setting By: The Fast Cheetahs
- 2. This is our CAFÉ Menu, it is where we put our personal goals for reading. •
- 3. C = Comprehension “Comprehension is making connections to a story that happens in my own life”. “Comprehension is asking questions about the story when I read”.
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