![]() ![]() Children take part in phonics lessons and word-recognition strategy instruction. Other experiences focus on word recognition of printed words as children engage in print awareness, letter recognition, writing, and spelling activities. For example, children take part in oral language activities that concentrate on concept and vocabulary development children hear good stories and informational texts read aloud they read and discuss with other children what they read, often under the guidance of their teachers. Some of these experiences focus on meaning. To achieve these goals with all children, an effective classroom program of beginning reading instruction must provide children with a wide variety of experiences that relate to a number of important aspects of reading. The goals of reading instruction are many, but certainly include that children will read with confidence, that they will understand what they read, and that they will find reading a source of knowledge and pleasure. These guidelines will assist educators in selecting programs that enable all children to be successful in learning to read. ![]() Guidelines are included based on this information as well as on 4 other aspects of reading instruction (i.e., oral language development, print awareness, reading aloud, and independent wide reading) that are central to any accessible and effective classroom program. Information is provided about the content of effective word-recognition instruction. You do not need to contact us for permission to use the materials.This article examines the content and instructional plans of phonics and word recognition to be used with children with reading disabilities. You may use these materials in the classroom, at home, as part of a for-profit tutoring business, to wrap fish, or for any other purpose your heart desires. Essentially, this means you can do whatever you want with the resources, provided you leave the attribution hallmark on the resources. These materials are provided under the Creative Commons Attribution 3.0 Unported License. To download a template, right-click and select Save As. Blank 3×3 Bingo Cards (Write in your own words)ħ.3 Dolch Sight Words Bingo Cards 7.3.a Dolch Sight Words 5×5 Bingo Cardsħ.4 Fry Sight Words Bingo Cards 7.4.a Fry Sight Words 5×5 Bingo Cardsħ.5 Top 150 Written Words Bingo Cards 7.5.a Top 150 Written Words 5×5 Bingo Cardsħ.5.b Top 150 Written Words 4×4 Bingo Cardsħ.5.a Top 150 Written Words 3×3 Bingo Cards.Blank 4×4 Bingo Cards (Write in your own words).Blank 5×5 Bingo Cards (Write in your own words).We start a new round by having each child pass their card to their left, so that each child has a new card and is given the opportunity to read new words. ![]() If she played correctly, that child is declared the winner, and we move on to playing the next round. When a child claims to be the winner, ask her to read out her four or five words that made a line (more reading practice), and check these words on her card and on your word list to make sure she actually heard and marked the words correctly. When a child has a line, they yell out “BINGO!” For the purposes of making a line, the center space (free space) is considered to be automatically filled. To win, a child has makes an entire line (five vertical, horizontal, or diagonal squares). If they find the word, they place a counter on that square. When the children hear a word called out, they are supposed to look at their Bingo card and see if they can find the word on the card (not every word is on every card). ![]() The adult takes a long pause between each word to give the children time to play the game. The adult then marks off the word from the list to help them remember which words have been called already. For example, if the word was plate, the adult could call out: Adult: Plate. The adult reads out the word, uses it in a sentence, then reads out the word again. The adult takes the word list and picks a word at random from the list. ![]()
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