Module 10: Building Blocks of Literacy

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1 Module 10: Building Blocks of Literacy Module 10 continues your study of best practices for reading/language arts instruction. In this Module, you will examine teaching emergent and developing literacy for students of all ages. You will be introduced to phonemics and phonics instruction as well as other strategies for developing literacy in the classroom. Note that some activities require work with specific grade levels. You may need to make special arrangements for activities that must be completed outside your regular teaching placement. Module 10 provides practice in assessment and prepares you for CalTPA Task 1. Outcomes for Module 10 are designed to contribute to success in the literacy case study (Term Three). TPE 6: Developmentally Appropriate Teaching Practices will provide preliminary preparation for the RICA exam, which you will complete in either Term Three or Four. This Module provides an introduction to Domains 1, 2, 3, 4 and 5 of the RICA content specifications. Additional RICA information is found at TPE 6: Developmentally Appropriate Teaching Practices Salient features are: understanding important characteristics of the learners, designing instructional activities and providing developmentally appropriate educational experiences. Participants learn about the teaching of emergent and developing reading/language arts instruction including: instruction in concepts about print word analysis fluency English language development spelling reading comprehension assessment independent reading the writing process Documentation of learning will be through lessons, activities, sample student work, Faculty observations and reflective analyses. Make certain to reference your learning relating to each of the seven building block areas when you write your lesson plan reflection. Teaching Performance Expectations Focus: Developmentally Appropriate Practices (6) Sub-Focus:

2 TPE 6: Developmentally Appropriate Practices During teaching assignments, candidates for a Multiple Subject Teaching Credential understand how to use practices that are developmentally appropriate for their students. TPE 6 BENCHMARKS Grades K-3 Candidates understand how to create a structured day with opportunities for movement. Candidates design academic activities that suit the attention span of young learners. Their instructional activities connect with the children's immediate world; draw on key content from more than one subject area; and include hands-on experiences and manipulatives that help students learn. Candidates teach and model norms of social interactions (e.g., consideration, cooperation, responsibility, empathy). Candidates understand that some children hold naive understandings of the world around them. Candidates provide educational experiences that help students develop more realistic expectations and understandings of their environment. Candidates know how to make special plans for students who require extra help in exercising self-control among their peers or who have exceptional needs or abilities. Grades 4-8 Candidates build on students' command of basic skills and understandings while providing intensive support for students who lack basic skills as defined in state-adopted academic content standards for students. Candidates teach from grade-level texts. Candidates design learning activities to extend students' concrete thinking and foster abstract reasoning and problemsolving skills. Candidates help students develop learning strategies to cope with increasingly challenging academic curriculum. Candidates assist students, as needed, in developing and practicing strategies for managing time and completing assignments. Candidates develop students' skills for working in groups to maximize learning. Candidates build on peer relationships and support students in trying new roles and responsibilities in the classroom. Candidates support students' taking of intellectual risks such as sharing ideas that may include errors. Candidates distinguish between misbehavior and over-enthusiasm, and Candidates respond appropriately to students who are testing limits and students who alternatively assume and reject responsibility. Level 1: Minimal Level 2: Beginning Level 3: Proficient Level 4: Exemplary The teacher candidate provides little or no evidence of the benchmarks specified for TPE 6. The teacher candidate provides some evidence of the benchmarks specified for TPE 6. The teacher candidate provides substantial evidence of the benchmarks specified for TPE 6. The teacher candidate provides clear, consistent, and convincing evidence of the benchmarks specified for TPE 6.

3 Activity Response to Intervention (RTI): Reading Instruction This activity continues the process of instructional planning by considering the use of RTI to support reading instruction. Response to Intervention addresses all of the RICA Content Specification Domains. Develop an understanding of the components of a high quality, comprehensive reading program. Resources IRIS Center: Star Legacy Modules ( RTI Part 3: Reading Instruction ( Procedure 1. Go to RTI Part 3: Reading Instruction (iris.peabody.vanderbilt.edu/rti03_reading/chalcycle.htm). Read and view the IRIS module RTI Part 3: Reading Instruction. 2. Think about the Challenge, Thoughts, Perspectives and Resources and Assessment. Consider how they will apply to your teaching and students. 3. Write an explanation of what comprises a high quality comprehensive reading program and submit your written explanation to your Work Folio. Written explanation of what comprises a high quality comprehensive reading program

4 Activity Concepts of Print, Emergent Literacy and Interactive Writing In this activity you will identify concepts about print and become familiar with the language experience approach, both of which support emergent literacy. Read Domain 2, Competency 4 of the RICA content specifications below: RICA Domain 2: Word Analysis ( Competency 4: Understand the role of concepts about print, letter recognition and the alphabetic principle in reading development and how to develop students' knowledge and skills in these areas. Prepare for CalTPA Task 1 and RICA by learning about developmentally appropriate emergent and developing literacy instruction. Resources Current Text Edition Herrell, A. L. & Jordan, M. (2008) Fifty Strategies for Teaching English Language Learners. 3rd ed. Upper Saddle River, NJ: Merrill Prentice-Hall pages pages Segment 12 of DVD: Interactive Writing (packaged with 3rd edition of text) Bear, D. R., et al. (2008) Words their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction. 4th ed. Merrill Prentice-Hall: pages pages Tompkins, G. E. (2010) Literacy for the 21st Century: A Balanced Approach. 5th ed. Boston: Allyn & Bacon pages and 138 pages and Previous Text Edition Herrell, A. L. & Jordan, M. (2004) Fifty Strategies for Teaching English Language Learners. 2nd ed. Upper Saddle River, NJ: Merrill Prentice-Hall pages pages Bear, D. R., et al. (2004) Words their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction. 3rd ed. Merrill Prentice- Hall: pages pages Tompkins, G. E. (2006) Literacy for the 21st Century: A Balanced Approach. 4th ed. Upper Saddle River, NJ: Merrill Prentice- Hall pages 106 and pages and Procedure 1. Read Tompkins, noting the following terms and how they relate to emergent literacy: Concepts about Print Environmental Print Letter Recognition Sight Words Keep the emergent reader mindset of both native speakers and English learners. You are

5 developing a working understanding of reading vocabulary. 2. Read Bear and make a list of the activities that support emergent readers. Skim the section focused on word study for beginners in the letter name-alphabetic stage. Your notes will be used for future lesson planning. What activities do the authors identify to support beginning readers in the letter-name alphabetic stage? How does this transfer to non-english speaking learners? 3. Read Appendix 10.02a to learn more about how technology can enhance literacy instruction. Appendix 10.02b provides you with a quick, easy way to assess alphabet recognition and sound/symbol awareness. Why is this assessment so important for beginning literacy? How could you use the computer to assess students in their knowledge of letter names and sounds? To maximize your appreciation of this important tool, make arrangements to administer this test to a Kindergarten student. 4. An excellent way to model concepts about print and to get students reading is through the language experience approach (LEA). Continue reading Tompkins to identify the key concepts in using the LEA and refer to Appendix 10.02c for a sample LEA story from a first grade classroom. The language experience approach is based on the premise that what students know, they can talk about; what students can talk about, they can write about; and what students can write about, they can read. This emphasis on comprehensible input makes LEA an effective strategy for emergent readers as well as for English learners of all ages. 5. Access Segment 12 of DVD: Interactive Writing (packaged with 3rd edition of text) from Herrell & Jordan. Make notes from your reading and from your video observation for use in future lesson planning. How is beginning literacy taught? Identify the assessment strategies in use. Consider the children in your class who are having difficulty reading so that you can identify how their special needs are addressed. (NOTE: These findings will provide foundational understanding when you write to the four scenarios of CalTPA Task 1. At that time, you will be suggesting adaptations to make content accessible to all students). How do you differentiate instruction to insure literacy development for all learners (native speakers, English learners, students with other instructional challenges)? How do you use technology to support emergent literacy? Letter Recognition and Sound/Symbol Association Assessment Results for Kindergarten student Appendices for Activity Appendix 10.02a Language Experience: The Computer Empowers Early Literacy Learners Appendix 10.02b Letter Recognition and Sound/Symbol Association Appendix 10.02c Sample Language Experience Approach (LEA) Story All appendices are available for download from the CalStateTEACH Course Website.

6 Activity Phonemic Awareness In this activity, you will learn about phonemic awareness and how to help your students develop this critical knowledge. Keep in mind that you will benefit from this activity as you plan for your English learners. Phonemic awareness is intentionally taught in K-1 and embedded in other grade level instruction. RICA Domain 2: Word Analysis ( Competency 3: Understand the role of phonological and phonemic awareness in reading development and how to develop students' phonological and phonemic awareness skills. Define phonemic awareness and the associated key vocabulary. Plan and implement a phonemic awareness activity with a small group of students in a Kindergarten or 1st grade linguistically and/or culturally diverse classroom and administer a phonemic awareness test to two emergent readers. Resources Current Text Edition Partnership for Reading (2001) Put Reading First: The Research Building Blocks for Teaching Children to Read. Jessup/MD: National Institute for Literacy pages 1-10 Tompkins, G. E. (2010) Literacy for the 21st Century: A Balanced Approach. 5th ed. Boston: Allyn & Bacon pages Previous Text Edition Tompkins, G. E. (2006) Literacy for the 21st Century: A Balanced Approach. 4th ed. Upper Saddle River, NJ: Merrill Prentice- Hall pages Reading Rockets ( The Importance of Visual Input ( Letters vs. Phonemes ( Looking at Phonemes ( Phonemic Segmentation ( Phonemic Substitution (

7 Procedure 1. Read Partnership for Reading and Tompkins. As you read, keep in mind the differences between phonemic awareness and phonics. Also note the activities and strategies that can be used to teach phonemic awareness. To see some of the ideas you just read about in action, go to Reading Rockets and watch: The Importance of Visual Input ( Letters vs. Phonemes ( Looking at Phonemes ( Phonemic Segmentation ( Phonemic Substitution ( 2. Make arrangements to teach one phonemic awareness activity with a small group of students in a Kindergarten or 1st grade linguistically and/or culturally diverse classroom. These activities tend to be quite short, so you don't need to complete a full lesson plan. However, be sure to select an activity that fits within the classroom's instructional goals and provide an objective and description for the activity. 3. Next read Appendix Give the Yopp-Singer Phonemic Awareness Test to two children at the Kindergarten, 1st or 2nd grade level (one must be an English learner). Record the results. Based on the results of the test, what instructional strategies would you utilize to successfully move each student forward in literacy development? 4. Summarize your findings and create a list of instructional strategies for each child based on the results of the Yopp-Singer Phonemic Awareness Test. Summarized findings from Yopp-Singer Phonemic Awareness Test and instructional strategies for each child Appendices for Activity Appendix Phonemic Awareness: An Introduction for Beginning Teachers All appendices are available for download from the CalStateTEACH Course Website.

8 Activity Phonics Phonics is a set of relationships between sounds in speech and the spelling patterns of written language, playing an important role in helping children learn to read. This activity addresses each of the RICA Domains and Content Specifications noted below. RICA Domain 1: Planning, Organizing and Managing Reading Instruction Based on Ongoing Assessment ( Competency 1: Understand how to plan, organize and manage standards-based reading instruction. RICA Domain 2: Word Analysis Competency 3: Understand the role of phonological and phonemic awareness in reading development and how to develop students' phonological and phonemic awareness skills. Competency 6: Understand how to develop students' phonics knowledge and skills and recognition of sight words to promote accurate word analysis that leads to automaticity in word recognition and contributes to spelling development. Define phonics and associated key vocabulary. Identify activities for teaching phonics by viewing a reading/language arts video. Resources Current Text Edition Heilman, A. W. (2006) Phonics in Proper Perspective. 10th ed. Upper Saddle River, NJ: Merrill Prentice-Hall pages 1-7 and Previous Text Edition Heilman, A. W. (2002) Phonics in Proper Perspective. 9th ed. Upper Saddle River, NJ: Merrill Prentice-Hall pages 1-8 and Partnership for Reading (2001) Put Reading First: The Research Building Blocks for Teaching Children to Read. Jessup/MD: National Institute for Literacy pages Tompkins, G. E. (2010) Literacy for the 21st Century: A Balanced Approach. 5th ed. Boston: Allyn & Bacon pages Tompkins, G. E. (2006) Literacy for the 21st Century: A Balanced Approach. 4th ed. Upper Saddle River, NJ: Merrill Prentice- Hall pages Procedure 1. Read Heilman, Tompkins and Partnership for Reading. Through these readings, you will be introduced to concepts and ideas that you have already mastered as a fluent reader. You will be revisiting consonants, vowels and many rules that you may have even forgotten as an adult. However, during the reintroduction to these ideas and concepts, you will not only be expected to know the specialized terminology, but also how to effectively teach these

9 concepts to children in a meaningful, systematic and explicit manner. You will need this information to pass RICA. As you read, consider the following: What are the differences between phonemic awareness and phonics? Give an example of systematic, explicit phonics instruction. What are the characteristics of effective phonics instruction? The California Reading/Language Arts Framework requires a balanced approach to reading instruction. What role does phonics play in this balance? What are some phonics strategies that support emergent readers, English learners and struggling students? 2. What order of phonics instruction does Heilman recommend? Use Appendix 10.04a to record your responses. 3. Take the phonics quiz in Appendix 10.04d. Once you have completed the quiz, check your answers using Appendix 10.04e. Use the quiz as a means to help you find out where you need to review. If you still need help with any terms, make use of the Glossary in Tompkins. 4. Compare and contrast phonemic awareness and phonics. Use a graphic organizer to represent your findings. Graphic organizer comparing and contrasting phonemic awareness and phonics Phonics/word analysis quiz Appendices for Activity Appendix 10.04a Reading Cake Blank: Order of Phonics Instruction Appendix 10.04b Reading Cake: What Makes Up Reading? The Layers Appendix 10.04c Reading Cake: What Makes Up Reading? The Pieces Appendix 10.04d Phonics Quiz Appendix 10.04e Phonics Quiz Answer Key All appendices are available for download from the CalStateTEACH Course Website.

10 Activity Word Analysis Now that you have read about phonics instruction, it is time to try it out. In this activity you will plan and teach a phonics lesson. In addition, you will record yourself teaching the lesson and reflect critically on the lesson, the process of planning the lesson, and the learning outcomes for your students. Helping students develop automaticity in word recognition is a critical step to becoming a fluent reader and writer. Notice that the competencies cover skills for both beginning, struggling, and more advanced readers. If you are in a classroom with beginning or struggling readers, you will want to work on more basic phonics concepts covered by Competency 6. If you are in a classroom with more advanced readers, you will plan a lesson that will help them with structural analysis of words and how this can support orthographic instruction. This activity is also designed to be similar to one of the video RICA assignments ( The video RICA is one of the two options for taking the RICA. If you are not a fast reader and a good test taker, you may wish to do the video RICA as it is an open book and you can take as long as you need to complete it. Becoming more familiar with Competency 6 and 7 will help you prepare for both the written RICA and the Video RICA. RICA Domain 2: Word Analysis ( Competency 6: Understand how to develop students' phonics knowledge and skills and recognition of sight words to promote accurate word analysis that leads to automaticity in word recognition and contributes to spelling development. Competency 7: Understand the role of syllabic and structural analysis and orthographic knowledge in reading development and how to develop students' knowledge and skills in these areas to promote accurate word analysis that leads to automaticity in word recognition and contributes to spelling development. Develop, implement and record yourself teaching a phonics lesson. Resources Current Text Edition Bear, D. R., et al. (2008) Words their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction. 4th ed. Merrill Prentice-Hall: pages and Zarrillo, J. J. (2011) Ready for Revised RICA (VitalSource Bookshelf). 3rd ed. Boston, MA: Pearson Education pages 47=64 Echevarria, J. & Graves, A. (2011) Sheltered content instruction: Teaching English-language learners with diverse abilities. 4th ed. Boston, MA: Allyn & Bacon Longman review pages Previous Text Edition Bear, D. R., et al. (2004) Words their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction. 3rd ed. Merrill Prentice- Hall: Zarrillo, J. J (2005) Ready for RICA: A test preparation guide for California's reading instruction competence assessment. 2nd ed. Upper Saddle River, NJ: Merrill Prentice-Hall Echevarria, J. & Graves, A. (2007) Sheltered content instruction: Teaching English-language learners with diverse abilities. 3rd ed. Boston, MA: Allyn & Bacon Longman review pages 80-93

11 Reading Instruction Competence Assessment (RICA) ( RICA Content Specifications and Practice Test ( Reading Rockets ( Spelling Rules ( Procedure 1. Go to Reading Rockets: Spelling Rules ( and read the RICA Content Specifications. Read Zarrillo, which will further illustrate the elements of competencies 6 and 7. Next read Echevarria & Graves. Teaching reading can be a stressful and sometime traumatic experience for students who may struggle with language. In this chapter, you will learn some strategies to support your students and ensure that their learning environment promotes emotional and intellectual fairness and security (Echevarrà a and Graves, 66). Finally read Bear. These chapters further explain how to teach word analysis skills and how these skills support spelling development. 2. Go back to the RICA Content Specifications and look at Domain 2: Word Analysis. Select one element from competency 6 or 7 that you would like to plan a lesson around. Note: if you teach upper grades, you may want to choose an element from competency 7, which deals more with teaching multi-syllabic words and the relationship between reading and spelling. You may also want to choose a small group of struggling readers with whom to do a more basic phonics lesson. 3. View Spelling Rules ( Which competency is represented in this lesson? 4. Plan a direct instruction lesson that addresses the competency you chose. The competency should be reflected in your behavioral lesson objective. For example, if you choose, using decodable text to ensure that students have abundant practice with phonics elements and sight words already taught then your objective might be, Students will read a decodable that features long i and long a words. If you choose to take the video RICA, you will have to submit three lesson plans. In the lesson plan, the directions state, The candidate is to describe his/her use of assessment to determine the students' (or student's) need for the planned lesson. The candidate's response should demonstrate knowledge and skills in competencies associated with Domain 1 of the RICA Content Specifications. The candidate is to describe the specific assessment methods (formal and/or informal) used and, for each, identify the information the candidate gained about student strengths and needs in relation to the planned lesson's central instructional objective. If the lesson will be delivered to one or more English learners (i.e., students whose primary language is other than English), the candidate is to include assessment methods used with them and the results. In the assessment portion of the Lesson Plan Assistant, be sure to talk about the pre-assessment you used to determine the need for this lesson and also the assessment you will use to determine the effectiveness of the lesson you are going to teach. 5. Teach and record yourself teaching this lesson. Attach the video to the lesson plan.

12 6. Complete the reflection piece of the LPA. This reflection will take the place of your Professional Reflection for Module 10. Be sure to address the following points from the video RICA assignment: Describe modifications, if any, made to the planned lesson (as the lesson was being delivered) due to student reading strengths, needs, or other factors. State why you chose to make these modifications. Evaluate the extent to which the student(s) achieved the lesson's central instructional objective. Reflect on how the lesson might be improved. Describe how you will use assessment information obtained from the lesson to plan future instruction. Direct instruction lesson plan created using the LPA, including a plan for assessment and reflection on the implemented lesson

13 Activity The Writing Process Writing is an essential part of a balanced literacy program. Writing can be taught many ways, both directly and indirectly. Techniques such as modeling by the teacher, reading authentic works of literature and studying the techniques authors use (sometimes called reading with a writer's eye) or writing as a shared experience, as in the Learning Experience Approach, can all be used to support students as they learn to craft narrative and expository pieces. Traditionally, teachers teach writing by taking the students through a five-step writing process (please note that some texts, including the RICA prep guide, consider revising and editing one step and describe a four step writing process). Taking a single piece through the writing process can take several days or several weeks. Interspersed in this process are other lessons, which help students learn specific writing techniques or conventions that they can then apply to their work. For example, a teacher may teach a lesson on vivid verbs and then during writing time ask students to revise their paper specifically for adding vivid verbs. This Module will help you devise a pacing plan for one writing project as well as write specific lesson plans for various steps along the way. RICA Domain 4: Vocabulary, Academic Language and Background Knowledge ( Competency 11: Understand how to promote students' development of vocabulary, academic language and background knowledge. Design and implement an activity that utilizes the writing process. Resources Current Text Edition (1996) Practical Ideas for Teaching Writing as a Process at the Elementary and Middle School Levels. Sacramento, CA: California Department of Education Reference Herrell, A. L. & Jordan, M. (2008) Fifty Strategies for Teaching English Language Learners. 3rd ed. Upper Saddle River, NJ: Merrill Prentice-Hall pages Tompkins, G. E. (2010) Literacy for the 21st Century: A Balanced Approach. 5th ed. Boston: Allyn & Bacon pages pages pages Previous Text Edition Herrell, A. L. & Jordan, M. (2004) Fifty Strategies for Teaching English Language Learners. 2nd ed. Upper Saddle River, NJ: Merrill Prentice-Hall pages Tompkins, G. E. (2006) Literacy for the 21st Century: A Balanced Approach. 4th ed. Upper Saddle River, NJ: Merrill Prentice- Hall pages pages pages

14 Procedure 1. Read Tompkins and Herrell & Jordan, viewing the related DVD (Segment 11of the DVD that accompanies the Herrell & Jordan text). As you read, make an outline of the steps of the writing process with descriptors and activities that could be utilized in each step. (Note: Tompkins makes reference to the steps as stages.) For example, you might note that prewriting includes identifying an audience, establishing a purpose for writing and identifying a topic. Pre-writing might also include free-writing, clustering, brainstorming, guided imagery, talking about the project with a friend or outlining. Reference Practical Ideas for Teaching Writing as a Process at the Elementary and Middle School Levels for further information as needed. Keep in mind how you want the students to organize and record their work for each step; this is often with some type of graphic organizer. Record your notes on the pacing plan organizer found in Appendix 10.06a. 2. Select a writing activity for your class using an expository text (see Tompkins' pages for examples) and outline the following: Describe the writing activity, its purpose and audience. Using your texts for ideas, describe the strategies and activities you will use for each step of the writing process. Think about how long you want to spend on each step and fill out the pacing plan for the writing project found in Appendix 10.06a. Appendix 10.06b provides a sample to follow. In addition, think about what type of lesson would be appropriate at each step and note accordingly. An example of a lesson to support the writing process is found in Tompkins's pages Now, choose one step of the writing process on which you will focus (i.e., pre-writing, drafting, revising, etc.) and develop a lesson plan for that specific step. Use the sample pacing plan in Appendix 10.06b to see examples of lessons a teacher might conduct at various points in the writing process. 3. Conduct the writing lesson. Upon completion, make notes about what worked well and what you would do differently when you plan your next writing assignment. How did the lesson support the five step writing process? Review writing samples and reflect on the effectiveness of the process for helping to develop thoughtful, motivated, competent writers. Keep in mind that even if a student is not able to take his or her piece through the entire process, he or she can learn many things along the way. The process is as valuable as the product. Lesson plan for one phase of the writing process including reflection Pacing plan, Appendix 10.06a Appendices for Activity Appendix 10.06a Writing Process Pacing Plan Template Appendix 10.06b Writing Process Pacing Plan Sample All appendices are available for download from the CalStateTEACH Course Website.

15 Activity Best Practices in Spelling RICA Domain 2: Word Analysis ( Competency 5: Understand important terminology and concepts involved in phonics instruction and recognize the role of phonics and sight words in reading development. Reflect on activities for teaching spelling words and create a list of reinforcement strategies. Resources Current Text Edition Bear, D. R., et al. (2008) Words their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction. 4th ed. Merrill Prentice-Hall: pages , and Tompkins, G. E. (2010) Literacy for the 21st Century: A Balanced Approach. 5th ed. Boston: Allyn & Bacon pages and Previous Text Edition Bear, D. R., et al. (2004) Words their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction. 3rd ed. Merrill Prentice- Hall: pages , and Tompkins, G. E. (2006) Literacy for the 21st Century: A Balanced Approach. 4th ed. Upper Saddle River, NJ: Merrill Prentice- Hall pages 106 and Procedure 1. Read Bear and Tompkins. Describe the spelling program utilized in your classroom. What rationale do you use for selecting the spelling words? Include aspects such as spelling patterns addressed and developmental levels. 2. Use your findings from the readings to create a list of strategies used to reinforce spelling words. How are phonemic awareness and knowledge of phonics incorporated into spelling practice? 3. With a partner from your cohort, create a philosophical statement (100 words or less) regarding best practices in teaching spelling. Post your statement on your Classroom Website and share the link in the discussion forum. 4. Post a complete description of your spelling program on your cohort's online discussion and attach your post(s) to your Work Folio. How can you embed spelling strategies and an individualized approach into the textbook approach? Online discussion postings describing your spelling program and link to your Classroom Website

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