![]() ![]() Use Symbol Imagery Exercises-Reinforce word recognition by using strategies such as air-writing the word or identifying specific letters, all from visual memory. Repetitively practice words each day, graduating words from Slow to Medium to Fast groups, until each word is memorized for instant recognition. Write each word on an index card and categorize cards into Slow, Medium, and Fast groups. Tips are presented in a format for quick reference with the option to learn more.Ĭapture, Categorize, and Memorize-Scan the list with your student and capture words that aren't instantly read. Tips for Instruction-We know how busy you are! Our Tips for Instruction are designed for educators who are familiar with our programs or those who are interested in learning more about the imagery-language connection for reading, comprehension, and math. Videos-Curious about how to use our programs in your classroom? These videos provide an overview of select products and feature Teacher Tips on how to best integrate programs into your instruction. Supplemental lesson packets feature high-imagery stories, vocabulary, Higher Order Thinking questions, puzzles, and more! Sample chapters offer educators a sneak peek at our unique programs, all based on dual-coding theory, and helpful tips on how to incorporate the concept into instruction. 40035 Section 504 Compliance Officer: JanetLynn Dudick, Ph.D., 73, Ext.Free Downloadable Resources-Looking for resources to support your instruction in developing the imagery-language connection for your students? We've got fun-filled lesson packets and sample chapters from teacher's manuals to bolster your instruction. 40035 Title IX Coordinator: Jena Valdiviezo Ed.D., 73, Ext. The following persons have been designated to handle inquires/complaints regarding non-discrimination policies: Affirmative Action Officer: Jena Valdiviezo Ed.D., 73, Ext. No qualified handicapped or disabled person shall, on the basis of handicap or disability, be excluded from participation in, be denied the benefits of, or be subjected to discrimination in activity or vocational opportunities sponsored by the Board of Education. STATEMENT OF NON-DISCRIMINATION PRACTICES: The Board of Education shall provide equal and bias-free access for all students to all school facilities, courses, programs and services, regardless of race, creed, color, national origin, ancestry, age, marital status, affectional or sexual orientation, gender, gender identity or expression, religion, disability or socioeconomic status. He believed if children could learn and easily identify these words then they would be able to read 50 to 75% of any text. Through his examination of a wide variety of children’s books, Dolch was able to pinpoint the words that are most often used by authors of juvenile texts. Dolch wanted to identify key words that are used most frequently in all children’s texts. While any word that a reader is exposed to repetitively can become a sight word, E.W. Similarly, if the reader sees the word into in the sentence, she knows there is movement from one location or idea to another. For example, when a reader is able to identify and understand the word and in a sentence, he knows that there will be multiple figures, actions or descriptors in the sentence. Beyond this, sight words offer important clues about the meaning of a sentence. By eliminating the need to decode these words, the reader is able to focus on those that are more difficult and less familiar. When a reader masters sight words she is able to understand at least half of the words in a particular text. Visual and Performing Arts and Industrial Artsīecause they are used so often it is important that readers be able to recognize these words on sight (hence the term “sight words”).Assistant Superintendent of Leadership & Innovation.Assistant Superintendent of Curriculum & Instruction.
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