NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1069297
Record Type: Journal
Publication Date: 2015
Pages: 11
Abstractor: As Provided
Reference Count: 31
ISBN: N/A
ISSN: N/A
Building Foundational and Vocabulary Knowledge in the Common Core, K-8: Developmentally-Grounded Instruction about Words
Templeton, Shane
Language and Literacy Spectrum, v25 p7-17 2015
How young children's and older students' knowledge of words develops--their structure, their meanings, how they work in context--is reflected in the Common Core English Language Arts expectations. Meeting these expectations for each learner requires that we teach in a developmentally-responsive manner. This includes our being familiar with the nature of the English spelling system, determining what each learner knows about the system, and then providing instruction that stretches but does not frustrate learning. There is a reciprocal relationship between reading and spelling words, and understanding how this relationship develops over time is the key to developmentally-responsive decoding and encoding instruction, as well as to developing every learner's vocabulary.
New York State Reading Association. PO Box 874, Albany, NY 12201. Tel: 518-434-4748; e-mail: tlalspectrum@mville.edu; Web site: http://www.nysreading.org/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A