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Phonics and Word Study“True,” continued another teacher, “but students have to learn the relationship between letters and sounds to learn to read and spell.”“But does it make sense,” wondered another teacher, “to teach students the rules if they don't know what many of the words mean? What concerns me is that one of the principles of English as a second language instruction is that we should teach in context to support student learning, but phonics is often taught in isolation and is very decontextualized.”“How can we make instruction more meaningful?” asked the fourth teacher. The above points are valid and worthy of consideration in planning phonics instruction for ELLs. In this chapter we discuss what we know about teaching phonics to English language learners and provide some activities that have been effective in schools. We describe a phonics approach to instruction that includes a range of skills from alphabetic knowledge to reading in decodable books—everything you need to know for word study. What Is Phonics and Word Study Instruction? Gough and Tumner (1. Learning to convert letters to recognizable words requires knowledge of the relationship between sounds and the letters or other symbols that represent them, then remembering the exact patterns and sequences that may represent various speech sounds (Goswami, 2. Moats, 2. 00. 0). The orthographic system of a language consists of the relationship among the visual symbols used in the writing system, the mapping of these symbols onto speech, and meaning (Seymour, 2. As children map sounds to print, they are also accessing the words in their vocabularies. They use this knowledge to support them in identifying the word they are reading. Although there are similarities in learning to read across languages, differences in the orthography of the language lead to differences in how long it takes to learn to read and how much difficulty some children may have. In some languages, like Finnish, Italian, and Spanish, the relationship between letters or symbols and sounds is fairly consistent—that is, there are few exceptions and fewer relationships to learn. Other languages, like Kanji, English, and Danish, are not as consistent. There are many inconsistencies in English that puzzle English language learners. Children have to learn which letters have consistent relationships and which do not, and when to apply the rules that govern them. For children learning English as a second language, understanding the relationship between letters and sounds is critical, since some of the sounds will be new to them—sounds they have not heard or spoken as meaningful units of speech. How Does YesPhonics Compare with Other Phonics. Express Phonics for English Reading, Spelling and Writing program. Balanced Literacy - Phonics/Guided Reading. Of These to Have A Balanced Literacy Program! Balanced Literacy; Project-Based. The Reading A-Z phonics program delivers this explicit set of sound/symbol lessons in a. Reading A-Z's sound/symbol cards and. They may be applying a phoneme (sound) from their home language to a different grapheme (letter) or using letters alone or in combinations that do not exist in their home language. In addition, they lose the advantage provided by accessing their knowledge of words, since their English vocabularies may be limited. Converting letters to recognizable print can be taught through phonics instruction and can lead to students comprehending the meaning of text. Phonics is an approach in which children are taught to decode words by using and applying their knowledge of the relationship between letters and individual sounds to read. In planning phonics instruction for ELLs, you will have to decide among several forms of phonics instruction. All the approaches include instruction in letter- sound relationships but vary in the explicitness of the instruction and how systematic the process is in determining the sequence of instruction. In synthetic approaches to instruction, students are taught the individual letter- sound relationships and then taught explicitly to blend the letters into words. Teachers who use embedded phonics teach letter- sound relationships during the reading of connected text. Embedded phonics is less explicit than synthetic phonics instruction. An effective phonics program for English language learners uses a synthetic approach that follows a defined sequence and includes direct teaching of a set of letter- sound relationships. Each instructional set includes major sound- spelling relationships of both consonants and vowels. This sequencing arrangement provides students opportunities not only to begin to learn the relationship between letters and sounds but also to use that knowledge to begin blending these sounds to read words and to segregate the sounds to write words even before they have learned all the letter- sound correspondences. For ELLs, who are learning to read in an inconsistent orthography like English, instruction using analogy- based phonics provides children an additional strategy for reading a larger number of words as they are building their English oral language skills. In addition, the program should include books and stories that contain a large number of words that children can decode by using the letter- sound relationships they have learned and are learning. Finally, programs should provide ELLs opportunities to spell words and write their own stories with the letter- sound relationships they are learning (Blevins, 1. Center for the Improvement of Early Reading Achievement . English language learners struggling with reading acquisition who receive explicit phonics instruction as part of comprehensive literacy instruction tend to develop stronger foundational reading skills (Denton, Anthony, & Parker, 2. Linan- Thompson & Hickman- Davis, 2. Vaughn et al., 2. Even students with limited English proficiency made gains in reading skills, indicating that a wide range of ELLs benefit from explicit instruction. Good readers rely primarily on letter- sound correspondences in words rather than context or pictures to identify words; use reliable strategies to decode words; and read words enough times so that they become automatic. Phonics instruction provides ELLs the knowledge needed to develop those same skills effectively and efficiently by providing a road map for making sense of how English works as well as effective decoding strategies. However, phonics instruction should not be the entire reading program, but rather it should be integrated into other elements of reading instruction, such as language activities, story time, and small- group tutoring to create a balanced reading program. Learning to read in languages with less- consistent orthographies like English takes longer than learning to read in languages with more consistent orthographies (Seymour, 2. For most students, two years of phonics is sufficient; other students may require more instruction. English language learners whose initial reading instruction is in English may require more time, since they are learning both a new language and a new process. Older ELLs or those who learned to read in their home language will still need phonics instruction to learn the structure of English but may acquire the knowledge more quickly. Use assessment information to adapt phonics programs to meet the needs of individual students (NRP, 2. Most important, starting early is key: “Early and systematic instruction in phonics seems to lead to better achievement in reading than later and less systematic instruction” (Stahl, 2. Sound It Out Phonics In A Balanced Reading. Read Online sound it out phonics in a balanced reading program, sound it out phonics in a balanced reading program. Phonics and Word Study. Amazon.com: The Balanced Reading Program. Phonics in a Balanced Reading Program Aug 9, 2000. Why Should I Teach Phonics and Word Study? Imagine trying to put together a 1,0. You might begin using strategies such as finding all the pieces that have a straight edge to form the perimeter and then grouping pieces by color. Through trial and error, you would begin to form the picture. Children learning to read in English are faced with the same situation when they are given bits and pieces of information about English orthography, but not a systematic way of learning, applying, and practicing the spelling patterns and rules they are learning. Children learning to read in English have to learn the letter- sound relationships among 4. Blevins, 1. 99. 8; Bos & Vaughn, 2. In addition, students have to apply this knowledge to read both known and unknown words in isolation and in context, and they need to be able to read irregular words. Although it might seem that English is too irregular to teach systematically, there are enough regularities to make a systematic approach to phonics instruction appropriate. For example, the teaching of vowels is often identified as an area for concern in teaching English language learners, but we can see from the table that the exceptions account for fewer than one- third of the words (see Figure 3. Figure 3. 1. Phonics Rules and the Percentage of Exceptions to Them. Principles. Percentage of Exceptions. When the letter c precedes the letters e, i, or y in a syllable, the c has the /s/ sound. When the letter g precedes the letters e, i, or y in a syllable, the g has the /j/ sound. When a stressed syllable ends in e, the long sound of the vowel is used and the final e is silent. When a stressed syllable contains only one vowel and ends with a vowel, the long sound of the vowel is used. When there is only one vowel in a stressed syllable and the vowel is followed by a consonant, the short vowel sound is used. When a word of more than one syllable ends with the letter y, the final y has the /short i/ sound. When a word of more than one syllable ends with the letters ey, the e is silent and the y is pronounced /short i/. When a syllable contains only the one vowel a, followed by the letters l or w, the sound for a rhymes with the vowel in saw. When there are two adjacent vowels in a syllable, the first vowel is pronounced using the long sound and the second vowel is silent. Sources: From Vowel Situations in a Primary Reading Vocabulary, by R. Oaks, 1. 95. 0, master's thesis, Teacher's College, Temple University, Philadelphia. From “A study of the consonant situations in a primary reading vocabulary,” by E. B. Black, 1. 95. 2, Education, 7. Phonics. XWhy Use Raz- Plus Leveled Books. Phonics instruction is greatly enhanced when it provides ample opportunity for students to practice the sound/symbol relationships they have been taught. Practice with Reading A- Z resources includes reading word lists and phrases, as well as continuous text in books and stories. How to Use Phonics Resources. When using each set of resources for phonics instruction, you should first introduce and teach the sound and symbol relationship and then allow opportunities for practice with books, worksheets, flashcards, and for writing the symbol and using it in spelling. Use the Phonics Assessments to monitor students' progress in order to focus and differentiate your instruction for each student. Other Phonics Resources. Use Alphabet Books. Sound/Symbol Books, and. Read- Aloud Books combination. In addition to Decodable Books & Phonics Lessons activities. Leveled Books. from levels aa–P also contain a phonics activity in their guided reading lessons. Chishm's Website. About me. I live in Canberra, Australia. I can be contacted at. You can find out more about it here. Alternatively, you can just download the latest version. This is a small GBA tool for downloading and uploading saves to and from GBA cartridges. You can find out more here. Alternatively, you can just download the latest version. 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Degree Requirements for Minor. Cub Scouting (Ages 8 through 10). Parental involvement and help is a key to success in this program (see Scouting Handbook, 4). WEBELOS AND ARROW OF LIGHT.Webelos Scout Program - Cub Scouts Arrow Of Light. Welcome to the Webelos Scout program. This document is designed to supplement material on Webelos Scouting found in the Cub Scout Leader Book, and Webelos Scout Program Helps. You and your Webelos Scouts will also each need a copy of the Webelos Scout Book, which shows requirements for the Webelos badge, Compass and Points, Arrow of Light, and the 2. Webelos Den Organization. Your Webelos den may consist of Webelos Scouts who are all in fourth grade, or all in fifth grade, or you may have both fourth and fifth grade boys in the same den. Each type is a little different from the other two. If you have all fourth- graders, concentrate on the Webelos badge and activity badges that are more closely related to Cub Scouting than to Boy Scouting. Cub Scout Adventure Program Transition for Traditional Units Tiger. Webelos 2009 Program Resources Santa Clara County Council -- 2 -- 2009 Pow Wow & U. Many new leaders feel the same way. As nine and ten year olds, a group of boys can be a challenge, but they are also a lot. My son is currently Webelos I. I have heard that boys that have earned Webelos before 6-1 can continue as Webelos II under the old program. Is this true, and will Scoutbook have this alternative available for tracking. Campouts will be part of your outdoor program, but at a basic level, with lots of the 'Comforts of Home' built in. You probably won't have any joint activities with Boy Scout troops. Webelos dens of fifth- graders, boys will be finishing up activity Pins (earning Compass Emblem and Compass Points) earning the Arrow of Light Award. Your outdoor activities should include joint activities with a Boy Scout troop, probably the troop that most of the Webelos Scouts will join when they graduate. If you are the leader of a Webelos den that includes both fourth- and fifth- graders, you will have to strike a balance There may be times when you will have the fourth- graders working on one activity badge and the fifth- graders on another. Similarly, your outdoor activities and joint activities with a troop will need to balance the different progress levels of the boys in your den. First Year Program. Second Year Program. How Webelos Program Differs from Cub Scouts. Difference from Boy Scouts - Webelos to Scout Leadership. As the Webelos leader, you are the key to the program, but you will have some help. You should, of course, have an assistant Webelos leader who works closely with you at all meetings and activities. Encourage the parents to take on an Activity Badge and present to the Patrol. Webelos to Scout Transition. WEBELOS to Scout Transition. WEBELOS Scouting prepares boys for the change from Cub Scouts to Boy Scouts. While they technically still are members of a Cub Pack, WEBELOS Scouts. Boys who are in the fourth or fifth grade use this handbook to take on the more advanced challenges of the Webelos Scouting program. Webelos Scouts are still in Cub Scouting, taking part in Cub Scout pack meetings. Webelos learn about camping and outdoor skills while working on the Outdoorsman activity badge. Find helps for this badge here. Outdoorsman Requirements. Do two of these: Present yourself to your Webelos den leader, properly. Webelos Program Schedule. Will there be a similar sample schedule produced for the new 2015 program with 'Adventures'? I would love to see that! Thanks so much for all you do for us scouting parents. Aug 05, 2016 - Angela. If at all possible recruit a Webelos den chief- -an older Boy Scout who works with the den. Experience indicates that a good den chief can make a real difference in convincing Webelos Scouts to continue their Scouting experience as Boy Scouts. Another key resource is the pool of Webelos activity badge counselors. Art activity badge counselor is a 'Specialist' who works with the Webelos Scouts on a particular activity badge for one or two months. The best sources are adult family members of the boys in your den. If you set up your program to have art activity badge counselor responsible for each activity badge included in your program for a year, your job will be simplified and the parents of your Webelos Scouts will become more involved in the program. Do a resource survey of your parents and if any professions relate to the twenty activity pins, have that parent take care of presenting that acticity pin. Compass Points. After a boy has earned the Webelos badge, he may receive compass points for additional activity badges. The compass points emblem is presented to a Webelos Scout who has earned four additional activity badges beyond those required for the Webelos badge (a total of seven), and is worn suspended from the button of the right pocket of the uniform shirt. A metal compass point is presented for each additional four activity badges earned, to be affixed to the emblem in the East, South, or West positions. A total of 3 compass points, plus the emblem, may be earned, representing 1. Webelos badge. Outdoor Program. An important part of the 2- year Webelos Scout program is the boys Introduction to basic BSA camping skills, as well as the fun and excitement of camping. Several Webelos Scout parent- and- son overnight camp outs should be included in the first year, with emphasis on learning the basic skills of outdoor living and having fun outdoors. The guidelines in the Cub Scout Leader Book, NO. A, should be followed closely to ensure that the camping experience is comfortable and fulfilling. Encourage the Webelos Patrol and parents to cook meals as a group, not as parent/son meals - Cub Scout. During the second year, camping skills can be expanded, although they should not exceed those taught at the entry level of Boy Scouting. The concept of participation together by the boy and his parent (or father substitute) must be maintained. Use improved camping BSA facilities accessible to transportation, rather than wilderness sites. Fire- building, basic cooking, camp sanitation, tent- pitching, making a comfortable ground bed, nature study, and conservation are skills that could be included in camp programs. Also cover the division of jobs (cook, fireman, KP) with a duty roster that rotates for each camp out and even at each meal. Start allowing the Webelos Patrol (without parents) to cook some meals together as a group. Let the parents eat separately. Joint Activities with Boy Scout Troops. Early in the second year of the program (if it has not been done previously), a close relationship should be established with the Boy Scout troop that most of the Webelos Scouts will join. This will help the boys to become familiar with the troop and its members and learn about the exciting activities that await them in Boy Scouting. The Webelos den and the troop should hold several activities together. In addition to one or two joint camp outs, the den could also join with the troop in a court of honor, campfire program, day hike, field day, and joint Good Turns for the chartered organization or community. Attendance at a camporee or other district or council Boy Scout event, as guests for the day, of the troop might also be included. Each troop should select an Assistant Scoutmaster to serve as the Troop's Webelos to Scout Transition resource person, responsible for coordinating joint activities with the Troop as well as encouraging the Webelos Scouts to continue their Scouting experience with the troop. Webelos - Cub Scout Day Camping. Webelos Resident Camping. The summer camp experience for Webelos Scouts offered by your council can be a great resource for you in developing outdoor skills in your boys and in supporting your den's advancement program. Most importantly, it is fun and it builds excitement and enthusiasm for Webelos Scouts. Be sure your den participates. If there are more than two Webelos dens, it is helpful if the pack has a Webelos Den Leader Coach. The Webelos den leader coach is an adult, preferably one with past experience as a Webelos leader, who helps to coordinate program, training, and activities for all of the Webelos dens. Webelos Scout Advancement. The Webelos Scout advancement plan is the basis for the program. Den meetings and Webelos Scout participation in pack meetings, as well as other activities, are usually built on one of the 2. Webelos badge and Arrow of Light. Activity Badges. Recommended activity badges schedules for the (2. Two badges are listed for each month. The first activity badge listed is recommended for fourth- graders in their first year of Webelos Scouting; the second listed is for fifth- grade Webelos Scouts. The badges have been so arranged that fourth- graders earn activity badges will qualify for the Webelos badge in their first year and the Arrow of Light Award in their second year just before Cross Over to Boy Scouts. While it is possible to rearrange the activity badge emphasis so that boys can earn the Arrow of Light Award sooner, this is not recommended. The Arrow of Light Award needs to be completed fairly close to the boys' graduation into Boy Scouting in order to hold his interest in the Webelos Scout program. Also the Boy Scout Program is designed to take new Boy Scouts in in late February - early March. The Troops have a great need to run their program until then, then they (the Troops) concentrate on the new Boy Scouts getting them ready for their first Summer Camp by teaching skills on the First Class Trail - Basic Camping Skills. Activity Badge Groups. Under the advancement requirements, the 2. For both the Webelos badge and the Arrow of Light Award, the boy is required to earn activity badges from different groups in order to broaden his experience in different areas. Three of the activity badges are required- -one (Fitness) for the Webelos badge, and two more (Citizen and Readyman) for the Arrow of Light Award. The activity badge groups are: Physical Skills Group. Aquanaut. Athlete. Fitness. Sportsman. Mental Skills Group. Artist. Scholar. Showman. Traveler. Community Group. Citizen. Communicator. Family Member. Readyman. Technology Group. Craftsman. Engineer. Handyman. Scientist. Outdoor Group. Forester. Geologist. Naturalist. Webelos Program Schedule. Thursday at 7pm for 1. Sunday at 2pm for 3 hrs). Snelling. Paul. Justin. August. Naturalist. Den Hike at Lowry Nature Center. Paul. Josh. September. Forester. First Pack Mtg. Den Campout in backyard. Den conservation project. Start work on religious requirements for Webelos badge. Den Hike at Richardson Nature Center. Dave. Andrew. October. Citizen. Complete World Conservation Award. Do den 'Good Turn' for Citizen badge. Receive Traveler, Aquanaut badge at Pack Mtg. Andy. Joe. November. Fitness. Parents need to help with Fitness badge. Receive Outdoorsman, Naturalist, Forester badges at Pack Mtg. Bob. Brandon. December. Craftsman. No badges at Working Wood Pack Mtg. Complete religious requirements for Webelos badge. Paul. Chris CJanuary. Readyman. Den Campout at cabin. Receive Fitness, Citizen, Webelos rank badge, and World Conservation Awards. Transfer to tan uniforms and create patrol. Start Emergency Preparedness Award work. Ricardo. Alvaro. February. Artist. Pack Mtg is Blue. Gold dinner so no badges. Start work on 2 months of jobs for Family Member badge. Justin. March. Family Member. Receive Readyman, Craftsman badges, and Compass emblem. Mike. Chris MApril. Sportsman. Patrol service project. Receive Artist badge and Emergency Preparedness Award. Continue work on Family Member chores. Andy. Jack. May. Athlete. Receive Sportsman badge and first Compass point. Patrol Campout. Bob. John- Paul. June. Handyman. Patrol conservation project. Patrol Campout. Paul. Josh. July. Geologist. Patrol Campout August Webelos Camp at Camp Stearns. Andy. Joe. September. Showman. Receive Family Member, Handyman badges Start Arrow of Light Boy Scout related items. Judy. Chris MOctober. Communicator. Camp Stearns Campout. Receive second compass point and Geologist badge. Find school teacher to help with Scholar. Attend Troop Fall Outing. Attend Troop Conservation project. Ricardo. Alvaro. November. Scientist. Receive Showman badge. Paul. Brandon. December. Scholar. No badges at Working Wood Pack Mtg. Complete Arrow of Light Boy Scout related. Dean. Justin. January. Engineer. Receive third compass point and Communicator, Scientist, Scholar badges at Pack Mtg February Receive Engineer badge at Blue. Gold. Receive Arrow of Light at Blue. Gold. Receive Super Scout at Blue. Gold. Choose Boy Scout Troop to join. It seems I am about to become Webelos den leader with my soon- to- be Webelos I scout (he has been a scout since Wolf). The small den will be mixed Webelos I and II scouts, maybe slightly more of the fourth graders than fifth graders- -unless additional boys join. Will there be a similar sample schedule produced for the new 2. I would love to see that! Thanks so much for all you do for us scouting parents. Aug 0. 5, 2. 01. 6 - Angela. Have you created a schedule for the New program in effect for the last year. Contest - Ask a Question - Add Content. Bike. This site is not officially associated with the Boy Scouts of America. Castle Rock Climbing School - 2. Reviews - Rock Climbing - 3. Shadow Springs Pl, East San Jose, San Jose, CA - Phone Number. Specialties. Guided Climbing & Instruction for all levels. Climbing outings are also great for: Parties - Corporate Events - Family Outings - Groups of Friends - Unique Date - Marriage Proposal and more! This Division had two co- founders and is now a Stand- Alone Private Business. Castle Rock Climbing School facilitates Rock Climbing Trips and Instruction to all levels of climbers. Services are held at Castle Rock State Park, Pinnacles National Monument, other local climbing areas and internationally known rock climbing destinations such as El Potrero Chico, Mexico and Tonsai, Thailand. 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Holy Spirit School offers a variety of after school program that are available for a nominal fee for families who with to. PERFORMANCE PROGRAM School of Rock's Performance Program is the premiere music education experience for young musicians. Our Performance Program introduces teamwork and collaboration into music instruction by grouping them. Home » School Programs » After School Programs. This 14-week after-school program. 880 Wren Drive San Jose, CA 95125 Before and After School Care ENSURE A BRIGHTER FUTURE. With so many demands on today's families, the Y’s Before and After School Programs provide a safe, structured. San Jose Fitness Centers. Take advantage of our after school programs to keep. Recreation and Neighborhood Services’ Citywide Scholarship Program will ensure that qualifying San Jos Generate QR Code image from Java Program. If you are tech and gadget savvy, then you must be aware of QR codes. You will find it everywhere these days – in blogs, websites and even in some public places. This is very popular in mobile apps, where you scan the QR code using a QR Code scanner app and it will show you the text or redirect you to the web page if it’s URL. I came across this recently and found it very interesting. If you want to know about QR Code, you can find a lot of useful information at Wikipedia QR Code Page. When I found these kind of images in so many websites then I started looking how to generate it using Java Code. I looked into some APIs available as open source in the market and found zxing to be the simplest and best to use. Here is the program you can use to create QR Code image with zxing API. You can use your mobile QR Code scanner app to test it. It should point to Journal. Dev Home URL. If you don’t have a mobile app to test it, don’t worry. You can test it with zxing API through command line too. I am on Windows OS and here is the command to test it. 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