The Principal’s Reading Walk-Through: K-3. Orientation.
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This publication was adapted by the Center on Instruction from multiple products as shown in acknowledgments and cited in references. The Center on Instruction is operated by RMC Research Corporation in partnership with the Florida Center for Reading Research at Florida State University; Instructional Research Group; the Texas Institute for Measurement, Evaluation, and Statistics at the University of Houston; and The Meadows Center for Preventing Educational Risk at the University of Texas at Austin. The contents of this Guide were developed under cooperative agreement S283B050034 with the U.S. Department of Education. However, these contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government.
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When a teacher providesexplicit instruction,students don’t have to guess what they should learn.
Each center offers meaningful, research-basedactivities that reinforce or extend what the teacher has already taught explicitly.
Awareness that print carries a message, directionality, differences between letters and words, distinctions between upper and lower case, punctuation, etc.
The ability to hear and manipulate the individual sounds in words.
The relationship between graphemes (letters) and the phonemes (sounds) they represent.
To develop strong vocabularies, 1st and 2nd graders need to learn more than 800 words a year—about two words a day. (Nagy & Anderson, 1984; Beck, 2002)
Observation and reflective practice support a school’s evolution into a professional learning community.