4. • How do you find the meaning?
• What strategies do you use to read
a word you have never seen?
‘polybrachygyny’
• What do good readers do?
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5. I shall not argue against it from the supposed impossibility
of infinite succession, barely and absolutely considered in
itself; for a reason which shall be mentioned hereafter: but if
we consider such an infinite progression, as one entire
endless series of beings can have no cause from without, of
its existence; because in it are supposed to be included all
things that are or ever were in the universe: and ’tis plain it
can have no reason within itself, of its existence; because no
one being in this infinite succession is supposed to be self-
existent or necessary (which is the only ground or reason of
existence of any thing, that can be imagined within the thing
itself, as with presently more fully appear), but every one
dependent on the foregoing: and where no part is necessary;
’tis manifest the whole cannot be necessary; absolute
necessity of existence, not being an outward, relative, and
accidental determination; but an inward and essential
property of the nature of the thing which so exists.
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6. Phonics
• What is phonics?
The method where children learn initial sounds
to eventually merge these sounds into words
• How is it taught/used?
Phonics is taught in stages
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7. Phonics
• Phoneme – a single unit of
sound
• Grapheme – a way of
writing down the phoneme
• Segmenting – breaking a
word down to its
component phonemes
• Blending – saying the
phonemes quickly to make
a word
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9. Breaking down a word
• Green words - Once the sounds have been
understood, children use the process of phonics to
phonetically sound out words, these words can be
described as 'green' words.
• Red words - There are words such as 'said' and
'could' where phonics can’t be applied - the word is
not written how it is spoken. These words simply
need to be remembered.
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12. Guided reading
• What is guided
reading?
• instruction that can be
streamlined to meet the
individual needs of each
student within a group
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14. Prior knowledge
• Building on prior
knowledge
• Predicting
• Inference
• Comprehension
• Reflecting - thinking
more about the text
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15. Genres
• Non-fiction
text to allow
children to
discover
answers
independently
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16. Phonics in P4
• Continue
reinforcing
phonics
• Complex
sounds
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17. P5
reading workshop
handouts
Monday, January 28, 13