Across
- 3. Much of this is needed to learn phonics
- 5. Letter-sound correspondences
- 6. assessment Instructional decisions should be driven by this
- 8. Vowels that are neither long nor short, one example
- 10. Process of Decoding a multisyllabic word by looking at its syllables
- 13. Sweep Performed at the end of each line of text
- 14. Assessment determining if student has achieved target standard
- 16. One way to address advanced learners- Increase ______of instruction
- 17. Reading error that substitutes one word for another with similar meaning
- 18. Helpful for _________________learners- Writing spelling words in the air with “arm pencil”
Down
- 1. Spelling Stage in which child spells as it sounds
- 2. Word pattern, often with diagraph
- 3. Rimes that have the same spelling
- 4. Instruction that reaches all levels of students reading abilities
- 7. Synonym for Spelling
- 9. Text with single syllable, regular words and a few sight words
- 10. Breaking a word into individual sounds
- 11. Level at which student can read without help from teacher
- 12. Phonics Instruction should be ______________, Direct, and Explicit
- 15. and comprehensive All literacy programs should be __________________ and ______________________
- 19. Ex. Building letters with playdough