List five ways that Mrs. Schickele in the vignette at the beginning of the chapter nurtured her students' emergence into literacy.
What will be an ideal response?
1. The children sample cookies and talk about their favorite cookies on Monday before the teacher reads the featured book using shared reading.
2. They read the big-book version of the story several times, and each time they're able to read more of the words themselves; the text's predictable pattern and picture clues make it easier for everyone to be successful.
3. Later in the week, the children read the regular-size versions of the book with buddies and individually.
4. Mrs. Schickele moves through the reading process as children respond to the story in grand conversation, compare it to other Laura Numeroff books, and draw pictures and write entries in reading logs.
5. The children also participate in exploring-stage activities to examine the text. Mrs. Schickele draws their attention to specific words in the story, and together they write the words on a word wall. She also teaches high-frequency words, which are posted on another word wall in the classroom.
6. Mrs. Schickele teaches minilessons on phonics concepts, using words from the featured book to emphasize that phonics knowledge is useful for reading and writing.
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Fill in the blank(s) with the appropriate word(s).
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a. Five b. Seven c. Ten d. Twelve
Rubrics are used to identify both the content and the quality of the performance or presentation to be included in a completed presentation or project
Indicate whether the statement is true or false.