# data[].attributes.attachment_link.title
Edward Gonzales Elementary | Cal Ripken, Sr. Foundation STEM Center Grand Opening

# data[].attributes.attachment_link.title
Arthur Vasconcelos - College Goalkeeper Recruiting Video

# data[].attributes.attachment_link.title
1 HOUR⚡VIRAL PHONK/FUNK SONGS PLAYLIST 2026

# data[].attributes.attachment_link.title
Romeo Santos - Heroe Favorito (Letra/Lyrics)

# data[].attributes.attachment_link.title
Romeo Santos - Heroe Favorito (Letra/Lyrics)

# data[].attributes.attachment_link.title
The PERFECT Bocchi Guitar Tone (In-Depth)

# data[].attributes.body
llll

# data[].attributes.attachment_link.title
I BATTLED TO BE THE #1 STREAK HUNTER IN NBA 2K26... (GONE TOXIC)

# data[].attributes.attachment_link.title
FNF - Jeffy's Infinite Irida (Demo) - Shucks V5

# data[].attributes.attachment_link.title
Irida: Rebuilt Trust ~ Revenant GAMEPLAY WIP 4

# data[].attributes.attachment_link.title
Billy & Molly: An Otter Love Story (Full Documentary Special) | National Geographic

# data[].attributes.attachment_link.title
SML Movie: Cody Plays Tennis [REUPLOADED]

# data[].attributes.attachment_link.title
LARRAY - Canceled (Remix) ft. Twaimz [Reuploaded]

# data[].attributes.attachment_link.title
THE RACE (REMIX) - FIRST PLACE / LARRAY (OFFICIAL MUSIC VIDEO)

# data[].attributes.attachment_link.title
Junior H - LAS NOCHES [Official Visualizer]

# data[].attributes.body
CCSS

English Language Arts Standards Reading: Foundational Skills Kindergarten

Phonological Awareness:

CCSS.ELA-LITERACY.RF.K.2
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
CCSS.ELA-LITERACY.RF.K.2.D
Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.¹ (This does not include CVCs ending with /l/, /r/, or /x/.)

# data[].attributes.attachment_link.title
Romeo Santos - Imitadora (Official Lyric Video)

# data[].attributes.headline
Assessments to identify proficiency in this concept/skill 

# data[].attributes.subject
Assessments to identify proficiency in this concept/skill 

# data[].attributes.body
the most common tests of phonological awareness include:

Test of Phonological Awareness - Kindergarten (TOPA-K) by Torgersen and Davis

Nonword Spelling Measure by Torgersen and Davis

Dynamic Indicators of Early Literacy by Kaminski and Good

Yopp-SingerTest of Phoneme Segmentation

Bruce Test of Phoneme Deletion

Auditory Analysis Test

DIBELS by Kaminski and Good

Yopp-SingerTest of Phoneme Segmentation

https://www.coloradoplc.org/files/archives/yopp_singer_phoneme_segmentation_test.pdf

Phoneme segmentation fluency, DIBELS

# data[].attributes.headline
Activities for initial teaching of this concept/skill 

# data[].attributes.subject
Activities for initial teaching of this concept/skill 

# data[].attributes.body
Activity 1: Segmenting Sounds Understanding that words are composed of individual sounds can be very tricky for some early readers. To introduce my phonological awareness idea, I begin by reading If You’re a Robot and You Know It by David A. Carter. It’s a new spin on the old song, "If You’re Happy and You Know It"

# data[].attributes.attachment_link.readable_text
From bestseller David Carter comes a favorite new robot twist on the classic children's song that pops to life.
If you're a robot and you know it clap your hands,
jump and beep, fly around, shoot laser beams out of your eyes!

It's the classic version of If You're Happy and You Know It as you've never seen (or heard!) it before. Sing along to the free downloadable song by the dynamic Musical Robot team, then turn the pages as David Carter's clever pop-ups show the robot characters going through all of the call-out movements, from clapping hands to shooting laser beams out of your eyes!

Includes:
- A free downloadable song from the Musical Robot team!
- Pull-tabs, turn-wheels, and pop-ups!
- Eye-catching foil cover!

Product Details

ISBN-13:

9780545819800

Publisher:

Scholastic, Inc.

Publication date:

09/29/2015

Pages:

14

Product dimensions:

7.70(w) x 8.80(h) x 0.80(d)

Lexile:

AD270L ( what's this?)

Age Range:

3 - 5 Years

About the Author

Musical Robot is a ukulele and drum combo made up of Jason Adair and Scott Namanny. They are programmed for fun! Combining songs, storytelling, puppetry, and out of this world dance moves, Musical Robot is ready and willing to provide opportunities for kids to engage in fun and frolic. They are based in Sacramento, California, but you can visit them at http://musicalrobotlovesyou.wordpress.com/

David A. Carter is the creator of the bestselling SPOT THE DOT app, as well as the bestselling BUGS books, ONE RED DOT, and many other books for children. He lives in Auburn, California, with his wife and two daughters.

Editorial Reviews

★ 07/06/2015
Musical Robot, a two-person band, and pop-up artist Carter put a cybernetic twist on a sing-along standby, and the results are a blast (a laser beam blast, to be precise). A smiling cast of robots adorned with hearts, flowers, and stars perform the actions described in each updated verse, and readers can pull tabs to help them clap their hands, stomp their feet, "jump and beep," stretch their limbs, and more. The rhythms of the original song are preserved-until the penultimate page ("If you're a robot and you know it,/ shoot laser beams out of your eyes"), a scene that will have kids howling with laughter. A free recording of Musical Robot's song is available for download. Ages 3-5. (Sept.)

Publishers Weekly

Praise for Yellow Square
"Carter takes paper engineering to new creative heights..." — School Library Journal

Praise for One Red Dot
"This ingenious pop-up is truly for all ages." — School Library Journal

From the Publisher

2015-04-29
The ever versatile activity song gets a techno-twist with customized lyrics and pop-up robots lined up to demonstrate each verse. "If you're a robot and you know it / then your circuit board will show it...." Following the familiar "clap your hands" and "stomp your feet," the directions take a quick left turn that begins with "jump and beep" and culminates with a spectacular "shoot laser beams out of your eyes" before the closing "Hooray!" Animated by pull-tabs and constructed in the cartoon illustrations from scrap metal and diverse elements including, for one, a tea-kettle head, Carter's hand-clapping, limb-stretching, (card stock) laser-beam-shooting clanks have an appropriately silly look. A free download of the song, first issued on a 2013 CD, makes a sprightly, if likely to be superfluous, extra. After the hundredth (or thousandth) repetition of the original, this may come as a welcome variation-to the grown-ups, at least. (Pop-up picture book. 4-6)

Kirkus Reviews

Read More

# data[].attributes.attachment_link.title
If You're a Robot and You Know It|Other Format

# data[].attributes.attachment_link.description
From bestseller David Carter comes a favorite new robot twist on the classic children's song that pops to life.If you're a robot and you know it clap your hands,jump and beep, fly around, shoot laser beams out of your eyes!It's the classic version of...

# data[].attributes.headline
Activity 2: Thumbs Up/Thumbs Down for Beginning Sounds

# data[].attributes.subject
Activity 2: Thumbs Up/Thumbs Down for Beginning Sounds

# data[].attributes.body
say two words and kids have to determine if the initial sound is the same. If it is, then it's a thumbs up. If the initial sounds are not the same, then thumbs down.

Examples of thumbs down word pairs would be:

map/nap

light/sound

highlight/violet

brown/down

This is a great game for many reasons:

Kids frequently think that the beginning sound is what makes word rhyme

Auditory discrimination can be hard for certain letters

It can be played anywhere at any time

# data[].attributes.body
We can take Thumbs Up/Thumbs Down and change the objective to identifying two words that rhyme
There are books that teach rhyming
In the book, all the dust bunnies but one named Bob come up with word families
In the book, all the dust bunnies but one named Bob come up with word families.
Frog on a Log  by Kes Gray and Jim Field, the conversation that takes place is between a cat and frog.
The cat is informing the frog what each animal is supposed to sit on and, as you can guess, it always rhymes. Goats sit on coats, parrots sit on carrots, and apes sit on grapes.

# data[].attributes.body
State standard for students
Review

CCSS.ELA-LITERACY.RF.K.2
Students will demonstrate understanding of spoken words.

# data[].attributes.headline
Activities for remediation if initial teaching needs support/reteaching. 

# data[].attributes.subject
Activities for remediation if initial teaching needs support/reteaching. 

# data[].attributes.body
Kindergarten students are screened for risk factors in acquiring beginning reading skills in the second semester of kindergarten. Appropriate screening measures for the second semester of kindergarten include measures that are strong predictors of a student's successful response to explicit phonemic awareness instruction or beginning reading acquisition
https://www.edb.gov.hk/en/edu-system/special/resources/serc/irtp/book-3.html

https://education.ufl.edu/ufli/files/2020/03/PA-Activities.pdf

# data[].attributes.attachment_link.description
This article defines phonological awareness and discusses historic and contemporary research findings regarding its relation to early reading. Common misconceptions about phonological awareness are addressed. Research-based guidelines for teaching phonological awareness and phonemic awareness to all children are described. Additional instructional design guidelines are offered for teaching children with learning disabilities who are experiencing difficulties with early reading.

# data[].attributes.body
Phonemes
Students will isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words

# data[].attributes.body
Accommodations - Special Needs

https://www.literacyworldwide.org/docs/default-source/where-we-stand/phonemic-awareness-position-statement.pdf?sfvrsn=6
https://benchmarkeducation.com/best-practices-library/supporting-the-development-of-special-needs-learners.html

# data[].attributes.attachment_link.title
Phonological Processing | Teach Special Education

# data[].attributes.attachment_link.description
Aggression Management Anger/Frustration Management Anxiety Management Articulation Skills Attendance Strategies Attention Skills Assistive Technology Skills Blind/Vision Impaired Bullying Management Skills Central Auditory Processing Deafness Depression/Sadness Management Disengagement/Motivation Strategies Eating Disorder Strategies Emotional Regulation English Language Skills Executive Function Fine Motor Skills Gambling Disorder Grief Management Gross Motor Skills Hearing Intellectual

# data[].attributes.headline
Activities for remediation if initial teaching needs support/reteaching

# data[].attributes.subject
Activities for remediation if initial teaching needs support/reteaching

# data[].attributes.body
http://www.ldonline.org/article/6254/
https://www.reallygreatreading.com/content/six-layers-phonemic-awareness-really-great-reading-blog

# data[].attributes.body
The most common barrier to early reading success is the inability to process language phonologically (Ehri & Nunes, 2002). Students with special needs are especially at risk for reading failure if they did not receive phonemic awareness instruction.

# data[].attributes.headline
Activities/accommodations for English Language Learners (ELLs) 

# data[].attributes.subject
Activities/accommodations for English Language Learners (ELLs) 

# data[].attributes.body
Some phonemes may not be present in ELLs' native language and, therefore, may be difficult for a student to pronounce and distinguish auditorily, as well as to place into a meaningful context. For ELLs, as with all students, it is important that instruction have meaning, so that the words and sounds students are manipulating are familiar. It is therefore necessary for ELLs to have knowledge of the English vocabulary words within which they are to understand phonemes. Teachers can teach phonemic awareness while also explicitly teaching vocabulary words, their meaning, and their pronunciation to ELL
https://www.sagepub.com/sites/default/files/upm-binaries/40626_1.pdf
https://www.education.pa.gov/Documents/K-
http://education.ohio.gov/Topics/Student-Supports/English-Learners/Teaching-English-Learners

Accommodations Guidelines for English Learners (ELs)
12/Assessment%20and%20Accountability/PSSA/Accommodations/Accommodations%20Guidelines%20for%20ELs.pdf

# data[].attributes.attachment_link.readable_text
August, D., Hakuta, K. (1997). Improving schooling for language-minority children: A research agenda. Washington, DC: National Research Council.

Center for the Improvement of Early Reading Achievement. (2001). Put reading first: The research building blocks for teaching children to read. The Partnership for Reading: National Institute for Literacy; National Institute of Child Health and Human Development; and U.S. Department of Education.

Clay, M. (1993). Reading Recovery in English and other languages. Keynote address presented at the West Coast Literacy Conference, Palm Springs, CA.

Collier,V. & Thomas, W. (1992). A synthesis of studies examining long-term language minority student data on academic achievement. Bilingual Research Journal, 16(1-2), 187-212.

Cummins, J. (1989). Empowering minority students. Sacramento, CA: California Association for Bilingual Education.

Cummins, J. (1992). Language proficiency, bilingualism, and academic achievement. In P. A. Richard-Amato and M. A. Snow (Eds.), The multicultural classroom: Readings for content-area teachers. White Plains: Longman.

Escamilla, K. (1987). The relationship of native language reading achievement and oral English proficiency to future achievement in reading English as a second language. Unpublished doctoral dissertation, Univer-sity of California, Los Angeles.

Hiebert, E. H., Pearson, P.D., Taylor, B.M., Richardson, V., Paris, S.G. (1998). Every child a reader: Applying reading research to the classroom. Center for the Improvement of Earl Reading Achievement. Ann Arbor, MI: University of Michigan School of Education.

International Reading Association. (2001). Summary of the National Reading Panel Report, "Teaching Children to Read." Paper presented at the annual meeting of the International Reading Association, Washington, DC, July 2001.

Moats, L.C. (1999). Teaching reading is rocket science: What expert teachers of reading should know and be able to do. Washington, DC: American Federation of Teachers.

National Clearinghouse for Bilingual Education (2002). Survey of the states' limited English proficient students and available educational programs and services, 1999-2001. Washington, DC: NCBE.

National Institute of Child Health and Human Development (2000a). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office.

National Institute of Child Health and Human Development (2000b). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups (NIH Publication No. 00-4754). Washington, DC: U.S. Government Printing Office.

National Reading Panel (2001). "Frequently asked questions." [Online]. Available: http:// www.nationalreadingpanel.org/faq/faq.htm

New York State Education Department, Office of Bilingual Education. (2000). The teaching of language arts to limited English proficient/English language learners: A resource guide for all teachers. Albany, NY: Author.

Peregoy, S. F. & Boyle, O. F. (2000). English learners reading English: What we know, what we need to know. Theory into practice, 39(4), 237-247.

Ramirez, J.D. (2001). Bilingualism and literacy: Problem or opportunity? A synthesis of reading research on bilingual students. A Research Symposium on High Standards in Reading for Students in Diverse Language Groups: Research, Policy, and Practice. Washington, D.C.: Office of Bilingual Education and Minority Languages Affairs, U.S. Department of Education.

Rodriguez, A. (1988). Research in reading and writing in bilingual education and English as a second language. In A. Ambert (Ed.), Bilingual Education and English as a Second Language. New York: Garland Pub.

Snow, C., Burns, S., & Griffin, P. (Eds.). (1998). Preventing Reading Difficulties in Young Children. Washington, DC: National Academy Press.

U.S. Congress, No Child Left Behind Act (P.L. 107-110), 2001.

# data[].attributes.attachment_link.title
English Language Learners and the Five Essential Components of Reading Instruction

# data[].attributes.attachment_link.description
Find out how teachers can play to the strengths and shore up the weaknesses of English Language Learners in each of the Reading First content areas.