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Kindergarten and First Grade Student Center Activities Phonological Awareness | Phonics | Fluency | Vocabulary | Comprehension

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Kindergarten and First Grade Student Center Activities Phonological Awareness | Phonics | Fluency | Vocabulary | Comprehension

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Kindergarten and First Grade Student Center Activities Phonological Awareness | Phonics | Fluency | Vocabulary | Comprehension

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Kindergarten and First Grade Student Center Activities Phonological Awareness | Phonics | Fluency | Vocabulary | Comprehension

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Kindergarten and First Grade Student Center Activities Phonological Awareness | Phonics | Fluency | Vocabulary | Comprehension

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Fourth and Fifth Grade | Florida Center for Reading Research

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Fourth Grade and Fifth Grade Student Center Activities Advanced Phonics | Fluency | Vocabulary | Comprehension

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Fourth and Fifth Grade | Florida Center for Reading Research

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Fourth Grade and Fifth Grade Student Center Activities Advanced Phonics | Fluency | Vocabulary | Comprehension

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Fourth and Fifth Grade | Florida Center for Reading Research

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Fourth Grade and Fifth Grade Student Center Activities Advanced Phonics | Fluency | Vocabulary | Comprehension

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Fourth and Fifth Grade | Florida Center for Reading Research

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Fourth Grade and Fifth Grade Student Center Activities Advanced Phonics | Fluency | Vocabulary | Comprehension

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Fourth and Fifth Grade | Florida Center for Reading Research

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Fourth Grade and Fifth Grade Student Center Activities Advanced Phonics | Fluency | Vocabulary | Comprehension

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Sahar Abu-khalaf
Baldemar Rodriguez
Vanessa Cepeda
Jessica Craig
Mona Badrous

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Verdena Knoke, Sky L, Shannon W, Steven C and Benjamin L

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Stephanie Ambruz
Kemy Gonzalez
Patricia Zarate
Alex Rosenblum

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Zachary Roberts
Melissa Ferguson
Sean Alston
Marc Avant
Sudha Pingle

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Use auditory learning such as chanting songs, snapping,tracing to spell the words out loud and review the words on a daily basis.

Provide the use of visual aids (darker background and lighter words for contrast-organize in alphabetical order) and have students bring items from home to put onto the word wall to assist with comprehension and meaning of the words. Items may include a small toy, pencil/crayon (if that is the word) or drawing from the student. When students do the work, they do the learning. "I do, we do, you do." Students can also work in pairs for this activity.

Explain the words meaning using familiar examples and graphic organizers.

Students will also be provided with word banks and visual flash cards with difficult, medium and easy/fluent words (divided into a folder which is their personal word dictionary, kept by the student to support their reading, writing, and academic discussions).

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Mark Wishek
Savannah Hanson
Sekou Roberts
Joseph Balana
Mario Ordonez

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https://docs.google.com/presentation/d/1T-1fHmCajQOdv1dY0qzB3RgBQU8bG4hMRhmKXgKHflg/edit?usp=sharing

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https://docs.google.com/presentation/d/1vGZIm9aZY8AioFbfopJha724bY6ku_lE3AGl-kemczA/edit#slide=id.g128575822b7_0_0

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https://docs.google.com/presentation/d/1DYeE0VgmQUVqBf9TvQ90ToJH3UQnf0UA07bPNdOJ96U/edit?usp=sharing

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https://www.canva.com/design/DAFAWIe4wLU/McIXWKwSs_tWI9bBETSguw/edit?utm_content=DAFAWIe4wLU&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

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https://docs.google.com/presentation/d/1btzQccyoXRESieINIYU_k4yAntPXB_2kdhl9AyxZWmI/edit?usp=sharing