{"id":15,"date":"2017-08-22T11:37:55","date_gmt":"2017-08-22T11:37:55","guid":{"rendered":"http:\/\/americanboard.org\/Subjects\/elementary-education\/?page_id=15"},"modified":"2017-09-20T16:07:38","modified_gmt":"2017-09-20T16:07:38","slug":"phonics-instruction-part-ii","status":"publish","type":"page","link":"https:\/\/americanboard.org\/Subjects\/elementary-education\/phonics-instruction-part-ii\/","title":{"rendered":"Phonics Instruction, Part II"},"content":{"rendered":"<div class=\"twelve columns\" style=\"margin-top: 10%;\">\n<div class=\"advance\"><a class=\"button button-primary\" href=\"http:\/\/americanboard.org\/Subjects\/elementary-education\/phonics-instruction-part-i\">\u2b05 Previous Lesson<\/a>\u00a0<a class=\"button\" href=\"http:\/\/americanboard.org\/Subjects\/elementary-education\/alphabetics-fluency\">Workshop Index<\/a>\u00a0<a class=\"button button-primary\" href=\"http:\/\/americanboard.org\/Subjects\/elementary-education\/fluency\">Next Lesson \u27a1<\/a><\/div>\n<p><!-- CONTENT BEGINS HERE --><\/p>\n<h1 id=\"title\">Phonics Instruction, Part II<\/h1>\n<h4>Objective<\/h4>\n<p>In this section, we\u2019ll continue to examine how students become readers, specifically how letter knowledge, mastering conventional spelling patterns, and other skills move them closer to comprehension and fluency. We\u2019ll also review some more phonics terms that you\u2019ll need to know.<\/p>\n<section>\n<h3>From Phonemes to Graphemes<\/h3>\n<p>Print surrounds us\u2014on monitors, magazine, buses, televisions\u2014and it can be difficult to realize what it might be like to take the first tentative steps into this world. However, it is crucial to familiarize students with the conventions of our language as it appears in print. Students should know the following:<\/p>\n<ul>\n<li>Printed words carry meaning (just like spoken words).<\/li>\n<li>Print is always organized; for example, it appears on a page from left to right, top to bottom.<\/li>\n<li>Words are made up of letters.<\/li>\n<li>Words are separated by spaces.<\/li>\n<li>Words are grouped into sentences.<\/li>\n<\/ul>\n<p>Of course, as students&#8217; skills develop, they may develop <strong>print awareness<\/strong>, which may include recognition of punctuation and other subtleties. At the outset of their reading careers, however, it\u2019s enough for students to grasp the basics of the printed word.<\/p>\n<h3>Putting It All to Work<\/h3>\n<ul>\n<li>They use the letters in a word to figure it out instead of guessing at it from context clues and adjacent graphics.<\/li>\n<li>They consider pretty much every letter in a word when they decode.<\/li>\n<li>They rely on their knowledge of phoneme-to-letter relationships to decode words.<\/li>\n<li>They attack words with strategies that work for them.<\/li>\n<li>They have a firm grip on sight words, which are words they\u2019ve encountered enough times to recognize without having to consciously decode them.<\/li>\n<\/ul>\n<p>If you weren\u2019t aware of those basic concepts, you might not be able to recognize and intervene when your students exhibit characteristics of unhappy or struggling readers, including the following:<\/p>\n<ul>\n<li>They\u2019re not yet comfortable manipulating phonemes.<\/li>\n<li>They struggle with naming the letters of the alphabet.<\/li>\n<li>They have mastered only a few phoneme-to-letter relationships.<\/li>\n<li>They\u2019re not adept at applying any strategies for decoding words.<\/li>\n<li>Their modest repertoire of sight words, in combination with the other limitations, results in frequent frustration and, therefore, fewer attempts to read.<\/li>\n<\/ul>\n<h3>Measurement<\/h3>\n<p>Conducting frequent formal and informal assessments of your students&#8217; reading characteristics will inform your decisions about what to emphasize, as well as with whom. If you fail to recognize the needs of your frustrated readers, there is a strong possibility that their future reading habits will continue to diverge\u2014in a bad way\u2014from the healthy reading attitudes and habits of your happy readers.<\/p>\n<p>Assessing a student&#8217;s facility with sight words is one common way to check on reading progress. There are several prepared lists of sight words, the Dolch list being one of the more popular. University of Illinois researcher E. W. Dolch assembled this list, which is divided by grade level. Here&#8217;s a sample:<\/p>\n<table>\n<thead>\n<tr>\n<th>Dolch List: First Grade<\/th>\n<th>Dolch List: Second Grade<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>after<\/td>\n<td>does<\/td>\n<\/tr>\n<tr>\n<td>lot<\/td>\n<td>gave<\/td>\n<\/tr>\n<tr>\n<td>once<\/td>\n<td>those<\/td>\n<\/tr>\n<tr>\n<td>take<\/td>\n<td>their<\/td>\n<\/tr>\n<tr>\n<td>walk<\/td>\n<td>upon<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>These lists can be used to guide assessments of students\u2019 sight-word abilities and can be used throughout the school year.<\/p>\n<h3>Common Errors<\/h3>\n<p>At the outset of their careers as readers, young students may make a variety of mistakes, such as confusing the letters b and d or s and z. Other problems include skipping words, confusing &#8220;the&#8221; and &#8220;a,&#8221; using pictures to decode a word, and guessing the word based on its first letter.<\/p>\n<p>Early on, a young reader\u2019s fluency level will be such that they read word-by-word, and they will usually recognize mistakes in their own reading. As an instructor, it can be useful to help them formulate questions about what they\u2019re reading. For example:<\/p>\n<p>Student: \u201cWhen the sun set, the house grew bark.\u201d<\/p>\n<p>Teacher: \u201cDoes that make sense? \u2018The house grew bark?\u2019\u201d<\/p>\n<p>Student: \u201cNo\u2014houses don\u2019t grow bark.\u201d<\/p>\n<p>Teacher: \u201cLet\u2019s look at that sentence again.\u201d<\/p>\n<p>Rereading is another effective strategy in smoothing out students&#8217; decoding process, as well as helping them build fluency. Younger students will usually want to read and reread, and teachers can use this tendency to correct mistakes, build fluency, and increase comprehension skills.<\/p>\n<section class=\"question\">\n<h4>Question<\/h4>\n<p>Which of the following is characteristic of successful readers?<\/p>\n<ol>\n<li>They have a modest repertoire of sight words.<\/li>\n<li>They consider pretty much every letter in a word when they decode.<\/li>\n<li>They have mastered only a few phoneme-to-letter relationships.<\/li>\n<li>They\u2019re not yet comfortable manipulating phonemes.<\/li>\n<\/ol>\n<p><a class=\"button button-primary q-answer\"> Reveal Answer <\/a><\/p>\n<p class=\"q-reveal\">Choice B is the correct response. You\u2019ll recall that letter-sound relationships are no problem for our successful readers, so they have learned that they can decode many words they encounter just by sounding out and blending the phonemes represented by the letters in the word.<\/p>\n<\/section>\n<h3>What can I do to turn my students into happy readers?<\/h3>\n<p>Here\u2019s a scenario: You\u2019ve assessed your students\u2019 reading habits and have identified one or more kids who aren\u2019t yet comfortable manipulating phonemes. It might be tempting to continue at the pace of your middle group, but doing so will widen and perpetuate the nascent divergence we just talked about. Instead, you\u2019ll need to conduct small-group lessons with your struggling readers in which you deal with phonemic awareness. How?<\/p>\n<p>First, recognize that\u2014even though this is phonemic awareness\u2014this is something you can teach and that your students can learn. Rhyme and alliteration are, developmentally speaking, usually the most accessible to young children. For pre-kindergarten and kindergarten students, a number of daily activities that incorporate songs, poems, fingerplays, nursery rhymes, tongue twisters, and stories in anticipatable rhyme provide opportunities for explicit instruction in rhyme and alliteration.<\/p>\n<p>During such activities, draw students\u2019 attention to words that have the same ending sounds (rhymes) and words with the same beginning sounds (alliteration). Incorporate those skills throughout the day by asking students what words rhyme with new words you\u2019ve learned, or with new students\u2019 names, etc. Similarly, ask students to identify something in the cafeteria that begins with the \/t\/ sound, such as table, turkey, trays, etc.<\/p>\n<section class=\"question\">\n<h4>Question<\/h4>\n<p>Which of the following statements is true about phonemic awareness?<\/p>\n<ol>\n<li>Since it only applies to preschool children, there\u2019s no need to assess phonemic awareness in first-grade students.<\/li>\n<li>Phonemic awareness is a natural function of a kid\u2019s development; it is not the type of thing that can be taught.<\/li>\n<li>Most successful first-grade readers can\u2019t count the syllables in a word.<\/li>\n<li>Phonemic awareness can be taught deliberately and learned.<\/li>\n<\/ol>\n<p><a class=\"button button-primary q-answer\"> Reveal Answer <\/a><\/p>\n<p class=\"q-reveal\">Choice D is the correct response. If phonemic awareness were not teachable, there would be a great deal more illiteracy in the United States.<\/p>\n<\/section>\n<p>Mastering rhyme and alliteration will make the phonological concepts of onset and rime more accessible to your students, but experts recommend swinging past sentence segmentation and syllable segmentation on the way to onset and rime. Such segmentation lessons lend themselves to <abbr title=\"Relating to bodily movement.\">kinesthetic<\/abbr> learning, as you may ask your students to clap, slap, snap, or hop for each word in a sentence or for each syllable in a name or word.<\/p>\n<p>The activities listed above\u2014poems, fingerplays, etc.\u2014are not done simply to take up time or because kids like them, although the former means you can squeeze lessons into transitions during the school day, and the latter is just plain fortuitous. When you\u2019ve determined from some form of assessment the type of lesson your students need, you then choose the type of phonemic awareness activity that will facilitate your teaching objective.<\/p>\n<p>Make sure that your instructional methods address specific goals\u2014they need to be <strong>explicit<\/strong> and <strong>systematic<\/strong>. <a class=\"inline cboxElement\" href=\"#segmentation\">Click here for an example.<\/a><\/p>\n<div style=\"display: none;\">\n<div id=\"segmentation\" style=\"padding: 10px; background: #fff;\">\n<h4>Segmentation Activity<\/h4>\n<p><center><img decoding=\"async\" src=\"http:\/\/americanboard.org\/Subjects\/elementary-education\/wp-content\/uploads\/sites\/4\/2017\/08\/segact.jpg\" alt=\"Segmentation activity\" \/><\/center><\/div>\n<\/div>\n<p>All of these phonological awareness competencies anticipate the most granular of the segmenting activities, the segmentation of words into discrete phonemes. It is this level of phonological awareness that people call phonemic awareness. Such progression from the most accessible to the most discrete phonological awareness competency is cumulative and natural.<\/p>\n<p>Let&#8217;s take a look at one small-group activity. As you work through small-group lessons, keep a tally sheet that lists the specific letters you\u2019re addressing, as well as the students in the group. This will enable you to record areas of continued need for each student, allowing you to group your students more effectively for subsequent instruction. Doing this will actually free you from aimless lessons and will be of greater benefit to the individual learners in your classroom.<\/p>\n<p><center><img decoding=\"async\" src=\"http:\/\/americanboard.org\/Subjects\/elementary-education\/wp-content\/uploads\/sites\/4\/2017\/08\/arrayactivity1.jpg\" alt=\"Large letter cards\" \/><\/center><\/p>\n<p class=\"figcaption\">Large letter cards for use by teacher (one of each letter)<\/p>\n<p>Use these cards to activate the students\u2019 prior knowledge of the letters and their associated sounds. After reviewing the letter names and sounds, model the objective for this lesson by stating the name of the letter d, identifying the photo of the dog on the photo array as representing a word that starts with <strong>d<\/strong>, and placing one of the small <strong>d<\/strong> letter cards on the photo of the dog.<\/p>\n<table>\n<tbody>\n<tr>\n<td><img decoding=\"async\" src=\"http:\/\/americanboard.org\/Subjects\/elementary-education\/wp-content\/uploads\/sites\/4\/2017\/08\/rocks.gif\" alt=\"Rocks\" \/><\/td>\n<td><img decoding=\"async\" src=\"http:\/\/americanboard.org\/Subjects\/elementary-education\/wp-content\/uploads\/sites\/4\/2017\/08\/rat.gif\" alt=\"Rat\" \/><\/td>\n<td><img decoding=\"async\" src=\"http:\/\/americanboard.org\/Subjects\/elementary-education\/wp-content\/uploads\/sites\/4\/2017\/08\/toegif.gif\" alt=\"Toe\" \/><\/td>\n<td><img decoding=\"async\" src=\"http:\/\/americanboard.org\/Subjects\/elementary-education\/wp-content\/uploads\/sites\/4\/2017\/08\/tooth.gif\" alt=\"Tooth\" \/><\/td>\n<td><img decoding=\"async\" src=\"http:\/\/americanboard.org\/Subjects\/elementary-education\/wp-content\/uploads\/sites\/4\/2017\/08\/drum.gif\" alt=\"Drum\" \/><\/td>\n<\/tr>\n<tr>\n<td><img decoding=\"async\" src=\"http:\/\/americanboard.org\/Subjects\/elementary-education\/wp-content\/uploads\/sites\/4\/2017\/08\/2gif.gif\" alt=\"Two\" \/><\/td>\n<td><img decoding=\"async\" src=\"http:\/\/americanboard.org\/Subjects\/elementary-education\/wp-content\/uploads\/sites\/4\/2017\/08\/duck.gif\" alt=\"Duck\" \/><\/td>\n<td><img decoding=\"async\" src=\"http:\/\/americanboard.org\/Subjects\/elementary-education\/wp-content\/uploads\/sites\/4\/2017\/08\/dog.gif\" alt=\"Dog\" \/><\/td>\n<td><img decoding=\"async\" src=\"http:\/\/americanboard.org\/Subjects\/elementary-education\/wp-content\/uploads\/sites\/4\/2017\/08\/desk.gif\" alt=\"Desk\" \/><\/td>\n<td><img decoding=\"async\" src=\"http:\/\/americanboard.org\/Subjects\/elementary-education\/wp-content\/uploads\/sites\/4\/2017\/08\/10.gif\" alt=\"Ten\" \/><\/td>\n<\/tr>\n<tr>\n<td><img decoding=\"async\" src=\"http:\/\/americanboard.org\/Subjects\/elementary-education\/wp-content\/uploads\/sites\/4\/2017\/08\/tree.jpg\" alt=\"Tree\" \/><\/td>\n<td><img decoding=\"async\" src=\"http:\/\/americanboard.org\/Subjects\/elementary-education\/wp-content\/uploads\/sites\/4\/2017\/08\/rain.gif\" alt=\"Rain\" \/><\/td>\n<td><img decoding=\"async\" src=\"http:\/\/americanboard.org\/Subjects\/elementary-education\/wp-content\/uploads\/sites\/4\/2017\/08\/roof.gif\" alt=\"Roof\" \/><\/td>\n<td><img decoding=\"async\" src=\"http:\/\/americanboard.org\/Subjects\/elementary-education\/wp-content\/uploads\/sites\/4\/2017\/08\/door.gif\" alt=\"Door\" \/><\/td>\n<td><img decoding=\"async\" src=\"http:\/\/americanboard.org\/Subjects\/elementary-education\/wp-content\/uploads\/sites\/4\/2017\/08\/ring.jpg\" alt=\"Ring\" \/><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p class=\"figcaption\">Photo array for use by students (one for each student).<br \/>\nThere are five pictures of things that start with d, five of r, and five of t.<\/p>\n<p><center><img decoding=\"async\" src=\"http:\/\/americanboard.org\/Subjects\/elementary-education\/wp-content\/uploads\/sites\/4\/2017\/08\/arrayactivity2.jpg\" alt=\"Small letter cards\" \/><\/center><\/p>\n<p class=\"figcaption\">Small letter cards for use by students (five of each letter for each student)<\/p>\n<p>After you model how to use the tiles, let the group of students support each other in guided practice: Hold up the large letter card for any of the three letters and ask the group the letter\u2019s name and sound. Then ask the group to identify a photo on the array of something that begins with that letter. Then ask the group to place one of the appropriate small letter cards on that photo.<\/p>\n<p>Once it is clear that the group can perform the objective, clear the array, divvy up the cards again, and ask students to perform the objective independently, with their own sets of small letter cards and their own photo array, as you flash each of the large letter cards five times, in scattered fashion. Play the game, evaluate, and reteach, until mastery.<\/p>\n<p>Now that the students can consistently match letters with their names and with photos of things that begin with the letters\u2019 sounds, it\u2019s time to evaluate students\u2019 mastery of the objective of associating the written letter with its name and its sound.<\/p>\n<p>The evaluation is always done on an individual basis. Choose two of the three letters from the activity and shuffle the ten small letter cards. Draw cards one at a time. The student is to identify the name of the letter and its sound. Use the tally sheet below to record student performance.<\/p>\n<p><img decoding=\"async\" style=\"width: 100%;\" src=\"http:\/\/americanboard.org\/Subjects\/elementary-education\/wp-content\/uploads\/sites\/4\/2017\/08\/targetchart.jpg\" alt=\"Target chart\" \/><\/p>\n<p class=\"figcaption\">Each student is shown each of the ten small letter cards in the shuffled deck one at a time. He or she is to state the name of the letter, as well as the sound of the letter. Mark the corresponding space for each correct response. If the student does not respond correctly, leave the corresponding space blank. The goal is at least four correct responses out of five chances. Ricky needs some more practice with the letter &#8220;r&#8221;.<\/p>\n<p>For teaching letter-sound associations, there are many visual aids and manipulatives you can either make with the students or buy commercially. If you have several different types of programs, letter manipulatives, or reading instruction methods available, you can judge the relative effectiveness of each one to the others, based on the results of your ongoing progress monitoring.<\/p>\n<section class=\"question\">\n<h4>Question<\/h4>\n<p>Continuous progress monitoring helps the teacher do which of the following?<\/p>\n<ol>\n<li>Verify mastery, identify students with continued need, isolate skills that require further practice, assess effectiveness of instructional methods.<\/li>\n<li>Validate failing grades, identify disruptive students, commercialize programs, address letters.<\/li>\n<li>Value holistic grading, identify with other teachers, isolate trouble students, access permanent records.<\/li>\n<li>Vilify failing students, identify constant disruptions, isolate skills that require further practice, assess effectiveness of instructional methods.<\/li>\n<\/ol>\n<p><a class=\"button button-primary q-answer\"> Reveal Answer <\/a><\/p>\n<p class=\"q-reveal\">Choice A is the correct response. Continuous progress monitoring allows the teacher to marshal his or her resources more wisely, to group students for instruction appropriately, and to determine whether instructional methods are effective.<\/p>\n<\/section>\n<section class=\"question\">\n<h4>Question<\/h4>\n<p>Which of the following is another way to say \u201cexplicit and systematic\u201d?<\/p>\n<ol>\n<li>Formal and fortuitous<\/li>\n<li>Rhyme and alliteration<\/li>\n<li>Specific and deliberate<\/li>\n<li>Kinesthetic and anticipatable<\/li>\n<\/ol>\n<p><a class=\"button button-primary q-answer\"> Reveal Answer <\/a><\/p>\n<p class=\"q-reveal\">Choice C is the correct response. The explicit part of the phrase refers to the clear relationship between the activity and the objective it\u2019s planned to teach. The systematic part of the phrase refers to the teacher\u2019s intention for teaching the lesson, as will be measured when the student is given the opportunity to perform the objective independently. Assessment informs the lesson and measures its effectiveness.<\/p>\n<\/section>\n<p>It is likely that students will gain some understanding of the mathematical concept of one-to-one correspondence around the same time that they are being taught phonological awareness lessons. If you teach first grade and have noticed that a student isn\u2019t catching on to the segmenting activities, it may be that he or she hasn\u2019t grasped one-to-one correspondence yet. Such students will not be able to transfer manipulatives from one container to another while counting each manipulative aloud. That is, they do not recognize that each number corresponds to one and only one of the manipulatives. It is apparent that lacking that ability would have a negative effect on students&#8217; segmenting efforts in phonological awareness activities.<\/p>\n<section class=\"question\">\n<h4>Question<\/h4>\n<p>Which of the following phonological awareness skills represents \u201cphonemic awareness?\u201d<\/p>\n<ol>\n<li>Alliteration and rhyme<\/li>\n<li>Sentence segmentation<\/li>\n<li>Segmentation of words into syllables<\/li>\n<li>Segmentation of words into sounds<\/li>\n<\/ol>\n<p><a class=\"button button-primary q-answer\"> Reveal Answer <\/a><\/p>\n<p class=\"q-reveal\">Choice D is the correct response. Remember that phonemes are the irreducible elements of spoken language. When students recognize these individual sounds and are able to segment them, drop them, and add them, those students are phonemically aware.<\/p>\n<\/section>\n<h3>How Can I Teach a Struggling Reader to Make Letter-sound Associations?<\/h3>\n<p>First, monitor each student\u2019s phonological awareness to verify whether he or she is on track with the objectives you have set. In the course of your monitoring, you will be able to identify the specific students who need further practice with the assessed objectives. You can also use the results of your monitoring to determine the type of further practice that is needed; you\u2019ve asked about letter-sound associations, so we\u2019ll say that is a need for several of your students. Ideally, you will also have determined from your monitoring which specific letter-sound associations these students require more work with.<\/p>\n<p>When providing additional instruction, work with small groups of students showing similar needs. Whole-group instruction is least effective for reviewing objectives needed by only a few students, as those who have already mastered the objective may become bored and disruptive or may be overeager to demonstrate what they know, giving the target students little incentive to apply themselves to the lesson. One-on-one instruction sometimes puts students ill at ease; but small-group instruction allows you to focus on specific objectives with a small number of students, while providing a sense of insulation that encourages each student to participate.<\/p>\n<h3>Vocabulary Development<\/h3>\n<p>Like phonics instruction, vocabulary instruction works best when it is systematic and explicit. And, while \u201cexplicit vocabulary instruction\u201d can conjure up images of word lists, dictionaries, and weekly quizzes, it doesn\u2019t have to be boring or rote. The English language has seemingly endless twists and turns, and these can be used to engage students more directly than memorizing definitions from the dictionary. For example, you could dig a little deeper than the dictionary in examining the word &#8220;gave&#8221; in the following sentences:<\/p>\n<p>Marcus gave James $199.<\/p>\n<p>John gave his wife a kiss.<\/p>\n<p>She gave her patient an injection.<\/p>\n<p>The troupe gave an excellent performance.<\/p>\n<h3>Review<\/h3>\n<ul>\n<li>Phonics is part of a larger arc of instruction that begins with simple phonological awareness concepts.<\/li>\n<li>Mastery of phonemic awareness\u2014that is, segmenting and manipulating individual sounds within words\u2014is a necessary prerequisite for reading mastery, but letter-sound associations (phonics) can be introduced before such mastery is attained.<\/li>\n<li>Awaken kids to necessary objectives through explicit, systematic lessons that incorporate phonics in word study, spelling, and reading activities.<\/li>\n<li>Use performance data from progress monitoring to identify students who need more practice, isolate the specific objectives they need to work with, and determine the most effective reading instructional methods to use.<\/li>\n<\/ul>\n<\/section>\n<p><!-- CONTENT ENDS HERE --><\/p>\n<div class=\"advance\"><a class=\"button button-primary\" href=\"http:\/\/americanboard.org\/Subjects\/elementary-education\/phonics-instruction-part-i\">\u2b05 Previous Lesson<\/a>\u00a0<a class=\"button\" href=\"http:\/\/americanboard.org\/Subjects\/elementary-education\/alphabetics-fluency\">Workshop Index<\/a>\u00a0<a class=\"button button-primary\" href=\"http:\/\/americanboard.org\/Subjects\/elementary-education\/fluency\">Next Lesson \u27a1<\/a><\/div>\n<p><a class=\"backtotop\" href=\"#title\">Back to Top<\/a><\/p>\n<\/div>\n","protected":false},"excerpt":{"rendered":"<p>\u2b05 Previous Lesson\u00a0Workshop Index\u00a0Next Lesson \u27a1 Phonics Instruction, Part II Objective In this section, we\u2019ll continue to examine how students become readers, specifically how letter knowledge, mastering conventional spelling patterns, and other skills move them closer to comprehension and fluency. We\u2019ll also review some more phonics terms that you\u2019ll need to know. From Phonemes to [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-15","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/americanboard.org\/Subjects\/elementary-education\/wp-json\/wp\/v2\/pages\/15","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/americanboard.org\/Subjects\/elementary-education\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/americanboard.org\/Subjects\/elementary-education\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/americanboard.org\/Subjects\/elementary-education\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/americanboard.org\/Subjects\/elementary-education\/wp-json\/wp\/v2\/comments?post=15"}],"version-history":[{"count":12,"href":"https:\/\/americanboard.org\/Subjects\/elementary-education\/wp-json\/wp\/v2\/pages\/15\/revisions"}],"predecessor-version":[{"id":1199,"href":"https:\/\/americanboard.org\/Subjects\/elementary-education\/wp-json\/wp\/v2\/pages\/15\/revisions\/1199"}],"wp:attachment":[{"href":"https:\/\/americanboard.org\/Subjects\/elementary-education\/wp-json\/wp\/v2\/media?parent=15"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}