Embed Size (px)
DESCRIPTION
Content/Language Objectives & Word Study : Early Language and Literacy Certificate, Course 1 . Class 12 Guided Reading Plus. Housekeeping. Progress Monitoring F orms are due today !. Homework Review. Thinking about the reading you did - PowerPoint PPT Presentation
Citation preview
Content/Language Objectives & Word Study:
Early Language and Literacy Certificate, Course 1
Class 12Guided Reading Plus
Housekeeping
O Progress Monitoring Forms are due today!
Homework ReviewO Thinking about the reading you did
O What stands out to you about supporting language development during the book orientation?
Running RecordsO Expectations
O Be able to take a running record using standard conventions (so someone else can read and understand)
O Be able to score accuratelyO Be able to analyze with a large degree of
exactness
O MUST practice ALL steps every other day in order to learn this!
O Serious confusions – see handout!
Essential Questions
O How do content/language objectives help a teacher weave oral language instruction into Guided Reading Plus?
O Why is it important to teach for principles (not items) in word work?
Content/Language Objectives
Early Language and LiteracyCertificate Program
Foundational IdeasO Every lesson should develop
O reading ability (strategies & skills)O reading comprehensionO language (structure &
vocabulary)
Foundational IdeasO Language development, just like
content, must be deliberately planned and communicated to students
O The teacher must know and clearly communicate to students:O what they are learningO why it’s important
Foundational IdeasO Reading is complex O In every lesson, students are
O learning to readO learning to talk and write about what
they read
O What we’re teaching IS NOT the book – the book is the vehicle
Foundational IdeasO Remember, language
development is not just about VOCABULARYO Children are in process of learning
both vocabulary words AND grammar for using those words
Content/Language Objectives
O Read Handout: Content Language ObjectivesO guide, not perfect modelO specific to our purposes with GRPO supports not differentiated due to small group
differentiation
O Everyone in the district is at different levels with this - relax
O Writing a great CLO is not sufficient – it has to be evident in our teaching!
VideoO DVD - Nonfiction Reading Day – Book
Discussion After Reading
O How did the teacher weave oral language instruction into the reading discussion? O What content did she address?O What language learning was evident?
O How might we make that into an objective?
Content/Language ObjectiveO Students will
explain orallyO Function O Domain
Content/Language ObjectiveO Students will
explain orally the life cycle of a butterfly
O content
Content/Language ObjectiveO Students will
explain orally the life cycle of a butterfly using vocabulary from the text
O form
Content/Language ObjectiveO Students will
explain orally the life cycle of a butterfly using vocabulary from the text supported through photographs & labels.
O support
Learning to Read vs. Comprehension
O Always working on both
O CLO focus varies by text level and emphasis for each lesson
CLO vs. Individual Focus
O CLOO a group focusO guides what we say to the group &
sometimes individual children
O Individual focusO guides what you say to each child while
they’re reading
O Probably won’t be the same
Word StudyEarly Language and Literacy
Certificate Program
Foundational Idea:Word Study
O The GOALS O to decode rapidly and efficiently while
keeping the focus on meaningO to understand how words work
O The point of word work is to isolate word study around a principle that children can then apply in text.O 1-3 minutes
Foundational Ideas:Word Study
1. HFWO Recognizing and writing words
quickly and automatically2. Phonemic awareness
O hearing soundsOR
3. Phonics O Using letter/sound relationshipsO Using spelling patterns, word parts,
syllables, and analogy
Foundational Ideas – Word Study
OTeach principles, not items
OTeach one principle with several examples
Foundational Ideas: Word Study Principles
O “Two consonants can make one sound.”O sh – shut, th – think, ch – child
O “There are different ways to pronounce –ed at the end of a word.”O looked (t), wanted (ed), learned (d)
O “Some initial letters are silent.”O knock, write
O “You can use a part from a word you know to make a new word.”O boat – groan – groaning; rain – tail - tails
Word Study ContinuumO Handout: Word Study Continuum
O Levels 1-6: Ours (Eng & Span)O Levels 1-28: Dorn (Eng) & ILe (Span)
O Word work MUST be appropriate to the level of the reader or it is a waste of timeO Ex: Don’t teach ‘oa’ says ō in a level 3
when children are barely looking at 1st letterO vowel pairs show up in levels 10/12
Foundational Word Study Procedure
O Say it Slowly (SS) = Say a one syllable word slowly and smoothly in a connected way
O Why? Aligns with real speechO Important to hear individual phonemes
(tapping c-a-t) EARLY O Once children can do that, move on to
blending sounds
Say it Slowly (SS)O All auditory – use pictures to practice
O Let’s Try
O Make sure your students can all say a word slowly (SS) by next class
Essential Questions
O How do content/language objectives help a teacher weave oral language instruction into Guided Reading Plus?
O Why is it important to teach for principles (not items) in word work?
Essential ConnectionsO LEAP
O MCD: methods & pacing, academic languageO HIIM: check for understanding, feedback
O English Language LearnersO Oral Language DevelopmentO Academic Language
O Common Core ShiftsO NonfictionO EvidenceO Increasing text complexity
HomeworkO READ
O Explicit Phonics Lessons in Large and Small Groups & Phonics Example (WRS 242-243 + Margaret)
O Word work continuum at level appropriate for your group
O DOO Reflect on classO Reflect on reading O Teach your GRP group to “Say it Slowly” (SS)O Write CLO in your GRP lessons from now on
O BRING to next classO Next class powerpoint (for notes)O ALL handouts received thus far
