COW in Text Instruction PALS

© 2010 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved.

Concept of Word in TextInstruction


About me…• Grew up on a farm in NC• Married 43 years, 1 son, 0 grandkids• 15 years classroom teacher, PreK-3rd

• 10 years reading specialist, elementary• 2 years AP• 6 years principal• In 10th year in Spotsy, now PreK-5 Lit Coord.• So this is 43rd year as educator


Today you will:

• Learn about Concept of Word • Learn how classroom teachers teach COW• Discuss ways we can support this instruction


Background Info• PALS - Phonological Awareness Literacy Screening• PALS K Assessment

– Rhyme Awareness– Beginning Consonant Awareness– Alphabet Awareness– Letter Sounds (26 – not M, Q, X; includes sh, th,

ch)– Spelling– Concept of Word– Word Recognition in Isolation (optional)


Background Info• PALS 1-3 Assessment

– Spelling– Word Recognition in Isolation– Oral Reading in Context

• Accuracy• Rate• Comprehension• Fluency – phrasing and expression rubric

If indicated, go back and assess skills from PALS K


ReflectThink (1 minutes)Is this what you thought PALS was?What aspects were confirmed?What surprised you?Pair (2 minutes)Share your thinking with a shoulder partnerShare (3 minutes)Share any “AhHa’s” with whole group


Reports

• Teachers, reading specialists, principals have pass words to access all student data

• Work with classroom teachers to get the detail you need/want to support what they are doing

• PALS provides very explicit data!


Today’s focus: COW

Why? -Skills with which we’re already great-PALS Office research-Holds for our students


Let’s build background…

• Read the article, “Concept of Word in Text: An Integral Literacy Skill” to the bottom of P. 32, stopping at “Using PALS Scores….”

• As you read about the stages of development, visualize what a child at each stage (developing, rudimentary, and firm) would look like reading aloud with words on a chart in front of him


Let’s See Each Stage…• Developing Clip

After watching, turn and talk: What did you notice?

• Rudimentary Clip After watching, turn and talk: What did you notice?

• Firm Clip After watching, turn and talk: What did you notice?


Concept of Word in text

Immediately recognize letter

sounds

Isolate beginning consonants

Remember words in isolation that were previously seen in

context


Concept of Word in text Continuum

Developing Firm


Instructional transparency

COW assessment COW instruction


Concept of Word Task

Memorizing the rhyme

Model finger-point reading

Word ID in context

Word ID in isolation

COW Lesson Framework

Memorizing the rhyme

Model finger-point reading

Word ID in context

Word ID in isolation


Concept of Word in text A Whole-to-Part Framework


Group Size Time Materials

• Individual• Small group• Whole group

• 10 – 15 minutes • 5 days a week

• Picture representation of a rhyme/text• Chart paper or big book• Individual copies (text copy or book)• Word cards


Let’s talk texts …


Use a variety of …

• Nursery rhymes • Jump rope jingles• Songs

Just make sure the text is not one used on PALS

assessments! (Humpty Dumpty, Rain, There Was

a Little Turtle) Double check with kinder teachers, please!

Just make sure the text is not one used on PALS

assessments! (Humpty Dumpty, Rain, There Was

a Little Turtle) Double check with kinder teachers, please!


Step One: Teach the rhyme


1.Use a picture representation of the nursery rhyme.

2.Model how to recite the nursery rhyme several times. Point to each picture while reciting the rhyme.

3.Ask the students to point to each picture as they:a) Choral read the rhyme with youb) Echo read the rhyme picture by picturec) Recite the rhyme independently


Repeat this instructional sequence until the student can

recite the rhyme “by heart.”


Step Two: Finger-point reading


1.Using the text copy of the nursery rhyme, read the rhyme to students while pointing to each word.

2.Choral read the rhyme. Say –

3.Echo read the rhyme, line by line. Say -

Now let’s read it together. Eyes on the page. Read it with me as I point to each word.

Now let’s read it together. Eyes on the page. Read it with me as I point to each word.

Now we will take turns reading each line of the rhyme. First I’ll read a line and touch each word. Then you will

read the same line and touch each word. Ready?

Now we will take turns reading each line of the rhyme. First I’ll read a line and touch each word. Then you will

read the same line and touch each word. Ready?


4. Read the rhyme to students while pointing to each word.

5. Invite one student to recite the rhyme while pointing to the words of the nursery rhyme. Say -

This time I want you to do what I did. Point to each word as you say the rhyme. Be sure to touch each

word as you say it.

This time I want you to do what I did. Point to each word as you say the rhyme. Be sure to touch each

word as you say it.


Step Three: Word identification in context


1.After repeated readings of the nursery rhyme text, point to several words from the text and ask -

• Model how to voice point or read through the entire rhyme to figure out the target word.

• Model how to use knowledge of beginning sounds and letters to identify the target word.

What word is this?What word is this?


Scaffold the lesson by modeling how to use voice pointing and beginning sounds to identify the word.


1. Model how to voice point

Sam, Sam the baker man.The mouse went up the clock.



2. Model how to use beginning sound

Sam, Sam the baker man.The mouse went up the clock.



Step Four: Developing word recognition


1.Select several words from the nursery rhyme and write them on index cards.

2.Ask students to match each word card to its counterpart in the text of the rhyme.

3.Once the match is made, ask –

• Continue to ask until the student can tell you that they used the first letter and letter sound as clues to identify the word.

How did you know that was the same word?How did you know that was the same word?


Electronic Lesson Plans (ELP)


ELP for Emergent Readers

Eight new Concept of Word nursery rhymes!


• Day 1 – Introduce the Whole• Day 2 – Work with Parts (Sentences)• Day 3 – Work with Parts (Words)• Day 4 – Work with Parts (Letters and Sounds)• Day 5 – Review the Whole and Assess the Parts


Emergent Reader

The link to word recognition …


What is a sight word?

mouse


Linguistic identities of words

mouse

phonologic

orthographicsemantic

syntactic


Did you know?

Students need 12-13 meaningful interactions with words, in order for words to stick in their memories.


Meaningful interactions

Whole Part


Examples of meaningful interactions

Oral Text (reading)Writing

Harvest word bank words from these interactions!


Word Banks

• Group• Personal


How to choose words:• concrete• high imagery• decodable• high frequency


Word Bank Activities

In text

Emergent Readers

Beginning Readers


Differentiating COW activities

Developing Rudimentary Firm

Target beginning consonants

Target beginning consonants and digraphs

Target beginning and final consonants, digraphs, and blends


Word bank activities in text

I’m thinking of … Cloze

Matching Highlighting

Adjust prompts by letter sound and beginning sound knowledgeAdjust prompts by letter sound and beginning sound knowledge


Activity One: I’m Thinking of …

Five little monkeys sitting on the bed.One jumped off and bumped his head.

I’m thinking of a word that begins like “mmmouse.” Find the

word that begins like “mouse.”

I’m thinking of a word that begins like “mmmouse.” Find the

word that begins like “mouse.”

What’s the word? How did you know? That’s right! It has an “m”! What sound is that? Can you point to the word? Yes, mouse and monkey both start with “m,”

the /m/ sound.

What’s the word? How did you know? That’s right! It has an “m”! What sound is that? Can you point to the word? Yes, mouse and monkey both start with “m,”

the /m/ sound.


Activity Two: Cloze

Hickory Dickory DockThe mouse ran up the clock.The clock struck one,The mouse ran down, Hickory Dickory Dock.

Let’s read the rhyme again. I’ve covered up

some of the letters. See if you can guess

the word.

Let’s read the rhyme again. I’ve covered up

some of the letters. See if you can guess

the word.


duck

Activity Three: Matching

Hickory Dickory DockThe mouse ran up the clock.The clock struck one,The mouse ran down, Hickory Dickory Dock.

Pick up a word that starts with /m /. Match the word to its pair in the

sentence.

Pick up a word that starts with /m /. Match the word to its pair in the

sentence.

mousemouseone clock

mouse


Five little ducks went out one day,Over the hill and far away.Mother duck said, “Quack, quack, quack, quack.”But only four little ducks came back.

Activity Four: HighlightingHighlight all the words that start

with /d/.

Highlight all the words that start

with /d/.


Word bank activities out of text

Pick-up Sorting

Matching Writing

Adjust prompts by letter sound and beginning sound knowledgeAdjust prompts by letter sound and beginning sound knowledge


Activity One: Pick-up

Pick-up all the words that start like “ship.” Pick-up all the words that start like “ship.”

sheep

doghill

that

mom

duck

shopmouse

shut

sock

?


R

Activity Two: SortingSort, check, reflect!Sort, check, reflect!

B M

ballbatmouserunman


clock that duck

mouse one

sheep ball little

Activity Three: MatchingPut a bingo

chip on each one of the words that I call

out!

Put a bingo chip on

each one of the words that I call

out!Free

space!Free

space!


Activity Four: Writing

Use your word bank words to

make a sentence.

Use your word bank words to

make a sentence.

the

man

dog

redmom

shipdog

jog

thatand


Jot to Jog

• Jot down three ideas of ways you can support teachers as their kindergartners develop concept of word

• Share your ideas with three others in a quartet• Select one idea from the quartet to share with

the entire group


QUESTIONS?


THANKS FOR YOUR ATTENTION – AND SUPPORT!!

If you need me, feel free to contact me – [email protected]

834-2500 X 1113

mailto:[email protected]

Documents

COW in Text Instruction PALS