Welcome to Class 5-F14

• There are table tents with seating clues. • Digraphs – consonant and vowel• Vowel diphthongs• Consonant blends • R-controlled vowels • Schwa

• See Tompkins pages 153, 154, 155

RICA Review

• Answer the practice RICA questions.

• Submit only if you think you may have answered all correctly.

Story and Strategy

• Story: And Tango Makes Three• By Justin Richardson and Peter Parnell • Illustrated by Henry Cole

• Strategy: Open Sort

And Tango Makes Three

Open Sort

• You have an envelope with words from the story.

• With your colleagues, put the words into groups. • A group = at least 2 words

• Be ready to share your groupings and your rationale.

Word Sort

families bowed chicks swam sang

slept mothers couples dads sat

cared snuggled moms babies walked

brought daddies turned fathers penguins

Chapter 6 Reading Guide

• In your table groups, please share what you gleaned from your reading of chapter 6.

Question: • What did you put for your “you choice”?

Chapter 6 Reading Guide: Lotus

Analogies

Grapho-Phonic Analysis

Morphemic Analysis Sight

Words

?

What to teach? Phonemic Awareness

Contextual Analysis

Which strategy will YOU teach?

Structural Analysis Sight

Words

Emergent Readers Beginning/Fluent Readers

Phonemic Awareness Analogies

Grapho-phonic Analysis Structural Analysis

Analogies Contextual Analysis

PhonicsMy definition:

My experience with teaching/observing phonics in the classroom:

Chapter 5: Cracking the Alphabetic Code

Record 3 “aha!” moments. One in each light bulb.

Grapho-Phonics

Graphemes are involved, so the lights must be on!

Something to Ponder…

• “Letters don’t say anything, because they can’t talk.”

• - Sabrina Tuyay

• Letters represent sounds.

Grapho-Phonemic AnalysisGrapho-Phonics

• Readers use their knowledge of the sound-letter relationships and spelling patterns to decode words when reading and to spell words when writing.

A B C D E

Grapho-Phonics se essfully

• Students need:• Good auditory discrimination• Good visual discrimination• Good memory• Knowledge of left-to-right movement• Phonemic Blending Ability • Phonemic Segmentation Ability• Knowledge of sound-letter correspondence• Oral familiarity with the word

Picture-Object SortRemember last week – Phonemic Awareness? Now we add the grapheme that represents the phonemes!

Picture-Object SortF F

Some Ways to Teach/Practice PhGrapho-Phonics onics

• Alphabet books• Object Sorts• Card Sorts• Shared Reading• Shared Writing• Interactive Writing

• In your groups, generate some more ideas!

Blending PPT

p

i

g

pig

s

i

t

sit

b

a

g

bag

fr

o

g

frog

WHO LET THE ALPHABET OUT?

Who Let the Alphabet Out?

http://www.youtube.com/watch?v=u8XE8N2g9u4

Word Sort - More advanced Grapho-Phonic Analysis

• Based on what you know about grapho-phonics, sort the words that are on the post-it notes in the appropriate columns: • hat – make – rain - ?

• Be prepared to justify your decisions. • back, shade, paid, said, ham, cave, have, what, crab,

crash, snake, lap, plate, drain, law

Review of WA Strategies

• Using scissors, make cuts on the dotted line as modeled.

• Fill out the following WA Strategies. • Sight words• Grapho-Phonic Analysis • Analogies

• Open each flap. • Write definition on the left and examples on the

right.

WA Strategies

Foldables BoogieFoldables Boogie

Foldables Book• Dinah Zike's Foldables and VKVs for Phonics, Spelling, and

Vocabulary PreK-3rd

Take a break

Word Analysis Strategies

• Sight Words• Grapho-Phonic Analysis• Analogies

• Structural Analysis• Readers break words into component parts.

• Morphemic Analysis

• Contextual Analysis• Readers use semantic and syntactic cues to figure

out unfamiliar words they encounter in print.

Morphemic Analysis

• Root words with prefixes and/or derivational endings

• Root words with inflectional endings

• Contractions

• Compound Words

Closed Sort

• Now sort the words, based on the following categories:

Plural Noun: -s Plural Noun: Other Past tense verb: -ed Past tense verb: Other

Word Sort

families bowed chicks swam sang

slept mothers couples dads sat

cared snuggled moms babies walked

brought daddies turned fathers penguins

Teaching Common Affixes

• Four prefixes account for 58% of prefixed words read in school materials, grades 3-9• un-, re-, dis-, and in-

• 80% of prefixed words have suffixes.

• 62% are common inflectional endings: • -s, -es, -ed, and –ing

• 29% are derivational endings: • -able, -ible, -ness, - and –ly

Teaching Common Affixes

Once you have taught the meaning of prefixes and suffixes, manipulate words to increase learning by:

• Prefix removal

• Suffix removal

• Further analysis of root words

• Adding affix meanings back to root words

Inflectional Endings

• Inflectional endings are endings added to root words that deal with meaning issues related to the syntax of the language.

• Inflectional endings communicate: • Plurality – The boys went to the store. • Possession – The boy’s shirt was torn. • Tense – I walked to school yesterday. • Person – She walks to school everyday. • Comparison – He runs faster than Bradley.

Inflectional Endings

• Added to verbs • -s 3rd person singular

• -ed past tense

• -ing progressive tense

• -en past participle

• Added to adjectives• -er comparative

• -est superlative

• Added to nouns • -s, -es plural

• -‘s/s’ possessive

Derivational Endings

• Derivational endings change the part of speech.

• boy (noun) boyish (adjective)

• vaccine (noun) vaccinate (verb)

• teach (verb) teacher (noun)

• describe (verb) description (noun)

• decide (verb) decisive (adjective)

• quick (adjective) quickly (adverb)

Suffix Sort

People who Things that do More ?

Word List (–er endings)

teacher greater diaper master

richer winner under manager

dishwasher after writer fighter

winter heavier copier heater

runner typewriter salamander kinder

Word Sprouting

decide

Word Sprouting – Phase 2

• Louise had difficulty making _______ .• Yesterday, Louise _______ to give up the tennis team to

get an after school job. • She had to _______ whether the money she would make

was important enough to take the place of her first love, tennis.

• “I just can’t _______ !” she told me unhappily. • Louise always talks things over when she has trouble

_______ . • Louise has never been a very _______ person.

Word Sprouting – Phase 3

• For each word or word group below, write a complete sentence. Do not change the form of the word. Do not separate or rearrange the word groups.

1. decide2. to decide3. they decide4. had decided5. decision6. is deciding7. was decided 8. decisively

More Foldables

• Foldables can be helpful to reinforce Word Sprouting. • Examples

• They also can help students understand contractions! • Examples

WA Strategies

Open your foldable and add definition and examples for Structural-Morphemic Analysis.

Word Analysis Strategies

• Grapho-Phonic Analysis• Analogies

• Structual Analysis• Readers break words into component parts.

• Morphemic Analysis

• Contextual Analysis• Readers use semantic and syntactic cues to figure

out unfamiliar words they encounter in print.

Contextual Analysis

Suddenly, Jimmy saw a giant frog.

Cross Checking

• Read the sentence with a blank that holds the place of a missing word.

• Write words that the students suggest, words that would make sense semantically and syntactically.

• Uncover the first letter and erase any suggested words that don’t begin with that letter.

• Have the students generate more ideas that might work semantically, syntactically and that begin with the uncovered letter.

• Uncover more of the word and continue.• Patricia Cunningham

Cross Checking

Cross Checking

Contextual Analysis

Suddenly, Jimmy saw a giant frog.

Contextual Redefinition

• Write a definition for:

• ____________

• Share your definitions and your rationale.

Contextual Redefinition

• Select unfamiliar words whose meaning is necessary to understand the important ideas presented in the text.

• Write a sentence or sentences with appropriate clues as to the word’s meaning.

• Present the word in isolation and ask students to predict the meaning of the word, using whatever strategies they may.

Contextual Redefinition

• Present the word in context and ask students to maintain or revise their initial predictions.

• Ask students to articulate their reasons.

• Use dictionary for verification.

Review WA Strategies

• Open your foldable and add definitions and examples for Contextual Analysis.

WA Strategies

Open your foldable and add definition and examples for Contextual Analysis.

Word Analysis Recap

• Structural Analysis • Morphemic analysis

• Foldables, Word Sorts, Word Sprouting*

• Contextual Analysis • Cross-Checking*• Contextual Redefinition*

*These are examples and ideas that you can use for your word analysis lesson plan. You are also welcome to use other activities to teach structural or contextual analysis.

Checking In

Mid-Course Check In

• Please complete the Self-Evaluation. • Word Analysis Lesson assignment• Literacy Assessment assignment

• I understand…• I am confused with… • I need more help with…

• This will help us know how to best support you. Thank you! Ann and Danielle

Assignments Grid

Word Analysis Lesson PlanYou will submit…

Word Analysis Lesson Plan:Ask Yourself

Literacy Assessment Checklist

Literacy Assessment Notes

• For those of you who are submitting chapter drafts, we are trying to turn them around with FB in one week.

• When you receive the FB, should you have questions, please ask for clarification. That is the beauty of being able to submit a draft.

• Final important note: If you submit a draft and receive FB, please save it to include in your final submission.

• Thank you!

Literacy Assessment-CH 1

• 1A. Selection of Student• 1B. Classroom/School Observations• 1C. Discussions w/Student/Interest

Inventories• 1D. Family Interviews• 1E. Student’s Oral Language

Literacy Assessment-CH 1

Literacy Assessment-CH 2

• Chapter 2 – Emergent Reader Word Analysis• Concepts of Print • Phonological Awareness Survey • Letter-Sound Recognition

• Chapter 2 – Beginning or Fluent Reader • Running Record – next week…

Literacy Assessment-CH 2

Preview of next week

• You will learn how to do a Running Record, an assessment appropriate for Early/Beginning and Fluent readers.

• NOTE: On the RICA, this is called “marked sample of oral reading”

Next Class

• Class 6 will be workshop time for the WA Lesson Plan assignment. Please bring draft.

• You will also learn how to do a Running Record, an assessment appropriate for Early/Beginning and Fluent readers.

• NOTE: On the RICA, this is called “marked sample of oral reading”

HomeworkRead:

• Tompkins Chapter 3: Assessing Literacy Development• (pp. 68 – 99)

• Running Records document (Marie Clay) on Website• Literacy Assessment Assignment Chapter 2

Do: • HW Reading Guide – Chapter 3: Assessment• Draft of WA Lesson for in-class peer review next week• Download and bring

• Literacy Assessment Assignment• Chapter 2 Tools for Beginning/Fluent Readers• Chapter 3 Tools – Cued Retelling

Bring:• Materials for workshop time

• Laptop, iPad, headphones, WA Lesson Plan

Chapter 3 Reading Guide