Presented by

Angela Maiers

Teaching With Purpose

How is what I am having children do today creating powerful

readers, writers, and thinkers for tomorrow?

Modeled Instruction: Direct, Explicit Instruction

Shared Instruction: “Shared” Comprehension

Guided Practice: Practice with my support

Independence!!

THE PATHWAY TOWARDS INDEPENDENCE

Establishing a Gathering Place

Gathering kids in front for instruction, releasing them back to share their thinking represents the steady flow that’s at the heart of effective

teaching and learning Harvey and Godvous, Strategies that Work (p.31)

Modeled and Shared Instruction

Time: Daily 10-15 minutes

Focus: Comprehension!

☺Strategy Work

☺Genre and Author Awareness

☺Fluency

☺Word Solving in Context

Early Reading Lessons

Early Print Concepts-Book Handling Directionality One to One Matching Letter ID Letter, Word, Sentence Awareness Link of Sound/Symbol High Frequency Words Fluency Phrasing Reading Enjoyment Reading Cues (M, S, V) General Reading Behaviors

Large Group MakeoverMonday Tuesday Wednesday Thursday Friday Materials

Guided Practice

Independent Reading

DEAR TIME/SSR Independent Reading

Anytime

Any Amount

Any Book

Any Behavior

No Conference

Specific Time

10-15 min DAILY

Independent Level

Real Reading

CONFERENCE!!!

Three Ways to Read to Self

1. Read and talk about the pictures

2. Read the Words

3. Retell a book you know

It is not enough to be busy, so are the ants. The

question is:

What are we busy about?

Henry David Thoreau

Independent Practice

1. You read to yourself

2. You read to/with someone else

3. You listen to reading

4. You write

5. You do word work

You Read To Yourself

I I choose a book

P Purpose-Why do I want to read this?

I Interest-Does it interest me?

C Comprehend-Can I understand?

K Know-I know most of the words

The Shoe Lesson (adapted from The Daily Five: p.31)

1. You read to yourself

2. You read to/with someone else

3. You listen to reading

4. You write

5. You do word work

Read and Talk to Someone

• Buddy Reading

• Big Book Reading: “Say Something”

• Dramatic Retelling

• Story Sequencing

• Read the Room

1. You read to yourself

2. You read to/with someone else

3. You listen to reading

4. You write

5. You do word work

Listen and Read

You could…1. Listen and Visualize/Sketch2. Listen and Retell3. Listen and Write4. Listen with a Partner-”Say Something”5. Listen and Respond6. Listen and Act Out7. Listen and Re-listen

Materials for Listening

• Books on Tape (Fiction and Nonfiction)

• Poems on Tape

• Songs/Chants on Tape

• Guest Speakers

• Authors Reading

• Surprise Voices

• Individual Headphones

• Response Materials

1. You read to yourself

2. You read to/with someone else

3. You listen to reading

4. You write

5. You do word work

1. You read to yourself

2. You read to/with someone else

3. You listen to reading

4. You write

5. You do word work

Word Work for Grades K-2

Learning the Letters

Learning the Words

Phonological Awareness

TOGETHER: These lead to an understanding of the alphabetic principle ( the relationship between the letters and the

sounds)

ENVIRONMENT MATTERS!!!

Learning the Letters• The letter name• The letter formation (physical movement)• The sound the letter represents• The sound the letter represents when it is located in a

word with other letters• The features of a letter that make it different from every

other letter• The direction that the letter must be turned in order to

preserve the name(b,d,m,n,)• Some letters are doubled in words• Some letters appear often together• There are different types of letters(cap,lc, cons, vowel)

Writing center

Overhead center

Word Work

Word WorkWord Work

Word work

Word work

Learning the Words

Where To Begin? NAMES

• They are most personal.

• Children should learn their own names

• Names of everyone else in the class.

• Label cubbyholes.• Use name cards.• NAME CHART!

Understanding Around Names

Include:My name is a word

A word is a sequence of letters that go together

The letters in a word progress in a certain direction

Words have meanings

Words are written the same way every time

Words are defined by white space ion either side

Other words start/end like my name

I can say a word and connect sounds to it

Words can be put together to make a message

Words have different meanings when put together with other words

Name Chart

Aarron Grayson Matt RodneyAlex Gabriel Marcus RebeccaAndy Rachel

Cameron Isabelle Octvious StevenChristi Ike Santana

Deb Kathryn Peter WilliamDee Kaitlyn Pam

Erin Lindsey Yvette Eric

•Write the students’ first name (with last initial if two names are the same) on sentence strips.

•Let the students watch you write their names and have them spell their names if they can.

•Display the names in a pocket chart or other board.

•As you put the names up, comment on letters shared by certain students or other common features.

•Ask for volunteers to come and find a name they can read.”

(Cunningham, 2000, pp.26-30).

Names:

“Getting to Know You”Kristi

Word work

Big book center

Reading Masks

me the

Word Hunts

• Students look for other words that follow patterns they are studying

• Provide newspaper for hunts

• Other sources include trade books, big books and environmental print

• They may record hunts in their word study notebooks

Critical Attributes of a Word Wall

• In a position that is easy to see from anywhere in the room

• Words printed in large easy to read letters

• Contains high-frequency and commonly misspelled words (content words and vocabulary should be somewhere else)

• Cut the shape of the word

always

about

around

Ways to Make Your Word Wall Stand Out

• Use black bulletin board paper for the background

• Write the words on blank, white index cards with bold colors (Mr. Sketch or other bright markers)

• Put your alphabet letters in yellow or another bright color so they will stand out

Closed Sorts

cvvc

ai

cvce

aCe

vy

ay

chain blame stay

brain cape say

trait plate clay

bait brake gray

Students sort their words by criteria set by teacher.

Open Sorts• Students work alone or in partners to sort their word cards into

new categories. Collected words from word banks can be used for this sort as well

making a cake

blends

bake blame stay

cake clay gray

plate plate trait

flake brake brain

safe flake

Blind Sorts

• Blind sorts– students are in pairs or small groups– one students calls words that are hidden from

other students– other student(s) spells the word and places in

the proper category according to pattern

Speed Sorts

• Speed sorts– students sort word cards as quickly as

possible– may work in partners, small group or alone– have timers available for those who like to

time themselves– this activity builds automaticity in recognizing

word patterns

Other Activities

• Alphabet strips for alphabetizing words

• bingo boards where students look at a picture card and cover their boards (blends, short vowels, long vowels, number of syllables, etc.)

• word building with cards that have onsets on one card and rimes on another

Materials for Word Work• Name charts• Alphabet charts• Magnet Letters-different sizes, shapes, style• Individual Letter Books• Magna Doodle• ABC stickers and pictures• Pipe cleaners, wick sticks to form letters• Letter and word tiles• ABC Games and Songs• Letter and word stamps• Letter and Word Cards/pictures for sorting• Word Games-Scrabble, Bongo• White boards• Magnetic Letters• Wikki Sticks• Clay• Sandpaper• Letter stamps• Colored Markers