Welcome to Class #5

Welcome to Class 3-15Please choose an object from the bag. Using the phoneme clues on the table tents, find the table with the phoneme that represents the beginning sound of the object you have chosen from the bag. During this class, we will be discussing word analysis strategies that are appropriate for emergent readers, with a focus on phonological awareness, phonemic awareness and phonics. These are strategies you may use for your word analysis lesson assignment (WALP), if you are working with emergent or early beginning readers. 1RICA ReviewAnswer the practice RICA questions.

Submit, only if you think you may have answered all correctly.Story and Learning ActivityStory: Shiver Me Letters: A Pirate ABCWritten by June Sobel, Illustrated by Henry ColeLearning Activity: Class Alphabet Book Other alphabet books:ABC For You and Me by Meg Girnis photos by Shirley Leamon GreenSpooky Alphabet by Eve Merriman Eye Spy by Linda BourkeTomorrows Alphabet by George ShannonThe Disappearing Alphabet by Richard WilburGathering the Sun by Alma Flor AdaThe Accidental Zucchini by Max GroverThe Alphabet Tree by Leo LionniAnimalia by Graeme BaseAlphabet City by Stephen T. Johnson 3Danish

Danish H

Story and Learning ActivityWe have provided examples of pages from possible class alphabet books, many of which were modeled after the ABC books that are displayed on the various tables around the room.

Consider: How might you adapt this for students with special needs (e.g., GATE, ELLs, special education)?6Stages of Reading Development

Questions: What are the characteristics of students who are at each of these stages of reading development? What instructional strategies will be support students at each stage?

Literacy AssessmentChapter 2: Reading Word AnalysisLiteracy Assessment

On salmon card stock 9Literacy Assessment Chapter 2: Word Identification EmergentTools: Assessing Students Concepts of PrintBasic Procedures-Print OrientationPrint Orientation Recording Sheet Phonological Awareness SurveyLetter-Sound Identification 10Assessing Emergent ReadersLilly

Image is hyperlinked11Word AnalysisPhonological Awareness and Phonics Note Taking Graphic OrganizerYou have graphic organizers with which to take notes. The Four Language SystemsWord Analysis StrategiesThe /f/ wordsShow on doc cam13Four Language Systems

In materials folder 14The Four Language Systems Grapho-phonemic: The grapho-phonemic system refers to letter-sound relationships. The English alphabet has 26 letters (graphemes). The English language has approximately 44-52 sounds (phonemes). Syntactic System: The structural system that governs how words are combined into sentences.Semantic System: The meaning system of a language.Pragmatic System: The system that considers social and cultural uses of language.15The Four Cueing SystemsPragmatic

164 Language Systems Resource

In resources file 17Introducing Word AnalysisHow DO you figure out an unknown word?!18Introducing Word AnalysisRead the following words aloud quickly:zeugmariatavitiateplesiosaursycophantdemensesubmandibulardissepimentsaponaceousingnue samizdatbotriyoidal19In your groups, discuss the following:Who tried to read the words letter-by-letter?Who tried to read the words by chunking them into syllables?What other strategies did people use to figure out the words?What words do you know the meaning of, or think you know the meaning of?How do you handle unknown words when you encounter them in your daily reading?What are the implications of this for classroom practice?20Word Analysis StrategiesWarning: The following slides contain definitions that relate to your Word Analysis Lesson PlanRefer to Note Taking Graphic Organizer.21Word Analysis Strategies

In materials file22Word Analysis StrategiesSight Word Vocabulary

Grapho-Phonic Analysis

Analogies Refer to Note Taking Graphic Organizer.23Word Analysis StrategiesStructural Analysis

Contextual AnalysisMore next week. 24Which Strategy will YOU teach?Contextual AnalysisGrapho-Phonic AnalysisAnalogiesStructural AnalysisSight Words?Refer to Note Taking Graphic Organizer.25Which Strategy will YOU teach?Sight WordsEmergent ReadersBeginning/Fluent ReadersPhonemic AwarenessAnalogiesGrapho-phonic AnalysisStructural AnalysisAnalogiesContextual Analysis26Word Analysis Strategies Resource

In resources file 27Sorting it outThe /f/ words /F/ Terms PhonologyPhonemesPhonemic AwarenessPhonicsRefer to Note Taking Graphic Organizer 29/F/ Words

In materials file 30Definitions of /F/ TermsPhonology:

Phonemes:Definitions (continued)Phonemic Awareness:

Note: If you are in first grade or kindergarten, you may teach a phonemic awareness lesson for your WA lesson plan assignment.

Definitions (continued)Phonics:

Note: You might teach a phonics lesson for your WA lesson plan assignment.

Cooperative Matching: Definitions &Terms

Number off: 1-2-3-4The task person distributes a set of terms (pink) and a set of definitions (green) to each person in the group. The facilitator guides the group through the process. Group members take turns reading one term from their set. All look at their definitions and trade as needed.The consensus maker ensures that there is consensus among the group members.The reporter should be prepared to report out the groups decisions.The recorder keeps the terms and definitions for the group.Cooperative Matching: Definitions &Terms Task person randomly distributes an approximately equal number of terms and definitions to each group member. First person reads one of her/his terms aloud. Each group member reads through her/his definitions to find one that is a match. Group members must come to consensus. Take a BreakDefinitions and TermsEach reporter will read one of the matches (term with definition).

Each team will agree/disagree with thumbs up/down signal.

Teachers will then provide clarification for only those that are, at this point, not yet clear. Sorting it outPhonemic/Phonological Awareness

Phonemic Awareness My definition:

Phonemic Awareness ActivitiesExample:

Example:

Phonemic Awareness Games: Something you can play when talking on the telephone!A question I have:

Or in the dark...

Chapter 5: Cracking the Alphabetic CodeActivity:

Activity:

Chapter 5 Reading Guide

39Phonemic Awareness

Phonemic Awareness Games: Something you can play when talking on the telephone! Or in the darkPh nem c Awareness

41Phonemic AwarenessPhonemic Awareness: refers to the ability to hear and manipulate the sounds of the language.Letters (graphemes) are NOT involved!ABCDEPhonemic AwarenessPhonemic (Phonological) AwarenessRhymingSegmentingBlendingManipulatingRhyme: sounds (phonemes) only Rime: spelling (graphemes) Note: Rimes also rhyme! 43Levels of Phonemic Awareness Dechant, 1993; Adams, 1990 Level OneAwareness of gross differencesAwareness of rhyme fought-not, chime-rhyme, bum-come, debt-threat, great-fateSegmentation of words into syllablesLevel TwoAwareness of initial consonant segmentsAlliteration (awareness that 2 words begin with the same sound)Segmentation of onset and rime c-at, f-it, p-etLevel ThreePhonemic Synthesis (blending)Phonemic SegmentationPhonemic Manipulation (additions, deletions, substitutions)44Phonemic AwarenessAdams suggests that the development of phonemic awareness needs to occur in the context of real literature.

Shared reading, using literature that has rhyme, rhythm and repetition, is an application of this theorySee Word Play Books in Tompkins, page 145 (6e) Phonemic AwarenessResearch has established a strong link between phonemic awareness and beginning reading

There is a correlation; it is not causal! Phonemic AwarenessIdentify sounds in wordsidentify which begins with /d/ phoneme

Phonemes Phones47Phonemic AwarenessCategorize sounds in words Identify the pictures that begin with the same phoneme.

Phonemic AwarenessBlend sounds to form words/b/ /a/ /t/ = bait

Segment a word into sounds late = /l/ /a/ /t/

Substitute sounds to make new wordsBar-car, tip-top, man-mat, etc

Phonemic AwarenessHallie Yopp (1992) suggest a progression for Phonemic Awareness instruction:Hear rhymes or alliterationBlend sounds to make a spoken wordCount phonemes in spoken wordsIdentify beginning, middle and final sounds in spoken wordsDelete phonemes from wordsSegment words into phonemes Substitute one phoneme for anotherPicture-Object Sort

Phonemic Awareness: Minimal PairsA minimal pair consists of two words that sound the same except for one phoneme.

Rhyme-Time, Shoes-Choose, Read-FeedWitch-Wish, Cheat-Cheese, Loose-LosePen-Pin, Map-Mop, Cheese-Choose-Chose Anns Minimal Pairs Cards 52Phonemic Awareness Elkonan BoxesSegmenting syllables

Segmenting sounds (phonemes)

PhonicsRepresenting sounds with letters Applying spelling patterns

57 page document in resources file 53Sung to the tune of Old MacDonald Whats the sound that starts these words:Turtle, time and teeth?/T/ is the sound that starts these words:Turtle, time and teeth.With a /t/ /t/ here and a /t/ /t/ there,Here a /t/, there a /t/, everywhere a /t/ /t/. /T/ is the sound that starts these words:Turtle, time and teeth.- on website in resources filePhonemic Awareness - a caveat David and Yvonne Freeman, 1998Exercises designed to help students develop phonemic awareness are based on the assumption that students oral language (in English) is already well-developed.

Since English learners and some special education students have not yet gained full control over English phonology, these exercises will be more difficult for them than for students whose English oral language development is well established.

Sorting it outGrapho-PhonicsRime = phonicRhyme = phonemic56

PhonicsMy definition:

My experience with teaching/observing phonics in the classroom:

Chapter 5: Cracking the Alphabetic CodeRecord 3 aha! moments. One in each light bulb.

Chapter 5 Reading Guide

57Grapho-Phonics

Graphemes are involved, so the lights must be on!

Something to ponderLetters dont say anything, because they cant talk.- Sabrina Tuyay

Letters represent sounds. Grapho-Phonemic Analysis(or Grapho-Phonic Analysis, or Phonics)Readers use their knowledge of the sound-letter relationships and spelling patterns to decode words when reading and to spell words when writing.

ABCDETo Use Phonics SuccessfullyStudents need:Good auditory discriminationGood visual discriminationGood memoryKnowledge of left-to-right movementPhonemic Blending Ability Phonemic Segmentation AbilityKnowledge of sound-letter correspondenceOral familiarity with the word

Picture-Object Sort

FF

62Some Ways to Teach/Practice PhonicsAlphabet booksObject SortsCard SortsShared ReadingShared WritingInteractive Writing

In your groups, generate some more ideas!Blending PPTDanielle Whitaker

In resources file + Danielles ending sounds PPT slides64pig

pigsit

sitbagbag

frog

frogWho Let the Alphabet Out? http://www.youtube.com/watch?v=u8XE8N2g9u4

Consider, the alphabetYou only need to know letter names for spelling

Word SortSort the words that are on the post-it notes in the appropriate column:hat - make - rain - ?

Be prepared to justify your decisions. back, shade, paid, said, ham, cave, have, what, crab, crash, snake, lap, plate, drain, lawWord Analysis Lesson PlanChoose one word analysis strategy that is appropriate to teach your students.Using the appropriate lesson plan format, write a lesson that explicitly teaches that strategy. Remember, activities are not lessons.MST: Formal Lesson Design FrameESC: ESC Lesson Design Frame-WALPRefer to Tompkins for specific ideas for teaching the word analysis strategy you selected.Word Analysis Lesson PlanSee the WALP lesson plan requirementsInstructional ContextLesson PlanReview the Rubrics! This is how you will be scored.Instructional considerations, objectives, assessment, proceduresSee support materials such as the Ask Yourself Document & exemplars from previous TCs on the websiteAsk Yourself

Just a ReminderLesson Objective: word analysis strategyLearning Activity: word analysis strategyAssessment: word analysis strategy

Optional Draft Due Next WeekLiteracy Assessment Chapter 1Draft of Introduction and Disposition Optional

.doc or .docx form

Please upload to GauchoSpace 320 by 11:55pm tonight

Please name the document as modeled below:grade level - section last name first name2B-Dundore-Marika.docKA-Weston-Laura.docxESC-B-Lennon-Erin.docxCLASS 488Analysis

Dos and Donts

Homework Read:

Tompkins Chapter 6: Developing Fluent Readers (pp. 180-194 and 200 209)To do: HW Reading Guide for Chapter 6 (Lotus)Word Analysis Lesson Plan Assignment (K-2) Due Oct. 12 *Bring draft to class for peer edit, upload final assessment that nightLiteracy Assessment Chapter 1 Draft due next week - optionalChapter 6 Reading Guide: Lotus

This can be found on the course website under class 3 materialsStatus of the ClassOn the half sheet of paper providedWrite your nameAnswer the following:What questions do you have at this point?What do you plan to DO (specific steps related to the literacy assessment) this next week?Final thoughtsD_d y_ _ kn_w th_t y_ _ c_ _ld r_ _ dw_th_ _t kn_w_ng th_ v_w_els,

_u_ _ou _a_t _ea_ _i_ _ou_ _ _e_o_ _o_a_ _ _? 2015-02-17T09:25:49-0800com.apple.VoiceMemos (iPhone OS 8.1.2)2015-02-17T09:20:25-0800com.apple.VoiceMemos (iPhone OS 8.1.2)