Gayla Reid K-2 Content Specialist K-2 Reading Academy Day 2

Day 2 Agenda Welcome/ “Rules” Inclusion/Memory Lane Property Card: Phonics Lunch (1 ½ hrs) Property Card: Sight Words Property Card: Writing Closure

“How to Play Rules” Players will: – Be an ACTIVE player AND listener – Be respectful and use kind words – Have an open mind for new ideas – Take care of personal needs (restroom/water/cell phone)

Memory Lane Think of your favorite book as a child… On a post it note, write the following responses: – What was the title of the book? – Who read the story? – Why did you like it? – How much can you still remember of it? – Share with table (starting with the tallest person) – Last person to share (collect all post-it notes)

Memory Lane Think back to yesterday: – What are the “4 corners of the reading game board?” – “How is small group reading different from guided reading groups?” – What do we use to find the instructional reading level? Why is it important to know it? – What makes an activity a phonemic awareness activity?

Property Card: Phonics What is phonics? Alphabetic Principal – Study of letter name/sound connection – Alphabet letter names/sounds must be EXPLICITLY TAUGHT… not just told and practiced through flashcards – Alphabet motions – Alphabetic Principal: “Write/Draw the Room” – Expectation: 60 seconds or less and perform 90% or higher at EOY report card testing

Results Kinder Letter Sounds RC 6 Total Students Percent ScoreMet / SatisfactoryCommended / Advanced %98.51%89.55% %88.8%78.4% %96.97%74.24% %97.75%82.02% %96.3%91.67% %97.94%96.91% %100%92.06% %81.63%61.22% %100%90.28% %95.45%77.27% %95.24%85.71% %89.13%86.96% %90.48%78.57% %93.1%68.97% %88.64%59.09%

Word Work (pg ) Think about how you have seen or heard someone engage in word work at your school. Explicit? Flashcard mode? Teacher just told the word? Out in stations only? For students to build a cognitive understanding of HOW to read words, patterns must be taught DIRECTLY

Word Work WORDS THEIR WAY – Browse and think “What type of impact will this have on students you serve?” – Researched-based process of teaching students how to observe visual patterns in words and builds on that knowledge by asking students to create sorts and use other processing strategies. – This process strengthens the reader…the writer…and the THINKER!!

Word Work Words Their Way Models – Alphabetic principal – Blends – “bossy r” Organization and Management Differentiated Instruction Next Steps to Guided Reading (pg )

LUNCH

Property Card: Sight Words Sight Word Expectations How to explicitly introduce new sight words How to continue to practice and reinforce On-going strategies to be used: – “What’s Missing?” – “Mix & Fix” – “Table Writing” – “Whiteboards”

Property Card: Sight Words Display word (whiteboard/magnetic letters/ppt) Tell students the word… students say word Have students “elbow spell” the word as you point to each letter in sequence then punch the word at the end said Model word in print (create a sentence using the word/ sight word book/level reader/big book/cut-up sentence)

Sight Word Work Next Step in Guided Reading: pg 90 – What’s Missing? – Mix & Fix – Table Writing – Whiteboards

Sight Words Word Walls Expectations – Century Gothic Font – 150 pt – Word is cut out in the shape of the word – Color coded??? Discuss – Once word has been taught/practiced/placed on word wall…students are held accountable to spell the word correctly

Word Wall

Word wall

Break

Property Card: Writing Reflect: – What types of writing do your students engage in within your classroom? – With your table, create a list of the different opportunities for students to write in your classroom

Mental Model for Writing What are mental models? – Learning tools that link content with a visual Examples

WISD Mental Model Writing Begin with basic sentence frame Bare Bones Sentence: (subject/action) Subject: Person Place Thing

WISD Writing Plan Adjectives: looks like Predicate Expanders: Where When How Why Connector:

WISD Writing Expectation Kindergarten: E.O.Y. – Basic Sentence Frame – Bare Bone Sentence (subject/action verb) – 1 Adjective – 1 Predicate Expander (When, Where, Why, How)

WISD Writing Expecation 1 st Grade: E.O.Y. – Basic Sentence Frame – Bare Bone Sentence (subject/action verb) – 2 Subjects with a connector (and) – 1 Adjective – 2 Predicate Expanders (When, Where, Why, How)

WISD Writing Plan 2 nd Grade: E.O.Y – Basic Sentence Structure – Bare Bone Sentence (subject/action verb) – 2 adjectives – 4 predicate expanders (When, Where, Why, How)

WISD Writing Plan Final Thoughts: – You have ALL YEAR to get to the expectation – You have a visual tool to help teach not only writing… but grammar with a purpose – – We WILL “dance” TOGETHER… You are NOT ALONE!!