8:30-9:45 September 8, 2011 PDC

Balanced Literacy Time Recommendations ComponentEarly GradesUpper Grades Word Work30-40 minutes daily20 minutes 2-3 days per week Independent Reading30-40 minutes daily minutes per week Supported Reading30-40 minutes daily minutes per week Writing30-40 minutes daily minutes per week

Word Work Preparing to Read section in Imagine It! Letter Study Phonemic Awareness activities Phonics activities Word Study (ex. Words Their Way (Bear at al.), Month by Month Phonics (Cunningham & Hall)) Vocabulary Work

Letter Study Alphabet Books Environmental Print Name Study – Predictable Charts – Our Class (King/Queen of the Day)

Phonemic Awareness Activities Nursery Ryhmes Rhyming Word Play – Sound Matching – Sound isolation – Sound blending – Sound segmenting – Sound addition, deletion, or substitution Songs

5 Different Approaches to Phonics Synthetic Phonics – Letter-sound relationships and how to break written words apart Analogy Phonics – Word families Analytic Phonics – Sort words and look at spelling patterns that make different sounds. Phonics through Spelling – Writing experiences Imbedded Phonics – Reading experiences

Words Their Way Word Sorts and activities based on student’s spelling stage Spelling Stages – Emergent – Letter-Name Alphabetic – Within Word Pattern – Syllables and Affixes – Derivational Relations

Month-by-Month Grade-level specific systematic, multilevel instruction – Includes activities and recommendations such as – Making Words Activities Guess the Covered Word Suggestions Word Wall Suggestions and Activities Read Aloud Recommendations to support word and language learning

Cross –checking practice to help students become good at using meaning, beginning letters, and word length to figure out words.

Word Walls Visual scaffolds to temporarily assist students in independent reading and writing. Activities and talk provide conversational scaffolds that structure the ways students study, think about, and use words. Collections are cumulative; as new words are introduced; familiar words remain for further study. Be choosy about the words you decide to put on the word wall. They need to fit one of the following: -They are considered high frequency words or -They have a pattern that will help students spell many other words.

Be a Mind Reader Be a Mind Reader! 1. ________________________ 2. ________________________ 3. ________________________ 4.________________________ 5. ________________________ The Secret Word is: ________________ Begin with general clue and narrow clues until there is only one possible choice by number 5.

Rivet Introduce unfamiliar words that are important to a selection. Choose 6-8 important words (polysyllabic words and important names) Draw the number of lines for each letter in a word. Fill in the letters one at a time. Students write letters as you write. Encourage students to guess the word as soon as they know it. If students are correct, have them help you spell the word. Use the words to predict some events in the story. After reading, use the words to review.

The Three Tiers of Vocabulary Beck & McKeown TierDefinitionExamplesImplications for Teaching 1Basic words, already a part of daily speech Clock Baby Happy Walk Rarely requires instruction 2High frequency words, applied by mature language users in a variety of settings Coincidence Absurd Industrious fortunate Focus of instruction Students can attach new vocabulary to previous knowledge 3Used infrequently, content specific, specialized words Isotope Lathe Peninsula Stratocumulus Best learned when a specific need arises (ex: teach peninsula during geography unit)

Marzano’s Six Step Process for Teaching New Terms 1.Provide a description, explanation, or example of the new term. 2.Ask students to restate the description, explanation, or example in their own words. 3.Ask students to construct a picture, symbol, or graphic representing the term or phrase. 4.Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks. 5.Periodically ask students to discuss the terms with one another. 6.Students play games to review new vocabulary.