1. Learning During the Launch Planning a Powerful Start

2. Objectives:
Differentiation in the Early Days (Using LI and CAP results)
Looking at the Literacy Continuum
The Power of Shared Reading & Writing
Finding one Powerful Teaching Point
Demystifying Small Group in Kindergarten
Common Elements for Recording Literacy Behaviors
Empowering Your Para

3. Comprehensive Core Literacy Writing Reading
Modeled Writing
Read Aloud
Shared Writing
Teacher Does
Shared Reading
Interactive Writing
Child Does
Child Does
Guided Reading
Guided Writing
Independent Reading
Independent Writing
The teacher gradually gives control of the text to the child, depending upon the demands of the text and the child’s ability

4. Turn and talk
What does this mean? What are they paying attention to?
What can we be on the look out for?

6. 170 students are down there

7. Turn and Talk About the Levels of Directionality
How can it done individually and in small group
Levels
Left page before right,
left to right sentence
return sweep.
left to right in a word

8. Click video

9. CAP Assessment http://vimeo.com/16061723 (TC)
What does he know about print and how it works?
(TC)
(Clay)
He knows…
Evidence…
Record what he knows what is the evidence?

13. 170 students in Stanine 3 and below

14. Letter Sound Identification Tasks
Letter and
Letter Sound Identification Tasks

15. What does the research say?
Two powerful predictors of early reading success are
Alphabet recognition (knowing the names of letters and the sounds they represent)
Phonological Awareness (understanding that a word is made up of sounds and the ability to manipulate sounds in spoken words)
Adams, 1990; Stanovich, 1992;
Chall, 1996; Beck and Juell, 1995
where can we get this info

16. Phonological Awareness
Word Awareness
Rhyme Awareness
Phonological Awareness
Phonemic Awareness
Syllable Awareness
Onset & Rime
Alliteration
Where on the continuum do they lie.
Put in order from easiest to hardest
Initial Consonants

17. Phonological Awareness
Word Awareness
Syllable Awareness
Onset & Rime
Initial Consonants
Rhyme Awareness
Phonemic Awareness
Alliteration

18. Thinking About Letter Learning
Which 4 letters are the hardest to learn?
a, c, d, f, b, q, s, w, v, z, p,
b, d, p, q, because they share the same exact features. Only directionality or the way a letter is oriented in space distinguishes it

19. Recognize and name upper and lower case letters
Strategic Letter Work
ABC Chart
Letter Books
Tracing ABC Book
Sort Letters
Recognize and name upper and lower case letters
Write upper and lower case letters

20. What are a few sorting activities for LI?
letters in abc order,
letters with tails,
letters that are…
tunnels or mountains,
letters with circles,
letters with sticks,
letters that are tall,
upper and lower,
letters that are short
tunnels or mountains, letters with circles, letters with sticks, letters that are tall, upper and lower, letters that are short

21. Group Jigsaw reading activity

24. Implications for LI Teaching
Clay (1995) says that seeing letters in print is an important part of letter learning, but she prefers instruction that incorporates Three Ways of Remembering unknown letters.
(Note these three areas should also be used to help children learn unknown words.)
Turn and talk about what the 3 ways are?

25. Using Letter Formation and
Three Ways of Remembering
Model with:
Write the letter saying its name
Write it again saying the verbal path
Write it again saying the sound that goes with the letter

26. Reviewing the Emergent Continuum and What Is Under Control
Reviewing the Continuum
Reviewing the Emergent Continuum and What Is Under Control

27. In kindergarten there is a smooth transition from shared to guided reading as children demonstrate that they are on the verge of reading.
Early Readers
If children do not know letters, there is no need to delay their reading of text. They can continue to learn more about letters and words as they encounter them in text.

28. Kathy Collins

30. Ways to assess Observation and anecdotal records Running Records
Concepts of Print
Informal checklists
Developmental Reading Assessment (DRA2)
Story Retells/Oral Retelling
Letter ID and Sound
Briefly discuss in comparison to the list they generated
Point out difference between Running Record and Record of Oral Reading
Point out the fluency measure and how fluency is something that we often forget to look at; but it is highly related to comprehension. This is particularly important when looking at struggling readers and for children in higher grades. Point out the first line of the quote in the text box… A large study…. Have participants read page Basically when assessing fluency we are looking at both accuracy and rate.

31. Getting the Most from Shared Reading
Big Books Big Bang
Getting the Most from Shared Reading

32. Comprehensive Literacy Framework
Highlight Shared Reading as one spoke on the Comp. Wheel

33. Based on assessments, teachers decide what to focus on in days 3-5

34. One example of planning across the week with Mrs. Wishy Washy

35. Shared Reading What to Look For!
Five ways Shared Reading benefits student learning.
1. It demonstrates fluent reading. 2. It provides a place where you introduce reading strategies through Strategy lessons-- Strategies That Work is a great source for this. 3. It encourages Accountable Talk -You can teach children how to state an opinion and defend it with others, without hitting someone. (Janet Allen said that!) 4. Because the teacher is reading, students are not at risk. 5. It promotes a gradual "release of responsibility model"* for readers. *Pearson, P. David, and Margaret C. Gallagher "The Instruction of Reading Comprehension." Contemporary Educational Psychology 8:
School Song is one example. 5 things to remember about Shared Reading.

36. Crazy Have you ever cleaned an animal?
What are some of the things crazy people do?
Yes No
Crazy
Some graphic organizers to do some background building before the first read.

37. Explain where students are and how teacher is reading the text