Content/Language Objectives & Word Study : Early Language and Literacy Certificate, Course 1
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Transcript of Content/Language Objectives & Word Study : Early Language and Literacy Certificate, Course 1
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Content/Language Objectives & Word Study:
Early Language and Literacy Certificate, Course 1
Class 12Guided Reading Plus
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Housekeeping
O Progress Monitoring Forms are due today!
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Homework ReviewO Thinking about the reading you did
O What stands out to you about supporting language development during the book orientation?
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Running RecordsO Expectations
O Be able to take a running record using standard conventions (so someone else can read and understand)
O Be able to score accuratelyO Be able to analyze with a large degree of
exactness
O MUST practice ALL steps every other day in order to learn this!
O Serious confusions – see handout!
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Essential Questions
O How do content/language objectives help a teacher weave oral language instruction into Guided Reading Plus?
O Why is it important to teach for principles (not items) in word work?
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Content/Language Objectives
Early Language and LiteracyCertificate Program
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Foundational IdeasO Every lesson should develop
O reading ability (strategies & skills)O reading comprehensionO language (structure &
vocabulary)
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Foundational IdeasO Language development, just like
content, must be deliberately planned and communicated to students
O The teacher must know and clearly communicate to students:O what they are learningO why it’s important
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Foundational IdeasO Reading is complex O In every lesson, students are
O learning to readO learning to talk and write about what
they read
O What we’re teaching IS NOT the book – the book is the vehicle
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Foundational IdeasO Remember, language
development is not just about VOCABULARYO Children are in process of learning
both vocabulary words AND grammar for using those words
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Content/Language Objectives
O Read Handout: Content Language ObjectivesO guide, not perfect modelO specific to our purposes with GRPO supports not differentiated due to small group
differentiation
O Everyone in the district is at different levels with this - relax
O Writing a great CLO is not sufficient – it has to be evident in our teaching!
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VideoO DVD - Nonfiction Reading Day – Book
Discussion After Reading
O How did the teacher weave oral language instruction into the reading discussion? O What content did she address?O What language learning was evident?
O How might we make that into an objective?
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Content/Language ObjectiveO Students will
explain orallyO Function O Domain
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Content/Language ObjectiveO Students will
explain orally the life cycle of a butterfly
O content
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Content/Language ObjectiveO Students will
explain orally the life cycle of a butterfly using vocabulary from the text
O form
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Content/Language ObjectiveO Students will
explain orally the life cycle of a butterfly using vocabulary from the text supported through photographs & labels.
O support
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Learning to Read vs. Comprehension
O Always working on both
O CLO focus varies by text level and emphasis for each lesson
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CLO vs. Individual Focus
O CLOO a group focusO guides what we say to the group &
sometimes individual children
O Individual focusO guides what you say to each child while
they’re reading
O Probably won’t be the same
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Word StudyEarly Language and Literacy
Certificate Program
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Foundational Idea:Word Study
O The GOALS O to decode rapidly and efficiently while
keeping the focus on meaningO to understand how words work
O The point of word work is to isolate word study around a principle that children can then apply in text.O 1-3 minutes
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Foundational Ideas:Word Study
1. HFWO Recognizing and writing words
quickly and automatically2. Phonemic awareness
O hearing soundsOR
3. Phonics O Using letter/sound relationshipsO Using spelling patterns, word parts,
syllables, and analogy
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Foundational Ideas – Word Study
OTeach principles, not items
OTeach one principle with several examples
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Foundational Ideas: Word Study Principles
O “Two consonants can make one sound.”O sh – shut, th – think, ch – child
O “There are different ways to pronounce –ed at the end of a word.”O looked (t), wanted (ed), learned (d)
O “Some initial letters are silent.”O knock, write
O “You can use a part from a word you know to make a new word.”O boat – groan – groaning; rain – tail - tails
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Word Study ContinuumO Handout: Word Study Continuum
O Levels 1-6: Ours (Eng & Span)O Levels 1-28: Dorn (Eng) & ILe (Span)
O Word work MUST be appropriate to the level of the reader or it is a waste of timeO Ex: Don’t teach ‘oa’ says ō in a level 3
when children are barely looking at 1st letterO vowel pairs show up in levels 10/12
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Foundational Word Study Procedure
O Say it Slowly (SS) = Say a one syllable word slowly and smoothly in a connected way
O Why? Aligns with real speechO Important to hear individual phonemes
(tapping c-a-t) EARLY O Once children can do that, move on to
blending sounds
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Say it Slowly (SS)O All auditory – use pictures to practice
O Let’s Try
O Make sure your students can all say a word slowly (SS) by next class
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Essential Questions
O How do content/language objectives help a teacher weave oral language instruction into Guided Reading Plus?
O Why is it important to teach for principles (not items) in word work?
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Essential ConnectionsO LEAP
O MCD: methods & pacing, academic languageO HIIM: check for understanding, feedback
O English Language LearnersO Oral Language DevelopmentO Academic Language
O Common Core ShiftsO NonfictionO EvidenceO Increasing text complexity
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HomeworkO READ
O Explicit Phonics Lessons in Large and Small Groups & Phonics Example (WRS 242-243 + Margaret)
O Word work continuum at level appropriate for your group
O DOO Reflect on classO Reflect on reading O Teach your GRP group to “Say it Slowly” (SS)O Write CLO in your GRP lessons from now on
O BRING to next classO Next class powerpoint (for notes)O ALL handouts received thus far