COW in Text Instruction PALS
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Transcript of COW in Text Instruction PALS
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Concept of Word in TextInstruction
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About me…• Grew up on a farm in NC• Married 43 years, 1 son, 0 grandkids• 15 years classroom teacher, PreK-3rd
• 10 years reading specialist, elementary• 2 years AP• 6 years principal• In 10th year in Spotsy, now PreK-5 Lit Coord.• So this is 43rd year as educator
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Today you will:
• Learn about Concept of Word • Learn how classroom teachers teach COW• Discuss ways we can support this instruction
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Background Info• PALS - Phonological Awareness Literacy Screening• PALS K Assessment
– Rhyme Awareness– Beginning Consonant Awareness– Alphabet Awareness– Letter Sounds (26 – not M, Q, X; includes sh, th,
ch)– Spelling– Concept of Word– Word Recognition in Isolation (optional)
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Background Info• PALS 1-3 Assessment
– Spelling– Word Recognition in Isolation– Oral Reading in Context
• Accuracy• Rate• Comprehension• Fluency – phrasing and expression rubric
If indicated, go back and assess skills from PALS K
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ReflectThink (1 minutes)Is this what you thought PALS was?What aspects were confirmed?What surprised you?Pair (2 minutes)Share your thinking with a shoulder partnerShare (3 minutes)Share any “AhHa’s” with whole group
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Reports
• Teachers, reading specialists, principals have pass words to access all student data
• Work with classroom teachers to get the detail you need/want to support what they are doing
• PALS provides very explicit data!
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Today’s focus: COW
Why? -Skills with which we’re already great-PALS Office research-Holds for our students
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Let’s build background…
• Read the article, “Concept of Word in Text: An Integral Literacy Skill” to the bottom of P. 32, stopping at “Using PALS Scores….”
• As you read about the stages of development, visualize what a child at each stage (developing, rudimentary, and firm) would look like reading aloud with words on a chart in front of him
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Let’s See Each Stage…• Developing Clip
After watching, turn and talk: What did you notice?
• Rudimentary Clip After watching, turn and talk: What did you notice?
• Firm Clip After watching, turn and talk: What did you notice?
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Concept of Word in text
Immediately recognize letter
sounds
Isolate beginning consonants
Remember words in isolation that were previously seen in
context
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Concept of Word in text Continuum
Developing Firm
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Instructional transparency
COW assessment COW instruction
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Concept of Word Task
Memorizing the rhyme
Model finger-point reading
Word ID in context
Word ID in isolation
COW Lesson Framework
Memorizing the rhyme
Model finger-point reading
Word ID in context
Word ID in isolation
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Concept of Word in text A Whole-to-Part Framework
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Group Size Time Materials
• Individual• Small group• Whole group
• 10 – 15 minutes • 5 days a week
• Picture representation of a rhyme/text• Chart paper or big book• Individual copies (text copy or book)• Word cards
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Let’s talk texts …
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Use a variety of …
• Nursery rhymes • Jump rope jingles• Songs
Just make sure the text is not one used on PALS
assessments! (Humpty Dumpty, Rain, There Was
a Little Turtle) Double check with kinder teachers, please!
Just make sure the text is not one used on PALS
assessments! (Humpty Dumpty, Rain, There Was
a Little Turtle) Double check with kinder teachers, please!
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Step One: Teach the rhyme
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1.Use a picture representation of the nursery rhyme.
2.Model how to recite the nursery rhyme several times. Point to each picture while reciting the rhyme.
3.Ask the students to point to each picture as they:a) Choral read the rhyme with youb) Echo read the rhyme picture by picturec) Recite the rhyme independently
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Repeat this instructional sequence until the student can
recite the rhyme “by heart.”
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Step Two: Finger-point reading
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1.Using the text copy of the nursery rhyme, read the rhyme to students while pointing to each word.
2.Choral read the rhyme. Say –
3.Echo read the rhyme, line by line. Say -
Now let’s read it together. Eyes on the page. Read it with me as I point to each word.
Now let’s read it together. Eyes on the page. Read it with me as I point to each word.
Now we will take turns reading each line of the rhyme. First I’ll read a line and touch each word. Then you will
read the same line and touch each word. Ready?
Now we will take turns reading each line of the rhyme. First I’ll read a line and touch each word. Then you will
read the same line and touch each word. Ready?
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4. Read the rhyme to students while pointing to each word.
5. Invite one student to recite the rhyme while pointing to the words of the nursery rhyme. Say -
This time I want you to do what I did. Point to each word as you say the rhyme. Be sure to touch each
word as you say it.
This time I want you to do what I did. Point to each word as you say the rhyme. Be sure to touch each
word as you say it.
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Step Three: Word identification in context
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1.After repeated readings of the nursery rhyme text, point to several words from the text and ask -
• Model how to voice point or read through the entire rhyme to figure out the target word.
• Model how to use knowledge of beginning sounds and letters to identify the target word.
What word is this?What word is this?
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Scaffold the lesson by modeling how to use voice pointing and beginning sounds to identify the word.
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1. Model how to voice point
Sam, Sam the baker man.The mouse went up the clock.
What word is this?What word is this?
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2. Model how to use beginning sound
Sam, Sam the baker man.The mouse went up the clock.
What word is this?What word is this?
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Step Four: Developing word recognition
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1.Select several words from the nursery rhyme and write them on index cards.
2.Ask students to match each word card to its counterpart in the text of the rhyme.
3.Once the match is made, ask –
• Continue to ask until the student can tell you that they used the first letter and letter sound as clues to identify the word.
How did you know that was the same word?How did you know that was the same word?
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Electronic Lesson Plans (ELP)
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ELP for Emergent Readers
Eight new Concept of Word nursery rhymes!
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• Day 1 – Introduce the Whole• Day 2 – Work with Parts (Sentences)• Day 3 – Work with Parts (Words)• Day 4 – Work with Parts (Letters and Sounds)• Day 5 – Review the Whole and Assess the Parts
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Emergent Reader
The link to word recognition …
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What is a sight word?
mouse
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Linguistic identities of words
mouse
phonologic
orthographicsemantic
syntactic
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Did you know?
Students need 12-13 meaningful interactions with words, in order for words to stick in their memories.
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Meaningful interactions
Whole Part
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Examples of meaningful interactions
Oral Text (reading)Writing
Harvest word bank words from these interactions!
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Word Banks
• Group• Personal
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How to choose words:• concrete• high imagery• decodable• high frequency
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Word Bank Activities
In text
Emergent Readers
Beginning Readers
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Differentiating COW activities
Developing Rudimentary Firm
Target beginning consonants
Target beginning consonants and digraphs
Target beginning and final consonants, digraphs, and blends
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Word bank activities in text
I’m thinking of … Cloze
Matching Highlighting
Adjust prompts by letter sound and beginning sound knowledgeAdjust prompts by letter sound and beginning sound knowledge
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Activity One: I’m Thinking of …
Five little monkeys sitting on the bed.One jumped off and bumped his head.
I’m thinking of a word that begins like “mmmouse.” Find the
word that begins like “mouse.”
I’m thinking of a word that begins like “mmmouse.” Find the
word that begins like “mouse.”
What’s the word? How did you know? That’s right! It has an “m”! What sound is that? Can you point to the word? Yes, mouse and monkey both start with “m,”
the /m/ sound.
What’s the word? How did you know? That’s right! It has an “m”! What sound is that? Can you point to the word? Yes, mouse and monkey both start with “m,”
the /m/ sound.
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Activity Two: Cloze
Hickory Dickory DockThe mouse ran up the clock.The clock struck one,The mouse ran down, Hickory Dickory Dock.
Let’s read the rhyme again. I’ve covered up
some of the letters. See if you can guess
the word.
Let’s read the rhyme again. I’ve covered up
some of the letters. See if you can guess
the word.
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duck
Activity Three: Matching
Hickory Dickory DockThe mouse ran up the clock.The clock struck one,The mouse ran down, Hickory Dickory Dock.
Pick up a word that starts with /m /. Match the word to its pair in the
sentence.
Pick up a word that starts with /m /. Match the word to its pair in the
sentence.
mousemouseone clock
mouse
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Five little ducks went out one day,Over the hill and far away.Mother duck said, “Quack, quack, quack, quack.”But only four little ducks came back.
Activity Four: HighlightingHighlight all the words that start
with /d/.
Highlight all the words that start
with /d/.
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Word bank activities out of text
Pick-up Sorting
Matching Writing
Adjust prompts by letter sound and beginning sound knowledgeAdjust prompts by letter sound and beginning sound knowledge
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Activity One: Pick-up
Pick-up all the words that start like “ship.” Pick-up all the words that start like “ship.”
sheep
doghill
that
mom
duck
shopmouse
shut
sock
?
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R
Activity Two: SortingSort, check, reflect!Sort, check, reflect!
B M
ballbatmouserunman
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clock that duck
mouse one
sheep ball little
Activity Three: MatchingPut a bingo
chip on each one of the words that I call
out!
Put a bingo chip on
each one of the words that I call
out!Free
space!Free
space!
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Activity Four: Writing
Use your word bank words to
make a sentence.
Use your word bank words to
make a sentence.
the
man
dog
redmom
shipdog
jog
thatand
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Jot to Jog
• Jot down three ideas of ways you can support teachers as their kindergartners develop concept of word
• Share your ideas with three others in a quartet• Select one idea from the quartet to share with
the entire group
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QUESTIONS?
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THANKS FOR YOUR ATTENTION – AND SUPPORT!!
If you need me, feel free to contact me – [email protected]
834-2500 X 1113