Michelle FernandezDivision of Bilingual Education and World Languages

June 2011

ObjectivesCommon Core State Standards/Next

Generation Sunshine State Standards (NGSSS)

Concepts of PrintPhonological AwarenessPhonemic AwarenessPhonics/Word StudyVocabulary Development

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Next Generation Sunshine State Standards (NGSSS)

What are they?Are they the same in every grade?How do they allow for growth?

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www.Flstandards.org

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RigorRigor is NOT extra work or harder work.

Rigor IS the depth of your instruction which will actively engage students to become independent thinkers.

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Standard: Concepts of Print

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Distinguish letters from

words

Move top to bottom, left to right

Identify parts of a book

Distinguish informational text from entertaining text

Locate

words on a

page

Concepts of PrintSuppose you were planning to conduct an

interview with a young child to determine the child’s concepts about print.

What questions would you develop to tap the child’s knowledge about books and print?

Use a set of questions to use both before and during reading.

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Concepts of PrintConcepts of Print Checklist

Student Name : _________________________________

√ = mastered

SKILL 1st Gr. Period

2nd Gr. Period

3rd Gr. Period

4th Gr. Period

Knows front of book

Knows that print contains the author’s message

Knows where to start reading

Knows which way to start reading

Returns sweep to the left

Knows word by word matching

Knows first and last concept

Knows bottom of the picture

Reads left page before right

Notices one change in word order

Notices one change in letter order

Knows the meaning of the question mark (?)

Knows the meaning of the period (.)

Knows the meaning of the comma (,)

Knows the meaning of quotation marks (“ “)

Can identify the first and last letter of a word

Can identify one letter and two letters

Can identify capital letters

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Standard: Phonological AwarenessBroad term that includes phonemic awareness Is a listening skill that includes the ability to

distinguish units of speech, such as rhymes, syllables in words, and individual phonemes (sounds) in syllables.

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•Segment sentences into words•Blend and segment syllables into words•Recognize and produce rhyming words•Blend and segment onset and rime

Instructional ActivitiesSpecific activities that involve students in

attendingto and demonstrating recognition of the sounds

oflanguage include:1.waving hands when rhymes are heard2.stomping feet along with alliterations3.clapping the syllables in names 4.slowly stretching out arms when segmenting

words.11

Hands-on Learning - (FCRR.org)

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Sentence

Segmentation

Segment

& Blend

Syllables

Rhymes

Onset and

Rime

Rhyme vs. RimeRhyme is the audio logical ability to hear the

likeness of sounds….speak, peek

Rime is the graphic representation that follows the pattern….

cat, sat, fat, mat

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Standard: Phonemic AwarenessNarrower sub-category of phonological

awareness The ability to hear, identify, and manipulate

the individual sounds (phonemes) in spoken words.

Phonemes are the smallest part of spoken language that makes a difference in making words.

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Research clearly shows that the awareness of the sounds MUST COME BEFORE the introduction of the letters in order for students to become proficient readers and writers. This ranked order allows for better development of good writers and spellers.

PhonemesMatching initial sounds

Isolating initial, medial, and final sounds

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Segmenting The ability to move from a whole word to its

sound (phoneme) parts. The word “dog” can be segmented into /d/ - /o/ - /g/

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BlendingThe ability to take isolated phonemes(sounds)

and put them together to make a word or word

part

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/f/ -- /r/ -- / o / -- /g/ can be blended to make the word

“frog”

ManipulatingAdding a new sound to an existing rime

Add /b/ to /-ăt/ to make the new word, “bat”Deleting a sound from the beginning leaving a

rime intact Remove /m/ from the word “mat”

Substituting removing the beginning sound and adding a new beginning sound

Remove /r/ from the word “rat” and replace it with /s/ to make the new word “sat’

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Standard: Phonics/Word StudyIs the pairing of a sound with the letter or

letters (graphemes) that represent that sound.

Phonics focuses on word production not meaning.

Phonics: Sounds to letters

/d/+/o/+/g/= dog+

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Phonics Instruction Should be Explicit

EXPLICIT instructionI do

Guided Practice with immediate corrective feedbackWe do together

Independent PracticeYou do (and I check)

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Teaching Phonics

ooewueouu

u_e

bloomgroupdrewcluemoose

Decoding Longer Words

noodlecouponjewelstatue

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goose classroom glue

wound threw droopy

The foolish poodle is chewing tissue.Phonics (Apply) Assign Practice page 209

Follow me for a Making Words lesson…

Making Words:

e w u e n f k l g c

b s s24

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You’re not finished You’re not finished yet…yet…

In order for this to be the strongest lessonpossible, have students do the following sortactivity:

/oo/ spelled ewfew

new

knew

flew

blew

/oo/ spelled ue

blue

glue

clue

homonymsblue – blew

new- knew

The Research Says… “Phonemic Awareness is one of the best

predictors of successfully learning to read.” (Nat’l Institute of Child Health and human

Development, 2000)

“Children who fall behind in first grade reading have a one in eight chance of ever catching up to grade level.”

(Juel, 1994)

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Standard: Vocabulary Development

Vocabulary is the knowledge of words and their meaning.

Learning vocabulary words helps us comprehend what we read.

Vocabulary improves all areas of communication: listening, speaking, reading, and writing.

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How Do Students Learn Vocabulary?

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English is a Complicated Language

The dove dove into the water.

A farm can produce produce.

The present is a good time to present the present.

I shed a tear when I saw the tear in my clothes.

After a number of Novacain injections, my jaw got number.

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Explicitly Teaching Words

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Explicitly Teaching Words

Present examples of a word used in context different from the story context.Someone might be reluctant to eat food that he

or she had never eaten before. (Teacher gives example)

Students provide an example. (Guided Practice)

Give a non-linguistic representation of the words.

Students generate one.

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Engaging StudentsGenerate examples

Tell about something you would be reluctant to do.Try to use reluctant when you tell about it.You could start by saying something like, “I would be

reluctant to ________.”Why might a person be reluctant to eat a new food?Answering Questions/Giving ReasonsWhy might a child be reluctant to come here?Show me how a reluctant broccoli eater would look?Put the new words in a Vocabulary Log or Word

Wall.

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Context CluesContext clues are clues to the

meaning of a word contained in the text that surrounds it.

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Context Clues Practice Activity

“Sofia’s Diary” handoutBe a detective and follow the clues.Take each word from Sofia’s diary

that is written in her new language and use the context clues in the text to figure them out.

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Context Clues Practice Activity

What could the word poof-poofs mean?

The sentences tell me it is something that can be eaten. I know that it is a breakfast food because Sofia said it was morning. I know that it goes in a bowl.

The most logical guess would be cereal .

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Context Clues Practice Activity

What could the word zilgping mean?

The sentences tell me it is something Sofia needed at school . I also know that it is OK if she brings it tomorrow. What do you think it is?

The most logical guess would be ______________.

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Context Clues Practice Activity

What could the word zoosh mean?

The sentences tell me that a person can act this way and that Ms. Benzy is being kind and allowing Sofia to bring her homework the next day. What do you think it is?

The most logical guess would be ________________.

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Vocabulary StrategiesHave students select from a set of words to

complete sentencesMax’s quiet behavior was related to _______.

shyness/modesty/terrorStudents restate the definition in their own wordsCompare the definition with their own experiencesMake up a new sentence that demonstrates the

word’s meaningFind a new word in the newspaper or magazine and

bring it inDisplay their new words around the room for all to

see

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Vocabulary StrategiesLink new words with synonyms, antonyms,

multiple- meaning wordsHave students classify and categorize words

(word sorts)Vocabulary Self Collection: Students choose a

word they find important, share with the group, discuss, and create a class list

Simulation: Students act out a story that will guide them to learn new words.

Creating a play/skit

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Playing Snap Goal: to win ALL of the cards Deal out an equal number of cards to each player. (You must have

an equal number of players: 2 or 4) Each player puts their stack of cards face down in front of them.

(For eg: 2 players divide 1 color card stack and the other 2 players divide the other color card stack).

Players all turn one card face up and place it next to theirs face down stack.

They look at everyone's card to see if any matching synonym/definition cards have been turned up.

If yes, someone says “Snap”. The first person to say “Snap” gets all the cards in the face-up stacks that match each other, and adds them to the bottom of his face-down pile.

If a player has run out of cards, but still has face up cards in play, they may continue to yell “Snap” and reenter the game. If they are out of cards entirely, they are disqualified and the game continues.

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Assessing Vocabulary“Vocabulary assessment should be varied, meaningful, and match instruction” (NRP, 2000).Suggestions for testing word knowledge. You could ask the child to: Read the word and circle a picture of it. Look at a picture and circle the word for it. Read the word and circle a definition, synonym or antonym. Read the word in context and circle a definition, synonym or

antonym. Read a sentence and write the missing word or supply the missing

word orally. Read the word and draw a picture or tell about it. Read the word and put it in a category. Find the word in a category in which it doesn’t belong.

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Vocabulary MappingDefinition Synonym

Sentence Picture

Vocabulary

Word

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Verbal and Visual Word Association

Word Visual Representation

Definition Personal Association or Characteristic

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Frayer ModelDefinition Characteristi

cs

Examples(from own

life)

Non-examples

(from own life)

Word

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Vocabulary – Words related to a pictureStudents look at the cover of the book. If you do not have multiple copies of the book, use a Smart Board or an overhead transparency. Students work in groups of 3 or 4 and write on separate pieces of paper or index cards, words related to the picture on the cover of the book. They may use name words, action words, and describing words, so that they end up with a large pile of words.

Students arrange words from the word pile into a sentence that describes the picture. They may add a, an, and the, as well as prepositions as needed.

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Word Walls

“Colorful Words” Wall

We have space for furniture, equipment, books, and backpacks. If words are important, then finding places to organize and display words should take prominence in the structure of your classroom.

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Word Walls

Word Walls are a work in progress.

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Word Walls

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A-Z Word Walls- Picture cards with labels, high frequency words

Purposeful Collections/Jars word families

Environmental print

Animal Words

Describing Words

Action Words

dog, kitten, fawn, bear, cubs, tigers,

people, python, snake,

reptiles, dinosaur,

hoofs, paws, antlers, fur,

buck

lost, shy, sharp, disagreeable, soft, terrible, enormous, untidy, scaly

Similes

Alliteration

scaly skin

smell like a circus train

sitting, bark, wandering,

keep, found, brought, grow

up, afford, guessed,

smells, clog, slither,

chipping, defrosted,

shed50

Word Walls

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The Research Says… "Readers need to know 90% to 95% of

vocabulary in a text in order to understand it.  College-bound seniors have working vocabularies of 60,000-100,000 words. The problem: ELLs enter our classrooms starting from scratch. Where does one begin? "

(Kurjakovic, 2008)

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http://www.fcrr.org

http://www.corestandards.org/assets/Appendix_A.pdf http://bilingual.dadeschools.net

http://languageartsreading.dadeschools.net

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Concluding Thoughts“Instruction begins when you, the teacher,

learn from the learner; put yourself in his place so that

you may understand . . . what he learns and the way he understands it.”

- Soren Kierkegaard

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