Transcript Class 4-F14[S]
Welcome to Class 4-F14
Please choose an object from the bag. Using the phoneme clues on the table tents, find the table with the phoneme that represents the beginning sound of the object you have chosen from the bag. During this class, we will be discussing word analysis strategies that are appropriate for
emergent readers
, with a focus on phonological awareness, phonemic awareness and phonics. These are strategies you may use for your first word analysis lesson assignment, if you are working with
emergent or early beginning readers
. Please turn in your Collaborative Contract if you are collaborating with an MST/ESC colleague for WALP
RICA Review
Answer the practice RICA questions.
Submit, only if you think you may have answered all correctly.
Story and Learning Activity
Story:
Shiver Me Letters: A Pirate ABC
Written by June Sobel, Illustrated by Henry Cole Learning Activity: Class Alphabet Book Other alphabet books:
ABC For You and Me
by Meg Girnis photos by Shirley Leamon Green
Spooky Alphabet
by Eve Merriman
Eye Spy
by Linda Bourke
Tomorrow
’
s Alphabet
by George Shannon
The Disappearing Alphabet
by Richard Wilbur
Gathering the Sun
by Alma Flor Ada
The Accidental Zucchini
by Max Grover
The Alphabet Tree
by Leo Lionni
Animalia
by Graeme Base
Alphabet City
by Stephen T. Johnson
Story and Learning Activity
We have provided examples of pages from possible class alphabet books, many of which were modeled after the ABC books that are displayed on the various tables around the room. Consider: How might you adapt this for students with special needs (e.g., GATE, ELLs, special education)?
Stages of Reading Development Question: What are the characteristics of students who are at each of these stages of reading development?
Chapter 2: Reading – Word ID
Literacy Assessment
Literacy Assessment
Chapter 2: Word Identification – Emergent Tools: Assessing Student ’ s Concepts of Print Basic Procedures-Print Orientation Print Orientation Recording Sheet Phonological Awareness Survey Letter-Sound Identification
Assessing Emergent Readers
Lilly
Phonological Awareness and Phonics
Word Identification
Note Taking Graphic Organizer
You have graphic organizers with which to take notes. The Four Language Systems Word Analysis Strategies The /f/ words
The Four Language Systems
Grapho-phonemic
Syntactic System
Semantic System
Pragmatic System
The Four Cueing Systems
Pragmatic
4 Language Systems Resource
Introducing Word Analysis
How DO you figure out an unknown word?!
Introducing Word Analysis
Read the following words aloud quickly:
In your groups, discuss the following: Who tried to read the words letter-by-letter?
Who tried to read the words by chunking them into syllables?
What other strategies did people use to figure out the words?
What words do you know the meaning of, or think you know the meaning of?
How do you handle unknown words when you encounter them in your daily reading?
What are the implications of this for classroom practice?
Word Analysis Strategies
Warning: The following two slides contain definitions that relate to your Word Analysis Lesson Plan
Word Analysis Strategies
Sight Word Vocabulary
Grapho-Phonic Analysis
Analogies
Word Analysis Strategies
Structural Analysis
Contextual Analysis
Which Strategy will YOU teach?
Contextual Analysis Structural Analysis
?
Sight Words Analogies Grapho Phonic Analysis
Which Strategy will YOU teach?
Emergent Readers
Phoemic Awareness
Beginning/Fluent Readers
Analogies Grapho-phonic Analysis Analogies Structural Analysis Structural Analysis Contextual Analysis Sight Words
Word Analysis Strategies Resource
The /f/ words
Sorting it out…
Phonology Phonemes Phonemic Awareness Phonics
/F/ Terms
Phonology:
Definitions of /F/ Terms
Phonemes:
Definitions (continued)
Phonemic Awareness:
Note: If you are in first grade or kindergarten, you may teach a phonemic awareness lesson for your WA lesson plan assignment.
Phonics:
Definitions (continued)
Note: You might teach a phonics lesson for your WA lesson plan assignment.
Cooperative Matching: Definitions &Terms Number off: 1-2-3-4 The
task person
distributes a set of terms (pink) and a set of definitions (green) to each person in the group. The
facilitator
guides the group through the process. Group members take turns reading one term from their set. All look at their definitions and trade as needed.
The
consensus maker
the group members.
ensures that there is consensus among The
reporter
decisions.
should be prepared to report out the group ’ s The
recorder
keeps the terms and definitions for the group.
Cooperative Matching: Definitions &Terms Task person randomly distributes an approximately equal number of terms and definitions to each group member. First person reads one of her/his terms aloud. Each group member reads through her/his definitions to find one that is a match. Group members must come to consensus.
Take a Break
Definitions and Terms
Each reporter will read one of the matches (term with definition).
Each team will agree/disagree with thumbs up/down signal. Teachers will then provide clarification for only those that are, at this point, not yet clear.
Sorting it out…
Phonemic/Phonological Awareness
Chapter 5: Cracking the Alphabetic Code Phonemic Awareness My definition: Example: A question I have: Activity: Phonemic Awareness Games: Something you can play when talking on the telephone!
Or in the dark...
Phonemic Awareness Activities Activity: Example:
Phonemic Awareness
Phonemic Awareness Games: Something you can play when talking on the telephone! Or in the dark…
Ph ne
m c
Awareness
Phonemic Awareness
Phonemic Awareness
: refers to the ability to hear and manipulate the sounds of the language.
Letters (graphemes) are NOT involved!
Phonemic Awareness
Rhyming Phonemic (Phonological) Awareness Manipulating Blending Segmenting
Levels of Phonemic Awareness Dechant, 1993; Adams, 1990
Level One
Awareness of gross differences Awareness of
rhyme
fought-not, chime-rhyme, bum-come, debt-threat, great-fate Segmentation of words into syllables
Level Two
Awareness of initial consonant segments Alliteration (awareness that 2 words begin with the same sound) Segmentation of
onset
c -at, f -it, p -et and
rime Level Three
Phonemic Synthesis (blending) Phonemic Segmentation Phonemic Manipulation (additions, deletions, substitutions)
Phonemic Awareness
Adams suggests that the development of
phonemic awareness
literature. needs to occur in the context of real Shared reading, using literature that has rhyme, rhythm and repetition, is an application of this theory See Tompkins page 131 (Word Play Books)
Phonemic Awareness
Research has established a strong link between
phonemic awareness
and beginning reading There is a correlation; it is not causal!
Phonemic Awareness
Identify sounds in words
identify which begins with /d/ phoneme
Phonemic Awareness
Categorize sounds in words Identify the pictures that begin with the same phoneme.
Phonemic Awareness
Blend sounds to form words /b/ /a/ /t/ = bait Segment a word into sounds late = /l/ /a/ /t/ Substitute sounds to make new words Bar-car, tip-top, man-mat, etc
Phonemic Awareness
Hallie Yopp (1992) suggest a progression for Phonemic Awareness instruction: Hear rhymes or alliteration Blend sounds to make a spoken word Count phonemes in spoken words Identify beginning, middle and final sounds in spoken words Delete phonemes from words Segment words into phonemes Substitute one phoneme for another
Picture-Object Sort
Phonemic Awareness: Minimal Pairs A minimal pair consists of two words that sound the same except for one phoneme.
R hyme T ime, Sh oes Ch oose, R ead F eed Wi tch -Wi sh , Chea t -Chee se , Loo se -Lo se P e n-P i n, M a p-M o p, Ch ee se-Ch oo se-Ch o se
Phonemic Awareness – Elkonan Boxes
Segmenting syllables Segmenting sounds (phonemes) Phonics
Representing sounds with letters Applying spelling patterns
Sung to the tune of “ Old MacDonald ” What ’ s the sound that starts these words: Turtle, time and teeth?
/T/ is the sound that starts these words: Turtle, time and teeth.
With a /t/ /t/ here and a /t/ /t/ there, Here a /t/, there a /t/, everywhere a /t/ /t/. /T/ is the sound that starts these words: Turtle, time and teeth.
- on website
Phonemic Awareness - a caveat David and Yvonne Freeman, 1998 Exercises designed to help students develop
phonemic awareness
are based on the assumption that students ’ oral language (in English) is already well-developed.
Since English learners and some special education students have not yet gained full control over English phonology, these exercises will be more difficult for them than for students whose English oral language development is well established.
Sorting it out…
Grapho-Phonics
My definition: Chapter 5: Cracking the Alphabetic Code
Phonics
Record 3 “ aha!
” moments. One in each light bulb.
My experience with teaching/observing phonics in the classroom:
Graphemes are involved, so the lights must be on!
Grapho-Phonics
Something to ponder…
“ Letters don’t say they can’t talk.
” anything, because Sabrina Tuyay Letters represent sounds .
Grapho-Phonemic Analysis
(or Grapho-Phonic Analysis, or Phonics) Readers use their knowledge of the sound-letter relationships and spelling patterns to decode words when reading and to spell words when writing.
To Use Phonics Successfully
Students need: Good auditory discrimination Good visual discrimination Good memory Knowledge of left-to-right movement Phonemic Blending Ability Phonemic Segmentation Ability Knowledge of sound-letter correspondence Oral familiarity with the word
F
Picture-Object Sort
F
Some Ways to Teach/Practice Phonics Alphabet books Object Sorts Card Sorts Shared Reading Shared Writing Interactive Writing In your groups, generate some more ideas!
Blending PPT
p
i
g
pig
s
i
t
sit
b
a
g
bag
fr
o
g
frog
http://www.youtube.com/watch?v=u8XE8N2g9u4
Who Let the Alphabet Out?
Consider, the alphabet…
You only need to know letter names for spelling…
Word Sort
Sort the words that are on the post-it notes in the appropriate column: hat - make - rain - ?
Be prepared to justify your decisions. back, shade, paid, said, ham, cave, have, what, crab, crash, snake, lap, plate, drain, law
Word Analysis Lesson Plan
Choose one word analysis strategy that is appropriate to teach your students.
Using the Lesson Design Frame, write a lesson that explicitly teaches that strategy. Remember, activities are not lessons.
Refer to Tompkins for specific ideas for teaching the word analysis strategy you selected.
Teach the lesson.
Analyze student work.
Reflect (using reflection questions listed in assignment).
MST/ESC Colleague Contract Due Today
Optional Draft Due Today Literacy Assessment Chapter 1 Draft of Introduction and Disposition – Optional .doc or .docx form Please upload to GauchoSpace 320 Please name the document as modeled below: grade level - section – last name – first name 4B-Rabusin-Katrina.doc
KA-Gianoli-Paul.docx
ESC-B-Pedersen-Sarah.doc
Homework
Read:
Tompkins Chapter 6: Developing Fluent Readers (pgs 180-194 and 200 – 209)
To do:
HW Reading Guide for Chapter 6 (Lotus) Word Analysis Lesson Plan Assignment (K-2) Due Oct. 20 Download: Lit. Assessment Chapter 2 Tools – Beginning and Fluent Readers
Chapter 6 Reading Guide: Lotus
Status of the Class On the half sheet of paper provided… Write your name Answer the following: What questions do you have at this point?
What do you plan to DO (specific steps related to the literacy assessment) this next week?
Final thoughts… D_d y_ _ kn_w th_t y_ _ c_ _ld r_ _ d w_th_ _t kn_w_ng th_ v_w_els, _u_ _ou _a_ ’ t _ea_ _i_ _ou_ _ _e _o_ _o_a_ _ _?