Slide 1 - Education Studies - UC

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					          Welcome!


Please find a seat at a table with
            materials
And with no more than five other
             people
 A Balanced Reading Program
• Read Aloud

• Shared Reading

• Guided Reading

• Independent Reading
                Shared Reading
• Text difficulty

• Control of text

• Model reading strategies

• Variety of genres

• Oral language development

• Text structure
       A Week with a Big Book
                    Donna Gerardi
• Before reading
  – Select book
• Day 1
  – Predict
  – Construct meaning
  – Parts of a book
• Day 2
  – Movement
  – Language development
    • Oral cloze
    • Echo
    • Questioning
• Day 3 and 4
  – Previous day’s activities
  – New additions
     •   Participation
     •   Conventions
     •   Masking
     •   Cueing
• Day 5
  – Culminating Activity
     •   Drama
     •   Art
     •   Class book
     •   Innovation
     •   Integration
     •   Related literature
              Today’s Class
• Have a shared reading experience suitable for a
  variety of grade levels.

• Continued look at what comprises phonological
  awareness

• What is phonics and how do you teach it?

• Introduction to Guided Reading: what is it and
  how does it look
      Developing Phonological
            Awareness
• Sequence:
     - rhymes
     - words vs. sentences
     - syllables
     - phonemes
            …onset and rimes (c/at, l/ot, r/ing)
            …initial, final, medial
            …blending
            …segmenting
            …manipulating
                     Phonemes
• Rhythm and rhyme/Onset and rime
     S can separate and blend onset/rime (e.g, c/at/, d/og/, j/ump/)
     T separates/S blend phonemes
            T: “/s/ /a/ /t/”
            S: “sat”
• Sequence
     T gives words, Ss give initial, medial, final sound.
     T gives a target sound, Ss signal position of sound.

• Separate
     T gives word, Ss tell # of sounds
     T gives word, Ss separate into phonemes

• Manipulate
     Ss leave off the sound of a given word to make a new word
     T gives a word; Ss substitute a new sound in the word
    Initial and Final Phonemes
• “What’s the first/last sound that you hear?”
  (London Bridge is Falling Down)

• “What’s the sound that begins/ends these
  words?” (Old MacDonald had a Farm)
         Initial Phonemes
• Name Chant

     It begins with ____, (onset)
     And it ends with _____. (rime)
     Put them together,
     And they say ________
• Patty Cake

   bug         mouse
   pin         round
   fun         light
   bed         name
   fox         barn
   sit         duck
Phoneme Segmentation
         Phoneme Manipulation:
              Substitution
• Willoughby, Wallaby, Woo

  Willoughby wallaby wee, an elephant sat on me,
  Willoughby wallaby woo, an elephant sat on you.
  Willoughby wallaby Wessica, an elephant sat on Jessica.
  Willoughby wallaby Warissa, an elephant sat on Marissa.



• Riddles
 Phoneme Manipulation: Deletion
• Who Stole the Cookie from the Cookie
  Jar?
                   Star Names
1.   Write your name on a card.

2.   Analyze your name for the number of syllables and
     phonemes. Display this information on your card in
     some way.

3.   Explain your name card to the rest of the people at
     your table:
     “This is what I can tell you about my name…”

3.   Switch cards. Create a cheer for someone else’s
     name. segmenting by either syllables or phonemes:
       Give me a _____ !
       Give me a _____ ! (repeat as many times a needed)
       What does it say?
       ______________ !
 Phonemic Awareness Skills and
          Strategies:
How would you help students learn
       them in context?
   Assess Phonemic Awareness:
              K-1
• Detecting rhymes
• Counting syllables
• Matching initial
  sounds
• Counting phonemes
• Segmentation Test
  – Sentences into words
           “John likes pizza.”
  – Words into syllables
           popcorn     rabbit  telephone
  – Syllable into phonemes
           tea itch skate list fur
              Readings:
      CORE Chapters 5 and 6
    (7 and 8 in the 2000 version)
Discuss…

• What information is contained on these
  pages?

• How does this information connect with
  the content from this week’s class?

Be ready to share out in the whole group.
                     Phonics
• Phonics: the study and use of
  sound/spelling relationships

• Phonics instruction teaches the
  relationship between letters
  (graphemes) and speech (phonemes)

• Systematic, explicit vs. incidental, implicit
  Instruction
    Research Findings: Phonics
• First –Grade Studies (Bond and Dykstra, 1967)

• Houston Study (Foorman, Fletcher, Francis Schatschneider, et
  al., 1998)

• Stand alone, instructional component w/in a print rich
  classroom environment with a significant literature base

• An essential but not sufficient piece of the reading puzzle

• Without ongoing instruction in cognitive strategies, continual
  development of language skills, deepening knowledge through
  solid content-area instruction, voluminous reading in all types
  of text, daily opportunities to talk and write about what is read
  using conventions of spoken and written language, any gains
  realized in kindergarten and first grade will disappear by the
  upper grades.
• Phonics
              vs.

• Morphology/Structural analysis
• Context clues
• Sight words
      Phonics Teaching that is
      Systematic and Explicit

• Whole-to-part

• Part-to-whole
• Consonants
         b     c     d    f     g      h   j
         k     l     m    n     p      r   s
         t     v     w    y     z

 Exceptions:
 qu=/kw/ blend as in quick
 ph=/f/ as in phone
 c=/s/ before I, e, or y, as in city
 c=/k/ before a, o, or u, a in cat
 g=/j/ before, I, e, or y, as in gem
 g=/g/ before a, o, or u, a in good
• Blends
 r family   l family   s family   s family   no family
 br         bl         sc         scr        dw
 dr         cl         sk         squ        tw
 fr         fl         sm         str        thr
 gr         gl         sn         spr
 pr         pl         sp         spl
 tr         sl         st         shr
 wr                    sw         sch
• Phonograms/rimes
Most common
-ay      -ot      -op       -ob
-ill     -ing     -in       -ock
-ip      -ap      -an       -ake
-at      -unk     -est      -ine
-am      -ail     -ink      -ight
-ag      -ain     -ow (ō)   -im
-ack     -eed     -ew       -uck
-ank     -y (ī)   -ore      -um
-ick     -out     -ed
-ell     -ug      -ab
• Consonant digraphs
ch as in church             ch=/k/ as in character
sh as in shoe               ch=/sh/ as in chef
th (voiceless) as in thin   s=/sh/ as in sure
th (voiced) as in this
wh (hw blend) as in which

• Vowel digraphs
ea         ee         ie         au
ai
• Diphthongs
oi in boil           ow in now      ai in hair
oy in boy            ea in near     a_e in same
i_e in fine          e_e in here    oo in poor
ay in day            e_e in there   o_e in more
y in my              u in pupil     o_e in hope

• Silent consonants
gn=/n/ as in gnat
kn=/n/ as in knife
wr=/r/ as in write
Phoncs in a Whole Language Context:
       A Hunting We Will Go

A hunting we will go, a hunting we will go
Heigh ho, the dairy-o, a hunting we will go
A hunting we will go, a hunting we will go
  We'll catch a fox and put him in a box
         And then we'll let him go

A hunting we will go, a hunting we will go
Heigh ho, the dairy-o, a hunting we will go
A hunting we will go, a hunting we will go
 We'll catch a fish and put him on a dish
         And then we'll let him go

A hunting we will go, a hunting we will go
Heigh ho, the dairy-o, a hunting we will go
A hunting we will go, a hunting we will go
    We'll catch a bear and cut his hair
         And then we'll let him go
A hunting we will go, a hunting we will go
 Heigh ho, the dairy-o, a hunting we will go
A hunting we will go, a hunting we will go
   We'll catch a pig and dance a little jig
          And then we'll let him go

 A hunting we will go, a hunting we will go
 Heigh ho, the dairy-o, a hunting we will go
 A hunting we will go, a hunting we will go
 We'll catch a giraffe and make him laugh
         And then we'll let him go
ox   ish   ig   ear/air
A hunting we will go, a hunting we will go

Heigh ho, the dairy-o, a hunting we will go

A hunting we will go, a hunting we will go

We'll catch a ____ and put him in a _____

And then we'll let him go.
                    Phonics:
      Instructional Focus by Grade Level
• K
   – Recognize, name all letters
   – Develop phonemic awareness
   – Alphabetic principle

• 1st
   – Produce sounds for all single consonants, consonant digraphs, short
     and long vowels, high utility vowel digraphs; r-controlled vowels;
   – Blend these sounds into single-syllable words
   – Read common long- and short-vowel phonograms

• 2nd/3rd
   – variant vowels
   – vowel diphthongs
   – units of text
 A Balanced Reading Program
• Read Aloud

• Shared Reading

• Guided Reading

• Independent Reading
              Guided Reading
• Core of the reading program

• Text difficulty

• Control of text

• Model reading strategies

• Variety of genres

• Text structure
        For next time: Other aspects of
                    decoding
READ: Honig et al., Review chapters 7-10 (9-11 in the 2000 version), making
  notes about the big ideas that are conveyed in these chapters. Be
  ready to discuss and hand in any notes (informal ones are fine).

DO: Language Arts Assignment #3 depends on when your Guided Reading
    visit is scheduled….So…
If you have a scheduled GR visit this week:
Attend and take notes during a guided reading visitation. Complete a written
reflection to address the following:
• Provide orienting data (grade level, site location, number of students
    observed, book used, etc.).
• Summarize the session you observed. Include the content for each lesson
    component and the learning objective for each, as well as 2-4 observations
    that indicate what students were doing to meet the learning objectives.
• What connections can you make between lecture, your guided reading
    visitation, and other readings and experiences as both a student and teacher
    of reading?

   SIGN UP FOR GUIDED READING VISITATIONS OUTSIDE MY OFFICE
If you have do not have a GR visitation this week:
Do:
   Interview your cooperating teacher about how high
   frequency words, multisyllabic words and fluency are
   addressed in your placement classroom. Provide a brief
   description of a lesson as well as a goal and learning
   objective that has been used. Reflect on the content of
   this interview as related to this week’s readings.
                          Bibliography
•   Phonemic Awareness in Young Children by Adams, Foorman, Lundberg and
    Beeler
•   Phonemic Awareness: Playing with Sounds to Strengthen Beginning Reading
    Skills by Creative Teaching Press
•   Phonemic Awareness Activities for Early Reading Success by Wiley Blevins
•   Making Words, Making Big Words, Making Bigger Words by Cunningham & Hall
•   Reading With Meaning: Teaching Comprehension in the Primary Grades by
    Debbie Miller
•   Phonemic Awareness in Young Children by Adams, Foorman, Lundberg and
    Beeler
•   Phonemic Awareness: Playing with Sounds to Strengthen Beginning Reading
    Skills by Creative Teaching Press
•   Phonemic Awareness Activities for Early Reading Success by Wiley Blevins
•   Guided Reading: Good First Teaching for all Children (K-2) and
    Guiding Readers and Writers: Teaching Comprehension, Genre and Content
    Literacy (3-6) by Irene C.Fountas and Gay Su Pinnell
•   Guided Reading: Making It Work by Schulman and Payne
•   Conversations and Invitations by Regie Routman

				
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