michelle fernandez division of bilingual education and world languages june 2011
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Cruising Through the Standards Phonemic Awareness, Phonics, and Vocabulary Elementary ESOL Grades 3-5. Michelle Fernandez Division of Bilingual Education and World Languages June 2011. Objectives. Next Generation Sunshine State Standards (NGSSS) Concepts of Print Phonological Awareness - PowerPoint PPT PresentationTRANSCRIPT
Michelle FernandezDivision of Bilingual Education and World Languages
June 2011
ObjectivesNext Generation Sunshine State Standards
(NGSSS)Concepts of PrintPhonological AwarenessPhonemic AwarenessPhonics/Word StudyFCAT 2.0 Reading Reporting Category 1 –
Vocabulary
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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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Grade: 3 Grade: 4 Grade: 5Standard: Concepts of Print
NOT APPLICABLEStandard: Concepts of Print
NOT APPLICABLEStandard: Concepts of Print
NOT APPLICABLE
Standard: Phonological Awareness NOT APPLICABLE
Standard: Phonological AwarenessNOT APPLICABLE
Standard: Phonological AwarenessNOT APPLICABLE
Standard: Phonemic AwarenessNOT APPLICABLE
Standard: Phonemic AwarenessNOT APPLICABLE
Standard: Phonemic AwarenessNOT APPLICABLE
Standard: Phonics/ Word AnalysisLA.3.1.4.1 Use knowledge of the pronunciation of root words and other morphemes (e.g., prefixes, suffixes, derivational endings) to decode wordsLA.3.1.4.2 Use knowledge of the pronunciation of complex word families (e.g., –ieve, -ield) to decode words in these familiesLA.3.1.4.3 Decode multi-syllabic words in isolation and in contextL1.3.1.4.4 Use self-correction when subsequent reading indicates an earlier misreading
Standard: Phonics/ Word AnalysisLA.4.1.4.1 Recognize knowledge of spelling patternsLA.4.1.4.2 Use structural analysisLA.4.1.4.3 Use language structure to read multi-syllabic words in text
Standard: Phonics/ Word AnalysisLA.5.1.4.1 Understand spelling patternsLA.5.1.4.2 Recognize structural analysisLA.5.1.4.3 Use language structure to read multi-syllabic words in text
Standard: FluencyLA.3.1.5.1 Apply letter-sound knowledge to decode unknown words quickly and accurately in contextLA.3.1.5.2 Adjust reading rate based on purpose, text difficulty, form, and style
Standard: FluencyLA.4.1.5.1 Demonstrate the ability to read grade level textLA.4.1.5.2 Adjust reading rate based on purpose, text difficulty, form, and style
Standard: FluencyLA.5.1.5.1 Demonstrate the ability to read grade level textLA.5.1.5.2 Adjust reading rate based on purpose, text difficulty, form, and style
Sunshine State Standards 3-5 ComparisonReformatted by Dawn S. Pearce, April 2007
Edited by Bernadette Alonso, May 2007
Strand: Reading Process
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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.12
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 s25
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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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FCAT 2.0 Reading Reporting Category 1: Vocabulary
Context CluesBase Words and AffixesAntonyms, Synonyms, Homographs,
HomophonesMultiple Meanings in Context
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Vocabulary Language of Instruction &
Assessment
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VOCABULARY (LA.3-5.1.6.3, 1.6.7, 1.6.8, 1.6.9)
ContextRead this sentence from the passage.Copy sentence or phrase from passage here. What does the word mean?When (phrase containing assessed word) , it meant _________.Synonyms/AntonymsWhat word means the SAME as .Choose the word that means the OPPOSITE of .Affixes/Base Words or Root WordsWhich word has the same base word as ?If (base word) means , what does base word + affix mean?Which word has the SAME root as ?The origin of the word ++ is the Latin root meaning to____. What does ++ mean?Multiple MeaningWhich sentence below uses the word the same way as the story/article?Which sentence uses the word the same as it is used in the sentence above? Analyze Words in Text What feeling does the word create?What does the author mean when he says ?Why does the author use the word in the sentence above?What is the character doing when ?
VOCABULARY -Other Ways To Say (LA.3-
5.1.6.3, 1.6.7, 1.6.8, 1.6.9)
same base word opposite root mean Latin root phrase Greek root describe prefix feeling created suffix why use pair character doing when…
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 sentences:Max’s quiet behavior was related to _______.
shyness/modesty/terrorStudents restate the definition in their own words.Compare the definition with their own experiences.Make up a new sentence that demonstrates the
word’s meaning.Find a new word in the newspaper or magazine and
bring it in to class.Display their new words around the room for all to
see.
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Vocabulary StrategiesLink new words with synonyms, antonyms,
multiple- meaning words.Have 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/skit43
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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Shades of Meaning Let’s look into the word…say!
say communicate shoutpronounce converse tellarticulate whisper mumbletalk chat convey
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Pick, Select, Choose, or Determine
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Formal
Informal
Positive Negative
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,
shed55
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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