word study & independent writing : early language and literacy certificate, course 1
DESCRIPTION
Word Study & Independent Writing : Early Language and Literacy Certificate, Course 1 . Class 14 Guided Reading Plus. Housekeeping. Homework Review. Share with a partner what you are now doing differently in interactive writing as a result of last week’s class and reading. Share out. - PowerPoint PPT PresentationTRANSCRIPT
Word Study & Independent Writing:
Early Language and Literacy Certificate, Course 1
Class 14Guided Reading Plus
2
Housekeeping
Homework ReviewO Share with a partner what you are
now doing differently in interactive writing as a result of last week’s class and reading.
O Share out
Essential Questions
O What are some of the most powerful procedures in supporting word solving?
O How is responsibility gradually released to the student in the word study component of Guided Reading Plus?
O How do I support comprehension, language structure & word solving (MSV) during independent writing?
Word Solving Procedures
Early Language and LiteracyCertificate Program
Word Solving – Powerful Procedures
O Handout: Powerful Word Solving Procedures
O The following are ‘in the moment procedures’ that support word solving throughout the lesson.
O Pick one and add it to your ‘bag of tricks’!
Word Solving – Powerful Procedures
O Assuming a student can “Say it Slowly” (SS)…O Example: salamander----------------------------------------------------------------------------------------------------------------
O He can “Slow Check”O Example: Frogs and salamanders are
amphibians. (Child thinks it’s salivaters.)
O He can “Say it Slowly While you Write” (SSWW)O Example: salamander
Splash - TeacherO When a child is stuck on a word in
reading…
O The teacher writes the tricky word in parts/chunks on a small whiteboard and the child reads the parts
O Demo: spl-ash
Splash - ChildO When a child is stuck on a word in
reading…
O Child copies the tricky word in parts/chunks on a small whiteboard, reading the parts as he writes
O Demo: spl-ash
Masking CardO Used 3 ways
O When a child reads a longer word correctly (early)O The teacher says, “You said asleep and you were right! Clap
asleep. Now show yourself the parts.”
O When a child is stuck on a word in reading…O The teacher uses the masking card to show the child the
parts. OR
O The teacher gives the child the masking card and says, “Think about the story and show yourself the parts.”
O Demo: Baby Hippo – hippo, away O Don’t get hung up syllabic correctness!
Teaching HFWEarly Language and Literacy
Certificate Program
Foundational IdeasO Children need to learn to look
closely at printO directionality of letters (verbal path)O directionality across words
O ALWAYS build/write words from left to right
Teaching High Frequency Words
O Read handout: HFW Procedures (Lower Level or Higher Level)
O Lower Level Demo (Richardson) - theyO spelling ends after step 1O slow checkO say it slowly while you write (SSWW)
O Higher Level Demo (based on Richardson) - enoughO Read through handout with a partner & pretend
(you, idea)
Word Study: Phonics
Early Language and LiteracyCertificate Program
Foundational IdeasO Word Study Routine (WRS: 242)
O Gradual Release of ResponsibilityO 1-3 min
1. Statement of principle (phonics or strategy)
2. Demo principle (visual example)3. Active student participation
Example at Lower LevelO One-syllable words
O Word Study Routine (1-3 min)1. Statement of principle
O “Two letters together can make one sound.”
2. Demo principle (visual example)O sleep—green O car—part
3. Active student participationO Teacher writes ‘three’ & ‘shark’ on whiteboard for
students to find part they know and read
Example at Higher LevelO Use known 1 syllable words to move towards longer
and multi-syllable words
O Word Study Routine (1-3 min)1. Statement of principle
O “Two letters together can make one sound.”
2. Demo principle (visual example)O sleep—teethO car—sharp
3. Active student participationO Students write creepy, startled on whiteboards
Example - DVDO Watch DVD – Dorn Word Work
O Word Study Routine (1-3 min)
1. Statement of principle [2-reading]
2. Demo principle (visual example) [3-reading]
3. Active student participation [4]
Foundational IdeasO We must monitor OUR explanations &
languageO concise & simpleO consistent
O Students should know a few academic terms, but don’t go overboard with linguistic languageO YES: consonants, vowels, consonant clusterO NO: onset/rime, dipthong, digraph
Independent Writing
Early Language and LiteracyCertificate Program
Foundational IdeasO In independent writing, children
“put it all together” O message O language structureO word O letter
O This is why writing is so powerful.
Foundational IdeasO We don’t wait to start
independent writing until children know all the letters and many high frequency wordsO We can start from day 1O Teacher fills in what is beyond the
ZPD
Independent WritingO Guided Reading Plus DVD
O Independent Writing Phase 2 (4-5 Nonfiction)
O What did you notice about how the teacher supported O comprehension?O language structure?O word solving?O oral language?
Independent Writing - Procedure
1. Group has a conversation to review the text.
2. Discuss the prompt – deep conversation.O Turn & talk, oral rehearsal, sentence stems might
be applicable
3. Each child composes and rehearses a message related to the prompt. The teacher supports the composition and rehearsal as needed.
Independent Writing - Procedure
4. Each child writes the message in marker or pen:O Teacher supports message construction in a
variety of ways. O Teacher assists with problem-solving individually.O Students use practice page.
5. Reread the message fluently (partner, teacher, group)
6. Discuss strategies O What did you do to help yourself when ___?
Foundational IdeasO Remember, the GOAL is for children to
write independently (DRA2/EDL2 level 28), so….O When choosing the writing type at level 3+……
O Choose independent writing about 50% of the time
O Choose dictated or interactive writing about 50% of the time
O Gradually increase independent writing at higher levels
Essential Questions
O What are some of the most powerful procedures in supporting word solving?
O How is responsibility gradually released to the student in the word work component of Guided Reading Plus?
O How do I support comprehension, language structure & word solving (MSV) during independent writing?
Essential ConnectionsO LEAP
O MCD: methods & pacing, academic languageO HIIM: check for understanding, feedback
O English Language LearnersO Oral Language DevelopmentO Academic Language
O Common Core ShiftsO NonfictionO EvidenceO Increasing text complexity
HomeworkO DO
O Reflect on classO Practice Slow Check, SSWW and one
word solving procedure (new to you: Spl-ash or Masking Card)
O BRING to next classO Next class powerpoint (for notes)O ALL handouts received thus far