sit by level & language
DESCRIPTION
Sit by Level & Language. Find a partner at your same level/language to sit with! English Level 3 Level 10 Level 24 Spanish Level 4 Level 14 Level 24. Word Study & Interactive Writing : Early Language and Literacy Certificate, Course 1 . Class 13 Guided Reading Plus. Housekeeping. - PowerPoint PPT PresentationTRANSCRIPT
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Sit by Level & LanguageO Find a partner at your same level/language to sit
with!
O EnglishO Level 3O Level 10O Level 24
O SpanishO Level 4O Level 14O Level 24
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Word Study & Interactive Writing:
Early Language and Literacy Certificate, Course 1
Class 13Guided Reading Plus
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HousekeepingO Progress Monitoring of Acceleration
O the purpose is to sit down with initial & current data and reflect on acceleration
O Have my students accelerated? O If not, why not? – look closely at running
records and focus areasO Will reflect on these questions in ERJ
for homework
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HousekeepingO Other PM Issues
O 3 different books (or different pages of the same longer book)
O only need about 100 words – listen to other students rereading if extra time
O turn in ALL pages of the running record
O Focus AreasO narrow – should be achievable in about 6 daysO should have changed since last timeO use Focus Area handoutsO meaning, visual & structure are not specific enough!
O PM will not be given ‘points’ this time, each time after will be worth ‘5 points,’ so learn from the feedback
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Homework Review
O Share with a partner what you are now doing differently in word study as a result of last week’s class and reading.
O From this point on in word study:O HFW: 2 known, 1 learning (kids WRITE
them)O Phonics: should resemble the sample
lesson
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Running Record Practice
O Take a running record – Hide & Seek
O Score – missed 13 of 108 words, 6 SC
total words errors
O Analyze (MSV)
O What can we say about this child?
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Essential Questions
O What are the most powerful procedures in supporting word solving?
O How do I support comprehension, language structure & word solving (MSV) during interactive writing?
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Word StudyEarly Language and Literacy
Certificate Program
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Word Study – Powerful Procedures
O Practice “Say it Slowly” (SS) example: ship
O All your students should now know this now!
O When you say ‘Say It Slowly’ this should trigger a specific behavior in your students – this is the foundation for other procedures.
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Word Study – Powerful Procedures
OSlow Check - ReadingO a checking procedure in reading once
the child has a possible word in mindO NOT a solving procedure
O Teaching the task: spread magnetic letters far apart, slide your finger under the word and say it slowly matching voice to the letter the finger is under Example: nest
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Word Study – Powerful Procedures
OSay it Slowly While You Write (SSWW)O a solving procedure in writing where children
say the word slowly in coordination with the letters they write
O Teaching the Task: Teacher modelsO write word they know that is phonetically easy Example: mom
O SSWW is the flip side of Slow Check SSWW = writing; sl √ = reading
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Foundational IdeasO Words are made from
parts/chunks/ patternspharmaghetoppathy
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Foundational IdeasOProficient readers read in
chunks
OMove quickly to chunks!
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Foundational IdeasO We learn to chunk by moving from
the KNOWN to the NEWO I know can, so I can figure out plantO I know car, so I can figure out started
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Foundational IdeasO Chunks are learned from known
words[Known = child can write the word quickly]
O High frequency words (they, look)O Exemplar words (cookie)
O All words used in word study MUST be in the students’ oral vocabularyO big to pig, NOT big to jig
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Exemplar WordsO Handout: Exemplar Words for Chunks
O Most common chunks
O Used to give teacher & students a common reference point when solving words
O Note: words with bold letters for digraphs & b/d
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Interactive Writing
Early Language and LiteracyCertificate Program
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Foundational IdeasO When children contribute to
interactive writing, stay on the “cutting edge” (ZPD) of what they are learningO The teacher writes the easily known
(ZAD) and the too difficult
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Foundational IdeasO During interactive writing,
students should be engaged the entire timeO whiteboardO ABC chartO fast paceO rereading
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Interactive Writing - Routines
O Assisted Writing DVD - DornO Interactive Writing Phase 2 (parts1-& 2)
O What did you notice about the routines that have been established?
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Interactive Writing - Procedure
1. Students have a conversation to review the text.
2. Discuss the prompt – deep conversation.O Turn & talk, oral rehearsal, sentence stems
might be applicable
3. Students and teacher jointly determine the message – but the teacher strongly guides what is actually written.
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Interactive Writing - Procedure
4. Write the message:O Teacher supports message construction in a
variety of ways (pre-plan)O Teacher keeps students engaged in
problem solving at the letter, word & sentence level (rereading, whiteboard usage, rewriting HFW, letter charts, etc.)
5. Reread the message repeatedlyO How often depends on the level
6. Discuss strategies O What did we do to help ourselves when ___?
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Revisit Interactive Writing – Strategic Actions
O Assisted Writing DVD - DornO Interactive Writing Phase 2 (parts1-&
2)
O What did you notice about how the teacher supported… O comprehension?O language structure?O word solving?
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Plan Interactive Writing
O Find a partner who is teaching about the same level as you and choose 1 text:O Wake up, Dad (3), Julio busca el tesoro (4)O Bat Rescue (10), La hormiguita y el saltamontes (14)O The Right Tools for the Job (24). En busca de tesoros (24)
O Read the text
O Decide on a prompt AND a possible response
O Analyze that response – O rectangle the words that you would just write (hard/easy)O circle the words that would be solved together
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Essential Questions
O What are the most powerful procedures in supporting word solving?
O How do I support comprehension, language structure & word solving (MSV) during interactive writing?
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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
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HomeworkO READ
O Apprenticeship in Literacy: 68-69 – Interactive Writing
O DOO Reflect on classO Reflect on reading O Reflect on progress monitoring (slide
2) O Teach your GRP group Slow Check &
SSWWO BRING to next class
O Next class power point (for notes)O ALL handouts received thus far