welcome to class 3 find your seat using the word play cues (tompkins, page 223)
TRANSCRIPT
Welcome to class 3Find your seat using the word play cues (Tompkins, page 223)
Word Play Seating ActivityAlliterationOnomatopoeiaPalindromesPortmanteauHyperbole
Banned Books Week“It’s not just the books under fire now that worry me. It is the books that will never be written. The books that will never be read. And all due to fear of censorship. As always, young readers will be the real losers.” ~ Judy Blume
Review the list of the 100 most frequently challenged books. Highlight the ones you have read. Celebrate your freedom to read!
Banned Books…
Story/Learning Activity The story this week is Miss Alaineus
by Debra Frasier
The Learning Activity is Vocabulary Parade
1. Each table has a vocabulary word.
2. Generate ideas for how you might dress up in costume to depict that word in a vocabulary parade. There are some
vocabulary parade ideas on the course website.
Click on the additional resources link for class 3-13.
RICAReading Instruction Competence Assessment www.rica.nesinc.com
RICA Review Each week we will have a short RICA
Review.
Typically, the RICA Review will address concepts that were either introduced in a previous class or in the assigned readings.
We will go over the answers in class in order to confirm your developing understandings.
RICA Review Please complete the RICA Review.
If you think you have 100%, give it to Ann, Danielle or Kelsee to correct.
If you do have 100%, you can select a book from the book box.
WALP Announcement Next week we will learn strategies for
teaching word analysis strategies to students in K-2.
We will also review the WALP assignment
ESC and MST TCs have the (highly recommended) option to collaborate on this assignment.
ESC/MST Collaboration?Are you...
Interested in learning more about your ESC/MST teacher candidate’s experience?
Wanting to learn more about what it looks like to support a fully included student with special needs?
Open to the idea of working as a team to enhance your lessons?
Organized, communicative and collaborative?
Then you should do the ESC/MST Collaboration!
ESC/MST Collaboration? Go to the Google doc link to sign up, show
you are interested, and to find your ESC/MST match!
Read and sign one collegial contract per partnership. This contract shows that both parties are aware of their responsibilities.
Turn in a hard copy of the contract next week in class.
MST/ESC Colleague Contract Due on September 29
Group ShareReading Observations Reading Guide for Tompkins Chapter 7
Reading Observations:What did you notice?
Popcorn Read our ABC’s of Academic Vocabulary
from Tompkins, Chapter 7
Academic Vocabulary
VocabularyExpanding Academic Vocabulary
3 Tiers of words… How do we know which words to teach?
21
Three tiers of words
Tier 1: Everyday Words
Rarely require direct instruction
Typically don’t have multiple meanings
dog, book, sad, girl, orange, laughing CCSS L.2.6
Tier 2: Academic Words
Most important words for direct instruction
High frequency words – across domains
Can change meaning with use (context)
Used more in writing than in oral language masterpiece, fortunate, measure, benevolent, and
gallop (instead of run) CCSS L.3.6; L.4.6; L.5.6 and L.6.6
Tier 3: Content-Specific Words Low frequecy words that occur in
specific content domains
Revolutionary War, isotope, asphalt, economics, amino acid, crêpe, algorithm, denoument, drought, suffrage, osmosis
CCSS L.3.6; L.4.6; L.5.6 and L.6.6
Application
List several words for each tier that are appropriate for the students you are teaching. Tier 1 words Tier 2 words Tier 3 words
Bonus: In what tier are the words that Danielle, Ann and Kelsee are dressed as?
Time to take a break!Can you locate a homophone in the previous sentence?
Can you find a homonym in this sentence?
Word Play!The “nyms” and other conundrums
Word Play! Alliteration Eponyms Hyperbole Onomatopoeia Oxymorons Palindromes Personification Portmanteau Spoonerisms
Words with figurative meanings:
Idioms Hundreds of idioms in English
Used daily to create word pictures that make language more colorful
Explicit instruction
English Language Learners
Book list in Tompkins, page 222
She was green with envy.
It was a piece of cake.
She gave him the cold shoulder.
He has a chip on his shoulder.
I’m going to go catch some Z’s.
She drives me up the wall.
Words with figurative meanings:Idioms
CCSS: L.3.5a, L.4.5a, L.5.5a, L.6.5a; L.5.5b and L.6.5b
Idiom Books
Words with figurative meanings:
Idioms Each table group has received a different
list of idioms
Each person chooses one idiom from the list
Using the graphic organizer, draw the literal meaning, write what the idiom actually means, & draw a picture of what it means.
“nym” words
Synonyms
Antonyms
Homophones Homographs Homonyms
CCSS: L.K.5d, L.1.5d, L.2.5b, L.3.5c, L.4.5c L.5.5c, and L.6.5c
Words with multiple meanings CCSS: L.K.4a, L.1.4a, L.2.4a, L.3.4a, L.4.4a, L.5.4a, and L.6.4a
Word StudyKnowledge Rating ScaleWord MapsMorphemes
Knowledge Rating ScaleHow much do you know about these words?
Word Maps
Word maps provide a framework for organizing conceptual information in the process of defining a word.
Word Maps
What’s it like? What is the definition?
A confusing and difficult problem or question
What are some examples?
• multiple meaning words• figures of speech• homophones
What does it look like?
Word Maps
SynonymsWhat is the definition?
loud discordant sounds
How is it used in a sentence?
Our classroom sometimes reminds me of the cacophany of a pet store full of animals. I can hardly think for all the noise!
What does it look like?
Word Maps
What it is What it isn’t
Teaching MorphemesRoots and Affixes
What is a morpheme?
“I am a Bear of Very Little Brain and long words Bother me.
-Winnie the Pooh by A.A. Milne
Morphemes
Four prefixes account (un-, re-, dis-, in-) account for 58% of prefixed words read in school materials, grades 3-9.
62% suffixes are common inflectional endings: -s, -es, -ed, -ing
29% are derivational endings: -able, -ible, -ness, -ly
CCSS: L.K.4b, L.1.4b and 4c, L.2.4b and 4c, L.3.4b and 4c, L.4.4b, L.5.4b and L.6.4b
Morphemes
Once you have taught the meaning of prefixes and suffixes, manipulate the words to increase learning by:
Prefix/suffix removal
Further analysis of root words
Adding affix meanings back to root words
Morphemes
read misread
reader misreading
reading reread
readable rereading
readability post-read
pre-read post-reading
pre-reading
Word Sprouting
decide
decidedly
deciding
undecideddecisions
decided
decision
decisive indecisive
Morpheme Sort
Identify the number of morphemes
in the following words:
sits discordant
vaccinated geranium
reactivate artistic
unreasonable players
insurmountable cartography
Reinforcing and extending vocabularyWord TheaterConcept CirclesList-Group-LabelSemantic Feature Analysis
Word Theater With your partner, decide who will be
the actor and who will be the “guesser” for Round One.
Guessers, turn your backs to the teacher. Actors, face your partner and the teacher.
Word Theater The teacher will show a list of 3 words
from the story to the actors.
Actors will act out each word on the list. You may use gestures and body language, but no talking.
As soon as your partner guesses the word, act out the next.
Word Theater When your partner has guessed all 3
words, you can enjoy watching the others finish.
Switch roles for Round Two. Whisler & Williams, Pathways to Literacy
(1990)
Concept Circles
Name the concept:
blue orange
yellow red
Concept Circles
Shade in the section that doesn’t
relate to the other words.
Then, name the
concept.blue orange
yellow red
Concept Circles
Shade in the section that doesn’t
relate to the other words.
Then, name the
concept.
LRRH
wolf
elves
Granny
Concept Circles
Add an additional example to the circle then name the concept.
setting character
conflict ?
Concept Circles
Create your own!
? ?
? ?
Semantic Feature Analysis
Select a category familiar to the students.
The teacher provides words that name concepts or objects related to the category.
The teacher decides which features (traits, characteristics) are to be explored.
Semantic Feature Analysis
Students are guided through the feature matrix to decide whether or not a particular item possesses each of the features.
Students may generate new words to add to the chart, followed by new features to be analyzed.
Students complete the expanded matrix.
Semantic Feature Analysis
CaliforniaAnn attended school here
> 1 million residents
Santa Barbara
√ √
Los Angeles √ √ √
Phoenix √ √
Semantic Feature Analysis
prosody environmental print
cross checking
Emergent Readers √Beginning Readers √ √Fluent Readers √ √ √
Category: Characteristics of Readers
For Next Class… READ:
Tompkins Chapter 4: The youngest readers Pp. 104-132 (top)
Tompkins Chapter 5: Cracking the Alphabetic Code Pp. 138-162
TO DO: HW Reading Guide – Chapters 4 and 5 Lit Assessment Chapter 1 Draft (optional) WALP ESC/MST Collaborative Contract (if applicable) Download Language Systems, WA Strategies and /F/ Download Lit Assessment Chapter 2 tools-emergent
Reading Guide