Transcript Class 4-F14[S]

Welcome to Class 4-F14
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Please choose an object from the bag. Using the phoneme clues on the
table tents, find the table with the phoneme that represents the beginning
sound of the object you have chosen from the bag.
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During this class, we will be discussing word analysis strategies that are
appropriate for emergent readers, with a focus on phonological awareness,
phonemic awareness and phonics.
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These are strategies you may use for your first word analysis lesson
assignment, if you are working with emergent or early beginning readers.
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Please turn in your Collaborative Contract if you are collaborating with an
MST/ESC colleague for WALP
RICA Review
 Answer the practice RICA questions.
 Submit, only if you think you may have
answered all correctly.
Story and Learning Activity
 Story: Shiver Me Letters: A Pirate ABC
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Written by June Sobel, Illustrated by Henry Cole
 Learning Activity: Class Alphabet Book
 Other alphabet books:
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ABC For You and Me by Meg Girnis photos by Shirley Leamon Green
Spooky Alphabet by Eve Merriman
Eye Spy by Linda Bourke
Tomorrow’s Alphabet by George Shannon
The Disappearing Alphabet by Richard Wilbur
Gathering the Sun by Alma Flor Ada
The Accidental Zucchini by Max Grover
The Alphabet Tree by Leo Lionni
Animalia by Graeme Base
Alphabet City by Stephen T. Johnson
Story and Learning Activity
 We have provided examples of pages from possible
class alphabet books, many of which were modeled
after the ABC books that are displayed on the various
tables around the room.
 Consider: How might you adapt this for students with
special needs (e.g., GATE, ELLs, special education)?
Stages of Reading Development
Question: What are the characteristics of students who
are at each of these stages of reading development?
Literacy Assessment
Chapter 2: Reading – Word ID
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Literacy Assessment
Chapter 2: Word Identification – Emergent
 Tools:
 Assessing Student’s Concepts of Print
 Basic Procedures-Print Orientation
 Print Orientation Recording Sheet
 Phonological Awareness Survey
 Letter-Sound Identification
Assessing Emergent Readers
Lilly
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Word Identification
Phonological Awareness and Phonics
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Note Taking Graphic Organizer
 You have graphic organizers with which to take
notes.
 The Four Language Systems
 Word Analysis Strategies
 The /f/ words
The Four Language Systems
 Grapho-phonemic
 Syntactic System
 Semantic System
 Pragmatic System
The Four Cueing Systems
Pragmatic
4 Language Systems Resource
Introducing Word Analysis
How DO you figure out
an unknown word?!
Introducing Word Analysis
 Read the following words aloud quickly:
In your groups, discuss the following:
 Who tried to read the words letter-by-letter?
 Who tried to read the words by chunking them into syllables?
 What other strategies did people use to figure out the words?
 What words do you know the meaning of, or think you know
the meaning of?
 How do you handle unknown words when you encounter
them in your daily reading?
 What are the implications of this for classroom practice?
Word Analysis Strategies
Warning: The
following two
slides contain
definitions that
relate to your
Word Analysis
Lesson Plan
Word Analysis Strategies
 Sight Word Vocabulary
 Grapho-Phonic Analysis
 Analogies
Word Analysis Strategies
 Structural Analysis
 Contextual Analysis
Which Strategy will YOU teach?
Contextual
Analysis
Structural
Analysis
?
Sight
Words
Analogies
GraphoPhonic
Analysis
Which Strategy will YOU teach?
Emergent Readers
Beginning/Fluent Readers
Phoemic Awareness
Analogies
Grapho-phonic Analysis
Structural Analysis
Analogies
Contextual Analysis
Structural
Analysis
Sight
Words
Word Analysis Strategies Resource
Sorting it out…
The /f/ words
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/F/ Terms
 Phonology
 Phonemes
 Phonemic Awareness
 Phonics
Definitions of /F/ Terms
 Phonology:
 Phonemes:
Definitions (continued)
 Phonemic Awareness:
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Note: If you are in first grade or kindergarten, you may
teach a phonemic awareness lesson for your WA lesson
plan assignment.
Definitions (continued)
 Phonics:
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Note: You might teach a phonics lesson for your WA lesson
plan assignment.
Cooperative Matching: Definitions &Terms
 Number off: 1-2-3-4
 The task person distributes a set of terms (pink) and a set of
definitions (green) to each person in the group.
 The facilitator guides the group through the process. Group
members take turns reading one term from their set. All look at
their definitions and trade as needed.
 The consensus maker ensures that there is consensus among
the group members.
 The reporter should be prepared to report out the group’s
decisions.
 The recorder keeps the terms and definitions for the group.
Cooperative Matching: Definitions &Terms
 Task person randomly distributes an
approximately equal number of terms and
definitions to each group member.
 First person reads one of her/his terms
aloud.
 Each group member reads through her/his
definitions to find one that is a match.
 Group members must come to consensus.
Take a Break
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Definitions and Terms
 Each reporter will read one of the matches (term
with definition).
 Each team will agree/disagree with thumbs up/down
signal.
 Teachers will then provide clarification for only those
that are, at this point, not yet clear.
Sorting it out…
Phonemic/Phonological Awareness
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Chapter 5: Cracking the
Alphabetic Code
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Phonemic Awareness
My definition:
Example:
A question I have:
Activity:
Phonemic Awareness Games:
Something you can play when
talking on the telephone!
Phonemic Awareness
Activities
Or in the dark...
Activity:
Example:
Phonemic Awareness
Phonemic Awareness
Games: Something you
can play when talking
on the telephone! Or in
the dark…
Ph nem c
Awareness
Phonemic Awareness
 Phonemic Awareness: refers to the ability to
hear and manipulate the sounds of the
language.
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Letters (graphemes) are NOT involved!
Phonemic Awareness
Phonemic (Phonological)
Awareness
Manipulating
Rhyming
Segmenting
Blending
Levels of Phonemic Awareness
Dechant, 1993; Adams, 1990
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Level One
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Level Two
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Awareness of gross differences
Awareness of rhyme
 fought-not, chime-rhyme, bum-come, debt-threat, great-fate
Segmentation of words into syllables
Awareness of initial consonant segments
Alliteration (awareness that 2 words begin with the same sound)
Segmentation of onset and rime
 c-at, f-it, p-et
Level Three
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Phonemic Synthesis (blending)
Phonemic Segmentation
Phonemic Manipulation (additions, deletions, substitutions)
Phonemic Awareness
 Adams suggests that the development of phonemic
awareness needs to occur in the context of real
literature.
 Shared reading, using literature that has rhyme,
rhythm and repetition, is an application of this theory
 See Tompkins page 131 (Word Play Books)
Phonemic Awareness
 Research has established a strong link
between phonemic awareness and
beginning reading
 There is a correlation; it is not causal!
Phonemic Awareness
 Identify sounds in words
 identify which begins with /d/ phoneme
Phonemic Awareness
 Categorize sounds in words
 Identify the pictures that begin with the same
phoneme.
Phonemic Awareness
 Blend sounds to form words
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/b/ /a/ /t/ = bait
 Segment a word into sounds
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late = /l/ /a/ /t/
 Substitute sounds to make new words
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Bar-car, tip-top, man-mat, etc
Phonemic Awareness
 Hallie Yopp (1992) suggest a progression for
Phonemic Awareness instruction:
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Hear rhymes or alliteration
Blend sounds to make a spoken word
Count phonemes in spoken words
Identify beginning, middle and final sounds in spoken
words
 Delete phonemes from words
 Segment words into phonemes
 Substitute one phoneme for another
Picture-Object Sort
Phonemic Awareness:
Minimal Pairs
 A minimal pair consists of two words that sound the same
except for one phoneme.
 Rhyme-Time, Shoes-Choose, Read-Feed
 Witch-Wish, Cheat-Cheese, Loose-Lose
 Pen-Pin, Map-Mop, Cheese-Choose-Chose
Phonemic Awareness – Elkonan Boxes
 Segmenting syllables
 Segmenting sounds (phonemes)
 Phonics
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Representing sounds with letters
Applying spelling patterns
Sung to the tune of “Old MacDonald”
What’s the sound that starts these words:
Turtle, time and teeth?
/T/ is the sound that starts these words:
Turtle, time and teeth.
With a /t/ /t/ here and a /t/ /t/ there,
Here a /t/, there a /t/, everywhere a /t/ /t/.
/T/ is the sound that starts these words:
Turtle, time and teeth.
- on website
Phonemic Awareness - a caveat
David and Yvonne Freeman, 1998
 Exercises designed to help students develop
phonemic awareness are based on the
assumption that students’ oral language (in
English) is already well-developed.
 Since English learners and some special education
students have not yet gained full control over
English phonology, these exercises will be more
difficult for them than for students whose English
oral language development is well established.
Sorting it out…
Grapho-Phonics
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Chapter 5: Cracking the
Alphabetic Code
Phonics
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My definition:
My experience with teaching/observing phonics
in the classroom:
Record 3 “aha!” moments. One in
each light bulb.
Grapho-Phonics
Graphemes
are involved,
so the lights
must be on!
Something to ponder…
 “Letters don’t say anything, because
they can’t talk.”- Sabrina Tuyay
 Letters represent sounds.
Grapho-Phonemic Analysis
(or Grapho-Phonic Analysis, or Phonics)
 Readers use their knowledge of the sound-letter
relationships and spelling patterns to decode words
when reading and to spell words when writing.
To Use Phonics Successfully
 Students need:
 Good auditory discrimination
 Good visual discrimination
 Good memory
 Knowledge of left-to-right movement
 Phonemic Blending Ability
 Phonemic Segmentation Ability
 Knowledge of sound-letter correspondence
 Oral familiarity with the word
Picture-Object Sort
F
F
Some Ways to Teach/Practice Phonics
 Alphabet books
 Object Sorts
 Card Sorts
 Shared Reading
 Shared Writing
 Interactive Writing
 In your groups, generate some more ideas!
Blending PPT
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p
i
g
pig
s
i
t
sit
b
a
g
bag
fr
o
g
frog
http://www.youtube.com/watch?v=u8XE8N2g9u4
Who Let the Alphabet Out?
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Consider, the alphabet…
You only need to know letter names for spelling…
Word Sort
 Sort the words that are on the post-it notes in the
appropriate column:
 hat - make - rain - ?
 Be prepared to justify your decisions.
 back, shade, paid, said, ham, cave, have, what,
crab, crash, snake, lap, plate, drain, law
Word Analysis Lesson Plan
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Choose one word analysis strategy that is appropriate to teach your
students.
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Using the Lesson Design Frame, write a lesson that explicitly teaches
that strategy. Remember, activities are not lessons.
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Refer to Tompkins for specific ideas for teaching the word analysis
strategy you selected.
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Teach the lesson.
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Analyze student work.
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Reflect (using reflection questions listed in assignment).
MST/ESC Colleague Contract Due Today
Optional Draft Due Today
 Literacy Assessment Chapter 1
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Draft of Introduction and Disposition – Optional
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.doc or .docx form
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Please upload to GauchoSpace 320
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Please name the document as modeled below:
grade level - section – last name – first name
4B-Rabusin-Katrina.doc
KA-Gianoli-Paul.docx
ESC-B-Pedersen-Sarah.doc
Homework
Read:
Tompkins Chapter 6: Developing Fluent Readers (pgs 180-194 and
200 – 209)
To do:
HW Reading Guide for Chapter 6 (Lotus)
Word Analysis Lesson Plan Assignment (K-2) Due Oct. 20
Download: Lit. Assessment Chapter 2 Tools – Beginning and Fluent
Readers
Chapter 6 Reading Guide: Lotus
Status of the Class
 On the half sheet of paper provided…
 Write your name
 Answer the following:
 What questions do you have at this point?
 What do you plan to DO (specific steps related to
the literacy assessment) this next week?
Final thoughts…
D_d y_ _ kn_w th_t y_ _ c_ _ld r_ _ d
w_th_ _t kn_w_ng th_ v_w_els,
_u_ _ou _a_’t _ea_ _i_ _ou_
_o_ _o_a_ _ _?
_ _e