Transcript Cruising Through The Standards for 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
 Phonemic Awareness
 Phonics/Word Study
 FCAT 2.0 Reading Reporting Category 1 –Vocabulary
2
Next Generation Sunshine State Standards
(NGSSS)
 What are they?
 Are they the same in every grade?
 How do they allow for growth?
3
Sunshine State Standards 3-5 Comparison
Reformatted by Dawn S. Pearce, April 2007
Edited by Bernadette Alonso, May 2007
Strand: Reading Process
Grade: 3
Grade: 4
Grade: 5
Standard: Concepts of Print
NOT APPLICABLE
Standard: Concepts of Print
NOT APPLICABLE
Standard: Concepts of Print
NOT APPLICABLE
Standard: Phonological Awareness
NOT APPLICABLE
Standard: Phonological Awareness
NOT APPLICABLE
Standard: Phonological Awareness
NOT APPLICABLE
Standard: Phonemic Awareness
NOT APPLICABLE
Standard: Phonemic Awareness
NOT APPLICABLE
Standard: Phonemic Awareness
NOT APPLICABLE
Standard: Phonics/ Word Analysis
LA.3.1.4.1 Use knowledge of the pronunciation
of root words and other morphemes (e.g.,
prefixes, suffixes, derivational endings) to
decode words
LA.3.1.4.2 Use knowledge of the pronunciation
of complex word families (e.g., –ieve, -ield) to
decode words in these families
LA.3.1.4.3 Decode multi-syllabic words in
isolation and in context
L1.3.1.4.4 Use self-correction when subsequent
reading indicates an earlier misreading
Standard: Phonics/ Word Analysis
LA.4.1.4.1 Recognize knowledge of spelling
patterns
LA.4.1.4.2 Use structural analysis
LA.4.1.4.3 Use language structure to read
multi-syllabic words in text
Standard: Phonics/ Word Analysis
LA.5.1.4.1 Understand spelling patterns
LA.5.1.4.2 Recognize structural analysis
LA.5.1.4.3 Use language structure to read
multi-syllabic words in text
Standard: Fluency
LA.3.1.5.1 Apply letter-sound knowledge to
decode unknown words quickly and accurately
in context
LA.3.1.5.2 Adjust reading rate based on
purpose, text difficulty, form, and style
Standard: Fluency
LA.4.1.5.1 Demonstrate the ability to read
grade level text
LA.4.1.5.2 Adjust reading rate based on
purpose, text difficulty, form, and style
Standard: Fluency
LA.5.1.5.1 Demonstrate the ability to read
grade level text
LA.5.1.5.2 Adjust reading rate based on
purpose, text difficulty, form, and style
4
5
www.Flstandards.org
6
Rigor
 Rigor is NOT extra work or harder work.
 Rigor IS the depth of your instruction which will
actively engage students to become independent
thinkers.
7
Standard: Concepts of Print
Distinguish informational text from
entertaining text
Move top to bottom, left to right
8
Concepts of Print
 Suppose 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.
9
Concepts of Print
Concepts 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
10
Standard: Phonological Awareness
 Broad 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.
•Segment sentences into words
•Blend and segment syllables into words
•Recognize and produce rhyming words
•Blend and segment onset and rime
11
Instructional Activities
Specific activities that involve students in attending
to and demonstrating recognition of the sounds of
language include:
1. waving hands when rhymes are heard
2. stomping feet along with alliterations
3. clapping the syllables in names
4. slowly stretching out arms when segmenting words.
12
Hands-on Learning – (FCRR.org)
13
Rhyme vs. Rime
 Rhyme 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
14
15
Standard: Phonemic Awareness
 Narrower 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.
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.
16
Phonemes
Matching initial sounds
Isolating initial, medial, and
final sounds
17
Segmenting
The ability to move from a whole word to its sound
(phoneme) parts. The word “dog” can be segmented into
/d/ - /o/ - /g/
18
Blending
 The ability to take isolated phonemes(sounds) and
put them together to make a word or word part
/f/ -- /r/ -- / o / -- /g/
can be blended to make the word
“frog”
19
Manipulating
 Adding 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’
20
Standard: Phonics/Word Study
 Is 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
+
21
Phonics Instruction Should be Explicit
 EXPLICIT instruction
 I do
 Guided Practice with immediate corrective feedback
 We do together
 Independent Practice
 You do (and I check)
22
Teaching Phonics
Decoding Longer
Words
bloom
oo
ew
ue
ou
group
noodle
drew
coupon
clue
jewel
moose
statue
u
u_e
23
Phonics
(Guided Practice)
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…
24
Making Words:
ewue
n f k l g c b s s
25
You’re not finished yet…
In order for this to be the strongest lesson
possible, have students do the following sort
activity:
/oo/ spelled ew
/oo/ spelled ue
few
homonyms
blue – blew
new
blue
knew
glue
flew
clue
new- knew
blew
26
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)
27
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.
28
How Do Students Learn Vocabulary?
29
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.
30
FCAT 2.0 Reading Reporting Category 1:
Vocabulary
 Context Clues
 Base Words and Affixes
 Antonyms, Synonyms, Homographs, Homophones
 Multiple Meanings in Context
31
Vocabulary
Language of Instruction & Assessment
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…
VOCABULARY
(LA.3-5.1.6.3, 1.6.7, 1.6.8, 1.6.9)
Context
Read 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/Antonyms
What word means the SAME as
.
Choose the word that means the OPPOSITE of
.
Affixes/Base Words or Root Words
Which 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 Meaning
Which 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
?
32
Explicitly Teaching Words
 Contextualize the word within the story.
 “In the story, Lisa was reluctant to leave…”
 Have the students say the word.

“Say the word – reluctant”
 Provide a student-friendly explanation or description
of the word.


“Reluctant means you are not sure you want to do
something.”
Versus a definition.
 Reluctant = Striving against; opposed in desire; unwilling
disinclined; loth.
33
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.
34
Engaging Students
 Generate 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 Reasons
 Why 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.
35
Context Clues
 Context clues are clues to the meaning of a
word contained in the text that surrounds it.
36
37
Context Clues Practice Activity
 “Sofia’s Diary” handout
 Be 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.
38
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 .
39
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 ______________.
40
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 ________________.
41
Vocabulary Strategies
 Have students select from a set of words to complete
sentences:
 Max’s quiet behavior was related to _______.





shyness/modesty/terror
Students 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.
42
Vocabulary Strategies
 Link 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/skit
43
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.
44
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.
45
Shades of Meaning
Let’s look into the word…say!
say
pronounce
articulate
talk
communicate
converse
whisper
chat
shout
tell
mumble
convey
46
Pick, Select, Choose, or Determine
Formal
Negative
Positive
Informal
47
Vocabulary Mapping
Definition
Synonym
Vocabulary
Word
Sentence
Picture
48
Verbal and Visual Word Association
Word
Visual Representation
Definition
Personal Association or Characteristic
49
Frayer Model
Definition
Examples
(from own life)
Characteristics
Word
Non-examples
(from own life)
50
Word Learning Tools
Vocabulary – Words related to a picture
Students 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.
51
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.
51
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.
52
Word Walls
Word Walls are a work in progress.
53
Word Walls
Environmental
print
A-Z Word Walls- Picture
cards with labels, high
frequency words
Purposeful
Collections/Jars
word families
54
Similes
Describing Words
smell like a
circus train
lost, shy,
sharp,
disagreeable,
soft, terrible,
enormous,
untidy, scaly
Animal Words
dog, kitten,
fawn, bear,
cubs, tigers,
people,
python, snake,
reptiles,
dinosaur,
hoofs, paws,
antlers, fur,
buck
Action Words
sitting, bark,
wandering, keep,
found, brought,
grow up, afford,
guessed, smells,
clog, slither,
chipping,
defrosted, shed
Alliteration
scaly skin
55
Word Walls
56
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)
57
http://www.fcrr.org
http://www.corestandards.org/assets/Ap
pendix_A.pdf
http://languageartsreading.dadeschools
.net
http://bilingual.dadeschools.net58
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
59