Presentation on theme: "Welcome to Class 4-F14 Please choose an object from the bag. Using the phoneme clues on the table tents, find the table with the phoneme that represents."— Presentation transcript:
Welcome to Class 4-F14 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. 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. These are strategies you may use for your first word analysis lesson assignment, if you are working with emergent or early beginning readers. 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 Written by June Sobel, Illustrated by Henry Cole Learning Activity: Class Alphabet Book Other alphabet books: 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
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 Grapho- Phonic Analysis Analogies Structural Analysis Sight Words ?
Which Strategy will YOU teach? Structural Analysis Sight Words Emergent ReadersBeginning/Fluent Readers Phoemic AwarenessAnalogies Grapho-phonic AnalysisStructural Analysis AnalogiesContextual Analysis
Definitions of /F/ Terms Phonology: Phonemes:
Definitions (continued) Phonemic Awareness: 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: 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.
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
Phonemic Awareness My definition: Phonemic Awareness Activities Example: Phonemic Awareness Games: Something you can play when talking on the telephone! A question I have: Or in the dark... Chapter 5: Cracking the Alphabetic Code Activity:
Phonemic Awareness Phonemic Awareness Games: Something you can play when talking on the telephone! Or in the dark…
Levels of Phonemic Awareness Dechant, 1993; Adams, 1990 Level One Awareness of gross differences Awareness of rhyme fought-not, chime-rhyme, bum-come, debt-threat, great-fate Segmentation of words into syllables Level Two 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 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 /b/ /a/ /t/ = bait Segment a word into sounds late = /l/ /a/ /t/ Substitute sounds to make new words Bar-car, tip-top, man-mat, etc
Phonemic Awareness Hallie Yopp (1992) suggest a progression for Phonemic Awareness instruction: 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
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
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.
Phonics My definition: My experience with teaching/observing phonics in the classroom: Chapter 5: Cracking the Alphabetic Code 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. A B C D E
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
Who Let the Alphabet Out? http://www.youtube.com/watch?v=u8XE8N2g9u4
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 Choose one word analysis strategy that is appropriate to teach your students. Using the Lesson Design Frame, write a lesson that explicitly teaches that strategy. Remember, activities are not lessons. Refer to Tompkins for specific ideas for teaching the word analysis strategy you selected. Teach the lesson. Analyze student work. Reflect (using reflection questions listed in assignment).
Optional Draft Due Today Literacy Assessment Chapter 1 Draft of Introduction and Disposition – Optional .doc or.docx form Please upload to GauchoSpace 320 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 This can be found on the course website under class 4 materials
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?