1. 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

2. RICA Review  Answer the practice RICA questions.  Submit, only if you think you may have answered all correctly.

3. 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

4. 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)?

5. Stages of Reading Development Question: What are the characteristics of students who are at each of these stages of reading development?

6.  Literacy Assessment Chapter 2: Reading – Word ID

7. 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

8.  Assessing Emergent Readers Lilly

9.  Word Identification Phonological Awareness and Phonics

10. Note Taking Graphic Organizer  You have graphic organizers with which to take notes.  The Four Language Systems  Word Analysis Strategies  The /f/ words

11. The Four Language Systems  Grapho-phonemic  Syntactic System  Semantic System  Pragmatic System

12. The Four Cueing Systems Pragmatic

13. 4 Language Systems Resource

14. Introducing Word Analysis How DO you figure out an unknown word?!

15. Introducing Word Analysis  Read the following words aloud quickly:

16. 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?

17. Word Analysis Strategies Warning: The following two slides contain definitions that relate to your Word Analysis Lesson Plan

18. Word Analysis Strategies  Sight Word Vocabulary  Grapho-Phonic Analysis  Analogies

19. Word Analysis Strategies  Structural Analysis  Contextual Analysis

20. Which Strategy will YOU teach? Contextual Analysis Grapho- Phonic Analysis Analogies Structural Analysis Sight Words ?

21. Which Strategy will YOU teach? Structural Analysis Sight Words Emergent ReadersBeginning/Fluent Readers Phoemic AwarenessAnalogies Grapho-phonic AnalysisStructural Analysis AnalogiesContextual Analysis

22. Word Analysis Strategies Resource

23.  Sorting it out… The /f/ words

24. /F/ Terms  Phonology  Phonemes  Phonemic Awareness  Phonics

25. Definitions of /F/ Terms  Phonology:  Phonemes:

26. 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.

27. Definitions (continued)  Phonics: Note: You might teach a phonics lesson for your WA lesson plan assignment.

28. 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.

29. 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.

30.  Take a Break

31. 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.

32.  Sorting it out… Phonemic/Phonological Awareness

33.  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:

34. Phonemic Awareness Phonemic Awareness Games: Something you can play when talking on the telephone! Or in the dark…

35. Ph nem c Awareness

36. Phonemic Awareness  Phonemic Awareness: refers to the ability to hear and manipulate the sounds of the language.  Letters (graphemes) are NOT involved! A B C D E

37. Phonemic Awareness Phonemic (Phonological) Awareness Rhyming Segmenting Blending Manipulating

38. 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)

39. 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)

40. Phonemic Awareness  Research has established a strong link between phonemic awareness and beginning reading  There is a correlation; it is not causal!

41. Phonemic Awareness  Identify sounds in words  identify which begins with /d/ phoneme

42. Phonemic Awareness  Categorize sounds in words  Identify the pictures that begin with the same phoneme.

43. 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

44. 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

45. Picture-Object Sort

46. 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

47. Phonemic Awareness – Elkonan Boxes  Segmenting syllables  Segmenting sounds (phonemes)  Phonics  Representing sounds with letters  Applying spelling patterns

48. 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

49. 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.

50.  Sorting it out… Grapho-Phonics

51.  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.

52. Grapho-Phonics Graphemes are involved, so the lights must be on!

53. Something to ponder…  “ Letters don’t say anything, because they can’t talk. ” - Sabrina Tuyay  Letters represent sounds.

54. 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

55. 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

56. Picture-Object Sort F F

57. 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!

58.  Blending PPT

59. p

60. i

61. g

62. pig

63. s

64. i

65. t

66. sit

67. b

68. a

69. g

70. bag

71. fr

72. o

73. g

74. frog

75.  Who Let the Alphabet Out? http://www.youtube.com/watch?v=u8XE8N2g9u4

76. Consider, the alphabet… You only need to know letter names for spelling…

77. 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

78. 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).

79. MST/ESC Colleague Contract Due Today

80. 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

81. 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

82. Chapter 6 Reading Guide: Lotus This can be found on the course website under class 4 materials

83. 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?

84. 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_ _ _e _o_ _o_a_ _ _?