Contexts and Strategies

1. Contexts and Strategies How letters create patterns. These patterns become familiar. Patterns in Ojibwa? Or Spanish?

2. Need paper and pencil/pen

3. Spelling Test • Clear desks. • No voices. • Find your own space. • Pencil and paper. • Number 1-10.

4. RICANING VERNALIT MOISSANT POKERSON FAVORIAL YRULPZOC OZHGPMTJ DLEGQMNW CFUJXZAQ WXPAUJVB PSEUDOWORDS

5. Compare and Contrast • Tell me about column 1 • Examples of patterns • Tell me about column 2 • Why are we able to make sense of the one column of words.

6. Internalized knowledge of letter patterns. • We can identify a word in about as much time as it takes to identify a LETTER. • Have a visual context for words. • What is visual about taking a spelling test. • In Word Matters…how would a child learning to manuscript their name and doing related word and reading and writing (drawing) activities throughout the year…ho

7. SYNTATIC CUES (pg 198.) • WORD ENDINGS • RIDING/RIDDEN • CONSTUCTION (N); CONSTRUCTIVE(ADJ); • FUNCTION WORDS: A, THE, THAT THOSE, HER, IT • The man was chased by at cat down the lane. • WORD ORDER • Carol kisses the monkey. The monkey kisses Carol.

8. SEMANTIC CUES • MEANING OF THE SETS OF WORDS • Define • Examples • How affects reading and writing for reading. • (Same for Graphic (phonemic) and syntactic)

9. THE BEAVER (cloze) • American Indians call beavers the “little men of the woods.” But they (1)___really so very little. (2)___beavers grow to be (3)___ or four feet long (4)___ weigh from 30 to (5)___ pounds. These “little men (6)___ the woods” are busy (7)___ of the time. That (8)___ why we sometimes say, “(9)___ busy as a beaver.” • (10)___ know how to build (11)___ that can hold water. (12)___ use their two front (13)___ to do some of (14)___ work. Cutting down a (15)___ with their four sharp-(16)___ teeth is easy. A (17)___ can cut down a (18)___ 4 inches thick in (19)___ 15 minutes. • (BE ABLE TO EXPLAIN YOUR THINKING AS YOU DO A CLOZE PROCEDURE. Why do CLOSE PROCUDURE EITHER as teacher modeling or student completing an oral procedure or as a written independent)

10. WORD 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 CUE 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19

11. CONTEXT & CUESAs we read we monitor… • PRIOR KNOWLEDGE (OUR schemes) • BEFORE CONTEXT (sentence or word or paragraph) • AFTER CONTEXT (same) • SEMANTIC • SYNTATIC • Graphic (phonemic) • SOCIOPSYCHOLINQUISTIC? Explain • (self-correct as you read; using above strategies )

12. What we do as we read.(meta-cognitive strategies)What one does when one readsTeachers model for children 1. Predict (what text will be about): e.g., Look at illustrations, titles, headings, beginning sentences… 2. Sample text: reading 3. Clarify (does what I am reading make sense, if not I use one of the strategies.) 4. Confirm or Correct and move on.

13. WHAT DOES A PROFICIENT READER DO? • Describe characteristics of a proficient reader? • Describe characteristics of a beginning or novice reader?

14. Page 28 • Teaching Strategy for reading

15. Part to Whole; Whole to Part • Compare and contrast whole to part; part to whole methods of teaching reading. • If a child is asked to tell me what reading is….How will the child describe reading part to whole? Whole to part?

16. TEST Reading for next time.

17. Word Solver: dynamic readingUsing Words in reading and writing.Teacher modeling the process(not just memorizing lists) • Is a cognitive/thinking process for recognizing words, taking them apart, putting them together so that children can read and write with MEANING. • The learner actively investigates how words work. Knowing that how words are constructed and used bring meaning to text. ( ed, er, th, pronouns, see list in back) • Through reading experiences, children build a dynamic vocabulary exploring word meanings and making connections. • The greater the speaking vocabulary, the easier it is for them to learn new words.

18. continued • Individual vocabulary will build double and triple with a variety of writing and reading experiences. • Competent readings will have a variety of of word solving strategies to use as they read….they will use these with little noticable pause.

19. Page 25 • Example 1 reading • There was only one dog left • Example 2 writing • Teacher creates mini lesson to help child or group on a skill, in this case how to figure out how to write a word • Example 3 Word study • Wrote out sets of words with endings for personal journal or word wall

20. Framework for teaching reading and writingIs this sociopsycholinquistic ? • Language Experience • Read –Aloud Time • Shared Reading (writing) • Writers workshop • Independent writing • Interactive writing • Independent writing • Describe an reading and writing activity for each of the above. Site page no. Can use Word Matters.

21. Is this Sociopsycholinquistic?

22. Shared Reading

23. Guided Reading

24. Independent Reading

25. QUIZ T OR F7 minutes • 1. The text recommends 2 to 2 ½ hours of integrated language arts activities (reading and writing) each. • 2. Shared reading is child and teacher reading together using enlarged text. Text may contain repetitive words. • 3. A word wall is an effective method to organize words for children to use for independent writing or reading. A word wall may organize words according to the alphabet or by endings. • 4 Ineffective reading/writing strategy: A teacher using letter/ alphabet books to help students investigate words. • What was the strategy called that we did at the beginning of class. • As teachers sometimes we may want to draw certain words to a child’s attention and sometimes we would not want to interrupt reading. Using ideas from Word Matters, Explain.