Michelle Fernandez Division of Bilingual Education and World Languages June 2011

1. Cruising Through the StandardsPhonemic Awareness, Phonicsand VocabularyElementary ESOLGrades K-2 Michelle Fernandez Division of Bilingual Education and World Languages June 2011

2. Objectives • Common Core State Standards/Next Generation Sunshine State Standards (NGSSS) • Concepts of Print • Phonological Awareness • Phonemic Awareness • Phonics/Word Study • Vocabulary Development

3. Next Generation Sunshine State Standards (NGSSS) • What are they? • Are they the same in every grade? • How do they allow for growth?

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 Identify parts of a book Locate words on a page Distinguish informational text from entertaining text Distinguish letters from words 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

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: • waving hands when rhymes are heard • stomping feet along with alliterations • clapping the syllables in names • slowly stretching out arms when segmenting words.

12. Hands-on Learning - (FCRR.org) Sentence Segmentation Rhymes Segment & Blend Syllables Onset and Rime

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

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. Isolating initial, medial, and final sounds Phonemes Matching initial 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 noodle coupon jewel statue bloom group drew clue moose oo ew ue ou 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: e w u e 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 few new knew flew blew /oo/ spelled ue blue glue clue homonyms blue – blew new- knew

26. The Research Says… “Phonemic Awareness isone 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. 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.

31. 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.

32. 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.

33. Context Clues • Context clues are clues to the meaning of a word contained in the text that surrounds it.

35. 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.

36. 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 .

37. 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 ______________.

38. 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 ________________.

39. 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 • Display their new words around the room for all to see

40. 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

41. 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.

42. 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.

43. Vocabulary Mapping Definition Synonym Vocabulary Word Sentence Picture

44. Verbal and Visual Word Association

45. Frayer Model Definition Characteristics Word Examples (from own life) Non-examples (from own life)

46. 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. 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.

47. Word Walls 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. “Colorful Words” Wall

48. Word Walls Word Walls are a work in progress.

49. Word Walls Environmental print A-Z Word Walls- Picture cards with labels, high frequency words Purposeful Collections/Jars word families

50. Similes Describing Words Animal Words smell like a circus train lost, shy, sharp, disagreeable, soft, terrible, enormous, untidy, scaly 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