Word Study & Independent Writing : Early Language and Literacy Certificate, Course 1

1. Word Study & Independent Writing:Early Language and Literacy Certificate, Course 1 Class 14 Guided Reading Plus

2. Housekeeping

3. Homework Review • Share with a partner what you are now doing differently in interactive writing as a result of last week’s class and reading. • Share out

4. Essential Questions • What are some of the most powerful procedures in supporting word solving? • How is responsibility gradually released to the student in the word study component of Guided Reading Plus? • How do I support comprehension, language structure & word solving (MSV) during independent writing?

5. Word Solving Procedures Early Language and Literacy Certificate Program

6. Word Solving – Powerful Procedures • Handout: Powerful Word Solving Procedures • The following are ‘in the moment procedures’ that support word solving throughout the lesson. • Pick one and add it to your ‘bag of tricks’!

7. Word Solving – Powerful Procedures • Assuming a student can “Say it Slowly” (SS)… • Example: salamander ---------------------------------------------------------------------------------------------------------------- • He can “Slow Check” • Example: Frogs and salamanders are amphibians. (Child thinks it’s salivaters.) • He can “Say it Slowly While you Write” (SSWW) • Example: salamander

8. Splash - Teacher • When a child is stuck on a word in reading… • The teacher writes the tricky word in parts/chunks on a small whiteboard and the child reads the parts • Demo: spl-ash

9. Splash - Child • When a child is stuck on a word in reading… • Child copies the tricky word in parts/chunks on a small whiteboard, reading the parts as he writes • Demo: spl-ash

10. Masking Card • Used 3 ways • When a child reads a longer word correctly (early) • The teacher says, “You said asleep and you were right! Clap asleep. Now show yourself the parts.” • When a child is stuck on a word in reading… • The teacher uses the masking card to show the child the parts. OR • The teacher gives the child the masking card and says, “Think about the story and show yourself the parts.” • Demo: Baby Hippo – hippo, away • Don’t get hung up syllabic correctness!

11. Teaching HFW Early Language and Literacy Certificate Program

12. Foundational Ideas • Children need to learn to look closely at print • directionality of letters (verbal path) • directionality across words • ALWAYS build/write words from left to right

13. Teaching High Frequency Words • Read handout: HFW Procedures (Lower Level or Higher Level) • Lower Level Demo (Richardson) - they • spelling ends after step 1 • slow check • say it slowly while you write (SSWW) • Higher Level Demo (based on Richardson) - enough • Read through handout with a partner & pretend (you, idea)

14. Word Study: Phonics Early Language and Literacy Certificate Program

15. Foundational Ideas • Word Study Routine (WRS: 242) • Gradual Release of Responsibility • 1-3 min • Statement of principle (phonics or strategy) • Demo principle (visual example) • Active student participation

16. Example at Lower Level • One-syllable words • Word Study Routine (1-3 min) • Statement of principle • “Two letters together can make one sound.” • Demo principle (visual example) • sleep—green • car—part • Active student participation • Teacher writes ‘three’ & ‘shark’ on whiteboard for students to find part they know and read

17. Example at Higher Level • Use known 1 syllable words to move towards longer and multi-syllable words • Word Study Routine (1-3 min) • Statement of principle • “Two letters together can make one sound.” • Demo principle (visual example) • sleep—teeth • car—sharp • Active student participation • Students write creepy, startled on whiteboards

18. Example - DVD • Watch DVD – Dorn Word Work • Word Study Routine (1-3 min) • Statement of principle [2-reading] • Demo principle (visual example) [3-reading] • Active student participation [4]

19. Foundational Ideas • We must monitor OUR explanations & language • concise & simple • consistent • Students should know a few academic terms, but don’t go overboard with linguistic language • YES: consonants, vowels, consonant cluster • NO: onset/rime, dipthong, digraph

20. Independent Writing Early Language and Literacy Certificate Program

21. Foundational Ideas • In independent writing, children “put it all together” • message • language structure • word • letter • This is why writing is so powerful.

22. Foundational Ideas • We don’t wait to start independent writing until children know all the letters and many high frequency words • We can start from day 1 • Teacher fills in what is beyond the ZPD

23. Independent Writing • Guided Reading Plus DVD • Independent Writing Phase 2 (4-5 Nonfiction) • What did you notice about how the teacher supported • comprehension? • language structure? • word solving? • oral language?

24. Independent Writing - Procedure • Group has a conversation to review the text. • Discuss the prompt – deep conversation. • Turn & talk, oral rehearsal, sentence stems might be applicable • Each child composes and rehearses a message related to the prompt. The teacher supports the composition and rehearsal as needed.

25. Independent Writing - Procedure • Each child writes the message in marker or pen: • Teacher supports message construction in a variety of ways. • Teacher assists with problem-solving individually. • Students use practice page. • Reread the message fluently(partner, teacher, group) • Discuss strategies • What did you do to help yourself when ___?

26. Foundational Ideas • Remember, the GOAL is for children to write independently (DRA2/EDL2 level 28), so…. • When choosing the writing type at level 3+…… • Choose independent writing about 50% of the time • Choose dictated or interactive writing about 50% of the time • Gradually increase independent writing at higher levels

27. Essential Questions • What are some of the most powerful procedures in supporting word solving? • How is responsibility gradually released to the student in the word work component of Guided Reading Plus? • How do I support comprehension, language structure & word solving (MSV) during independent writing?

28. Essential Connections • LEAP • MCD: methods & pacing, academic language • HIIM: check for understanding, feedback • English Language Learners • Oral Language Development • Academic Language • Common Core Shifts • Nonfiction • Evidence • Increasing text complexity

29. Homework • DO • Reflect on class • Practice Slow Check, SSWW and one word solving procedure (new to you: Spl-ash or Masking Card) • BRING to next class • Next class powerpoint (for notes) • ALL handouts received thus far