8:30-9:45 September 8, 2011 PDC

1. Word Work 8:30-9:45 September 8, 2011 PDC

2. Balanced Literacy Time Recommendations

3. Word Work • Preparing to Read section in Imagine It! • Letter Study • Phonemic Awareness activities • Phonics activities • Word Study (ex. Words Their Way (Bear at al.), Month by Month Phonics (Cunningham & Hall)) • Vocabulary Work

4. Letter Study • Alphabet Books • Environmental Print • Name Study • Predictable Charts • Our Class (King/Queen of the Day)

5. Phonemic Awareness Activities • Nursery Ryhmes • Rhyming • Word Play • Sound Matching • Sound isolation • Sound blending • Sound segmenting • Sound addition, deletion, or substitution • Songs

6. 5 Different Approaches to Phonics • Synthetic Phonics • Letter-sound relationships and how to break written words apart • Analogy Phonics • Word families • Analytic Phonics • Sort words and look at spelling patterns that make different sounds. • Phonics through Spelling • Writing experiences • Imbedded Phonics • Reading experiences

7. Words Their Way • Word Sorts and activities based on student’s spelling stage • Spelling Stages • Emergent • Letter-Name Alphabetic • Within Word Pattern • Syllables and Affixes • Derivational Relations

8. Month-by-Month • Grade-level specific systematic, multilevel instruction • Includes activities and recommendations such as – • Making Words Activities • Guess the Covered Word Suggestions • Word Wall Suggestions and Activities • Read Aloud Recommendations to support word and language learning

9. Guess the Covered Word Cross –checking practice to help students become good at using meaning, beginning letters, and word length to figure out words.

10. Word Walls • Visual scaffolds to temporarily assist students in independent reading and writing. • Activities and talk provide conversational scaffolds that structure the ways students study, think about, and use words. • Collections are cumulative; as new words are introduced; familiar words remain for further study. Be choosy about the words you decide to put on the word wall. They need to fit one of the following: -They are considered high frequency words or -They have a pattern that will help students spell many other words.

11. Be a Mind Reader Begin with general clue and narrow clues until there is only one possible choice by number 5. Be a Mind Reader! 1. ________________________ 2. ________________________ 3. ________________________ 4.________________________ 5. ________________________ The Secret Word is: ________________

12. Rivet Introduce unfamiliar words that are important to a selection. • Choose 6-8 important words (polysyllabic words and important names) • Draw the number of lines for each letter in a word. • Fill in the letters one at a time. Students write letters as you write. • Encourage students to guess the word as soon as they know it. • If students are correct, have them help you spell the word. • Use the words to predict some events in the story. • After reading, use the words to review.

13. The Three Tiers of VocabularyBeck & McKeown

14. Marzano’s Six Step Process for Teaching New Terms • Provide a description, explanation, or example of the new term. • Ask students to restate the description, explanation, or example in their own words. • Ask students to construct a picture, symbol, or graphic representing the term or phrase. • Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks. • Periodically ask students to discuss the terms with one another. • Students play games to review new vocabulary.