content language objectives word study early language and literacy certificate course 1 n.
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Content/Language Objectives & Word Study : Early Language and Literacy Certificate, Course 1 . Class 12 Guided Reading Plus. Housekeeping. Progress Monitoring F orms are due today !. Homework Review. Thinking about the reading you did

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content language objectives word study early language and literacy certificate course 1

Content/Language Objectives & Word Study:Early Language and Literacy Certificate, Course 1

Class 12

Guided Reading Plus

housekeeping
Housekeeping
  • Progress Monitoring Forms are due today!
homework review
Homework Review
  • Thinking about the reading you did
    • What stands out to you about supporting language development during the book orientation?
running records
Running Records
  • Expectations
    • Be able to take a running record using standard conventions (so someone else can read and understand)
    • Be able to score accurately
    • Be able to analyze with a large degree of exactness
  • MUST practice ALL steps every other day in order to learn this!
  • Serious confusions – see handout!
essential questions
Essential Questions
  • How do content/language objectives help a teacher weave oral language instruction into Guided Reading Plus?
  • Why is it important to teach for principles (not items) in word work?
content language objectives

Content/Language Objectives

Early Language and Literacy

Certificate Program

foundational ideas
Foundational Ideas
  • Every lesson should develop
    • reading ability (strategies & skills)
    • reading comprehension
    • language (structure & vocabulary)
foundational ideas1
Foundational Ideas
  • Language development, just like content, must be deliberately planned and communicated to students
  • The teacher must know and clearly communicate to students:
    • what they are learning
    • why it’s important
foundational ideas2
Foundational Ideas
  • Reading is complex
  • In every lesson, students are
    • learning to read
    • learning to talk and write about what they read
  • What we’re teaching IS NOT the book – the book is the vehicle
foundational ideas3
Foundational Ideas
  • Remember, language development is not just about VOCABULARY
    • Children are in process of learning both vocabulary words AND grammar for using those words
content language objectives1
Content/Language Objectives
  • Read Handout: Content Language Objectives
    • guide, not perfect model
    • specific to our purposes with GRP
    • supports not differentiated due to small group differentiation
  • Everyone in the district is at different levels with this - relax
  • Writing a great CLO is not sufficient – it has to be evident in our teaching!
video
Video
  • DVD - Nonfiction Reading Day – Book Discussion After Reading
  • How did the teacher weave oral language instruction into the reading discussion?
    • What content did she address?
    • What language learning was evident?
  • How might we make that into an objective?
content language objective
Content/Language Objective
  • Students will explain orally
  • Function
  • Domain
content language objective1
Content/Language Objective
  • Students will explain orally the life cycle of a butterfly
  • content
content language objective2
Content/Language Objective
  • Students will explain orally the life cycle of a butterfly using vocabulary from the text
  • form
content language objective3
Content/Language Objective
  • Students will explain orally the life cycle of a butterfly using vocabulary from the textsupported through photographs & labels.
  • support
learning to read vs comprehension
Learning to Read vs. Comprehension
  • Always working on both
  • CLO focus varies by text level and emphasis for each lesson
clo vs individual focus
CLO vs. Individual Focus
  • CLO
    • a group focus
    • guides what we say to the group & sometimes individual children
  • Individual focus
    • guides what you say to each child while they’re reading
  • Probably won’t be the same
word study

Word Study

Early Language and Literacy

Certificate Program

foundational idea word study
Foundational Idea:Word Study
  • The GOALS
    • to decode rapidly and efficiently while keeping the focus on meaning
    • to understand how words work
  • The point of word work is to isolate word study around a principle that children can then apply in text.
    • 1-3 minutes
foundational ideas word study
Foundational Ideas:Word Study
  • HFW
    • Recognizing and writing words quickly and automatically
  • Phonemic awareness
    • hearing sounds

OR

  • Phonics
    • Using letter/sound relationships
    • Using spelling patterns, word parts, syllables, and analogy
foundational ideas word study1
Foundational Ideas – Word Study
  • Teach principles, not items
  • Teach one principle with several examples
foundational ideas word study principles
Foundational Ideas: Word Study Principles
  • “Two consonants can make one sound.”
    • sh – shut, th – think, ch – child
  • “There are different ways to pronounce –ed at the end of a word.”
    • looked (t), wanted (ed), learned (d)
  • “Some initial letters are silent.”
    • knock, write
  • “You can use a part from a word you know to make a new word.”
    • boat – groan – groaning; rain – tail - tails
word study continuum
Word Study Continuum
  • Handout: Word Study Continuum
    • Levels 1-6: Ours (Eng & Span)
    • Levels 1-28: Dorn (Eng) & ILe (Span)
  • Word work MUST be appropriate to the level of the reader or it is a waste of time
    • Ex: Don’t teach ‘oa’ says ō in a level 3 when children are barely looking at 1st letter
      • vowel pairs show up in levels 10/12
foundational word study procedure
Foundational Word Study Procedure
  • Say it Slowly (SS) = Say a one syllable word slowly and smoothly in a connected way
  • Why? Aligns with real speech
    • Important to hear individual phonemes (tapping c-a-t) EARLY
    • Once children can do that, move on to blending sounds
say it slowly ss
Say it Slowly (SS)
  • All auditory – use pictures to practice
    • Let’s Try
  • Make sure your students can all say a word slowly (SS) by next class
essential questions1
Essential Questions
  • How do content/language objectives help a teacher weave oral language instruction into Guided Reading Plus?
  • Why is it important to teach for principles (not items) in word work?
essential connections
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
homework
Homework
  • READ
    • Explicit Phonics Lessons in Large and Small Groups & Phonics Example (WRS 242-243 + Margaret)
    • Word work continuum at level appropriate for your group
  • DO
    • Reflect on class
    • Reflect on reading
    • Teach your GRP group to “Say it Slowly” (SS)
    • Write CLO in your GRP lessons from now on
  • BRING to next class
    • Next class powerpoint (for notes)
    • ALL handouts received thus far