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Welcome to Class 5-13!

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  1. Welcome to Class 5-13! • There are table tents with seating clues. • Digraphs – consonant and vowel • Vowel diphthongs • Consonant blends • R-controlled vowels • Schwa

  2. RICA Review • Answer the practice RICA questions. • Submit only if you think you may have answered all correctly.

  3. Class 5-13 • Last week we explored word analysis strategies that are appropriate for Emergent and Early/Beginning readers: • Grapho-Phonic Analysis • Analogies (Onsets-Rimes) • This class will focus on word analysis strategies that are appropriate for Early/Beginning and Fluent readers: • Structural Analysis • Contextual Analysis

  4. Story and Strategy • Story: And Tango Makes Three • By Justin Richardson and Peter Parnell • Illustrated by Henry Cole • Strategy: Open Sort

  5. Open Sort • You have an envelope with words from the story. • With your colleagues, put the words into groups. • A group = at least 2 words • Be ready to share your groupings and your rationale.

  6. Word Sort

  7. Closed Sort • Now sort the words, based on the following categories:

  8. Assignments Grid

  9. Literacy Assessment Checklist

  10. Literacy Assessment Notes • For those of you who are submitting chapter drafts, we are trying to turn them around with FB in one week. • When you receive the FB, should you have questions, please ask for clarification. That is the beauty of being able to submit a draft. • Final important note: If you submit a draft and receive FB, please save it to include in your final submission. • Thank you!

  11. Word Analysis Lesson Plan:Ask Yourself

  12. Word Analysis ESC/MST Collaboration Contract

  13. Feedback Forms from Last Week

  14. Cjapter 6 Reading Guide • In your table groups, please share what you gleaned from your reading of Chapter 6. • Question: • What did you choose for the “your choice”?

  15. Word Analysis How DO you figure out an unknown word?!

  16. What to teach? ? Contextual Analysis Analogies Grapho-Phonic Analysis Structural Analysis Sight Words

  17. Which strategy will YOU teach? Structural Analysis Sight Words

  18. Foldables Boogie http://www.youtube.com/watch?v=xudikERRmRc

  19. Review of WA Strategies • Using scissors, make cuts on the dotted line as modeled. • Fill out the following WA Strategies that were introduced last week. • Sight words • Grapho-Phonic Analysis • Analogies • Open each flap. • Write definition on the left and examples on the right.

  20. WA Strategies

  21. Review of WA Strategies You will have time in class to fill in the rest of the WA Strategies as we introduce you to them: • Structural Analysis • Morphemic Analysis • Syllabic Analysis • Contextual Analysis

  22. Word Analysis Strategies • Grapho-Phonic Analysis (revisited) • Analogies • Structural Analysis • Readers break words into component parts. • Morphemic Analysis • Syllabic Analysis • Contextual Analysis • Readers use semantic and syntactic cues to figure out unfamiliar words they encounter in print.

  23. Word Sort - More advanced Grapho-Phonic Analysis • Based on what you know about grapho-phonics, sort the words that are on the post-it notes in the appropriate columns: • hat – make – rain - ? • Be prepared to justify your decisions. • back, shade, paid, said, ham, cave, have, what, crab, crash, snake, lap, plate, drain, law

  24. Structural and Contextual Analysis Word identification

  25. Word Analysis Strategies • Grapho-Phonic Analysis • Analogies • Structural Analysis • Readers break words into component parts. • Morphemic Analysis • Syllabic Analysis • Contextual Analysis • Readers use semantic and syntactic cues to figure out unfamiliar words they encounter in print.

  26. Morphemic Analysis • Root words with prefixes and/or derivational endings • Root words with inflectional endings • Contractions • Compound Words

  27. Teaching Common Affixes • Four prefixes account for 58% of prefixed words read in school materials, grades 3-9 • un-, re-, dis-, and in- • 80% of prefixed words have suffixes. • 62% are common inflectional endings: • -s, -es, -ed, and –ing • 29% are derivational endings: • -able, -ible, -ness, - and –ly

  28. Teaching Common Affixes Once you have taught the meaning of prefixes and suffixes, manipulate words to increase learning by: • Prefix removal • Suffix removal • Further analysis of root words • Adding affix meanings back to root words

  29. Inflectional Endings • Inflectional endings are endings added to root words that deal with meaning issues related to the syntax of the language. • Inflectional endings communicate: • Plurality – The boys went to the store. • Possession – The boy’s shirt was torn. • Tense – I walked to school yesterday. • Person – She walks to school everyday. • Comparison – He runs faster than Bradley.

  30. Inflectional Endings • Added to verbs • -s 3rd person singular • -ed past tense • -ing progressive tense • -en past participle • Added to adjectives • -er comparative • -est superlative • Added to nouns • -s plural • -‘s/s’ possessive

  31. Derivational Endings • Derivational endings change the part of speech. • boy (noun)  boyish (adjective) • vaccine (noun)  vaccinate (verb) • teach (verb)  teacher (noun) • describe (verb)  description (noun) • decide (verb)  decisive (adjective) • quick (adjective)  quickly (adverb)

  32. Suffix Sort

  33. Word List (–er endings)

  34. Word Sprouting decide

  35. Word Sprouting – Phase 2 • Louise had difficulty making _______ . • Yesterday, Louise _______ to give up the tennis team to get an after school job. • She had to _______ whether the money she would make was important enough to take the place of her first love, tennis. • “I just can’t _______ !” she told me unhappily. • Louise always talks things over when she has trouble _______ . • Louise has never been a very _______ person.

  36. Word Sprouting – Phase 3 • For each word or word group below, write a complete sentence. Do not change the form of the word. Do not separate or rearrange the word groups. • decide • to decide • they decide • had decided • decision • is deciding • was decided • decisively

  37. Word Sprouting with Poppletspopplets.com

  38. More Foldables • Foldables can be helpful to reinforce Word Sprouting. • Examples • They also can help students understand contractions! • Examples

  39. Word Sorts and SproutsApplication and Adaptations • You now have done several word sorts. • You have also been introduced to word sprouting and foldables. • How might you use word sorts, word sprouting and/or foldables in your teaching? • How might you adapt word sorts appropriately for your students?

  40. Word Analysis Strategies • Grapho-Phonic Analysis • Analogies • Structual Analysis • Readers break words into component parts. • Morphemic Analysis • Syllabic Analysis • Contextual Analysis • Readers use semantic and syntactic cues to figure out unfamiliar words they encounter in print.

  41. Mystery Word Match • Each team tries to determine the mystery word by asking questions such as: • Does the word begin like _______ ? • Does the word end like _______ ? • Does the word have a middle like _______ ? • The restaurant was _ _ _ _ _ _ _ _ _ . • dependable • excitement • impulsive

  42. Mystery Word • She wrote a _ _ _ _ _ _ _ _ _ _ _. • composure • confrontation • invisible • He had an_ _ _ _ _ _ _ _ _ . • optimistic • confrontation • generously

  43. Mystery Word • His favorite color is _ _ _ _ _ _ _ . • taffeta • invention • magic

  44. Syllabic Analysis • How might you teach syllabic analysis in a way that would appropriately meet the needs of your students? • See Tompkins pp. 190 • What additional adaptations might you consider?

  45. Review WA Strategies • Open your foldable and add definitions and examples for Structural Analysis: • Morphemic • Syllabic

  46. Take a break 

  47. Word Analysis Strategies • Grapho-Phonic Analysis • Analogies • Structual Analysis • Readers break words into component parts. • Morphemic Analysis • Syllabic Analysis • Contextual Analysis • Readers use semantic and syntactic cues to figure out unfamiliar words they encounter in print.

  48. Contextual Analysis Suddenly, Jimmy saw a giant frog.

  49. Cross Checking • Read the sentence with a blank that holds the place of a missing word. • Write words that the students suggest, words that would make sense semantically and syntactically. • Uncover the first letter and erase any suggested words that don’t begin with that letter. • Have the students generate more ideas that might work semantically, syntactically and that begin with the uncovered letter. • Uncover more of the word and continue. • Patricia Cunningham