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Good Morning

Good Morning. Goals. Continue to explore components of effective vocabulary instruction Experience doing a running record and miscue analysis Look at the common components for reading inventories Experience a carousel to learn about the readings for this week.

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Good Morning

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  1. Good Morning

  2. Goals • Continue to explore components of effective vocabulary instruction • Experience doing a running record and miscue analysis • Look at the common components for reading inventories • Experience a carousel to learn about the readings for this week

  3. One Vocabulary Instructional ProgramMichael Graves, 2006The Vocabulary Book: Learning and Instruction • Providing Rich and Varied Language Experiences • Teaching Individual Words • Teaching Word Learning Strategies • Fostering Word Consciousness

  4. Providing Rich and Varied Language Experiences • Read alouds • Independent reading • Writing activities that focus on word choice and usage • Author study • Book talks/literature discussion groups • Genre study

  5. Teaching Individual Words • Students acquire new word meanings through explicit vocabulary instruction • Activities that focus on specific words to learn entirely new words as well as enhanced meanings of familiar words

  6. brave Associating: Concept Wheel • “What words do you think of when I say, _____ ?” • List words. • Read definition. Compare. • “What three other words will help you remember the word _____ ?” brave courageous valiant daring bold having courage :DAUNTLESS ; 2: making a fine show :COLORFUL < brave banners flying in the wind>; 3:EXCELLENT , SPLENDID <the brave fire I soon had going

  7. brave In my life: my definition: opposite: Associating/Visualizing: Verbal Visual Word Association

  8. Teaching Word-Learning Strategies When you come to a word and you don’t know what it means…. • Word part clues • Context clues

  9. Structural Analysis: Using Word Part Clues • Three main parts: prefixes, suffixes, roots • Common rootsnew words

  10. Dismantling and reassembling unenviable enviable envy enviable unenviable

  11. lawlessness lawless law lawless lawlessness

  12. Brainstorm List for the Baseword “Play” • player • playful • playpen • ballplayer • playing field • Discuss in pairs: How does each word relate to play?

  13. Common Roots LATIN audi (hear) dict (speak) port (carry) spect (see) scrip/script tract (pull/draw) vis (see) GREEK auto (self) bio (life) graph (written/ drawn) hydro (water) meter (measure) ology (study of) photo (light) scope (see) tele (distant) • Choose a root. • Brainstorm a list of words that use the base word. • Discuss: how does each word relate to the base word? • Think of two words and one invented word using the root and common affixes. • Be ready to share one word Adapted from Blevins, W, 2001 Teaching phonics and word study in the intermediate grades,

  14. Contextualizing: Cloze Sheila Rae started off, skipping. “I am brave,” she sang. “I am _____.” She stepped on every crack. She walked backwards with her eyes closed. She ________ at stray dogs, and ________ her teeth at stray cats. And she ________ that the trees were ________ creatures. She climbed up them and broke their fingers off. Snap, snap, snap. Sheila Rae walked and walked. She turned corners. She crossed streets. It suddenly occurred to Sheila Rae that nothing looked ________ . f b gr pr e f

  15. Contextualizing • Categories of help • Definition (the author explains the meaning of the word right in the sentence/selection) • Synonym (the author uses a word similar in meaning) • Antonym (the author uses a word nearly opposite in meaning) • Example (The author provides one or more example words or ideas) • General (the author provides several words or statements that give clues to the word’s meaning)

  16. Definition: • When Sara was hiking, she accidentally walked through a patch of brambles, prickly vines and shrubs, which resulted in many scratches • Synonym: • Josh walked into the living room and accidentally tripped over the ottoman. He then mumbled, “I wish people would not leave the footstool right in the middle fo the room. That’s dangerous!” • Antonym: • The supermarket manager complained, “Why do we have such a plethora of boxes of cereal on the shelves? In contrast, we have a real shortage of pancake and waffle mixes. We’ve got to do a better job ordering.” • Example: • There are many members of the canine family. For example, wolves, foxes, coyotes and pets such as collies, beagles, and goldenretrievers are all canines. • General: • It was a sultry day. The day was very hot and humid. If you moved at all, you would break out in a sweat. It was one of these days to drink water and stay in the shade.

  17. Fostering Word Consciousness • Help students to develop an Interest in words, an appreciation of word choice, and expand their vocabulary • Activities that focus on word play and figurative language (e.g., alliteration, slang, simile, metaphor, homophones, hyperbole, idioms, oxymoron, personification) • Keeping vocabulary charts, making students accountable in their writing, fostering application in everyday conversations

  18. Slang from Family Members

  19. English Language Learners Research (Fitzgerald, 1995; McLaughlin et al., 2000; Garcia 1991;Jiménez, 2001; Fitzgerald, 1995) informs us of other instructional strategies that help ELLs improve their vocabularies : • Direct instruction in vocabulary to deepen word knowledge of high-frequency grade-appropriate words. • Instruction in strategies to infer meaning from text and recognize root words. • Activities outside the classroom to extend and deepen students' understanding of word meanings. • The use of writing as an avenue for meaningful use of language. • Extensive opportunities to practice the language, through speaking and writing as they interact with peers and adults.

  20. Selecting and Teaching Vocabulary 1. Word meanings are best learned through conceptual development. 2. Word meanings should be learned in context. The contextual setting gives student clues to word meanings. 3. Vocabulary instruction should be based on learner-generated word meanings. 4. Vocabulary should focus on usable words. 5. Students should be taught the use of context clues and structural analysis skills (prefixes, suffixes, root words). 6. Students should learn to use the dictionary, thesaurus and glossary to develop understanding of word meanings when they cannot figure out the meanings from experience, context or structural analysis.

  21. Which vocabulary words? “Is understanding the word important to understanding the selection?” “Are students able to use context/structural analysis to discover the word’s meaning?” “Can working with this word be useful in furthering students’ contextual, structural analysis or dictionary skills?” “How useful is this word outside of this selection?”

  22. For more information… • Read the C.O.R.E. resource, Chapters 11-13) (14-15) • Chapter 11: Specific Word Learning Strategies (structural analysis of words) • Chapter 12: Word Learning Strategies (context, etc.) • Chapter 13: Word Consciousness (including idioms, similes, etc.)

  23. A Balanced Reading Program • Read Aloud • Shared Reading • Guided Reading • Independent Reading

  24. Guided Reading • Core of the reading program • Text difficulty • Control of text • Model reading strategies • Variety of genres • Text structure

  25. Cueing Systems

  26. What kinds of good questions* have you heard teachers use during guided reading? * Questions that guide students to process text

  27. Assessing Guided Reading

  28. Cueing Systems

  29. Substitution They did not have books. • Omission …they dove the waves • Insertion …splashing and spraying the water… • Correction …in the shade of the tall palm tree… • Multiple attempt How lucky he was to live in a Somali village… • Partial word Mohamed loved to go swimming in the sea.

  30. Running Record with Miscue Analysis • The little monkey had it. • …to see if there was any danger. He heard the… • Every day except Friday…

  31. Mohamed loved to go swimming in the sea. How lucky he was to live in a Somali village right on the Indian Ocean! The sandy shore rang with the happy shouts and cries of the village boys and girls. They liked to race one another into the surf, splashing and spraying the water into a white dancing foam before they dove into the waves. Mohamed and his young sister, Asha, spent all the time they could in the cool, clean sea, swimming and playing water games. They were good swimmers because their mother had taught them.

  32. What do you notice about this reader? • How many errors did she make? • What types of errors were they?

  33. Mohamed loved to go swimming in the sea. How lucky he was to live in a Somali village right on the Indian Ocean! The sandy shore rang with the happy shouts and cries of the village boys and girls. They liked to race one another into the surf, splashing and spraying the water into a white dancing foam before they dove into the waves. Mohamed and his young sister, Asha, spent all the time they could in the cool, clean sea, swimming and playing water games. They were good swimmers because their mother had taught them.

  34. E SC

  35. What do you notice about this reader? • How many errors did she make? • What types of errors were they?

  36. How are these readers similar and different? • What do you think is meant by “all miscues are not created equally”? • Which reader is of greater concern to you? Why?

  37. Assessing Reading Development Informal Reading Inventories (IRI) • Graded words lists • Graded passages • Running records/miscue analysis • Graphophonic/syntactic/semantic errors • Comprehension questions/retelling • Frustration/instructional/independent levels • Other components

  38. Graded Words Lists

  39. Coding a Running Record Code my reading in the following ways:

  40. GradedPassage One day a mother rabbit and her child were taking a nap. A fox ran by. He looked wild but he was very mild. The fox liked to make soup. He would find wild things that grew in the woods. He would grind them up and put them into his soup. “Are you ready for some soup?” asked the fox. “Yes,” said the mother rabbit. “Wake up, child. The kind fox has made us some soup.” “Soup, soup, soup,” said the rabbit child “We always have soup. All we ever have is soup! I hate soup!” This made the fox feel very mad. He began to grind his teeth. He said, “I am a kind fox. I am always mild. I don’t ever get mad but you made me mad!” He ran away into the woods. “Oh no! said the mother rabbit. “You made the fox mad. He has always been so kind and mild. Now he will be a wild fox and won’t make us soup ever again. We have always had his soup. What will we have now?” “Stew!” said the rabbit child. “I will make stew.” “You are a child,” said his mother. “How can you make stew?” The rabbit child said, “I can go into the woods and find wild things to grind up and put into the stew.” “No you can’t,” said the mother rabbit. “The fox is wild now. Wild foxes eat rabbits!”

  41. Other components • Reading interest survey • CAP • Phonemic awareness • Phonics • Structural analysis • Vocab • CLOZE exercises (vocabulary) • Spelling

  42. As you come in from break… • Please find the table with your sign-up for the readings.

  43. RICA Test-taking Strategies • Multiple choice and open-ended, constructed response

  44. Multiple choice • Difficult • 70, some experimental • Don’t waste too much time • Answer every question • Stems: long! • 2 types: content, scenario

  45. Essays • 2 short (15 minutes), 2 long (25 minutes) • Short: 50-100 word answer • Long: 150-250 word answer (1 typed page=225-250 words) • Hypothetical situation • Get to the point • Identify strategy, provide information, explain why it is appropriate • Write legibly

  46. Case Study • Raw data • Identify: strengths, areas of need, interventions to address each area of need

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