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Good Morning…. Consider the grade level from your current student teaching placement.Arrange yourself so that each grade level is represented at your table. Please sit at one of nine tables. Please take out Actions 20.1-20.3. Goals. Balanced writing Poetry Spelling RICA format.

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Good morning l.jpg

Good Morning….

Consider the grade level from your current student teaching placement.Arrange yourself so that each grade level is represented at your table.

Please sit at one of nine tables.

Please take out Actions 20.1-20.3.


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Goals

  • Balanced writing

  • Poetry

  • Spelling

  • RICA format



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Guided Writing

  • Core of the writing program

  • Instructional setting

  • Role of teacher

  • Role of student

  • Topic choice

  • Demonstrations and minilessons

  • Form

  • Skill development


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Independent Writing

  • Instructional setting

  • Role in the writing program

  • Role of teacher

  • Role of student

  • Topic choice

  • Demonstrations and minilessons

  • Form

  • Skill development


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Helping Students Read Poetry

What is Green?

Green is the grass

And the leaves of trees

Green is the smell

Of a country breeze.

Green is lettuce

And sometimes the sea.

When green is a feeling

You pronounce it N.V.

Green is a coolness

You get in the shade

Of the tall old woods

Where the moth is made.


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Green is a flutter

That comes in Spring

When frost melts out

Of everything.

Green is a grasshopper

Green is jade

Green is hiding

In the shade—

Green is an olive

And a pickle.

The sound of green

Is a water-trickle

Green is the world

After the rain

Bathed and beautiful

Again.


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April is green

Peppermint, too.

Every elf has

One green shoe.

Under a grape arbor

Air is green

With sprinkles of sunlight

In between.

Green is the meadow,

Green is the fuzz

That covers up

Where winter was.

Green is ivy and

Honeysuckle vine.

Green is yours

Green is mine…


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How to Read Poetry Aloud

  • In unison

  • Repeating lines in response to the leader’s call

  • Reading one line each

  • Reading lines alternately in two groups

  • Reading cumulatively, beginning with a few voices and gradually increasing the number

  • Individual reading the lines, with the class joining in on refrain


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Helping Students Write Poetry

“In our minds we store the images we gather from the time we are born, vivid fragments rooted in the five senses: the smell of mother’s milk, the texture of grandfather’s face, the terror of trees in a night storm, the sound of sirens or dogs barking sharply in the city, the smell of scallion and garlic sizzling in a wok”

Judith W. Steinbergh


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“Stake a claim on something—your desk, the classroom, the lunchroom, your bedroom. Don’t just describe what you see, but also include the sounds, smells, and feel of the place.” JoAnn Portalupi “Priming the Pump”

List 1: What things LOOK (color)?List 2: What things SOUND (color)?List 3: What things SMELL (color)?List 4: How does (color) FEEL?List 5: What makes YOU FEEL (color)?List 6: What things TASTE (color)?List 7: What EXPERIENCES or IDEAS seem (color)?List 8: Can you think of any (color) PLACES?

List 9: Write general statements, summary statements, or another type of ending for this color.


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Color Poems the lunchroom, your bedroom. Don’t just describe what you see, but also include the sounds, smells, and feel of the place.”

  • Choose a color

  • Brainstorm: things that look, sound, smell, feel, make you feel, taste, experiences that seem, places that seem to be associated with that color.

  • Choose a way to end, summary

  • Write ideas on strips.

  • Move strips around to revise.

http://orchard.sbschools.net/users/pvandegraaf/colorpoems.htm


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Responding to Writing: the lunchroom, your bedroom. Don’t just describe what you see, but also include the sounds, smells, and feel of the place.” Response Groups

  • Writer: read one of your poems (Action 20.1, 20.2, or 20.3) to your group.

  • Listener:

    • “Tell me what your poem is about.”

    • Find out main idea; details that support the main idea

    • Ask the writer about where the ideas/details are located or referred to, in the poem.

  • Together: discuss the function of the nouns and verbs in the poem.


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Other Poetry Writing Resources the lunchroom, your bedroom. Don’t just describe what you see, but also include the sounds, smells, and feel of the place.”

  • For the Good of the Earth and the Sun: Teaching Poetry by Georgia Heard

  • For the Love of Language: Poetry for Every Learner by Nancy Lee Cecil

  • Classroom Events through Poetry by Larry Swartz

  • Hailstones and Halibut Bones by Mary O’Neill


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Stages of Spelling Development the lunchroom, your bedroom. Don’t just describe what you see, but also include the sounds, smells, and feel of the place.”


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  • Prephonetic/ the lunchroom, your bedroom. Don’t just describe what you see, but also include the sounds, smells, and feel of the place.”

    Precommunicative/

    PRELITERATE

  • Semiphonetic/

    EARLY LETTER NAME


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  • Phonetic the lunchroom, your bedroom. Don’t just describe what you see, but also include the sounds, smells, and feel of the place.”

    MIDDLE AND LATE

    LETTER NAME


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  • Transitional the lunchroom, your bedroom. Don’t just describe what you see, but also include the sounds, smells, and feel of the place.”

    WITHIN WORD

    PATTERN/

    SYLLABLE JUNCTURE

  • Conventional

    DERIVATIONAL CONSTANCY

Good THING to Eat

I like STRALBARES and I like ORRANGE

I like tomato SUPE and I like PECHIS,

I like apples and I like BROCULE.

I like COLEFALOWORE to, you know.

I like corn and I like green BENES.

I like FRIDE CHEKEN and I like BARBO Q CHEKEN TO.

But most of all I like HO MAED SPOGATE.

THOSS things are good for you.

That why I put them down


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Teaching Spelling the lunchroom, your bedroom. Don’t just describe what you see, but also include the sounds, smells, and feel of the place.”

Prephonetic/Precommunicative and Semiphonetic/PRELITERATE spellers need to do activities focusing on:

  • Concept sorts

  • Playing with sounds

  • Concept of word development

  • Alphabet games and matching activities


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Developing Phonological Awareness the lunchroom, your bedroom. Don’t just describe what you see, but also include the sounds, smells, and feel of the place.”

  • Sequence:

    - rhymes

    - words

    - syllables

    - phonemes


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Phonemes the lunchroom, your bedroom. Don’t just describe what you see, but also include the sounds, smells, and feel of the place.”

  • Onsets and rimes

  • Sequence

  • Separate

  • Manipulate


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Alphabet Recognition the lunchroom, your bedroom. Don’t just describe what you see, but also include the sounds, smells, and feel of the place.”

  • Letter names

  • Letter shapes or forms

  • Letter sounds


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Semiphonetic/Phonetic/ LETTER NAME spellers need to do activities focusing on:

  • Harvesting and maintaining word banks

  • Studying regularly patterns (short vowels, consonants, blends, digraphs, rimes)


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Developing Phonological Awareness activities focusing on:

  • Sequence:

    - rhymes

    - words

    - syllables

    - phonemes


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Phonemes activities focusing on:

  • Onsets and rimes

  • Sequence

  • Separate

  • Manipulate


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  • Consonants activities focusing on:

    b c d f g h j

    k l m n p r s

    t v w y z

    Exceptions:

    qu=/kw/ blend as in quick

    ph=/f/ as in phone

    c=/s/ before I, e, or y, as in city

    c=/k/ before a, o, or u, a in cat

    g=/j/ before, I, e, or y, as in gem

    g=/g/ before a, o, or u, a in good


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  • Blends activities focusing on:


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  • Phonograms/rimes activities focusing on:

    Most common

    -ay -ot -op -ob

    -ill -ing -in -ock

    -ip -ap -an -ake

    -at -unk -est -ine

    -am -ail -ink -ight

    -ag -ain -ow (ō) -im

    -ack -eed -ew -uck

    -ank -y (ī) -ore -um

    -ick -out -ed

    -ell -ug -ab


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  • Consonant digraphs activities focusing on:

    ch as in church ch=/k/ as in character

    sh as in shoe ch=/sh/ as in chef

    th (voiceless) as in thin s=/sh/ as in sure

    th (voiced) as in this

    wh (hw blend) as in which

  • Vowel digraphs

    ea ee ie au

    ai


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Transitional/WITHIN WORD PATTERN spellers need to do activities focusing on:

  • Varying long vowel patterns

  • Similarities and differences among vowel sounds

  • Continued work with consonant blends and digraphs

  • Homophones and homographs

Good THING to Eat

I like STRALBARES and I like ORRANGE

I like tomato SUPE and I like PECHIS,

I like apples and I like BROCULE.

I like COLEFALOWORE to, you know.

I like corn and I like green BENES.

I like FRIDE CHEKEN and I like BARBO Q CHEKEN TO.

But most of all I like HO MAED SPOGATE.

THOSS things are good for you.

That why I put them down


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  • Diphthongs activities focusing on:

    oi inboilow in nowai in hair

    oy in boy ea in near a_e in same

    i_e in finee_e in here oo in poor

    ay in day e_e in there o_e in more

    y in my u in pupil o_e in hope

  • Silent consonants

    gn=/n/ as in gnat

    kn=/n/ as in knife

    wr=/r/ as in write


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Conventional/SYLLABLE JUNCTURE and DERIVATIONAL spellers need to do activities focusing on:

1. Analysis: syllables to morpheme

2. Word origins and affixes


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Teaching Considerations need to do activities focusing on:

  • Whole group vs. small group vs. individualized

  • Lists

    • Patterns

    • Frequency

    • Need

    • Content

  • Strategies

    • Focus on pattern

    • Self-study: say wordsay lettersclose eyes, spellwrite word, check

    • Multisensory

    • Etymology/morphology


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Assessing Spelling Development need to do activities focusing on:

  • What do students do correctly?

    What do they use but confuse?

    What is absent?

  • Samples of student work

  • Inventories


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Spelling/Phonics Resources need to do activities focusing on:

  • Phonics They Use by Patricia M. Cunningham

  • You Kan Red This! by Sandra Wilde

  • Making Words/Making Big Words/Making Bigger Words by Patricia M. Cunningham and Dorothy P. Hall

  • Teaching Kids to Spell by J. Richard Gentry and Jean Wallace Gillet

  • Words Their Way by Bear, Invernizzi, Templeton and Johnston


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RICA need to do activities focusing on:


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The Test need to do activities focusing on:

  • Three parts:

    - multiple choice

    - focused problems/instructional tasks

    - case study


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Test-taking Strategies need to do activities focusing on:

  • Time

    • Multiple choice: 90 minutes

    • Short essays: 15 minutes each

    • Long essays: 25 minutes each

    • Case study: 60 minutes


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  • Multiple choice need to do activities focusing on:

    • Difficult

    • 70, some experimental

    • Don’t waste too much time

    • Answer every question

    • Stems: long!

    • 2 types: content, scenario


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  • Essays need to do activities focusing on:

    • 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


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  • Case Study need to do activities focusing on:

    • Raw data

    • Identify: strengths, areas of need, interventions to address each area of need


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  • Consider test developers need to do activities focusing on:

    • They want you to convey an understanding of reading that is “balanced”…

      • direct, explicit teaching;

      • objective met in pleasant, no-nonsense way

    • Includes “teaching of skills”…

      • automatic behavior

    • “and strategies”

      • behavioral choice


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  • Content areas need to do activities focusing on:

    • Not equally addressed

    • Focus on areas 3-7:

      • Phonemic Awareness

      • Concepts about Print

      • Systemic, Explicit Phonics and other Word Identification Strategies

      • Reading Comprehension

      • Literary Response and Analysis

      • Content Area Literacy

      • Independent Reading