Title: Cruising Through the Standards Phonemic Awareness, Phonics and Vocabulary Elementary ESOL Grades K-2
1Cruising Through the StandardsPhonemic
Awareness, Phonicsand VocabularyElementary
ESOLGrades K-2
- Michelle Fernandez
- Division of Bilingual Education and World
Languages - June 2011
2Objectives
- Common Core State Standards/Next Generation
Sunshine State Standards (NGSSS) - Concepts of Print
- Phonological Awareness
- Phonemic Awareness
- Phonics/Word Study
- Vocabulary Development
3Next Generation Sunshine State Standards (NGSSS)
- What are they?
- Are they the same in every grade?
- How do they allow for growth?
4(No Transcript)
5www.Flstandards.org
6Rigor
- Rigor is NOT extra work or harder work.
- Rigor IS the depth of your instruction which will
actively engage students to become independent
thinkers.
7Standard Concepts of Print
Identify parts of a book
Locate words on a page
Distinguish informational text from entertaining
text
Distinguish letters from words
Move top to bottom, left to right
8Concepts of Print
- Suppose you were planning to conduct an interview
with a young child to determine the childs
concepts about print. - What questions would you develop to tap the
childs knowledge about books and print? - Use a set of questions to use both before and
during reading.
9Concepts of Print
10Standard Phonological Awareness
- Broad term that includes phonemic awareness
- Is a listening skill that includes the ability to
distinguish units of speech, such as rhymes,
syllables in words, and individual phonemes
(sounds) in syllables.
- Segment sentences into words
- Blend and segment syllables into words
- Recognize and produce rhyming words
- Blend and segment onset and rime
11Instructional Activities
- Specific activities that involve students in
attending - to and demonstrating recognition of the sounds of
- language include
- waving hands when rhymes are heard
- stomping feet along with alliterations
- clapping the syllables in names
- slowly stretching out arms when segmenting words.
12Hands-on Learning - (FCRR.org)
Sentence Segmentation
Rhymes
Segment Blend Syllables
Onset and Rime
13Rhyme vs. Rime
- Rhyme is the audio logical ability to hear the
likeness of sounds. - speak, peek
- Rime is the graphic representation that follows
the pattern. - cat, sat, fat, mat
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15Standard Phonemic Awareness
- Narrower sub-category of phonological awareness
- The ability to hear, identify, and manipulate the
individual sounds (phonemes) in spoken words. - Phonemes are the smallest part of spoken language
that makes a difference in making words.
Research clearly shows that the awareness of the
sounds MUST COME BEFORE the introduction of
the letters in order for students to become
proficient readers and writers. This ranked order
allows for better development of good writers and
spellers.
16Phonemes
- Isolating initial, medial, and final sounds
17Segmenting
- The ability to move from a whole word to its
sound (phoneme) parts. The word dog can be
segmented into /d/ - /o/ - /g/
18Blending
- The ability to take isolated phonemes(sounds) and
- put them together to make a word or word part
/f/ -- /r/ -- / o / -- /g/ can be blended to
make the word frog
19Manipulating
- Adding a new sound to an existing rime
- Add /b/ to /-at/ to make the new word, bat
- Deleting a sound from the beginning leaving a
rime intact - Remove /m/ from the word mat
- Substituting removing the beginning sound and
adding a new beginning sound - Remove /r/ from the word rat and replace it
with /s/ to make the new word sat
20Standard Phonics/Word Study
- Is the pairing of a sound with the letter or
letters (graphemes) that represent that sound. - Phonics focuses on word production not meaning.
- Phonics Sounds to letters
- /d//o//g/ dog
21Phonics Instruction Should be Explicit
- EXPLICIT instruction
- I do
- Guided Practice with immediate corrective
feedback - We do together
- Independent Practice
- You do (and I check)
22Teaching Phonics
Decoding Longer Words noodle coupon jewel statue
bloom group drew clue moose
oo ew ue ou u u_e
23Phonics (Guided Practice)
goose
classroom
glue
wound
threw
droopy
The foolish poodle is chewing tissue.
Phonics (Apply)
Assign Practice page 209
Follow me for a Making Words lesson
24Making Words
- e w u e
- n f k l g c b s s
25Youre not finished yet
- In order for this to be the strongest lesson
- possible, have students do the following sort
- activity
/oo/ spelled ew few new knew flew blew
/oo/ spelled ue blue glue clue
homonyms blue blew new- knew
26The Research Says
- Phonemic Awareness is one of the best
predictors of successfully learning to read. - (Natl
Institute of Child Health and human Development,
2000) - Children who fall behind in first grade
reading have a one in eight chance of ever
catching up to grade level. -
(Juel, 1994)
27Standard Vocabulary Development
- Vocabulary is the knowledge of words and their
meaning. - Learning vocabulary words helps us comprehend
what we read. - Vocabulary improves all areas of communication
listening, speaking, reading, and writing.
28How Do Students Learn Vocabulary?
29English is a Complicated Language
- The dove dove into the water.
- A farm can produce produce.
- The present is a good time to present the
present. - I shed a tear when I saw the tear in my clothes.
- After a number of Novacain injections, my jaw
got number.
30Explicitly Teaching Words
- Contextualize the word within the story.
- In the story, Lisa was reluctant to leave
- Have the students say the word.
- Say the word reluctant
- Provide a student-friendly explanation or
description of the word. - Reluctant means you are not sure you want to
do - something.
- Versus a definition.
- Reluctant Striving against opposed in desire
unwilling disinclined loth.
31Explicitly Teaching Words
- Present examples of a word used in context
different from the story context. - Someone might be reluctant to eat food that he or
she had never eaten before. (Teacher gives
example) - Students provide an example. (Guided Practice)
- Give a non-linguistic representation of the
words. - Students generate one.
32Engaging Students
- Generate examples
- Tell about something you would be reluctant to
do. - Try to use reluctant when you tell about it.
- You could start by saying something like, I
would be reluctant to ________. - Why might a person be reluctant to eat a new
food? - Answering Questions/Giving Reasons
- Why might a child be reluctant to come here?
- Show me how a reluctant broccoli eater would
look? - Put the new words in a Vocabulary Log or Word
Wall.
33Context Clues
- Context clues are clues to the meaning of a word
contained in the text that surrounds it.
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35Context Clues Practice Activity
- Sofias Diary handout
- Be a detective and follow the clues.
- Take each word from Sofias diary that is written
in her new language and use the context clues in
the text to figure them out.
36Context Clues Practice Activity
- What could the word poof-poofs mean?
- The sentences tell me it is something that can be
eaten. I know that it is a breakfast food because
Sofia said it was morning. I know that it goes
in a bowl. - The most logical guess would be cereal .
-
37Context Clues Practice Activity
- What could the word zilgping mean?
- The sentences tell me it is something Sofia
needed at school . I also know that it is OK if
she brings it tomorrow. What do you think it is? - The most logical guess would be ______________.
38Context Clues Practice Activity
- What could the word zoosh mean?
- The sentences tell me that a person can act this
way and that Ms. Benzy is being kind and allowing
Sofia to bring her homework the next day. What do
you think it is? - The most logical guess would be ________________.
39Vocabulary Strategies
- Have students select from a set of words to
complete sentences - Maxs quiet behavior was related to _______.
- shyness/modesty/terror
- Students restate the definition in their own
words - Compare the definition with their own experiences
- Make up a new sentence that demonstrates the
words meaning - Find a new word in the newspaper or magazine and
bring it in - Display their new words around the room for all
to see
40Vocabulary Strategies
- Link new words with synonyms, antonyms, multiple-
meaning words - Have students classify and categorize words (word
sorts) - Vocabulary Self Collection Students choose a
word they find important, share with the group,
discuss, and create a class list - Simulation Students act out a story that will
guide them to learn new words. - Creating a play/skit
41Playing Snap
- Goal to win ALL of the cards
- Deal out an equal number of cards to each player.
(You must have an equal number of players 2 or
4) - Each player puts their stack of cards face down
in front of them. (For eg 2 players divide 1
color card stack and the other 2 players divide
the other color card stack). - Players all turn one card face up and place it
next to theirs face down stack. - They look at everyone's card to see if any
matching synonym/definition cards have been
turned up. - If yes, someone says Snap. The first person to
say Snap gets all the cards in the face-up
stacks that match each other, and adds them to
the bottom of his face-down pile. - If a player has run out of cards, but still has
face up cards in play, they may continue to yell
Snap and reenter the game. If they are out of
cards entirely, they are disqualified and the
game continues.
42Assessing Vocabulary
- Vocabulary assessment should be varied,
meaningful, - and match instruction (NRP, 2000).
- Suggestions for testing word knowledge. You could
ask the - child to
- Read the word and circle a picture of it.
- Look at a picture and circle the word for it.
- Read the word and circle a definition, synonym or
antonym. - Read the word in context and circle a definition,
synonym or antonym. - Read a sentence and write the missing word or
supply the missing word orally. - Read the word and draw a picture or tell about
it. - Read the word and put it in a category.
- Find the word in a category in which it doesnt
belong.
43Vocabulary Mapping
Definition
Synonym
Vocabulary Word
Sentence
Picture
44Verbal and Visual Word Association
Word Visual Representation
Definition Personal Association or Characteristic
45Frayer Model
Definition
Characteristics
Word
Examples (from own life)
Non-examples (from own life)
46Word Learning Tools
Vocabulary Words related to a picture Students
look at the cover of the book. If you do not have
multiple copies of the book, use a Smart Board or
an overhead transparency. Students work in groups
of 3 or 4 and write on separate pieces of paper
or index cards, words related to the picture on
the cover of the book. They may use name words,
action words, and describing words, so that they
end up with a large pile of words. Students
arrange words from the word pile into a sentence
that describes the picture. They may add a, an,
and the, as well as prepositions as needed.
47Word Walls
We have space for furniture, equipment, books,
and backpacks. If words are important, then
finding places to organize and display words
should take prominence in the structure of your
classroom.
Colorful Words Wall
48Word Walls
Word Walls are a work in progress.
49Word Walls
Environmental print
A-Z Word Walls- Picture cards with labels, high
frequency words
Purposeful Collections/Jars word families
50 Similes
Describing Words
Animal Words
lost, shy, sharp, disagreeable, soft, terrible,
enormous, untidy, scaly
smell like a circus train
dog, kitten, fawn, bear, cubs, tigers, people,
python, snake, reptiles, dinosaur, hoofs, paws,
antlers, fur, buck
Action Words
sitting, bark, wandering, keep, found, brought,
grow up, afford, guessed, smells, clog, slither,
chipping, defrosted, shed
Alliteration
scaly skin
51Word Walls
52The Research Says
- "Readers need to know 90 to 95 of vocabulary
in a text in order to understand it.
College-bound seniors have working vocabularies
of 60,000-100,000 words. The problem ELLs enter
our classrooms starting from scratch. Where does
one begin? " -
- (Kurjakovic, 2008)
53http//languageartsreading.dadeschools.net
http//www.corestandards.org/assets/Appendix_A.pdf
http//bilingual.dadeschools.net
54Concluding Thoughts
- Instruction begins when you, the teacher, learn
from - the learner put yourself in his place so that
you may - understand . . . what he learns and the way he
- understands it.
- - Soren Kierkegaard