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Good%20Morning

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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. – PowerPoint PPT presentation

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Title: Good%20Morning


1
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.

2
Goals
  • Balanced writing
  • Poetry
  • Spelling
  • RICA format

3
Components of a Balanced Language Arts Program
Reading Writing
Read aloud Writing aloud
Shared Reading Shared and Interactive Writing
Guided Reading Guided Writing
Independent Reading Independent Writing
4
Guided Writing
  • Core of the writing program
  • Instructional setting
  • Role of teacher
  • Role of student
  • Topic choice
  • Demonstrations and minilessons
  • Form
  • Skill development

5
Independent Writing
  • Instructional setting
  • Role in the writing program
  • Role of teacher
  • Role of student
  • Topic choice
  • Demonstrations and minilessons
  • Form
  • Skill development

6
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.

7
  • 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.

8
  • 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

9
How to Read Poetry Aloud
  • In unison
  • Repeating lines in response to the leaders 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

10
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 mothers milk, the
    texture of grandfathers 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

11
Stake a claim on somethingyour desk, the
classroom, the lunchroom, your bedroom. Dont
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.

12
Color Poems
  1. Choose a color
  2. Brainstorm things that look, sound, smell,
    feel, make you feel, taste, experiences that
    seem, places that seem to be associated with that
    color.
  3. Choose a way to end, summary
  4. Write ideas on strips.
  5. Move strips around to revise.

http//orchard.sbschools.net/users/pvandegraaf/col
orpoems.htm
13
Responding to Writing 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.

14
Other Poetry Writing Resources
  • 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 ONeill

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21
Stages of Spelling Development
22
  • Prephonetic/
  • Precommunicative/
  • PRELITERATE
  • Semiphonetic/
  • EARLY LETTER NAME

23
  • Phonetic
  • MIDDLE AND LATE
  • LETTER NAME

24
  • Transitional
  • 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
25
Teaching Spelling
  • 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

26
Developing Phonological Awareness
  • Sequence
  • - rhymes
  • - words
  • - syllables
  • - phonemes

27
Phonemes
  • Onsets and rimes
  • Sequence
  • Separate
  • Manipulate

28
Alphabet Recognition
  • Letter names
  • Letter shapes or forms
  • Letter sounds

29
  • 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)

30
Developing Phonological Awareness
  • Sequence
  • - rhymes
  • - words
  • - syllables
  • - phonemes

31
Phonemes
  • Onsets and rimes
  • Sequence
  • Separate
  • Manipulate

32
  • Consonants
  • 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

33
  • Blends

r family l family s family s family no family
br dr fr gr pr tr wr bl cl fl gl pl sl sc sk sm sn sp st sw scr squ str spr spl shr sch dw tw thr
34
  • Phonograms/rimes
  • 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 (o) -im
  • -ack -eed -ew -uck
  • -ank -y (i) -ore -um
  • -ick -out -ed
  • -ell -ug -ab

35
  • Consonant digraphs
  • 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

36
  • 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
37
  • Diphthongs
  • oi in boil ow in now ai in hair
  • oy in boy ea in near a_e in same
  • i_e in fine e_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

38
  • Conventional/SYLLABLE JUNCTURE and DERIVATIONAL
    spellers need to do activities focusing on
  • 1. Analysis syllables to morpheme
  • 2. Word origins and affixes

39
Teaching Considerations
  • 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

40
Assessing Spelling Development
  • What do students do correctly?
  • What do they use but confuse?
  • What is absent?
  • Samples of student work
  • Inventories

41
Word Pre Phonetic Semi Phonetic Transitional Conventional
1. monster Random letters mrt mostr monstur monster
2. united Random letters u unitd younighted united
3. dress Random letters jrs jras dres dress
4. bottom Random letters bt bodm bottum bottom
5. hiked Random letters h hikt hicked hiked
6. human Random letters um humn humum human
7. eagle Random letters el egl egul eagle
8. closed Random letters kd klosd clossed closed
9. bumped Random letters b bopt bumpped bumped
10. type Random letters tp tip tipe type
 
42
Spelling/Phonics Resources
  • 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

43
RICA
44
The Test
  • Three parts
  • - multiple choice
  • - focused problems/instructional tasks
  • - case study

45
Test-taking Strategies
  • Time
  • Multiple choice 90 minutes
  • Short essays 15 minutes each
  • Long essays 25 minutes each
  • Case study 60 minutes

46
  • Multiple choice
  • Difficult
  • 70, some experimental
  • Dont waste too much time
  • Answer every question
  • Stems long!
  • 2 types content, scenario

47
  • Essays
  • 2 short (15 minutes), 2 long (25 minutes)
  • Short 50-100 word answer
  • Long 150-250 word answer (1 typed page225-250
    words)
  • Hypothetical situation
  • Get to the point
  • Identify strategy, provide information, explain
    why it is appropriate
  • Write legibly

48
  • Case Study
  • Raw data
  • Identify strengths, areas of need,
    interventions to address each area of need

49
  • Consider test developers
  • 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

50
  • Content areas
  • 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
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