1 / 52

Session 2

Session 2. The First 60 Days of Instruction: Examining Critical Lesson Types that Build Across Grades. Lesson Types. The Basic Code Lesson.

elkan
Télécharger la présentation

Session 2

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Session 2 The First 60 Days of Instruction: Examining Critical Lesson Types that Build Across Grades EngageNY.org

  2. Lesson Types EngageNY.org

  3. The Basic Code Lesson The purpose of this lesson type is to teach students to hear a particular sound, and to write a picture of that sound using the most common (or least ambiguous) spelling for the sound. EngageNY.org

  4. The Basic Code Lesson A basic code lesson is dedicated to a single sound and will usually contain the following elements: (Warm-up/review) Introduction of Sound (orally) Oral Language Exercises Teacher Modeling Worksheet (Additional reading and writing activities) EngageNY.org

  5. Not a Smorgasbord • The Basic Code Lesson is not meant to be done in bits and pieces, or selectively. • It has a sequence, with one part leaning on the previous part. • It will be less effective if subdivided. • Same is true of other lessons. • Please try to do all the exercises, but with fewer examples if necessary. EngageNY.org

  6. Creating a Checklist to Guide Implementation/Observation EngageNY.org

  7. Creating a Checklist EngageNY.org

  8. Warm Up Key Instructional Techniques • This is an oral task, no letters. • There are very specific gestures used for blending 3, 4, 5 syllable words. These should be taught explicitly. • Very specific examples are used. EngageNY.org

  9. Creating a Checklist to Guide • The critical aspects of the lesson guided the questions we ask here. • The questions are designed to probe the most important instructional features. • The lessons make obvious the most important instructional features by the precision with which they discuss them, the depth of detail provided, and the extent to which these features repeat across lessons. EngageNY.org

  10. Introducing the Sound Key Instructional Techniques • This is an oral task, no letters. • A focus on articulation is explicitly taught as a technique to support learning of the sound. EngageNY.org

  11. Creating a Checklist to Guide Implementation/Observation EngageNY.org

  12. Introducing the Spelling Key Instructional Techniques • What are the key ways the teacher interacts with the materials (organization, techniques, non verbal modeling)? • What are the key ways the teacher interacts with the students to support learning? EngageNY.org

  13. Your Turn • Examine the Basic Code checklist • Watch the Basic Code demonstration • Note specific behaviors that are evidence of the checklist items • Consider as a table: Are there additional behaviors that are done that you feel are ‘critical’ to a high quality/high fidelity lesson? What are these? EngageNY.org

  14. Domino Share • Domino Share • Select someone from the table to be a spokesperson. • Note one additional behavior, not on our checklist, that you may want to add as a critical instructional feature. • Keep it to a single sentence. • The spokesperson points to the next table. EngageNY.org

  15. Tricky Word Lesson EngageNY.org

  16. The Tricky Word Lesson The purpose of this lesson type is to introduce a word that is needed for instruction but contains spellings that have not yet been taught. EngageNY.org

  17. Sight Words • Sight word is an ambiguous term; it can mean two things: • A high frequency word students need to see a lot and learn to recognize speedily. • A word that does not “play by the rules”—that is not spelled or pronounced as you would expect. EngageNY.org

  18. High Frequency Words Tricky Words EngageNY.org

  19. Which Words Receive Special Attention in CKLA? • Regular high frequency words (e.g., in, on, this, at) do not require special treatment; students can read these words via blending. • High frequency words that also qualify as tricky words (e.g., I, a, of, one, was, two) do need special attention. EngageNY.org

  20. Note on Tricky Words • The trickiness of a word is relative to which spellings have been taught. • The more spelling patterns the students know, the fewer words need to be described as tricky. EngageNY.org

  21. Note on Tricky Words • Some words are taught initially as tricky words but, later on, students learn they are part of a spelling pattern. Examples: he, she, we, be, me; no & so; my & by. • Other tricky words are never absorbed into the spelling patterns. Examples: one, of, two, could. EngageNY.org

  22. Teaching Tricky Words • Most words are not 100% tricky; they have tricky parts. • Strategy: instead of teaching the whole word as something tricky that needs to be memorized as a whole, draw attention to regular parts and tricky parts within the word. (Break it down!) EngageNY.org

  23. Creating a Checklist Examine the sample Tricky Word Lesson • K: Unit 8, Lesson 5 • G1: Unit 4, Lesson 8 • G2: Unit 1, Lesson 17 Create Questions to Probe Critical Instructional Features • What are the key ways the teacher should interact with the materials (e.g., teaching techniques, specific language)? • What are the key ways the teacher should interact with the students to support learning? EngageNY.org

  24. Consider Your Checklist EngageNY.org

  25. Demonstration Apply your checklist to the demonstration. Are there items on your checklist you may not be able to see? EngageNY.org

  26. Tricky Words Across the Grades • Tricky Word lessons • Approximately 15 lessons in kindergarten • Approximately 10 lessons in 1st grade • Approximately 11 lessons in 2nd grade EngageNY.org

  27. Spellings Alternatives/ Tricky Spellings The Advanced Code EngageNY.org

  28. The Spelling Alternatives Lesson The purpose of this lesson type is to introduce one or more additional spellings for a sound, beyond the basic code spelling students have already learned. EngageNY.org

  29. /ae/ Sound Basic Code Spelling (taught at end of kindergarten and in grade 1; reviewed in grade 2) plane EngageNY.org

  30. /ae/ baby paint hay Spelling Alternatives Taught in Grade 2 EngageNY.org

  31. /ae/ greyhounds freight Spelling Alternatives Taught in Grade 2 steak EngageNY.org

  32. Advanced Code: Alternative Spellings Flower Power Just as we can draw a picture of a flower two ways, so we can draw a picture of a sound two ways. EngageNY.org

  33. How Spelling Alternatives Are Taught • Introduce the sound orally. • Remind the students they’ve already learned one way to spell this sound (the basic code spelling). • Remind them of other spellings they may have learned (if applicable). • Introduce new spellings with example words. • Have students complete a word sort. EngageNY.org

  34. Word Sorts • Word sorts are a key aspect of the program, especially for teaching spelling alternatives. • When teaching spelling alternatives, the words in the sort will all contain the target sound (e.g., /ae/), but they have it written with different spellings (e.g. wait, say, cake). • Students sort the words by spelling. EngageNY.org

  35. Short Treatment vs. Long Treatment • When there are only 2 or 3 spelling alternatives for a sound, we usually use the short treatment. • When there are 4 or more spelling alternatives, we usually use the long treatment. EngageNY.org

  36. Short Treatment • Typically lasts one day • Introduce the sound • Introduce the new spellings • Do a word sort where words containing the sound are sorted by spelling • New spelling or spellings begin to appear in readers and on worksheets • Wall display optional EngageNY.org

  37. Long Treatment • Used when there are 4+ spelling alternatives for a sound • Stretches over several lessons • Begins with an oral language activity and set up of a Spelling Tree • Ends with a Spelling Chart or other culminating activity • Has a wall display EngageNY.org

  38. Set up a Spelling Tree • Add selected words from board sort to a Spelling Tree for /ae/ on classroom wall or board. • Continue to add words to the Spelling Tree during next several days of work on /ae/ (and possibly beyond). • The Spelling Tree is a focal point of successive lessons. EngageNY.org

  39. Long Treatment Step 1: Spelling Tree Word Wall for /ae/ EngageNY.org

  40. Long Treatment Step 2: Series of Word Sorts • Over next few days, the spelling alternatives are introduced. • Students do a series of word sorts with subsets of the spelling alternatives. • e.g., ‘ai’ vs. ‘ay’ • e.g., ‘a’ vs. ‘a_e’ • Add words kids like to Spelling Tree as you go. EngageNY.org

  41. Long Treatment Step 3: Culminating Activity • Usually involves the whole set of spellings introduced for this sound. EngageNY.org

  42. Other Sorts of Sorts • Brick sort: attach words to Kleenex boxes; students sort the words by spelling • Also: card sort, pocket chart sort • But: it’s helpful if they can write the words EngageNY.org

  43. A Word Wall with /ie/ Words Sorted by Spelling EngageNY.org

  44. The Tricky Spelling Lesson The purpose of a Tricky Spelling Lesson is to explicitly call students’ attention to a spelling that can be pronounced and read more than one way. EngageNY.org

  45. Tricky Spellings • For example, ‘a’ can be pronounced as: • /a/ (cat), • /ae/ (paper), • /o/ (father), or • /ə/ (about). • Tricky spellings present a challenge when students are asked to read unfamiliar words since it is possible to sound out and pronounce a tricky spelling multiple ways. EngageNY.org

  46. Advanced Code: Tricky Spellings“A Tricky Spelling Is Like a Tug of War Between Two Sounds” /oe/ /ou/ EngageNY.org

  47. The Tricky Spelling Lesson The teacher calls explicit attention to many examples of words in which the same spelling is pronounced different ways. Students are taught to try each pronunciation that they have learned for a spelling until they recognize a particular pronunciation as a familiar word that makes sense in the context. Some tricky spellings are taught in Grade 1, with many more taught in Grade 2. EngageNY.org

  48. Create a Checklist Each table examines two lessons Divide into half One side creates the checklist for Spelling Alternative One side creates the checklist for Tricky Spelling Compare similarities and differences EngageNY.org

  49. Consider Your Checklist EngageNY.org

  50. Spelling Alternatives Lesson EngageNY.org

More Related