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Sit by Level & Language

Sit by Level & Language. Find a partner at your same level/language to sit with! English Level 3 Level 10 Level 24 Spanish Level 4 Level 14 Level 24. Word Study & Interactive Writing : Early Language and Literacy Certificate, Course 1 . Class 13 Guided Reading Plus. Housekeeping.

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Sit by Level & Language

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  1. Sit by Level & Language • Find a partner at your same level/language to sit with! • English • Level 3 • Level 10 • Level 24 • Spanish • Level 4 • Level 14 • Level 24

  2. Word Study & Interactive Writing:Early Language and Literacy Certificate, Course 1 Class 13 Guided Reading Plus

  3. Housekeeping • Progress Monitoring of Acceleration • the purpose is to sit down with initial & current data and reflect on acceleration • Have my students accelerated? • If not, why not? – look closely at running records and focus areas • Will reflect on these questions in ERJ for homework

  4. Housekeeping • Other PM Issues • 3 different books (or different pages of the same longer book) • only need about 100 words – listen to other students rereading if extra time • turn in ALL pages of the running record • Focus Areas • narrow – should be achievable in about 6 days • should have changed since last time • use Focus Area handouts • meaning, visual & structure are not specific enough! • PM will not be given ‘points’ this time, each time after will be worth ‘5 points,’ so learn from the feedback 

  5. Homework Review • Share with a partner what you are now doing differently in word study as a result of last week’s class and reading. • From this point on in word study: • HFW: 2 known, 1 learning (kids WRITE them) • Phonics: should resemble the sample lesson

  6. Running Record Practice • Take a running record – Hide & Seek • Score – missed 13 of 108 words, 6 SC total words errors • Analyze (MSV) • What can we say about this child?

  7. Essential Questions • What are the most powerful procedures in supporting word solving? • How do I support comprehension, language structure & word solving (MSV) during interactive writing?

  8. Word Study Early Language and Literacy Certificate Program

  9. Word Study – Powerful Procedures • Practice “Say it Slowly” (SS) example: ship • All your students should now know this now! • When you say ‘Say It Slowly’ this should trigger a specific behavior in your students – this is the foundation for other procedures.

  10. Word Study – Powerful Procedures • Slow Check - Reading • a checking procedure in reading once the child has a possible word in mind • NOT a solving procedure • Teaching the task: spread magnetic letters far apart, slide your finger under the word and say it slowly matching voice to the letter the finger is under Example: nest

  11. Word Study – Powerful Procedures • Say it Slowly While You Write(SSWW) • a solving procedure in writing where children say the word slowly in coordination with the letters they write • Teaching the Task: Teacher models • write word they know that is phonetically easy Example: mom • SSWW is the flip side of Slow Check SSWW = writing; sl √ = reading

  12. Foundational Ideas • Words are made from parts/chunks/ patterns pharmaghetoppathy

  13. Foundational Ideas • Proficient readers read in chunks • Move quickly to chunks!

  14. Foundational Ideas • We learn to chunk by moving from the KNOWN to the NEW • I know can, so I can figure out plant • I know car, so I can figure out started

  15. Foundational Ideas • Chunks are learned from known words [Known = child can write the word quickly] • High frequency words(they, look) • Exemplar words (cookie) • All words used in word study MUST be in the students’ oral vocabulary • big to pig, NOT big to jig

  16. Exemplar Words • Handout: Exemplar Words for Chunks • Most common chunks • Used to give teacher & students a common reference point when solving words • Note: words with bold letters for digraphs & b/d

  17. Interactive Writing Early Language and Literacy Certificate Program

  18. Foundational Ideas • When children contribute to interactive writing, stay on the “cutting edge” (ZPD) of what they are learning • The teacher writes the easily known (ZAD) and the too difficult

  19. Foundational Ideas • During interactive writing, students should be engaged the entire time • whiteboard • ABC chart • fast pace • rereading

  20. Interactive Writing - Routines • Assisted Writing DVD - Dorn • Interactive Writing Phase 2 (parts1-& 2) • What did you notice about the routines that have been established?

  21. Interactive Writing - Procedure • Students have a conversation to review the text. • Discuss the prompt – deep conversation. • Turn & talk, oral rehearsal, sentence stems might be applicable • Students and teacher jointly determine the message – but the teacher strongly guides what is actually written.

  22. Interactive Writing - Procedure • Write the message: • Teacher supports message construction in a variety of ways (pre-plan) • Teacher keeps students engaged in problem solving at the letter, word & sentence level (rereading, whiteboard usage, rewriting HFW, letter charts, etc.) • Reread the message repeatedly • How often depends on the level • Discuss strategies • What did we do to help ourselves when ___?

  23. Revisit Interactive Writing – Strategic Actions • Assisted Writing DVD - Dorn • Interactive Writing Phase 2 (parts1-& 2) • What did you notice about how the teacher supported… • comprehension? • language structure? • word solving?

  24. Plan Interactive Writing • Find a partner who is teaching about the same level as you and choose 1 text: • Wake up, Dad (3), Julio busca el tesoro (4) • Bat Rescue (10), La hormiguita y el saltamontes (14) • The Right Tools for the Job (24). En busca de tesoros (24) • Read the text • Decide on a prompt AND a possible response • Analyze that response – • rectangle the words that you would just write (hard/easy) • circle the words that would be solved together

  25. Essential Questions • What are the most powerful procedures in supporting word solving? • How do I support comprehension, language structure & word solving (MSV) during interactive writing?

  26. Essential Connections • LEAP • MCD: methods & pacing, academic language • HIIM: check for understanding, feedback • English Language Learners • Oral Language Development • Academic Language • Common Core Shifts • Nonfiction • Evidence • Increasing text complexity

  27. Homework • READ • Apprenticeship in Literacy: 68-69 – Interactive Writing • DO • Reflect on class • Reflect on reading • Reflect on progress monitoring (slide 2) • Teach your GRP group Slow Check & SSWW • BRING to next class • Next class power point (for notes) • ALL handouts received thus far

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