Content/Language Objectives & Word Study : Early Language and Literacy Certificate, Course 1

1. Content/Language Objectives & Word Study:Early Language and Literacy Certificate, Course 1 Class 12 Guided Reading Plus

2. Housekeeping • Progress Monitoring Forms are due today!

3. Homework Review • Thinking about the reading you did • What stands out to you about supporting language development during the book orientation?

4. Running Records • Expectations • Be able to take a running record using standard conventions (so someone else can read and understand) • Be able to score accurately • Be able to analyze with a large degree of exactness • MUST practice ALL steps every other day in order to learn this! • Serious confusions – see handout!

5. Essential Questions • How do content/language objectives help a teacher weave oral language instruction into Guided Reading Plus? • Why is it important to teach for principles (not items) in word work?

6. Content/Language Objectives Early Language and Literacy Certificate Program

7. Foundational Ideas • Every lesson should develop • reading ability (strategies & skills) • reading comprehension • language (structure & vocabulary)

8. Foundational Ideas • Language development, just like content, must be deliberately planned and communicated to students • The teacher must know and clearly communicate to students: • what they are learning • why it’s important

9. Foundational Ideas • Reading is complex • In every lesson, students are • learning to read • learning to talk and write about what they read • What we’re teaching IS NOT the book – the book is the vehicle

10. Foundational Ideas • Remember, language development is not just about VOCABULARY • Children are in process of learning both vocabulary words AND grammar for using those words

11. Content/Language Objectives • Read Handout: Content Language Objectives • guide, not perfect model • specific to our purposes with GRP • supports not differentiated due to small group differentiation • Everyone in the district is at different levels with this - relax • Writing a great CLO is not sufficient – it has to be evident in our teaching!

12. Video • DVD - Nonfiction Reading Day – Book Discussion After Reading • How did the teacher weave oral language instruction into the reading discussion? • What content did she address? • What language learning was evident? • How might we make that into an objective?

13. Content/Language Objective • Students will explain orally • Function • Domain

14. Content/Language Objective • Students will explain orally the life cycle of a butterfly • content

15. Content/Language Objective • Students will explain orally the life cycle of a butterfly using vocabulary from the text • form

16. Content/Language Objective • Students will explain orally the life cycle of a butterfly using vocabulary from the textsupported through photographs & labels. • support

17. Learning to Read vs. Comprehension • Always working on both • CLO focus varies by text level and emphasis for each lesson

18. CLO vs. Individual Focus • CLO • a group focus • guides what we say to the group & sometimes individual children • Individual focus • guides what you say to each child while they’re reading • Probably won’t be the same

19. Word Study Early Language and Literacy Certificate Program

20. Foundational Idea:Word Study • The GOALS • to decode rapidly and efficiently while keeping the focus on meaning • to understand how words work • The point of word work is to isolate word study around a principle that children can then apply in text. • 1-3 minutes

21. Foundational Ideas:Word Study • HFW • Recognizing and writing words quickly and automatically • Phonemic awareness • hearing sounds OR • Phonics • Using letter/sound relationships • Using spelling patterns, word parts, syllables, and analogy

22. Foundational Ideas – Word Study • Teach principles, not items • Teach one principle with several examples

23. Foundational Ideas: Word Study Principles • “Two consonants can make one sound.” • sh – shut, th – think, ch – child • “There are different ways to pronounce –ed at the end of a word.” • looked (t), wanted (ed), learned (d) • “Some initial letters are silent.” • knock, write • “You can use a part from a word you know to make a new word.” • boat – groan – groaning; rain – tail - tails

24. Word Study Continuum • Handout: Word Study Continuum • Levels 1-6: Ours (Eng & Span) • Levels 1-28: Dorn (Eng) & ILe (Span) • Word work MUST be appropriate to the level of the reader or it is a waste of time • Ex: Don’t teach ‘oa’ says ō in a level 3 when children are barely looking at 1st letter • vowel pairs show up in levels 10/12

25. Foundational Word Study Procedure • Say it Slowly (SS) = Say a one syllable word slowly and smoothly in a connected way • Why? Aligns with real speech • Important to hear individual phonemes (tapping c-a-t) EARLY • Once children can do that, move on to blending sounds

26. Say it Slowly (SS) • All auditory – use pictures to practice • Let’s Try • Make sure your students can all say a word slowly (SS) by next class

27. Essential Questions • How do content/language objectives help a teacher weave oral language instruction into Guided Reading Plus? • Why is it important to teach for principles (not items) in word work?

28. 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

29. Homework • READ • Explicit Phonics Lessons in Large and Small Groups & Phonics Example (WRS 242-243 + Margaret) • Word work continuum at level appropriate for your group • DO • Reflect on class • Reflect on reading • Teach your GRP group to “Say it Slowly” (SS) • Write CLO in your GRP lessons from now on • BRING to next class • Next class powerpoint (for notes) • ALL handouts received thus far