Y-Introduce blending- sound to sound blending, whole word blending and blending sentences. Use transparency to learn the er sound spelled ear. Line 1 blend words and circle the er sound Line 2 add prefixes to change the meaning of sounded word Line 3 add suffix to change meaning and form a new word Line 4 identify the /er/ spelling in each word given students are then given two sentences to teach high frequency words any, from, and water and discuss the different spellings for /er/ such as in Earnest, heard, bird, chirp, water.
Students listen to the decodable book on computer then they are given a copy to take home and practice skills taught. They will read one on one with the teacher so skills maybe reinforced.
Target areas: Phonological Awareness, Alphabetic Principal, Letter Sound Knowledge, Vocabulary, Listening and Reading Comprehension
Friday, January 30, 2009
Thursday, January 29, 2009
Literacy and the Youngest Learner
(Y) Three examples of print and reading inclusion in activities for the week are:
1. At group time, have flannel board pieces of the main characters out in the manipulatives center. Children can move these characters around and retell the story. The children may use different voices for each character. This shows familiarity with the genre of fictional story.
The target areas of development this demonstrates are: Vocabulary, Listening and Reading Comprehension, Motivation to engage with text.
2. Include newspaper flyers in your dramatic play grocery store. Use coupons, sales information, and item labels. This exposes children to more than stories. Experiences with multiple genres have proved to be beneficial to primary grade children.
The target areas of development this demonstrates are: Understanding of Genre, Motivation to Engage with text, Concepts of print, vocabulary.
3. The block area exposes the children to important literacy building opportunities, including books on houses, construction vehicles, labels on block shelves with shape names, graph paper for drawing and then building their design. This activity helps to build a solid foundation of literacy.
The target areas of development this demonstrates are: Understanding of Genre, Motivation to engage with text, concepts of print
1. At group time, have flannel board pieces of the main characters out in the manipulatives center. Children can move these characters around and retell the story. The children may use different voices for each character. This shows familiarity with the genre of fictional story.
The target areas of development this demonstrates are: Vocabulary, Listening and Reading Comprehension, Motivation to engage with text.
2. Include newspaper flyers in your dramatic play grocery store. Use coupons, sales information, and item labels. This exposes children to more than stories. Experiences with multiple genres have proved to be beneficial to primary grade children.
The target areas of development this demonstrates are: Understanding of Genre, Motivation to Engage with text, Concepts of print, vocabulary.
3. The block area exposes the children to important literacy building opportunities, including books on houses, construction vehicles, labels on block shelves with shape names, graph paper for drawing and then building their design. This activity helps to build a solid foundation of literacy.
The target areas of development this demonstrates are: Understanding of Genre, Motivation to engage with text, concepts of print
Monday, January 26, 2009
strategic reading
Y-2,3,4
Objectives: Know the sounds associated with each letter; Know words are made of letters; Blend sounds into words.
I display a picture card for a three-phoneme word, such as pig. Say the word for the picture, then say it sound by sound. Choose three students and give each student a letter card (p-i-g). Have the students say their letter name and make the sound for their letter. The students then arrange themselves in the correct order to make the word. Have the students say their sound for their letter. If order is not correct, have the class help them get in the right order. When order is correct, have students in the row blend the sounds to form the whole word. Then have the entire class blend the sounds into a word. Repeat with other 3-phoneme words.
Objectives: Know the sounds associated with each letter; Know words are made of letters; Blend sounds into words.
I display a picture card for a three-phoneme word, such as pig. Say the word for the picture, then say it sound by sound. Choose three students and give each student a letter card (p-i-g). Have the students say their letter name and make the sound for their letter. The students then arrange themselves in the correct order to make the word. Have the students say their sound for their letter. If order is not correct, have the class help them get in the right order. When order is correct, have students in the row blend the sounds to form the whole word. Then have the entire class blend the sounds into a word. Repeat with other 3-phoneme words.
I would like for my students to recognize the relationship between letters and words.
Y-Provide a variety of card or folder games for the students to match letters with pictures to make words. Have students sound new words.
Y-Provide a display of books for the children to read and look at.
Y-Let students on the computer to make words using the keyboard.
Rhonda Fox-2nd Grade
Shady Point Elementary
Y-Provide a variety of card or folder games for the students to match letters with pictures to make words. Have students sound new words.
Y-Provide a display of books for the children to read and look at.
Y-Let students on the computer to make words using the keyboard.
Rhonda Fox-2nd Grade
Shady Point Elementary
Context Clues and associating words with text.
Vocabulary and Listening or Reading Comprehension.
Y-I like for students to use words in a story to help them understand the meaning of unfamiliar words. I use magazine articles, library books, leveled readers, and newspapers.
We will use dictionaries to help with the meaning of words and to expand our vocabulary.
Y-I have students to read silently then we will read as a group (round robin). This helps students to improve their listening and reading skills. This also helps the students with word pronunciation and phonics when sounding out unfamiliar words.
Y-Make a word wall using vocabulary words that have two-or-more syllables. This activity will help students with letter sound knowledge.
Nancy Watts-3rd & 4th Grade
Shady Point Elementary
Vocabulary and Listening or Reading Comprehension.
Y-I like for students to use words in a story to help them understand the meaning of unfamiliar words. I use magazine articles, library books, leveled readers, and newspapers.
We will use dictionaries to help with the meaning of words and to expand our vocabulary.
Y-I have students to read silently then we will read as a group (round robin). This helps students to improve their listening and reading skills. This also helps the students with word pronunciation and phonics when sounding out unfamiliar words.
Y-Make a word wall using vocabulary words that have two-or-more syllables. This activity will help students with letter sound knowledge.
Nancy Watts-3rd & 4th Grade
Shady Point Elementary
1st week assignment--Strategic Literacy
In my kindergarten class one of the skills I want my students to acquire is to be able to recognize color words.
Y--1. In the dramatic center the color words are posted on the wall. I also have the color words written in their corresponding color for a matching game. There are four cards for each color, such as in the "Go Fish" card game. This activity targets several of the nine target areas of development. Learning and recognizing color words provides students opportunities to meet the goals of instruction by providing phonological awareness, alphabetic principle, letter sound knowledge, and motivation to engage in text. Each of these target areas move the student in the direction of learning and reading color words.
Y--2. In the block center the color words are written on some blocks in black print with the correct color on the opposite side of the block for self-checking. Motivation to engage with text causes the student to continually manipulate these blocks to test himself/herself on recognition of the color words. In this way the student meets the objective of learning to recognize and read color words.
Y--3. Near the four student computers in the classroom is a correctly color coded list of color words. The student may type the color words from this list. They have been taught how to change the color and size of the font so that they may type the color words in the correct color if they desire. Many of the color words can be sounded out so they are using the target area of development of letter sound knowledge, as well as motivation to engage with text. They have the correctly color coded words by their computer for self-checking. Successfully typing the color words, whether in black or the correct color still moves the student toward the goal of recognizing color words.
Wilma Graham--K
Shady Point Elementary
Y--1. In the dramatic center the color words are posted on the wall. I also have the color words written in their corresponding color for a matching game. There are four cards for each color, such as in the "Go Fish" card game. This activity targets several of the nine target areas of development. Learning and recognizing color words provides students opportunities to meet the goals of instruction by providing phonological awareness, alphabetic principle, letter sound knowledge, and motivation to engage in text. Each of these target areas move the student in the direction of learning and reading color words.
Y--2. In the block center the color words are written on some blocks in black print with the correct color on the opposite side of the block for self-checking. Motivation to engage with text causes the student to continually manipulate these blocks to test himself/herself on recognition of the color words. In this way the student meets the objective of learning to recognize and read color words.
Y--3. Near the four student computers in the classroom is a correctly color coded list of color words. The student may type the color words from this list. They have been taught how to change the color and size of the font so that they may type the color words in the correct color if they desire. Many of the color words can be sounded out so they are using the target area of development of letter sound knowledge, as well as motivation to engage with text. They have the correctly color coded words by their computer for self-checking. Successfully typing the color words, whether in black or the correct color still moves the student toward the goal of recognizing color words.
Wilma Graham--K
Shady Point Elementary
Assignment 1
T-A ZAD, ZDP
As a Special Education teacher, I have always looked at these areas. We use the Accelerated Reading Program at our school which addresses these areas. All of my students are given a Star reading test three times a year which addresses all areas of learning. When I get their scores, I chose reading material to practice in each of my students reading zones.
Each day they practice independently- zone of actual development. Then they must chose a book towards the upper end of their zone of proximal development. Here we practice skills we have already learned or are learning. Ex. sounding out new words.
I will read stories to my students which are in their frustration level to expose them to a new concept or ideal. I feel students should have reading material in all levels of learning available to them.
As a Special Education teacher, I have always looked at these areas. We use the Accelerated Reading Program at our school which addresses these areas. All of my students are given a Star reading test three times a year which addresses all areas of learning. When I get their scores, I chose reading material to practice in each of my students reading zones.
Each day they practice independently- zone of actual development. Then they must chose a book towards the upper end of their zone of proximal development. Here we practice skills we have already learned or are learning. Ex. sounding out new words.
I will read stories to my students which are in their frustration level to expose them to a new concept or ideal. I feel students should have reading material in all levels of learning available to them.
Rhyming
Target Area of Development: Phonological Awareness
Kindergarten
Monday- Read Hop on Pop by Dr. Suess; After reading discuss what rhyming words are; Have students pick out the words that rhyme on the pages.
Tuesday- Students brainstorm words that rhyme; Teacher writes them on board.
Wednesday- Students will play folder games related to rhyming.
Thursday- Students will make a book of rhyming words.
By participating in each activity, students will be able to change the beginning sound and make new words.
Target Area of Development: Phonological Awareness
Kindergarten
Monday- Read Hop on Pop by Dr. Suess; After reading discuss what rhyming words are; Have students pick out the words that rhyme on the pages.
Tuesday- Students brainstorm words that rhyme; Teacher writes them on board.
Wednesday- Students will play folder games related to rhyming.
Thursday- Students will make a book of rhyming words.
By participating in each activity, students will be able to change the beginning sound and make new words.
Sunday, January 25, 2009
Sample Response to Prompt/Apology
Hi, All,
I would like to give you an idea of what a response to the prompt fot the week might look like. I am responding to the one from the Think-Alouds book.
Here it is:
What I found most intriguing in the introduction to Think-Alouds is the idea of the ZPD (zone of proximal development). If the author is correct and this is the actual learning zone, it would seem very important to know exactly where that is. According to the text, if a student can do an activity on his own initially, you have taught him nothing. If a child cannot do the activity at all, you are not teaching him anything either by assigning it. It is only in the ZPD, where a child can complete an activity, but only with help, that learning actually takes place.
We just had a perfect example of this concept in our blog. Some of you had already done something like this and learned nothing from the actual experience of going to the blog. Hopefully, there will be some learning from the participation. Some of you had never attempted this and really had no idea where to go or what to do (I apologize for not helping sooner).
It seems that the crucial point here is awareness of where the ZPD is for each person, child or adult. You, as adults, made comments that led to the "tips" email I just sent. If you can post after that, learning took place. What if you still can't do it? Not your fault at all. I need to figure out "where" you are so that I can provide better tips. As adults, I can ask you to tell me where you are having problems. For children, this may be impossible. Any ideas on how to figure out where a child might be if s/he is unable to tell you what he doesn't know?
End of Sample
This was probably longer than I intended. However, it is a perfect example of the concept. I do apologize to you for not recognizing your confusion sooner -- please, keep trying. All of us can learn from each other. I never understood ZPD so clearly. Do you have any suggestions to help me help you work with us?
We just had a perfect, if unplanned. example of how crucial ZPD is. You have also taught me a valuable lesson. For that I thank you. I will have to keep adapting this approach until I find the elements that allow us all to work together more efficiently.
Vicky
I would like to give you an idea of what a response to the prompt fot the week might look like. I am responding to the one from the Think-Alouds book.
Here it is:
What I found most intriguing in the introduction to Think-Alouds is the idea of the ZPD (zone of proximal development). If the author is correct and this is the actual learning zone, it would seem very important to know exactly where that is. According to the text, if a student can do an activity on his own initially, you have taught him nothing. If a child cannot do the activity at all, you are not teaching him anything either by assigning it. It is only in the ZPD, where a child can complete an activity, but only with help, that learning actually takes place.
We just had a perfect example of this concept in our blog. Some of you had already done something like this and learned nothing from the actual experience of going to the blog. Hopefully, there will be some learning from the participation. Some of you had never attempted this and really had no idea where to go or what to do (I apologize for not helping sooner).
It seems that the crucial point here is awareness of where the ZPD is for each person, child or adult. You, as adults, made comments that led to the "tips" email I just sent. If you can post after that, learning took place. What if you still can't do it? Not your fault at all. I need to figure out "where" you are so that I can provide better tips. As adults, I can ask you to tell me where you are having problems. For children, this may be impossible. Any ideas on how to figure out where a child might be if s/he is unable to tell you what he doesn't know?
End of Sample
This was probably longer than I intended. However, it is a perfect example of the concept. I do apologize to you for not recognizing your confusion sooner -- please, keep trying. All of us can learn from each other. I never understood ZPD so clearly. Do you have any suggestions to help me help you work with us?
We just had a perfect, if unplanned. example of how crucial ZPD is. You have also taught me a valuable lesson. For that I thank you. I will have to keep adapting this approach until I find the elements that allow us all to work together more efficiently.
Vicky
Thursday, January 22, 2009
Discussion: Week 1
Texts: Think-Alouds and Youngest Learner
Reading Assignments
Youngest: Assignment: Read Chapter 2, pp 27-43, pay special attention to the plan samples on pages 41-43.
Think-Alouds: Assignment: Read the Introduction, pp. 7 – 16 paying special attention to the charts on pages 11 and 14.
Prompts
First Post: (Y) Give three examples of print and reading inclusion in your activities for the week (other than in explicit reading instruction). After each example, explain which of the 9 target areas of development (pp.36-37) your examples target and discuss their contribution to meeting the goals/objectives of instruction for this activity.
2 Later Posts: Look at two other participants’ posts and discuss their applicability to your own instruction. Discuss any needed adaptations.
or
First Post: (T-A) Select a task your students will have to perform during the week/unit currently under way which involves a reading selection. (Your selection does not have to come from explicit reading instruction.) Show how you will determine ZPD for either the whole class or a small group of your students.
2 Later Posts: Look at two other participants’ posts and discuss their applicability to your own instruction. Discuss any needed adaptations.
Reading Assignments
Youngest: Assignment: Read Chapter 2, pp 27-43, pay special attention to the plan samples on pages 41-43.
Think-Alouds: Assignment: Read the Introduction, pp. 7 – 16 paying special attention to the charts on pages 11 and 14.
Prompts
First Post: (Y) Give three examples of print and reading inclusion in your activities for the week (other than in explicit reading instruction). After each example, explain which of the 9 target areas of development (pp.36-37) your examples target and discuss their contribution to meeting the goals/objectives of instruction for this activity.
2 Later Posts: Look at two other participants’ posts and discuss their applicability to your own instruction. Discuss any needed adaptations.
or
First Post: (T-A) Select a task your students will have to perform during the week/unit currently under way which involves a reading selection. (Your selection does not have to come from explicit reading instruction.) Show how you will determine ZPD for either the whole class or a small group of your students.
2 Later Posts: Look at two other participants’ posts and discuss their applicability to your own instruction. Discuss any needed adaptations.
Wednesday, January 21, 2009
Greeting
Dear Fellow Participants:
We are embarking on an adventure. We have agreed to read about literacy instruction and to participate in discussions through this medium. To keep our discussions fresh, we will change topics frequently – once a week.
This first post gives you some basic information and allows me to verify that you are being reached through your email. We will begin our discussions on Friday, January 23. Our discussion weeks will run from Friday to Friday of the following week –per your request. Since some of you have no access to computers other than through your schools, starting on Fridays will give you an opportunity to find out what we are reading for the week, to read it over the weekend, and to return to school on Monday ready to post.
When you read this post, please, let me know by sending me a short message at the following address: wickyla@gmail.com
I look forward to hearing from you soon!
Vicky
We are embarking on an adventure. We have agreed to read about literacy instruction and to participate in discussions through this medium. To keep our discussions fresh, we will change topics frequently – once a week.
This first post gives you some basic information and allows me to verify that you are being reached through your email. We will begin our discussions on Friday, January 23. Our discussion weeks will run from Friday to Friday of the following week –per your request. Since some of you have no access to computers other than through your schools, starting on Fridays will give you an opportunity to find out what we are reading for the week, to read it over the weekend, and to return to school on Monday ready to post.
When you read this post, please, let me know by sending me a short message at the following address: wickyla@gmail.com
I look forward to hearing from you soon!
Vicky
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