Storybooks and Text-Based Discussions to Build Oral Language, Comprehension, and Vocabulary -- October 23

CLASSWORK
HOMEWORK
  • Study for Quiz #2 (Phonics)
  • Read WTW Chapter 2 (Spelling Assessment) and Tompkins Ch. 3 (Assessing Literacy Development)
  • Complete the Elementary Spelling Inventory (WTW p. 270) with a little person and bring three copies to class next week (Oct. 30)


Quiz and Spelling Development and Assessment -- November 7

CLASSWORK
HOMEWORK
1. Finish Text Talk Assignment on Ruby the Copycat.
If you wish, you may integrate some ideas about vocabulary into your text talk assignment, but you do not need to (although we haven't reviewed them in class yet). Please follow the structure in the assignment handed out in class and attached here:


2. Use the Reading Guide #3 to inform your thinking as you read the Beck & McKeown chapter and the Ruby The Copycat Vocabulary Lesson Plan and make connections between theory and practice.
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Introducing and Building Vocabulary During Text Talks - November 7 (NOW November 13 due to the hurricane)

CLASSWORK
HOMEWORK
Class Slideshow
Building Vocabulary with Text Talk Discussions

Class Activity:
Wed-Friday:
1. Review Tompkins Ch. 3 (p. 86-88 and 463-464 which deals with assessing literacy)
2. This running record online tutorial walks you through the entire process from taking a running a record to analyzing it - with realtime audio, line by line support, and three grade levels of readers to choose from!
  • For homework, move through the green tabs on the Running Records Website. First, Overview; then Show Me (with left menu items) and Tell me(with left menu items and audio play/stop buttons).
    • For Tell Me - click on the left green menu and all three green tabs.
    • For Show Me - Select a grade level, view the recording sheet, Whole Demo, and MSV Analysis. Use the play/stop buttons to hear the audio of the running record as it is administered. For the MSV analysis page, click on the "All Explanations" button to hear an explanation of the accuracy of each word misread.
    • To practice, try the "Let Me Try" tab. Select a grade level and print the recording sheet. Administer your running record and then listen to the Running Record and MSV analysis demonstration.
3. Review this short Video explanation of how to analyze how readers use multiple cueing systems [MSV] (Semantic = Meaning; Syntactic = Word Order, Grammar; Graphophonetic = Visual)

Saturday-Monday:

1. Read Biggam (2008) Chapter 4 on Reading Strategies and Dispositions. Pay particular attention to the sections on:
a. early reading processing strategies and multiple cueing systems (p. 85-87);
b. comprehension strategies (p. 87-88);
c. running records and miscue analysis (p 91-95);
d. instructional approaches including guided reading for early strategies and comprehension focused lessons (p. 101-105) and think-alouds (p. 111).

Come to class prepared to conduct a running record and analyze the miscues using the Meaning/Syntax/Visual [MSV] cueing systems.


Conducting Running Records and Analyzing Miscues - November 20
CLASSWORK
HOMEWORK
Class Activity 1: Conducting Running Records

Class Activity 2: Analyzing Miscues

Class Activity 3: Select books for word study demonstration activities and pair with specific word study objective



Additional information on Multiple Cueing Systems (Meaning, Syntax/Structure, and Visual Cues)

  • Study for Quiz
    • Topics include:
    • common practices for text-talks (including those for building comprehension and those for building vocabulary that we covered in class and in the handouts)
    • Components of a balanced literacy curriculum (shared/interactive reading & writing, guided reading, independent reading and writing)
    • Assessing spelling error patterns and matching spelling patterns to spelling stages and appropriate instructional activities about what to address next
    • Conducting Running Records (common practices, important considerations)
    • Analyzing Running Records (common practices, important considerations)
    • How young readers use multiple cueing systems for reading
  • To read for homework:
    • Read the children's book you selected for your word demonstration activity and come prepared with possible ideas for related literacy centers that focus on phonics, sight word recognition, vocabulary and/or comprehension development. Your center activities should be geared toward readers and writers at your selected grade and developmental level.
    • Ford, M., & Opitz, M. (2002). Using centers to engage children during guided reading time: Intensifying learning experiences away from the teacher. The Reading Teacher, 55(8), 710-717.
    • Flood, J. & Lapp, D. (1992). Am I allowed to group: Using flexible patterns for effective instruction. The Reading Teacher, 45(8), 608-616.
  • Please complete the reflection here with three key takeaways from BOTH of these readings and two questions that you can ask Ann and Kelly during class next week.



Quiz and Literacy Centers - November 27

CLASSWORK
HOMEWORK
Finish your word demonstration activity using your book - come to class prepared to present your activity in your group. Make six copies of your activity to share with your group.



Word Study Demonstration Activities - December 4



ADDITIONAL TOPICS FALL 2012 - SEE BELOW


Leveled Reading Systems



Running Records

Multiple Cueing Systems (Meaning, Syntax/Structure, and Visual Cues)
1. Read Brown (2003) What Do I Say When They Get Stuck on a Word?Aligning Teachers' Prompts with Students' Development

2. Read Teacher Knowledge Matters in Supporting Young Readers (Reading Rockets)
As you read this article, note the connections between running records, miscue analysis, the multiple cueing systems (meaning, structure, and visual cues), and how to use this information to inform the prompts you give students to support their reading during guided reading.

Come to class prepared to conduct a running record and analyze the miscues using the Meaning/Syntax/Visual [MSV] cueing systems.