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March 18: Planning and Designing Text-Based Discussions

 * **Classwork** || **Homework** ||
 * **Class Slideshow:** Text Based Discussions

> ||
 * Activity:** Text-Talk Examples with Make Way for Ducklings || * Finish the text-talk example started in class for Make Way for Ducklings - be prepared to share next class
 * Beck & McKeown Chapter: **Direct and Rich Vocabulary Instruction** [[file:McKeown Direct & Rich vocab_Instruction.pdf]]
 * **Reading Guide #2 (and Ruby Copycat Vocabulary Lesson Plan)** (to go along with Beck & McKeown Chapter)

March 20: Choosing & Using Vocabulary Words for Text-Based Discussions

 * **Classwork** || **Homework** ||
 * **Class Slideshow:** [[file:Text Talk and Vocabulary.ppt]]

Reading Guide #2, Developing student-friendly explanations and activities to engage students with words || Read: **Words Their Way Chapter 2** - Spelling Assessment
 * Activity:**


 * Upcoming Assignments:**
 * Due March 27: **Ruby The Copycat Text-Talk Assignment [[file:EDC424 Text Talk Assignment Ruby the Copycat.docx]]**
 * Due March 27: Be sure to conduct the Elementary Spelling Inventory by March 27 (You can find the inventory on Words Their Way, p. 319). Bring your completed inventory to class on March 27. ||

March 25: Stages of Spelling Development

 * **Classwork** || **Homework** ||
 * Class Slideshow: [[file:Spelling Development SP2014.ppt]]

Activity: Determining Stages of Spelling Development from Writing Samples || 1. Bring three copies of your completed spelling inventory to class (use student's first name only)

2. Read Biggam, Chapter 9: Spelling

3. Finish Text-Based Discussion Assignment (see handout above) ||

March 27: Spelling Assessment & Instructional Grouping

 * **Classwork** || **Homework** ||
 * See Spelling Assessment Handouts || **Work on Word Study Demonstrations** - Due Tuesday April 1 (bring copy to hand in and materials to teach your lesson for four students) ||

April 1: Word Study Demonstrations
> > > ||
 * **Classwork** || **Homework** ||
 * Word Study Demonstration Activities || **Syllabus Change: No reading guide is due**
 * **Read Biggam, Ch. 5 Fluency and Accuracy**
 * Effects of Word Walls and Word Wall Activities on the Reading Fluency of First Graders (to learn more about interactive word wall activities)
 * Examples of Dynamic Word Walls

April 3: Word Study and Interactive Word Walls
> > > (common spelling features; use writing prompt to determine what student is using and confusing > what stage > what are next steps with instruction)
 * **Classwork** || **Homework** ||
 * **Interactive Word Wall Activities**
 * Write, Build, Mix, Fix
 * Sight Words Fishing Game
 * (Color Coded Sight Word ideas for leveled words)
 * List-Group-Label to Build Vocabulary (Meaning)
 * **Weekly Word Sort Routines**
 * **Word Study Syllables & Affixes: Inflected Endings**
 * Added -ed to words (see video example)
 * Adding -ing to words
 * Making Words Velcro Folder template
 * Making Words (Directed Video example)
 * Open Sort to Build Vocabulary of emotion words
 * **Word Ladders**
 * Words Their Way Gameboards (Long Vowel Racetrack; Phonogram Connect Four) and Activities
 * Scholastic Word Study in Action Video
 * Overview: Word Study Instruction in the K-2 Classroom || **Study for Quiz:**
 * Text-Based Discussion: purpose, techniques, useful practices and not-so-useful practices
 * Tier 1, 2, and 3 words
 * Stages of Spelling Development
 * Grouping students using stages of spelling development
 * Word Study/Word Wall Activities: examples and techniques

You might explore some of the videos on the left that we did not get to in class - just to get a better sense of what word study looks like in a classroom ||

April 8: Quiz #3 and Organizing for Word Study
Quiz #3 Other Resources for you: > >
 * Slideshow:
 * RI Teacher's Sample Balanced Literacy Schedule in Grade 1:

1.Watch the 9 minute video about Organizing for Word Study - see Scholastic Word Study in Action Video
 * Homework Due April 10:**
 * As you watch, write down two unique tips you learned about organizing word study instruction in a whole class that you had not considered before.
 * Then, jot down one question you have about organizing word study instruction in an elementary classroom - we will try to answer these in a few classes.

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.

April 10 & April 15: Running Records
Homework Due April 15:
 * Read Biggam Ch 4 Reading Strategies
 * Feel free to begin exploring the literacy center websites below to give you ideas for your literacy center activity.

> >
 * Homework - Literacy Center Readings**
 * Read: 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.
 * Read: Flood, J. & Lapp, D. (1992). Am I allowed to group: Using flexible patterns for effective instruction. The Reading Teacher, 45(8), 608-616.
 * **Example Literacy Center Websites to Explore**
 * [|Setting up a Classroom]: Grades 1, 2, and 3: Lots of great pictures and ideas to spark your thinking about literacy learning environments for your Literacy Photo Journal assignment
 * [|Mrs. McDowell’s Literacy Centers] for Grades K-1
 * [|Mrs. Newingham’s Literacy Centers] for Grade 2
 * [|Mrs. Gallagher’s Literacy Centers] for Grades K-2
 * [|The K Crew’s Centers and Units Page] (Explore Unit Themes for more center ideas)
 * [|Using Literacy Centers with Guided Reading (with Ms. Ross Grade 1)]: notice the simplicity of her center ideas - but keep the purpose focused on literacy growth and development

Practicing another running record: from the [|running record online tutorial] (select Let Me Try: Non grade specific sample tab). Print out the text sheet; then listen to the recording of A Little Lake for Jenny while recording the child's miscues. After, chart and analyze the miscues, and then determine this reader's areas of strength, areas of need, and what you would start with if you were to work with this child tomorrow.

April 22: Literacy Centers
Here is a youtube video of center work in the younger grades; Look at what the children are doing and how they are recording their work): [|Centers]


 * **Additional tips and materials for setting up quality literacy learning environments**
 * [|"Perfect" Literacy Centers]: video of slides outlining effective practices
 * [|Marci McGowen's Grade 1 Classroom:] So much to learn at this website about how to set up both traditional and online literacy environments from one of the best primary teacher I know. View links at [|Internet projects] and [|Reading and Writing] just to get you started.
 * Images from "[|The Castle in the Classroom]" - a 2011 book published by Stenhouse that describes a year in a kindergarten classroom where children are embarking on a literary exploration.
 * [|A Learning Space That Works] - by Maria Chang (2003) in Instructor Magazine
 * [|Implementing Literacy Centers in the Primary Classroom]

April 24: Quiz #4 (Running Records and Spelling Assessment)
Topics to study for quiz:
 * **Running Records:** purpose, important terms, recording miscues, analyzing miscues, caculating total accuracy, total acceptability, reading rate, determing strengths, needs, and next steps for reading instruction
 * **Literacy Centers:** features of productive literacy learning centers
 * **Spelling Inventory**: determining students' total score, spelling stage, strengths, needs, and next steps for reading instruction