Class+Notes+FA2012B


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


 * **CLASSWORK** || **HOMEWORK** ||
 * * **Storybook Reading and Text Talk Queries**
 * **To read for homework before class:** Beck, I. & McKeown, M. (2001). **CLICK TO DOWNLOAD PDF**: [|Text talk: Capturing the benefits of read-aloud experiences for young children.] The Reading Teacher, 55, 10-20. (Reprinted by Scholastic for the Text Talk Vocabulary Instruction and Early Reading Program)
 * **Complete the Reflection Assignment about Beck & McKeown's article:** [[file:NGT2 EDC424.docx]]and come to class with a list of three key takeaways and a question about text-based discussions.
 * **Class Slideshow:** Text Talk Powerpoint Slides [[file:TextTalk Slides2.ppt]]
 * OPTIONAL Related Resources:
 * [|Text Talk Vocabulary Instruction and Early Reading Program] (Dr. Isabel Beck and Dr. Margaret McKeown)
 * [|Text-Talk Vocabulary Lessons] to download and use in Grades K-2
 * 101 Combined Text-Talk Lessons from Utah Reading First [[file:CombinedTextTalkLessons.pdf]]
 * [|Improving Reading Comprehension in Kindergerten] - Third Grade (Institute of Education Sciences What Works Clearinghouse) [[file:readingcomp_pg_092810.pdf]] || * 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 **

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:
 * **CLASSWORK** || **HOMEWORK** ||
 * * ** Quiz #2: Phonics **
 * Topics covered include: sequence of phonics instruction; consonant blends and digraphs, short and long vowel sounds and common letter patterns; counting phonemes and syllables in words; open and closed syllables and spelling patterns that help predict short and long vowel sounds
 * Also word study practices and a bit about text talks (covered in our last class)
 * **Spelling Development:**
 * Class Slideshow [[file:Spelling Development SP2012.ppt]]
 * Determining Developmental Spelling Stage: Using and Confusing Spelling Patterns [[file:Typical Spelling Patterns ANSWERS.docx]]
 * **Spelling Assessment:**
 * Class Slideshow [[file:Spelling Assessment Slides.ppt]] || 1. **Finish Text Talk Assignment on Ruby the Copycat.**

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. > ||
 * Beck & McKeown Chapter: **Direct and Rich Vocabulary Instruction** [[file:McKeown Direct & Rich vocab_Instruction.pdf]]
 * **Ruby the Copycat Vocabulary Lesson Plan** (from Scholastic) - notice how the ideas from Beck & McKeown's chapter play out in this plan [[file:Ruby_Lessonplan.pdf]]
 * **Reading Guide #3** (to go along with Beck & McKeown Chapter & Lesson Plan) [[file:Reading Guide 3 FA2011.docx]]

**Introducing and Building Vocabulary During Text Talks - November 7 (NOW November 13 due to the hurricane)**

Building Vocabulary with Text Talk Discussions
 * **CLASSWORK** || **HOMEWORK** ||
 * **Class Slideshow**

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! 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)
 * Class Activity:**
 * Introducing Vocabulary (with student friendly definitions)
 * Building Vocabulary (with a series of engaging activities)
 * **Optional Related Resources:**
 * [|Choosing Words to Teach] (Beck, McKeown, & Kucan)
 * [|SAT Vocabulary for Kindergartners in Picture Books] (14 Picture Books and Selected Tier 2 Words)
 * Utah Educator's Text Talk Lesson Plans [[file:CombinedTextTalkLessons.pdf]] || **Wed-Friday:**
 * **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.

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).
 * Saturday-Monday:**

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)**


 * Overview of the three cueing systems [[file:Msv Cueing System.doc]]
 * Three Cueing Systems - Details about what they are and how to teach [[file:ThreeCueingSystems-detail.pdf]]
 * [|Analyzing miscues in running records] - good definitions of each
 * [|Records of Reading Behaviors] - many samples to use
 * Three Cueing Systems - Details about what they are and how to teach [[file:ThreeCueingSystems-detail.pdf]]
 * [|Reading Rocket's study] on the importance of teacher knowledge in this area || * **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. [[file:Ford & Opitz 2002 Centers in Guided Reading.pdf]]
 * Flood, J. & Lapp, D. (1992). Am I allowed to group: Using flexible patterns for effective instruction. //The Reading Teacher//, 45(8), 608-616. [[file:Flood & Lapp 1992 Flex Grouping RT.pdf]]
 * **Please complete the reflection here** with __**three key takeawa****ys**__ from BOTH of these readings and __**two questions**__ that you can ask Ann and Kelly during class next week. [[file:NGT3 EDC424.docx]] ||

**Quiz and Literacy Centers - November 27**


 * **CLASSWORK** || **HOMEWORK** ||
 * * **Quiz #3**
 * **Class Activity with Guest Instructors: Ann Lenox and Kelly Ferguson (Master's in Reading Program)**
 * **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
 * **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]
 * **Sight Word Dice Grid and Template [[file:Sight_Word_Dice_Grid.pdf]]**
 * **Making Words Worksheet Template [[file:Making Words Template.pdf]] **
 * **For examples of Task Boards and/or Task Cards**to build student independence during center work:
 * [|Managing Centers]and handout for examples: [[file:managecenters.pdf]]
 * Organizing Centers [[file:organizecneters.pdf]]
 * [|Literacy Centers Management Ideas]
 * [|Tips for Literacy Center Management Boards]
 * [|Hopping Along with Task Cards]
 * [|Carl's Corner Center Signs and Labels]
 * [|Other helpful templates and printables] to support your literacy centers (Cheryl Sigmon)
 * ** The Daily Five **
 * [|Miss Maiolo's Website About The Daily Five] (In Grade 2)
 * [|Videos About Each Component Of The Daily Five] (from elementary-teacher-resources.com)
 * [|The Daily Five Printables] (created by Grade 1 Teacher Miss Bond)
 * [|Miss Meacham's Use of Anchor Charts] to Teach The Daily Five (and other ideas)
 * [|Read what other teachers are blogging] about The Daily Five in their classroom || 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**
 * [|What does Guided Reading look like with Level A books in Kindergarten?] (Color books for school and black-and-white copies for home)
 * **Leveled Reading Systems Handout**(to read and complete before class) [[file:EDC424 Leveling Books Handouts.pdf]]
 * Read "Leveled Reading Systems: Unraveling the Mystery" for an overview of book leveling systems
 * Read "Text Leveling and Little Books: First Grade Reading" to learn more about: (a) what makes a text easy or more difficult according to the dimensions of decodability and predictability for first grade books; and (b) the details of Fountas & Pinnell's Guided Reading Levels A-I
 * Note how different systems of leveled books coorelate with grade level and lexile level (we'll talk more about this next week).
 * Estimate the Fountas & Pinnell Letter Level and Grade Level for each of the 5 sample texts provided and then use the details from your reading to decide what factors make that text that particular level.
 * Class Slideshow
 * Class Handouts
 * Other resources:
 * [|Free Samples of Leveled Read-Aloud Books]: Voices Literature and Interactive Writing Program
 * [|Seven Ways Technology Can Help Emerging Readers] (blog list)
 * [|Guided Reading Level C] (Video - managing ideas)
 * [|Guided Reading Level J] (Video)
 * [|2nd Grade Guided Reading] (Video) Magic Treehouse
 * [|Guided Reading Instruction] (How-To Guide created by pre-service teachers at DePaul)
 * [|Resources for English Language Learners] (From State of California)

**Running Records**

1. **Read** Brown (2003) What Do I Say When They Get Stuck on a Word?Aligning Teachers' Prompts with Students' Development
 * Multiple Cueing Systems (Meaning, Syntax/Structure, and Visual Cues)**
 * Overview of the three cueing systems [[file:Msv Cueing System.doc]]
 * [|Analyzing miscues in running records] - good definitions of each
 * [|Records of Reading Behaviors] - many samples to use
 * Three Cueing Systems - Details about what they are and how to teach [[file:ThreeCueingSystems-detail.pdf]]
 * [|Reading Rocket's study] on the importance of teacher knowledge in this area
 * Link to examples in the online tutorial above for examples of students to code their miscues.

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.


 * ** The Daily Five **
 * [|Miss Maiolo's Website About The Daily Five] (In Grade 2)
 * [|Videos About Each Component Of The Daily Five] (from elementary-teacher-resources.com)
 * [|The Daily Five Printables] (created by Grade 1 Teacher Miss Bond)
 * [|Miss Meacham's Use of Anchor Charts] to Teach The Daily Five (and other ideas)
 * [|Read what other teachers are blogging] about The Daily Five in their classroom