Class+Notes+SP2014+COI

GO TO NOTES PAGE 2 AFTER SPRING BREAK

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 * INTRODUCTION January 22 **
 * Ice Breaker Activity - Vowel Sound Pictures [[file:1 Short vowel pictures.pptx]]
 * Review the Syllabus - download here [[file:A Syllabus424 Coiro SP2014.doc]]
 * **Homework**:
 * **Read** Tompkins Chapter 1 (Effective Teaching Principles) [[file:Tompkins Chapter1.pdf]]
 * **Read** Biggam & Itterly Introduction (Foundations for Using Literacy Profile & Handbook)
 * **Complete Noticing Good Teaching Reflection** (download and type your responses to hand in next class)


 * ORAL LANGUAGE AND READING DEVELOPMENT January 28 **
 * Class Activity: Noticing Good Teaching - Viewing [|Carol Wilson's Kindergarten Class for Components of Early Literacy Instruction]
 * Developing Oral Language and Early Literacy Activities - Powerpoint Slides
 * Homework: ** Core Areas of Reading, RI Reading Policy and Common Core State Standards **
 * [|Rhode Island K-12 Literacy Policy] (take notes using Reading Guide #1)
 * [|Put Reading First] (National Reading Panel Teacher's Guide)- please just skim so you are aware of this free resource for teachers
 * [|Common Core State Standards] (You will need the Reading/Language Arts Standards K-5, especially Foundational Skills p. 15-17 -- cite the standards you think match the essential areas of reading in the RI Literacy Policy (see your Reading Guide) [[file:Common Core ELA Standards.pdf]]
 * **Reading Guide #1 Part A:** Linking RI Literacy Policies and Connections to Common Core Standards[[file:RG#1 Early Literacy Part ABC.docx]]


 * CORE AREAS OF READING AND COMMON CORE STATE STANDARDS - January 30 **


 * ** Class Activity :** Mapping the Common Core State Standards to the Core Areas of Reading
 * **Slides: [[file:Devel Stages and CCSS.ppt]]**
 * **Homework:**
 * Reading Guide #1 Part B: Notes from Biggam Chapter and Phonics Keywords
 * ====Biggam Chapter 1: Phonological Awareness and Oral Language Development (in Textbook)====
 * Yopp & Yopp - Supporting Phonemic Awareness Development in the Classroom [[file:Yopp & Yopp 2000 RT Phonemic Awareness.pdf]]
 * Beck Introduction chapter - Rationale for learning phonics (scanned in [[file:Beck Phonics Introduction.pdf]]


 * SOUNDS OF LANGUAGE: PHONOLOGICAL AWARENESS - February 4 **
 * **Powerpoint Slide Show:** Making Sense of Phonological Awareness and Phonics [[file:Sounds of Language PA Slides.ppt]]
 * **Class Activity Handouts:**
 * The Phonological Awareness Umbrella and Dechant's Levels of Phonological Awareness [[file:PA Umbrella & Dechant.pdf]]
 * **Homework**: Read Words Their Way (Ch. 1 Introduction and Ch. 4 Emergent Stage) with Reading Guide Part C.
 * **Directions for Literacy Photo Journal Assignment** [[file:EDC424 Literacy PhotoJournal Directions FA2011.doc]]


 * PHONEMIC AWARENESS ASSESSMENT AND INSTRUCTION - February 6 **


 * **CLASSWORK & HOMEWORK** || **OPTIONAL RELATED RESOURCES FOR YOU** ||
 * * **CLASSWORK**
 * Phonemic Awareness Assessment [[file:Phonemic-Awareness-A.pdf]]
 * Yopp-Singer Test of Phoneme Segmentation (Biggam Text, p. A2-A3)
 * Formative Assessment for Phonological Awareness (FAPA) [Biggam Text, p. A3-A6)
 * Teaching Phonological Awareness (including Phonemic Awareness) - Ideas from Valerie Ellery Creating Strategic Readers
 * **HOMEWORK**
 * Read Biggam Literacy Profiles, Chapter 2, Concepts of Print and Letter Identification || * **CONCEPTS**
 * [|Review of Phonological and Phonemic Awareness] from Reading Rockets
 * **ASSESSMENT**
 * **Recognizing Rhymes Assessment:** See a [|video of students completing a Recognizing Rhyme Assessment]
 * **Isolating Sounds Assessment:** Learn procedures for administering a simple test of [|isolating initial sounds] and [|isolating final sounds]
 * **Test of Phoneme Blending** - See a [|video of students] completing this assessment (notice how the teacher models and gives students an opportunity to understand the directions with compound words before they begin)
 * **Test of Phoneme Segmentation** - See a [|video of students completing this assessment] and hear how the teacher scores their responses on the [|student test sheet] by marking whether students still blend some of the sounds together or are actually able to segment or isolate each individual sound
 * **Early Reading Assessment Packet** - A wonderful sequence of assessment materials for you
 * [[file:cool assessment toolsall.pdf]]
 * **INSTRUCTION**
 * [|PALS Phonological Awareness Activities] ||


 * EMERGENT LITERACY AND CONCEPTS OF PRINT - February 11 **


 * **Related Videos**: What does each young reader understand about reading and books? What would you model next for each?
 * [|Satya at 6 months old and Animal Book]
 * [|Cam at 20 months old and Freight Train Book]
 * **Class Activity Handout:** Concepts of Print Awareness Assessment [[file:Concepts of Print Awareness Assessment.pdf]]
 * [|Training Video] of a teacher conducting the Concepts of Print Awareness Assessment
 * [|Letter Naming Fluency Assessment]
 * [|Video] of a teaching conducting the DIBELS Letter Naming Fluency subtest
 * [|Training and Testing Materials] for all DIBELS Letter Naming Fluency subtest
 * **STUDY FOR QUIZ: Early Literacy - Reading Guide #1 and class discussions**
 * Emergent Literacy and Oral Language Development (ideas discussed from the Kindergarten classroom video)
 * Terms and concepts associated with Phonological Awareness, Phonemic Awareness, and Phonics
 * How to __assess__ and how to __teach__ elements of phonological awareness and phonemic awareness
 * Stages of Reading and Skills Associated with Each Stage
 * Stages of Spelling Development
 * Concepts of Print

**QUIZ, INTRODUCTION TO WORD STUDY - February 13**

>> (download template for phonemes needed:
 * Quiz #1
 * **Word Study Routines:**
 * Slides to Introduce Word Study [[file:Word Study Slides.pptx]]
 * Word Study Demonstration Activity: Five Little Pumpkins (Concepts of Print) Class Demonstration
 * Word Study Demonstration Assignment (includes Example for Rhyming): [[file:EDC424 Word Study Demo Directions and Points Sp2014.doc]]
 * **Homework:**
 * Cut out letters from sentence strip; bring to class next week in envelope or plastic bag
 * Read Words Their Way Chapter 3: Word Study Routines

PHONICS I: February 20 -- Letter-Sound Correspondence; Consonants and Short Vowels

 * **Powerpoint slides [[file:Phonics 1 Letter Sound Relations.ppt]]**
 * **Class Activities:**
 * Explicitly teaching letter-sound correspondence
 * [|Segmenting, blending, and substituting phonemes] - video of Starfall activities
 * More explicit instruction needed for blending letter sounds - watch [|this video] for tips
 * Changing a Hen to A Fox [[file:Change fox to hen.docx]]
 * **Other resources**
 * [|Introducing Letter Sound Correspondence from A-Z]
 * 35 Alphabet Recognition Activities [[file:Alphabet Activities.pdf]]
 * **Homework:**
 * Beck (Ch. 2, p. 14-27; Ch. 5, p. 53-64, and p. 65-89 Word Building)
 * Biggam (Chapter 3, Decoding)
 * WTW, Chapter 5 (Letter Name Alphabetic Stage)

PHONICS Part 2: February 25 -- CVC, CVCe, Long Vowels, Consonant Blends, and Consonant Digraphs
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 * **Class Slideshow**:
 * **Example Word Study Demonstration Activity: Rhyming**
 * **Word Study Program: Book 1 Table of Contents** (to see sequence of skills taught in Grade 1) [[file:Word Study TOC Book 1.pdf]]
 * **Optional Related Resources**
 * [|List and resources for silent e words]
 * [|YouTube Silent E Rap]
 * [|YouTube Song: Transformer H] (for th/sh/ch)
 * **Homework**: Read WTW Chapter 6: Within Words

February 27: Preparing Your Literacy Photo Journals
> > >
 * Class Slideshow About Photo Journal responses:
 * Example of Classroom Photo Interpretations
 * Example of Cohesive, High Quality Reflection (Note: this is from last year's assignment; this year's criteria is slightly different) [[file:424 Photo Journal Reflection Example.pdf]]
 * Empty Word Template for your Assignment

1. Work on Literacy Photo Journal Assignment 2. Write down questions you have about WTW Chapter 6 and Within Word Spelling Patterns - we'll review key concepts next class.
 * Homework:**

March 4: PHONICS Part 3: Vowel Teams (Digraphs & Dipthongs) and Open & Closed Syllables

 * **Class Slides and Sorting Activity** [[file:Phonics III Within Word Patterns.pptx]]
 * **Homework:**
 * Study for Quiz 2 (Phonics) on Thursday - use slides and today's handouts to remind you of key ideas (WTW Ch. 5 and Ch. 6)
 * Work on Literacy Photo Journals (Due Thursday March, during Spring Break, or no later than Tuesday, March 18)

March 6: Quiz 2 (Phonics) and Storybooks to Build Comprehension

 * === **QUIZ** ===
 * **Reading**
 * [|Choral Reading]and a [|small group using choral reading]combined with Reader's Theatre
 * **Resources/Ideas for Word Study Demonstration**
 * [|Dipthongs, Digraphs, and Modified Vowel Patterns] - a nice word list to help design phonics lessons around these word patterns (could be useful to generate word lists for your word study demonstration)
 * **Word Study Examples**
 * [|YouTube series of Word Study Videos]
 * [|Noticing teaching techniques as part of Word Study]
 * **Homework**:
 * Finish your Literacy Photo Journal (turn in no later than Tuesday March 18)
 * Read **Beck & McKeown Text Talk Article** [[file:Capturing_the_Benefits.pdf]]
 * Read Biggam Chapter 6: Comprehension and Response

Click here to continue on to page 2 of our class notes.
IGNORE FOR NOW - NEED TO UPDATE THE REST OF THE SCHEDULE
 * [|Video Example] (Spelling Patterns Video at 1:00 - Revisiting a lesson on adding ing with "double, drop, or nothing")
 * Typical Stages of Spelling Development (Words Their Way) [[file:Typical Spelling Patterns.docx]]