Class+Notes+FA2013

=//**CLASS 9.10.13 PADLET**// http://padlet.com/wall/EDC424-1= //**PASSWORD: EDC424.1**// EDC 424 Syllabus

//**Readings for next class:**// //Literacy Profiles: A Framework to Guide Assessment, Instructional Strategies and Intervention, K-4//

Here is the link to the Video we were unable to see in class: ___ Readings for Tuesday September 24th =Part A.= Review Chapter 1 from //Literacy Profiles: A Framework to Guide Assessment, Instructional Strategies and Intervention, K-4// Yopp & Yopp - Supporting Phonemic Awareness Development in the Classroom Beck Chapter 1 (pgs. 1-18) To use for Beck Reading Homework Assignment: Keyword Reading Guide =**PART B.**= Words Their Way (Ch. 1 Word Knowledge and Ch. 4 Emergent Stage) with optional reading guide = OCTOBER 1st =
 * As you watch the video, jot down your noticings on these two recording sheets: ** 1.Observational Checklist ** [[file:obs_checklist.pdf]]and ** 2. Key Question About This Classroom[[file:keyquestions.pdf]] we will review the video at the beginning of our next class. **
 * Developing Oral Language and Early Literacy ** [|Carol Wilson's Kindergarten Class for Components of Early Literacy Instructio]
 * Early Reading Development: **
 * Read p. 20-35 of Rhode Island K-12 Literacy Policy
 * [[file:RI Pre-K Literacy Policy.pdf]]
 * **Complete the Reading Guide #1 and skim Common Core Standards Document for Connections**
 * [[file:RG#1 RI K-12 LitPolicy & CCSS (2).pdf]]

Letter cards



For Class Next week- STUDY for QUIZ--READINGS

Phonics and Word Study - Read:


 * Beck (pp. 19-54)
 * Words Their Way Chapter 5 (Letter-Name Alphabetic Stage)

Cut out letter cards and bring to class

WWW chart made by Samantha Angell STAGES of READING DEVELOPMENT RI Department of Education- PreK Literacy Policy Assessment for Phonological Awareness/phonemic Awareness

Concepts about Print Syllable patterns, rules

= -Tuesday OCTOBER 15th---CLASS CANCELLED DUE TO ILLNESS =

Photo journal
 * Principles of Effective Teaching of Reading and Writing**
 * Effectives teachers....**
 * 1. Apply learning, language, and literacy theories (3L's) as they teach reading and writing.**
 * 2. Support children's use of the four cueing systems (phonological,** **syntactic, semantic, and pragmatic).**
 * 3. Create a community of learners.**
 * 4. Adopt a balanced approach to literacy instruction.**
 * 5. Scaffold children's reading and writing experiences.**
 * 6. Use a combination of modeled, shared, interactive, guided, and independent reading and writing activities.**
 * 7. Use literature in their instructional programs.**
 * 8. Organize literacy instruction in four ways (basal reading programs; literature focus units; literature circles, reading and writing workshop).**
 * 9. Connect instruction and assessment.**
 * 10 Become partners with parents.**
 * We have not talked about the cueing system, it is coming up next, but everything else had been covered.**

This is from Tammy... explains a little more about some of the Principles

Literacy Photo Journal Assignment (Examples) Slideshow on Using 424 Language in your Literacy Photo Journals Example of Classroom Photo Interpretations Example of Reflection (Note: this is from last year's assignment; this year's criteria is slightly different) Empty Word Template for your Assignment

Readings for next week... **Literacy Profiles Chapter 3** (Decoding and Word Recognition) Six Syllable Types
 * Beck** (p 55-75)
 * WTW Chapter 3** (word Study)[[file:RG#2A Word Study.doc]]
 * Literacy Profiles Chapter 4** ( Reading strategies and Dispositions)

CUEING SYSTEM Readings for October 29th WTW Chapter 2 Spelling Assessment (bring in 1 or 2 spelling tests) We will fill in the Inventory/Guide together WTW Chapter 6 Within Words Literacy Profiles Chapter 9 Spelling Study Guide Nice Chart of Literacy Development Some Additional Information

Readings for November 5th

This will be presented in class on November 5th Is homework to be reviewed beginning of next class Assignment Article: Direct and Rich Vocabulary Instruction by Beck and McKeown Reading Guide Lesson Plan "Ruby the Copycat"
 * Read Beck, I. & McKeown, M. (2001).[|Text talk: Capturing the benefits of read-aloud experiences for young children.] The Reading Teacher, 55, 10-20. Study Guide:[[file:Study Guide TEXT TALK article.docx]]
 * Complete the Reflection Assignment about Beck & McKeown's article and come to class with a list of three key takeaways and a question about text-based discussions[[file:TEXT TALK NGT2 EDC424.docx]]
 * 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]]

Readings for Next Week --- November 19, 2013 STUDY GUIDES WILL BE COMING



This link (below) 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! http://www.eworkshop.on.ca/edu/core.cfm?p=main&modColour=1&modID=2&m=121&L=1
 * **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.

Review this short video of how to analyze how readers use multiple cueing systems [MSV] (Semantic = Meaning; Syntactic = Word Order, Grammar; Graphophonetic = Visual) http://www.youtube.com/watch?v=QHrHS6wGOko&feature=related