Class 4 outline
Questions. Concerns, sharing
Finish thinking skills- handout on NUES web site.
Questioning skills
Fact questions== everyone read story on pages 178-9 about Mr. Parades class and be prepared to tell your spring partner the following fact questions
- What is the teacher’s name? 2. What story did he read? What letter and sound was he presenting?
Sequence questions- 1. What did the teacher do first? Next? Last?
Now everyone read the story on page 179-80 about Ms. Anderson’s class and answer these questions:
Cause and effect question- after Ms. Anderson introduced the new phonics character (the cause) what did she ask the students to do (the effect?) what the effect of showing the bear picture (the cause)? What caused the children to repeat the sound/blend? What was the effect?
Compare/contrast questions- what was similar alike in the 2 teachers presentations? What was different? (look on page 180)
Judging or analyzing question- in your opinion, which teaching method was most effective for young children? Why? Which strategies would you use and why?
Summarizing question- read the following passage—Objective is to determine main idea, determine important content vocabulary and summarize.
Spokesman for the Center for Disease Control (CDC), an official agency of the United States Government, reported today in a telephone interview that an outbreak of measles is considered to be at the level of an epidemic in young children aged three to seven. Speaking from their main office in Atlanta, Georgia, the spokesman indicated that their remarks would also be issued as a national news bulletin to be released this afternoon. The CDC has discovered new information that found some of the measles vaccinations supply provided to doctors and hospitals in the last ten years were not effective. Parents of children in this age group will be advised to check with their physicians to determine if their child received any of the measles vaccination from this supply.
First chose a high interest passage-- read and discuss--define any new vocabulary--- circle the key content words-- discuss why those words are most important--- make a T chart of Most Important content vocabulary and Least important words- (grouping and labeling)--- retain sentence structure-- you can change the order of the words, add a verb, or change a verb tense as long as the objective of creating concise, summary sentences is not lost.--Write the end summary statement.
Hint- think telegram…..
Effective questioning techniques—discussion
Break
Finish video on early childhood literacy.
Each site talk about how their experiences in achieving early childhood literacy and choose one spokesman to summarize ideas in 2-3 minutes.
Chapter 5—What you need to know about beginning reading instruction
Read first 2 Paragraphs on page 181
*strategy is explicit or direct instruction- It is better to have a reading framework than a reading program for early literacy. A reading instruction framework might be thought of as a set of flexible reading components taught every day using instructional materials and strategies from a variety of resources. For example, parents and teachers should 1) read aloud every day, 2) provide phonemic awareness, 3) provide instruction in reading peers or groups, 4) provide time for independent reading, writing, listening, speaking, viewing and visually representing, 5) provide guided mediation in all 6 language art skills.
Vygotsky- ZPD, mediation, importance of play.
A reading program is a single published program (called a basal) with a manual- and new teachers tend to rely heavily on this to provide a comprehensive reading instructional framework.
Reading researcher, Bond and Dykstra, (1967-1997), and the National Reading Panel (2000), agree that there is not single best approach for teaching all students to read and write. Wise teachers know from experience that the best instructional method is a vast combination of methods and strategies. (called a balanced reading program).
Many available programs:
1. Cunningham’s Four Blocks framework
Guided reading using leveled books, Big Books, basal reading books and children’s literature.
Self selected reading using teacher read-aloud ad individual reading (SSR)
Writing block using mini lessons and independent writing
Working with words block using spelling patterns and high frequency words- word walls, rhymes and chants.
2.Fountas and Pinnell’s eight-part framework
Teacher read alouds, shared reading, guided reading, independent reading, shared writing, interactive writing, writing workshop, independent writing.
- The National Reading Panel’s five essential elements of reading:
Phonemic awareness, phonics, fluency, vocabulary, and comprehension.
Five essential instructional elements of reading and writing;
Teacher read aloud, word study instruction, independent reading and writing practice, guided reading and writing instruction, writing workshop.
*Strategy is graphic organizer- Skelton outline (like the tree and the branches last week) or Fishbone or double bubble or spider web organizer
Draw a skelton or fishbone or double bubble and write Fluency as the main topic (read bottom paragraph on page 182)
Write decoding and comprehension on one line and then the meaning, activities, etc. Write oral language, phonemic awareness, concepts of print, letter sound association, analogy and a way to think about words (look of page 189) on other lines and then details describing them.
- strategy is Hot Potato- ( throw a ball or object to class members and ask for answer- move quickly- they can have only one pass and can throw to another member but teacher keeps asking questions until all have a turn
- (can repeat questions for struggling students or to emphasize VIP’s).
- Fill In you graphic organizer as people report------
- Allow 1 minute each- (15 minutes)
Pat Choi- tell a definition for decoding (p 181)
Curtis Nielson- a definition for comprehension (181)
Julie Durfee- read the definition of fluency again (182)
Caroline Barrington- tell the 6 critical elements of learning to independently decode words (183)
Jason Norman- 3 facts about oral language (183)
Paula Jenkins- definition for phonemic awareness (184)
Joe Smyly- what are phonemes (184)
Amber Thacker- what is phonological awareness? (184)
Bo Warner- what are graphemes? (184)
Lena Puro- what are 8 elements of phonemic awareness? (185)
Luciille Durrant- what does concepts of print mean? (185)
Sylvia Leavitt- what does letter- sound association mean? (186)
Andrea Schoenfeld- Since phonics is a controversial issue- what are 2 ways a teacher should be prepared? (187)
Lucas Peless- what is analogy? (187)
Bruce Royer- give 2 VIP’s about A Way With Words (p 187-88)
Pages 190-217 contain MANY (15) routines and strategies. These situations do not fit every one of our class members in their varied assignments so look at those pages and use the ones that help you.
Pages 219-234 contains an excellent min lesson. Quickly read it and explain to your site how the author used onomatopoeia. how do you use it In your situation?
Look at resources on page 235.
Chapter 6- Beyond Beginning Literacy
This chapter contains excellent material and strategies for teaching upper elementary and middle school level students. Take time to look over it and
see what is helpful to you.
Turn to page 214 and read the 4 ways students acquire vocabulary knowledge. These suggestions can benefit all ages of students.
Vino Kiro- Tell when and how direct teaching is effective (pages 242-4)
Any Polaehnne- Briefly explain the three elements of effective vocabulary
development (pages 245-246)
Cari Guymon- what are 4 instructional strategies that lead to vocabulary?
Development? (page 249)
Everyone look at page 250. And then page 254
Pages 256-274 contains strategies and ideas.
Pages 275-293- models a literacy lesson
Look at resources on page 284.
For next week- read chapters 7 and 8.
Be ready to share an experience on how you create an atmosphere that promotes responding in your professional position.
We will discuss many types of journals, using literature in the classroom, writing activities.
Be ready to share how you use the domains of writing In your class (if applicable to your situation). (page 338).