Chapter 6

Chapter 6

1. Literacy centers

   • Library Center
     • students read related texts on level, could read to each other or themselves
   • Listening centers
     • information books about topic non-fiction, take notes too maybe could use non fiction books also related to essential question
   • retelling center
     • picture of events in story, could also use events in story as well for older students. Could also be used to ck BME comprehension
   • Science center
     • I think that maybe this could be like a book in the bag center also and students could maybe look at artifacts from the story
   • Word sort
     • categorize words from text and then write them on paper. Could have them write sentences too
   • Word Wall
     • practice reading words from wall and around classroom
   • Word Work
     • use magnet letters and cookie sheets to spell high frequency words
   • Writing Centers
     • write poems following model at center, or write sentences, alternative endings to book, favorite part and why, what would they change. Maybe if you are doing character traits you could write about that
   • center passports with stamps
     • How long do they stay at centers?
   • Language Experience Approach
     • write retell on chart paper for all to see
       • children learn revision strategies
         • type on five sheets of paper, makes copies, compiles booklets
           • each student receives to read and illustrate take home
             • choral read with a number for each line so group knows when to read

2. Reading Fluency ability to read quickly, accurately and with expression and to read fluently, students must recognize most words automatically and be able to id unfamiliar words easily

   • Word Wall
     • Kinder listing students names and common words 24 frequency 1 or 2 a wk
     • 1st begin with 24 from kinder and add new words each week
     • 2nd easier half of first 100 and into 100 more during school year
     • 3rd ck students knowledge of 200 beginning of school yr. add any they don't know and then teach rest so they learn all 300 by end of yr
     • 4th and on test and review ones needed and continue to teach words.
   • Word ID strategies
     • Phonic Analysis
       • phoneme-grapheme correspondences, phonics, rules, and spelling patterns ex. blaze, chin, peach, spring
     • Decoding by Analogy
       • knowledge of phonograms to pronunce or spell ex. claw from saw, flat from cat
     • Syllabic Analysis
       • break multisyllabic word into syllables and then apply knowledge of phonics to decode syllable by syllable ex. drag-on, fa-mous, vol-ca-no
     • Morphemic Analysis
       • knowledge of root words and affixes ex. bi-cycle, centi-pede

3. Obstacles

   • automaticity
     • ex. of words in books they reading
       • flash cards w partners
         • play games like concentration
           • write words in sentences on white boards
             • spell words with letter cards or magnetic letters
               • write words during interactive writing
   • unfamiliarity w/ word ID strategies
     • use background knowledge and intro new words before reading
       • teach word ID strategies
         • provide more time for reading and writing
   • slow reading speed
     • develop stamina
       • daily practice
         • reading speed repeated readings at least 3-5 times
   • slow writing speed
     • quickwriting write non stop 5-10 mins not stopping, informal, pour out ideas, non-organized
       • Reading logs: entries include prediction, summaries, questions, quotes and reflection
         • stimulated journals: assume the role of a book character, write entries from their point of view, deepens understanding of novel
           • learning logs:take notes, draw and label graphic organizers, summarize big ideas, write answers to questions
   • Lack of prosody
     • model expressive reading.
       • chunk words together to read w expression
         • choral reading
           • readers theatre
   • Voiceless writing
     • practice and fluently
       • varied viewpoints
         • talk out with partner before writing

4. Chapter 7

   • 3 tiers of words
     • Tier 1 basic words
       • common, used socially, informal conversation at home or playground, usually no instruction required
     • Tier 2 Academic Vocab
       • wide application in school, used in written lang. may know the word smell but not scent, odor, or aroma teaching these words expands knowledge powerful impact on learning
     • Tier 3 Specialized terms
       • technical words, content specific, abstract, not used enough to devote time to teaching but teach during thematic units and content area
   • word map could use the paint samples for different catagories
     • vaporize to change from a solid into a vapor (gas) (verb)
       • morphemic analysis vapor+ize
       • Root word Vapor
       • suffix ize it is used to change a noun into a verb
       • word history
       • related words
       • figurative use
   • synonyms words with similar meanings fig 7-2 pg. 227
     • concentrate on concept and related words
   • homonyms words that confuse pronounced or spelled the same write right fig.l 7-3 pg 228
     • explain concept, point out differences in spelling, meaning and pronunciation, make posters
   • antonyms: Opposite
   • Teaching Students to Unlock Word Meaning
     • Immerse students in words through t listening, talking, reading and writing
     • teach specific words trought active imvolvement and multiple encounters with words
     • teach strategies
     • Develop word consciousness, awareness of and interest in words
   • Word study activities
     • Word posters write word draw picture write sentience visualize word
     • word map diagram examine a word category for word, examples, and characteristics or associations
     • act out the word
     • word chains choose a word make a chain