Presented by Angela Maiers Fostering Literacy Independence

Teaching With Purpose How is what I am having children do today creating powerful readers, writers, and thinkers for tomorrow?

How is what I am having children do today creating powerful readers, writers, and thinkers for tomorrow?

Modeled Instruction : Direct, Explicit Instruction Shared Instruction : “ Shared” Comprehension Guided Practice: Practice with my support Independence!! THE PATHWAY TOWARDS INDEPENDENCE

Establishing a Gathering Place Gathering kids in front for instruction, releasing them back to share their thinking represents the steady flow that’s at the heart of effective teaching and learning Harvey and Godvous, Strategies that Work (p.31)

Modeled and Shared Instruction Time: Daily 10-15 minutes Focus: Comprehension! Strategy Work Genre and Author Awareness Fluency Word Solving in Context Whole Group

Time: Daily 10-15 minutes

Focus: Comprehension!

Strategy Work

Genre and Author Awareness

Fluency

Word Solving in Context

Early Reading Lessons Early Print Concepts-Book Handling Directionality One to One Matching Letter ID Letter, Word, Sentence Awareness Link of Sound/Symbol High Frequency Words Fluency Phrasing Reading Enjoyment Reading Cues (M, S, V) General Reading Behaviors

Early Print Concepts-Book Handling

Directionality

One to One Matching

Letter ID

Letter, Word, Sentence Awareness

Link of Sound/Symbol

High Frequency Words

Fluency

Phrasing

Reading Enjoyment

Reading Cues (M, S, V)

General Reading Behaviors

Large Group Makeover Materials Friday Thursday Wednesday Tuesday Monday

Guided Practice Small Group

Independent Reading Reading Practice

Specific Time 10-15 min DAILY Independent Level Real Reading CONFERENCE!!! Anytime Any Amount Any Book Any Behavior No Conference Independent Reading DEAR TIME/SSR

Free Choice Reading Reading Center

Three Ways to Read to Self Read and talk about the pictures Read the Words 3. Retell a book you know

Read and talk about the pictures

Read the Words

3. Retell a book you know

It is not enough to be busy, so are the ants. The question is: What are we busy about? Henry David Thoreau Independent Practice

It is not enough to be busy, so are the ants. The question is:

What are we busy about?

Henry David Thoreau

Independent Practice What do we need them to get good at?

You read to yourself You read to/with someone else You listen to reading You write You do word work The Daily Five

You read to yourself

You read to/with someone else

You listen to reading

You write

You do word work

You Read To Yourself

I I choose a book P Purpose-Why do I want to read this? I Interest-Does it interest me? C Comprehend-Can I understand? K Know-I know most of the words I PICK

I I choose a book

P Purpose-Why do I want to read this?

I Interest-Does it interest me?

C Comprehend-Can I understand?

K Know-I know most of the words

The Shoe Lesson (adapted from The Daily Five: p.31)

(adapted from The Daily Five: p.31)

You read to yourself You read to/with someone else You listen to reading You write You do word work The Daily Five

You read to yourself

You read to/with someone else

You listen to reading

You write

You do word work

Read and Talk to Someone Buddy Reading Big Book Reading: “Say Something” Dramatic Retelling Story Sequencing Read the Room

Buddy Reading

Big Book Reading: “Say Something”

Dramatic Retelling

Story Sequencing

Read the Room

Buddy Reading Reading Center

Big Book Reading Reading Center

Dramatic Retellings Oral Language

Oral Language Story Sequencing

Read the Room Reading Center

You read to yourself You read to/with someone else You listen to reading You write You do word work The Daily Five

You read to yourself

You read to/with someone else

You listen to reading

You write

You do word work

Listen and Read You could… Listen and Visualize/Sketch Listen and Retell Listen and Write Listen with a Partner-”Say Something” Listen and Respond Listen and Act Out Listen and Re-listen

You could…

Listen and Visualize/Sketch

Listen and Retell

Listen and Write

Listen with a Partner-”Say Something”

Listen and Respond

Listen and Act Out

Listen and Re-listen

Materials for Listening Books on Tape (Fiction and Nonfiction) Poems on Tape Songs/Chants on Tape Guest Speakers Authors Reading Surprise Voices Individual Headphones Response Materials

Books on Tape (Fiction and Nonfiction)

Poems on Tape

Songs/Chants on Tape

Guest Speakers

Authors Reading

Surprise Voices

Individual Headphones

Response Materials

You read to yourself You read to/with someone else You listen to reading You write You do word work The Daily Five

You read to yourself

You read to/with someone else

You listen to reading

You write

You do word work

You read to yourself You read to/with someone else You listen to reading You write You do word work The Daily Five

You read to yourself

You read to/with someone else

You listen to reading

You write

You do word work

Word Work for Grades K-2 Learning the Letters Learning the Words Phonological Awareness TOGETHER: These lead to an understanding of the alphabetic principle ( the relationship between the letters and the sounds)

Learning the Letters

Learning the Words

Phonological Awareness

TOGETHER: These lead to an understanding

of the alphabetic principle

( the relationship between the letters and the sounds)

ENVIRONMENT MATTERS!!!

Learning the Letters The letter name The letter formation (physical movement) The sound the letter represents The sound the letter represents when it is located in a word with other letters The features of a letter that make it different from every other letter The direction that the letter must be turned in order to preserve the name(b,d,m,n,) Some letters are doubled in words Some letters appear often together There are different types of letters(cap,lc, cons, vowel)

The letter name

The letter formation (physical movement)

The sound the letter represents

The sound the letter represents when it is located in a word with other letters

The features of a letter that make it different from every other letter

The direction that the letter must be turned in order to preserve the name(b,d,m,n,)

Some letters are doubled in words

Some letters appear often together

There are different types of letters(cap,lc, cons, vowel)

Writing center

Letter Sorting Activities Letter Play Practice with Names Overhead center Word Work Word Work Word Work

Letter Play Letter Formation Alphabet Sequence Word work

Letter Play ABC Books and ABC Collage Word work

Learning the Words

Where To Begin? NAMES They are most personal. Children should learn their own names Names of everyone else in the class. Label cubbyholes. Use name cards. NAME CHART!

They are most personal.

Children should learn their own names

Names of everyone else in the class.

Label cubbyholes.

Use name cards.

NAME CHART!

Understanding Around Names Include: My name is a word A word is a sequence of letters that go together The letters in a word progress in a certain direction Words have meanings Words are written the same way every time Words are defined by white space ion either side Other words start/end like my name I can say a word and connect sounds to it Words can be put together to make a message Words have different meanings when put together with other words

Include:

My name is a word

A word is a sequence of letters that go together

The letters in a word progress in a certain direction

Words have meanings

Words are written the same way every time

Words are defined by white space ion either side

Other words start/end like my name

I can say a word and connect sounds to it

Words can be put together to make a message

Words have different meanings when put together with other words

Name Chart A arron Grayson Matt Rodney A lex Gabriel Marcus Rebecca A ndy Rachel Cameron Isabelle Octvious Steven Christi Ike Santana Deb Kathryn Peter William Dee Kaitlyn Pam Erin Lindsey Yvette Eric

A arron Grayson Matt Rodney

A lex Gabriel Marcus Rebecca

A ndy Rachel

Cameron Isabelle Octvious Steven

Christi Ike Santana

Deb Kathryn Peter William

Dee Kaitlyn Pam

Erin Lindsey Yvette

Eric

Write the students’ first name (with last initial if two names are the same) on sentence strips. Let the students watch you write their names and have them spell their names if they can. Display the names in a pocket chart or other board. As you put the names up, comment on letters shared by certain students or other common features. Ask for volunteers to come and find a name they can read.” (Cunningham, 2000, pp.26-30) . Names: “ Getting to Know You ” Kristi

Write the students’ first name (with last initial if two names are the same) on sentence strips.

Let the students watch you write their names and have them spell their names if they can.

Display the names in a pocket chart or other board.

As you put the names up, comment on letters shared by certain students or other common features.

Ask for volunteers to come and find a name they can read.”

(Cunningham, 2000, pp.26-30) .

High Frequency Words Word Play Word work

Search and Tally Word Play Big book center

Reading Masks me the

Word Play Room Hunt

Word Hunts Students look for other words that follow patterns they are studying Provide newspaper for hunts Other sources include trade books, big books and environmental print They may record hunts in their word study notebooks

Students look for other words that follow patterns they are studying

Provide newspaper for hunts

Other sources include trade books, big books and environmental print

They may record hunts in their word study notebooks

Sentence Book Match Sentence Play

Word Play Word Wall Activities

Critical Attributes of a Word Wall In a position that is easy to see from anywhere in the room Words printed in large easy to read letters Contains high-frequency and commonly misspelled words (content words and vocabulary should be somewhere else) Cut the shape of the word

In a position that is easy to see from anywhere in the room

Words printed in large easy to read letters

Contains high-frequency and commonly misspelled words (content words and vocabulary should be somewhere else)

Cut the shape of the word

A always about around

Ways to Make Your Word Wall Stand Out Use black bulletin board paper for the background Write the words on blank, white index cards with bold colors (Mr. Sketch or other bright markers) Put your alphabet letters in yellow or another bright color so they will stand out

Use black bulletin board paper for the background

Write the words on blank, white index cards with bold colors (Mr. Sketch or other bright markers)

Put your alphabet letters in yellow or another bright color so they will stand out

Word Play Alphabetical Words

Word Play Word Sorts

Closed Sorts Students sort their words by criteria set by teacher. gray brake bait clay plate trait say cape brain stay blame chain vy ay cvce aCe cvvc ai

Students sort their words by criteria set by teacher.

Open Sorts Students work alone or in partners to sort their word cards into new categories. Collected words from word banks can be used for this sort as well flake safe brain brake flake trait plate plate gray clay cake stay blame bake blends making a cake

Students work alone or in partners to sort their word cards into new categories. Collected words from word banks can be used for this sort as well

Blind Sorts Blind sorts students are in pairs or small groups one students calls words that are hidden from other students other student(s) spells the word and places in the proper category according to pattern

Blind sorts

students are in pairs or small groups

one students calls words that are hidden from other students

other student(s) spells the word and places in the proper category according to pattern

Speed Sorts Speed sorts students sort word cards as quickly as possible may work in partners, small group or alone have timers available for those who like to time themselves this activity builds automaticity in recognizing word patterns

Speed sorts

students sort word cards as quickly as possible

may work in partners, small group or alone

have timers available for those who like to time themselves

this activity builds automaticity in recognizing word patterns

Other Activities Alphabet strips for alphabetizing words bingo boards where students look at a picture card and cover their boards (blends, short vowels, long vowels, number of syllables, etc.) word building with cards that have onsets on one card and rimes on another

Alphabet strips for alphabetizing words

bingo boards where students look at a picture card and cover their boards (blends, short vowels, long vowels, number of syllables, etc.)

word building with cards that have onsets on one card and rimes on another

Materials for Word Work Name charts Alphabet charts Magnet Letters-different sizes, shapes, style Individual Letter Books Magna Doodle ABC stickers and pictures Pipe cleaners, wick sticks to form letters Letter and word tiles ABC Games and Songs Letter and word stamps Letter and Word Cards/pictures for sorting Word Games-Scrabble, Bongo White boards Magnetic Letters Wikki Sticks Clay Sandpaper Letter stamps Colored Markers

Name charts

Alphabet charts

Magnet Letters-different sizes, shapes, style

Individual Letter Books

Magna Doodle

ABC stickers and pictures

Pipe cleaners, wick sticks to form letters

Letter and word tiles

ABC Games and Songs

Letter and word stamps

Letter and Word Cards/pictures for sorting

Word Games-Scrabble, Bongo

White boards

Magnetic Letters

Wikki Sticks

Clay

Sandpaper

Letter stamps

Colored Markers