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  • Discuss: What did you do when you came to unfamiliar words? The unknown words didn’t likely trigger meaning, so they probably stalled your reading and as a result, your ability to make sense of what you were reading. Can you pronounce the unknown words? In order to become fluent readers who can spend most of your cognitive energy on thinking about meaning, rather than decoding words, it is necessary to be able to immediately recognize the most frequently occurring words such as HAVE, OF, THE, ON, WAS, etc. AND they need to know how to decode/figure out words they don’t know.

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  • READ 3301
    Thursday, March 3, 2011
    What is that word?!
    Word Study
  • Announcements
    Tar River Reading Council Meeting: April 14th @4, Creekside Elementary
    Dr. Caitlin Ryan: Multicultural Literature
    Scholastic Book Order – Due March 17th Thursday
    K-2 Assessment is due today.
  • REVIEW
    Tuesday:
    Time to work on practicum assignments
    Last week:
    Word Study: No more great debate.
    Developmental stages of spelling
    Word sorts (able and ible)
    Word solving strategies
  • Beware of heard, a dreadful word
    That looks like beard and sounds like bird,
    And dead--it's said like bed, not bead.
    For goodness's sake, don't call it deed!
    Watch out for meat and great and threat:
    They rhyme with suite and straight and debt.
    A moth is not a moth in mother,
    Nor both in bother, broth in brother,
    And here is not a match for there,
    Nor dear and fear for bear and pear,
    And then there's dose and rose and lose--Just look them up—
    and goose and choose,
    And cork and work and card and ward,
    And font and front and word and sword,
    And do and go and thwart and cart.
    Come, come, I've hardly made a start.
    A dreadful language? Man alive,
    I'd mastered it when I was five.
    From: Recovering Sounds from Orthography: Brush up Your English, by T.S. Watt (1954)
  • The brain can do many AUTOMATIC functions simultaneously.
    How does this apply to the reading process in terms of COMPREHENSION and DECODING?
    In fairy-tales, witches always wear silly black hats and black cloaks, and they ride on broomsticks. But this is not a fairy-tale. This is about REAL WITCHES. The most important thing you should know about REAL WITCHES is this. Listen very carefully. Never forget what is gnimoc next. REAL WITCHES dress in yranidro clothes and look very much like yranidro women. They live in yranidro houses and they work in YRANIDRO JOBS. That is why they are so hard to catch. A REAL WITCH hates children with a red-hot sizzling dertah that is more sizzling and red-hot than any dertah you could possibly imagine. [excerpt from Roald Dahl’s The Witches]
  • What did you do when you came to unfamiliar words?
    How did you figure out the unknown words?
    Can you pronounce the unknown words?
    Were you able to figure out what was happening in the passage?
    In fairy-tales, witches always wear silly black hats and black cloaks, and they ride on broomsticks. But this is not a fairy-tale. This is about REAL WITCHES. The most important thing you should know about REAL WITCHES is this. Listen very carefully. Never forget what is gnimoc next. REAL WITCHES dress in yranidro clothes and look very much like yranidro women. They live in yranidro houses and they work in YRANIDRO JOBS. That is why they are so hard to catch. A REAL WITCH hates children with a red-hot sizzling dertah that is more sizzling and red-hot than any dertah you could possibly imagine. [excerpt from Roald Dahl’s The Witches]
  • Word Study
    In order to become fluent readers who can spend most of their cognitive energy on thinking about meaning, rather than decoding words, it is necessary to be able to do two things:
    immediately recognize the most frequently occurring words
    know how to decode/figure out words they don’t know
  • High Frequency Words
    ≈120 words account for ½ of all the words we read and write
    10 words account for almost ¼ of all the words we read and write:
    the of and a to
    in isyou that it
  • Why is it important to learn to recognize high-frequency words?
    If reading high-frequency words is AUTOMATIC, readers can spend their cognitive energy on decoding the less-frequently used words and most importantly, on meaning.
    Most high-frequency words are pronounced or spelled in irregular ways and cannot be decoded. For example …
  • To… should be pronounced like Go No So
    They… should be spelled like Thay
    ???
  • Meaningless and abstract …
    THE
    What does it mean?
    Do you even hear it when you speak?
  • Some high-frequency words, however, do contain spelling patterns
    For example, the word eat can help students spell the words beat, heat, neat, treat, andcheat.
  • How do we teach high frequency words?
    Introduce the word
    Make the word on a pocket chart or magnetic board
    What do you notice about this word?
    Try to make it meaningful.
    example on sentence strip w/picture
    example from shared reading, guided reading, or read aloud
    Practice
    Children can make the word on pocket chart or magnetic board in whole group setting, at seats individually, or as a center activity.
    Clap and chant the word
    Put it on the word wall!
    This process is quick … about 10 minutes to introduce five words.
  • What do you know about word walls?
    Have you seen them in classrooms?
  • Word Walls: Cheat Sheet
    Accessible dictionary for kids
    Choose only common words that kids use a lot in writing for the word wall (word lists are available for high-frequency words)
    Beyond 1st grade, look for words that kids are commonly misspelling in their writing
    Add words gradually … build the wall
    Put the word wall in a place where the kids can easily see it
    Vary the colors so confusing words stand out
    Kids can write the word wall words, but make sure they are spelled correctly and legible.
  • Havinga word wall vs. doing a word wall
    Continue to review and practice the words
    Example:
    Day 1: Introduce new words
    Day 2: Review new words
    Days 3-5: review any word wall words
  • READ 3301 High-Frequency Words
    Word Wall Words:
    Phonics
    Consonant
    Vowel
    Blend
    Digraph
    Pattern
    Decoding
    Onset
    Rime
    Phoneme
    Emergent
    Literacy
    Introduce the words:
    Say each word.
    Share/explore meanings.
    What do you notice about the words?
    Review Words:
    Which word/s on the word wall has/have one syllable?
    Which word/s on the word wall rhyme/s with onyx? Saturn? Suspend? (see http://rhyme.poetry.com/ for quick help with rhyming words!)
    Which word on the word wall means “two letters that represent one phoneme or sound?”
    Which word/s on the word wall starts with the /f/ sound?
  • Mind Reader
    Number your paper 1-4.
    It is a word wall word.
    It begins with a consonant.
    It has one syllable.
    It fits in this sentence: The _____ represents the part of the word that begins with the vowel and includes the consonants that follow it.
    What is the word?
  • WORDO!
    Call on students to choose words from the word wall to be included on WORDO template
    Teacher writes words on an index card
    Shuffle the cards
    Teacher calls out words, leads students in chanting them, and students mark their boards until someone gets “wordo.”
  • Guess the Covered Word
    Write a sentence. Cover up the word with post-its or a note card.
    To encourage cross-checking (looks right andmakes sense):
    Guess the word with no letters showing
    Show onset (all letters up to the first vowel) and guess the word
    Show entire word
  • Making Words
    You’ll need 11 squares.
    Write these letters on your squares:
    r r h h g t p ya o o
  • Word Work Websites
    Word Buildhttp://www.readwritethink.org/materials/wordbuild/index.html
    Word Wizardhttp://readwritethink.org/materials/wordwizard/
  • Literature Connection
    Truck Duck by Michael Rex
    Is Your Mama a Llama by Deborah Guarino & Steven Kellogg
    Mom and Dad are Palindromes by Mark Shulman & Adam McCauley
    Max’s Words by Kate Banks and BroisKulikov
  • swaggertye@ecu.edu
    http://about.me/swaggerty