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LIST 5373 Optional Webinar Week 3


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Optional webinar for week 7 of LIST 5373. Focus is on phonics, word study, and course readings.

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LIST 5373 Optional Webinar Week 3

  1. 1. JOIN US FOR THE LIST 5373 WEBINAR! 6:00-6:45 PM CST TUESDAY, JUNE 7, 2016 OR VIEW THE RECORDING Chat window: before the conference Starts- Type your topic for the PD Handout into the chat window No names will be recorded in the webinar session. Please be sure your audio and video are turned off during the session unless you raise your hand to speak. Note: Please login 10 minutes early to the webinar. Tech support (24/7) for the videoconference if you are having trouble logging in to the sessions 1 (877) 382-2293
  2. 2. Tech support for webinars and viewing of recordings • If you have issues entering the webinar or viewing the recording, tech support for Blackboard Collaborate is here: North America, Toll Free: 1 (877) 382-2293 • An overview of the tutorial for entering the session is here: conferencing.php • Recordings will be posted immediately following the webinars. They can be accessed by clicking the recordings tab shown above or by clicking on "Recordings of Webinars". I will also post the most updated PowerPoint that accompanies the webinar!
  3. 3. Link to join the webinar • Optional Webinar for Week 3 (45 minutes), Tuesday, 06/07 (6:00-6:45, CST): This optional webinar will elaborate further on key concepts in week 3. Attendance at this particular webinar is optional! Login info will be on Blackboard and will be sent via UTA Email. The webinar will be recorded and the link to the recording will be posted on Blackboard and sent via UTA Email. Please join 10-15 minutes early to set up your system. You can also use the free mobile app “Blackboard Collaborate”. • • Link to join the webinar: bb_bb60/launchSession/guest?uid=38336d4f-5e9d-4017-835a- 765eef7b4712 • *Please join the webinar if you can!
  4. 4. Webinar Tools • Audio (optional!) • Video (optional!) • Pen tool (looks like pen) • Text tool (A) • Chat window (Required) • No names will be in the video recording • Use emoticons  • Can move windows around to make bigger/smaller
  5. 5. Quick Interactive Poll @ Phonics/Word Study Instruction- please vote! • The polling area is next to the hand tool in the Participants window. • I have taught phonics/word study before. • Yes • No • Feel free to add any other information in the chat window such as advice on teaching phonics/word study!
  6. 6. PD Handout Check-in…Type a response to either questions in in the chat window. Typing is optional. Read what others post. What resources have been helpful to you in working on your PD Handout? On your own: look at examples on desktop sharing. Preview the examples before the webinar. Bring questions! 
  7. 7. Chat window (or speak with audio) oHow is your handout research going? oWhat is your topic? What journals are you finding useful? oWhy did you pick your topic? What do you hope to find out? oWhat will you do with your handout and how can you share it with others?
  8. 8. PLC’s and Sharing Knowledge oIs anyone in a PLC? How can you share the learning in your handout? o m/watch?v=SibVvDlftJY “Motivation and Mentoring: Sharing Knowledge with Other Teachers”
  9. 9. At this juncture in time, you should have completed the following for your PD Handout by the end of Week 3 [this checklist is for your own purposes]. Created your handout template (can be your own or you can use the sample one). Use Microsoft Word or Microsoft Publisher. *If you use Publisher, please save it as a PDF document before submitting the final handout. Gathered all of your copyright-free images you will use. I suggest using Microsoft Clip art and/or images from Flickr Creative Commons. *Note: please source all images correctly. Wrote your introduction/rationale.
  10. 10. At this juncture in time, you should have completed the following for your PD Handout by the end of Week 3 [this checklist is for your own purposes]. Written your five parent tips section. Completed your annotated webliography. Gathered all of your articles you will use for both your tips. List these articles in References. Begun your annotated bibliography. Describe “additional reading” here. These are not the same as your references! Keep working on the handout and start writing your tips!
  11. 11. Webliography [practical resources and description for teachers in your handout]- Websites should contain a practical focus. They should answer the question a teacher might pose: “How can I get started right away with this method/strategy?” • Resources/lesson plans/downloadable items, etc. –not “more research” or something to “digest”
  12. 12. Webliography [practical resources and description for teachers in your handout]- •Together we will explore: •Reading Rockets [feel free to explore this site before the webinar!] •Browse for two minutes •What did you find? •Notice types of articles and multi-media resources •Also, consider for your webliography: •YouTube videos •Teaching Channel videos •Teacher blogs •Children’s authors/literacy experts with relevant tips (e.g., Mem Fox) •Making your own video! Guided web tour:
  13. 13. Language to Use to Describe Research Findings/Results “The researchers ____ found [discovered, concluded….]….” “Recent research suggests ______....” What other phrases can be used to write up research? HINT: Look up some recent literature reviews in articles and make a note of the types of phrases that are used.
  14. 14. Tips As you skim abstracts from an initial “wide net” broad search… Jot down names of journals that reappear Note names of jargon terms that are repeated, e.g., “repeated reading” comes up with fluency intervention searches. Notice the inherent interdisciplinary nature of our field (intersections with linguistics, special ed., educational psychology, etc.) Look for key terms used in the “Subjects” line.
  15. 15. Translating Research Intro Practice Read closely and carefully and take notes • Type of study • Main findings/results of the study • Implications for teachers • Start to connect theory to practice, for instance, by organizing your ideas
  16. 16. Language to write up your introduction/rationale from your study “A key issue for teachers is ____.” “Teachers often face the challenge [dilemma/issue/task/] of ____.” “This evidence-based handout provides ____....” What other language can be used to include in your introduction?
  17. 17. Select a Great Title and Introductory Paragraph for your PD Handout Comprehension Strategies for Nonfiction/Expository Texts Molly Mitchell, 8/1/2012 The purpose of this hand-out is to detail practical comprehension strategies that teachers can employ when teaching nonfiction/expository texts throughout elementary school. Nonfiction texts are an excellent source of engaging texts for young readers. Young readers can more easily understand and work with nonfiction texts presenting concrete information rather than narrative texts that often present abstract concepts and vocabulary. • What makes this a good introduction? What would you add/change?
  18. 18. Use a highly engaging title! Have a catchy title, e.g., (you can use these or tweak these!) “Research-based Phonics for Busy Teachers!” “Help! My Students Need to Develop their Academic Vocabulary!” “Boost Comprehension without Teaching to the Test!” • What else?
  19. 19. Example Tips• Strategy #2: Make Reading Goals • One study indicated that the creation of content goals had a significant impact on both student motivation and reading comprehension in nonfiction/expository texts (Guthrie et. al, 2004). Using their content goals, students utilize and develop strategies (Guthrie et. al, 2004) as they read and search the text for information about their goals. For instance, before reading a nonfiction text, introduce the content within the text through a read-aloud of a short book or poem. A picture about the content may also be used. Use these activities to begin discussion of the content. As a class, create goals or information the class wishes to learn about through their reading. Parenthetical citation, APA 6th edition Use transitional phrases such as “What teachers can do…” or “In the classroom.... ”
  20. 20. Synthesizing our learning so far • Please type in the chat window something you’ve gleaned from the webinar so far. • What are you thinking now? • A fact • A resource • An idea from the instructor • An idea from a colleague • Something surprising or interesting • Something you want to explore further on your own
  21. 21. Discussion in chat window • Much debate and discussion (e.g., Chall, 1967, 1983) has been discussed about the role and place of phonics in reading instruction. What are your thoughts about phonics, especially in light of what you have been reading in this class and your own experiences in teaching reading? • Type your responses in the chat window. • I will share more about Jeanne Chall’s work and influence on the field of literacy and the “great debates” of reading in Webinar 3! In 2009, I studied in the Chall collection at Harvard as a recipient of the Jeanne S. Chall Research Grant.
  22. 22. APPLICATIONS AND KNOWLEDGE SHARING QUICK-WRITE DURING SYNCHRONOUS SESSION • What is your understanding of the readings for the recent week? Let’s focus on the key ideas from the Routman text, Reading Essentials, chapters 4, 9, & 10. • Quick write for 3-4 minutes in chat window. • Please be sure to write in the chat window, not on the whiteboard!
  23. 23. Small group task: Type in chat area (not on whiteboard!) • What is your own readerly life? What is your own writerly life? How do you share and model this (appropriately!) with your students to help them develop in the area of literacy learning? • Comment on each other’s thoughts. If our group is large, we will do this in small breakout discussion groups within the webinar (breakout groups). • Time: 6 minutes to chat. Everyone participates! Be prepared to post your initial thoughts at this time.
  24. 24. Elaboration on Reading Essentials by Dr. Semingson • Routman text, 2003 • Chapters 4, 9, & 10 • “shared demonstration” (p. 45) • “promote joy in learning” (p. 48) • “include interactive reading (p. 53) • Let’s revisit pages 134-137; what stands out? • We will discuss more on guided reading in Webinar 3; please bring your ideas and resources (links) about guided reading to the next webinar! • Demonstration of thinking aloud by Dr. Semingson with several children’s literature texts…. [see p. 138 in text]
  25. 25. Looking ahead to the last webinar in week 4! In the next webinar (Webinar 3), we will discuss in small groups: What are key ideas about guided reading? What resources can you share about guided reading? What will you try in your teaching from what you have read in Routman so far? Or What have you tried in Routman that has been going well?
  26. 26. Resources to foster shared reading and guided reading Explore on your own [e.g., through Google, Google Images, and/or Pinterest] Anchor charts for reading comprehension [Google images; Pinterest; teacher blogs, etc.] Reading comprehension strategy bookmarks Accountable Talk (Lauren Resnick and colleagues)
  27. 27. Quick interactive poll relating to “balanced literacy” The polling tool is next to the “hand” tool in the PARTICIPANTS window. Which of the following components of balanced literacy [in terms of reading] is the most important in the elementary classroom? [If you had to prioritize] *Feel free to elaborate more in the chat window. A. read-aloud B. shared reading C. guided reading D. independent reading E. partner reading
  28. 28. Word Study Lesson: Resources & Examples Examples are in: Smith and Read chapter On Blackboard (already posted) Let’s look at the blank template together (desktop sharing). • What are you noticing about the type of instruction in these examples?
  29. 29. The Big Five of Reading (National Reading Panel, 2000) Phonemic Awareness Phonics FluencyVocabulary Comprehension
  30. 30. Review of basic phonics terms Source:
  31. 31. Interactive Phonics Review Use the pointer tool or the digital pen to mark the correct answer: • Compound word • Consonant blend (and know examples of types of words with consonant blends) • Decoding • Digraph • Diphthong • Grapheme • Onset • Open syllable • Phoneme blending • Phoneme segmentation • Phoneme • Phonemic awareness • Phonics • Rime • Syllable
  32. 32. What is your phonics focus for the plan? Pick a focus to develop and build across one mini-lesson Examples Beginning readers (1st grade): • CVC words (dog, mop, etc.) • Vowel digraphs • Consonant digraphs • Onset-rime word families • [see pages 62-68 in Dow and Baer, 5th edition] More advanced readers: • Multisyllabic words • Morphemes (e.g., prefixes, suffixes)
  33. 33. Lesson Steps Activities Materials Introduction  connect today’s lesson to previous lessons  give a purpose for today’s lesson “Students, you remember that we have been studying the sounds of the alphabet letters. Today we will learn how to blend the letter sounds together to read words. Learning to blend letter sounds together is the first big step in learning to read most of the words you’ll see.” Explicit Teacher Explanation and Demonstration 1. Write the word mat on the whiteboard. 2. Point to each letter and make its sound. 3. Blend the three sounds together slowly, then pronounce the word. Sweep your hand below the letters as you blend the sounds slowly, then tap below the word as you pronounce it. 4. Repeat this blending process with several other short-a CVC words until you feel that the students are ready to move on. whiteboard markers eraser Interactive Guided Practice 1. Write the word sad on the teacher’s whiteboard and have the students write the word sad on their individual whiteboards. 2. Using the teacher whiteboard as an example, lead the students in blending and pronouncing the word sad in unison on their whiteboards. 3. Repeat the blending process with the students on several more short-a CVC words. Provide guidance as needed. student whiteboards markers eraser Monitored Independent Practice 1. Write the word fat on the teacher’s whiteboard. Have the students copy the word onto their whiteboards. 2. Say to the students, “When I say think, you look at the letters on your whiteboard and figure out the word in your head. When I say word, you tell me the word.” 3. Repeat this process with more short-a CVC words until you feel that the students are beginning to understand the blending process well. 4. Have the students read a short-a decodable text for additional practice. Student whiteboards markers eraser SOURCE: from Dr. John Smith based on template from Smith and Read, 2009
  34. 34. Tip: Use context to teach phonics (e.g., use the word in a sentence orally or in writing or both) • Example: Use sentence strips with the target pattern so students can draw on semantic and syntactic clues to help with decoding. • Example, with the rule for silent-e, the teacher can display this “story” he/she creates from authentic text. • Dexter has a new home. He loves his bone and is almost never alone. He likes to bury his bone all the time!
  35. 35. Writing objectives • C-ABC Format • See the Lesson Plan Tutorial on Blackboard A is the Audience B is the Behavior C are the Conditions And + C is Plus Criteria • [when/where] + [who] + [what] + [how well]
  36. 36. Examples of pre/post assessment • Spelling test (dictation) 5-10 words representative of the pattern/rule. • Phonics screener • Word list with examples of 10-15 words representative of the phonics pattern/rule. • Flashcards • Don’t include “informal observations” (although these are indeed a valuable informal measure!) as your assessment. It needs to be able to be systematically documented.
  37. 37. Selecting instructional activities Dr. S.: demo Making words Word sorts Dictation Flip book Salt tray/sand tray for letters/sounds Sandpaper letters Skywriting
  38. 38. Mobile Apps Where else can you find mobile apps related to word study and phonics? • PBS Mobile Apps
  39. 39. Search for resources: FCRR
  40. 40. Closure--Synthesizing our learning so far • Please type in the chat window something you’ve gleaned from the webinar, overall • What are you thinking now? • A fact • A resource • An idea from the instructor • An idea from a colleague • Something surprising or interesting • Something you want to explore further on your own • Something about the webinar experience itself!
  41. 41. General tips and advice!  You are learning a lot! Keep going! The word study plan requires you to synthesize the course readings and resources and apply it to a lesson plan format (mini-lesson). Don’t write out everything would “say” in the lesson. It should be largely numbered steps, like the examples in Smith and Read. It should be written third- person. For the word study plan, we encourage you to incorporate hands-on learning (e.g., a word sort) and/or technology!
  42. 42. Dr. S. is also on BBIM (Blackboard Instant Messenger)
  43. 43. Have a great week! • Thanks for attending or watching the recording!  • Dr. Semingson and Coaches