Read 3301 word study

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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.
  • Read 3301 word study

    1. 1. READ 3301<br />Thursday, March 3, 2011<br />What is that word?!<br />Word Study<br />
    2. 2. Announcements<br />Tar River Reading Council Meeting: April 14th @4, Creekside Elementary<br />Dr. Caitlin Ryan: Multicultural Literature<br />Scholastic Book Order – Due March 17th Thursday<br />K-2 Assessment is due today.<br />
    3. 3. REVIEW<br />Tuesday: <br />Time to work on practicum assignments<br />Last week: <br />Word Study: No more great debate.<br />Developmental stages of spelling <br />Word sorts (able and ible)<br />Word solving strategies<br />
    4. 4. Beware of heard, a dreadful word<br />That looks like beard and sounds like bird,<br />And dead--it's said like bed, not bead.<br />For goodness's sake, don't call it deed!<br />Watch out for meat and great and threat:<br />They rhyme with suite and straight and debt.<br />A moth is not a moth in mother,<br />Nor both in bother, broth in brother,<br />And here is not a match for there,<br />Nor dear and fear for bear and pear,<br />And then there's dose and rose and lose--Just look them up—<br />and goose and choose,<br />And cork and work and card and ward,<br />And font and front and word and sword,<br />And do and go and thwart and cart.<br />Come, come, I've hardly made a start.<br />A dreadful language? Man alive,<br />I'd mastered it when I was five.<br />From: Recovering Sounds from Orthography: Brush up Your English, by T.S. Watt (1954)<br />
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    6. 6. The brain can do many AUTOMATIC functions simultaneously. <br />How does this apply to the reading process in terms of COMPREHENSION and DECODING?<br /> 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]<br />
    7. 7. What did you do when you came to unfamiliar words? <br />How did you figure out the unknown words?<br />Can you pronounce the unknown words?<br />Were you able to figure out what was happening in the passage?<br /> 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]<br />
    8. 8. Word Study<br />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: <br />immediately recognize the most frequently occurring words<br />know how to decode/figure out words they don’t know<br />
    9. 9. High Frequency Words<br />≈120 words account for ½ of all the words we read and write<br />10 words account for almost ¼ of all the words we read and write: <br />the of and a to<br />in isyou that it<br />
    10. 10. Why is it important to learn to recognize high-frequency words?<br />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. <br />Most high-frequency words are pronounced or spelled in irregular ways and cannot be decoded. For example …<br />
    11. 11. To… should be pronounced like Go No So<br />They… should be spelled like Thay<br />???<br />
    12. 12. Meaningless and abstract … <br />THE<br />What does it mean? <br /> Do you even hear it when you speak?<br />
    13. 13. Some high-frequency words, however, do contain spelling patterns<br />For example, the word eat can help students spell the words beat, heat, neat, treat, andcheat.<br />
    14. 14. How do we teach high frequency words?<br />Introduce the word<br />Make the word on a pocket chart or magnetic board<br />What do you notice about this word?<br />Try to make it meaningful. <br />example on sentence strip w/picture<br />example from shared reading, guided reading, or read aloud<br />Practice<br />Children can make the word on pocket chart or magnetic board in whole group setting, at seats individually, or as a center activity.<br />Clap and chant the word<br />Put it on the word wall!<br />This process is quick … about 10 minutes to introduce five words. <br />
    15. 15. What do you know about word walls?<br />Have you seen them in classrooms?<br />
    16. 16.
    17. 17.
    18. 18. Word Walls: Cheat Sheet<br />Accessible dictionary for kids<br />Choose only common words that kids use a lot in writing for the word wall (word lists are available for high-frequency words)<br />Beyond 1st grade, look for words that kids are commonly misspelling in their writing<br />Add words gradually … build the wall<br />Put the word wall in a place where the kids can easily see it<br />Vary the colors so confusing words stand out<br />Kids can write the word wall words, but make sure they are spelled correctly and legible.<br />
    19. 19. Havinga word wall vs. doing a word wall<br />Continue to review and practice the words<br />Example:<br />Day 1: Introduce new words<br />Day 2: Review new words<br />Days 3-5: review any word wall words<br />
    20. 20. READ 3301 High-Frequency Words<br />Word Wall Words:<br />Phonics<br />Consonant<br />Vowel<br />Blend<br />Digraph<br />Pattern<br />Decoding<br />Onset<br />Rime<br />Phoneme<br />Emergent<br />Literacy<br />Introduce the words:<br />Say each word.<br />Share/explore meanings.<br />What do you notice about the words?<br />Review Words: <br />Which word/s on the word wall has/have one syllable?<br />Which word/s on the word wall rhyme/s with onyx? Saturn? Suspend? (see http://rhyme.poetry.com/ for quick help with rhyming words!)<br />Which word on the word wall means “two letters that represent one phoneme or sound?” <br />Which word/s on the word wall starts with the /f/ sound?<br />
    21. 21. Mind Reader<br />Number your paper 1-4.<br />It is a word wall word.<br />It begins with a consonant. <br />It has one syllable.<br />It fits in this sentence: The _____ represents the part of the word that begins with the vowel and includes the consonants that follow it.<br />What is the word?<br />
    22. 22. WORDO!<br />Call on students to choose words from the word wall to be included on WORDO template<br />Teacher writes words on an index card<br />Shuffle the cards<br />Teacher calls out words, leads students in chanting them, and students mark their boards until someone gets “wordo.”<br />
    23. 23. Guess the Covered Word<br />Write a sentence. Cover up the word with post-its or a note card. <br />To encourage cross-checking (looks right andmakes sense):<br />Guess the word with no letters showing<br />Show onset (all letters up to the first vowel) and guess the word<br />Show entire word<br />
    24. 24. Making Words<br />You’ll need 11 squares.<br />Write these letters on your squares:<br />r r h h g t p ya o o<br />
    25. 25. Word Work Websites<br />Word Buildhttp://www.readwritethink.org/materials/wordbuild/index.html<br />Word Wizardhttp://readwritethink.org/materials/wordwizard/<br />
    26. 26. Literature Connection<br />Truck Duck by Michael Rex<br />Is Your Mama a Llama by Deborah Guarino & Steven Kellogg<br />Mom and Dad are Palindromes by Mark Shulman & Adam McCauley<br />Max’s Words by Kate Banks and BroisKulikov<br />
    27. 27. swaggertye@ecu.edu<br />http://about.me/swaggerty<br />

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