Syllables and Semantics (AKA Coding Plus Comprehension )

1. Syllables and Semantics (AKA Coding Plus Comprehension) Sarah Null Cindy O’Neill

2. The image, courtesy of the author, originally appeared in the following publication: Scarborough, H. S. (2001). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. In S. Neuman & D. Dickinson (Eds.), Handbook for research in early literacy (pp. 97–110). New York, NY: Guilford Press.

3. Word Recognition Components

4. Language Comprehension Components

5. How Can I Weave in these Extra Strands?

6. Brain DrainPrereading

7. Text: Brain Drain All Roads Lead to Reading 2017

8. Brain Drain • Post-reading: • Verbal reasoning • Discuss figurative language, especially idioms in this selection • Follow up: • Find 5 examples of Idioms or other types of figurative language • Illustrate the literal meaning of your examples. (What would Amelia Bedelia think?)

9. Brain Drain Post-reading: Background Knowledge, Visualization and Verbalization

10. Brain Drain • Post Reading: • Verbal Reasoning - • Literal and Inferential Comprehension • Encourage students to: • Use text to support answers • Formulate answer prior to writing • Predict and infer • Expansion: • Ask child to create a question about the text • Include “who said” questions to foster skills for quote identification in future classes Answer the questions with a complete sentence. What would happen if Jay failed the test? _________________________________________________ _________________________________________________ How does Gail help Jay? _________________________________________________ _________________________________________________ How do you think Jay felt at the end of the story? _________________________________________________ _________________________________________________

11. Brain Drain • Post-reading: Literacy Knowledge- • Author's Purpose Moral/Lesson

12. Cry Baby YPrereading

13. Text: Cry Baby Y Cry Baby Y Riddle Activity I have a baby. It can fly in the sky. If I try to catch it, it may flit away. If you are lucky, it will land on you. What is it? I have a baby. It is shy. It has two long legs. It can run on grass or sand. What is it? I have a baby. It is sly. It will try to hunt at night. It looks a bit like a small dog, but it is brown or red. You can say it is “sly as a ____.” What is it?

14. Text: Cry Baby Y- continued I have a baby. It cannot ask why, but it can ask “Hoo?” It sits in a tree at night and will try to spy a snack with its big eyes. What is it? I have a baby. It is never dry. It can swim. Its family is called a school. What is it? I have a baby. It will cry when its tummy is empty. It will cry when it gets wet. It will cry when it is sad, mad, or sleepy. It can be silly. What is it?

15. Pictures for Cry Baby Y

16. Cry Baby Y Post Reading: Vocabulary, Verbal Reasoning, Language Structure Create a riddle for one of these two settings I have a setting…………. Where is it?

17. Mom MistrustsPrereading

18. My Mom Mistrusts Our Computer My mom mistrusts our computer. It misbehaves all the time. It irks us with misinformation. And it often kicks us off line. I’ll admit that it does have its missteps. My work is sometimes a wreck. My term papers are peppered with misprints Even though I’ve used the spell check. I don’t know why the computer mistreats us. It’s updated and virus-free. I’m certain I’ve never mishandled it. And still it misrepresents me. Mom wishes it would have a mishap, Like being misplaced in a pile of junk. I hope it can stop these misdemeanors. It really puts me in a funk. From PS: Prefixes, Suffixes, Roots (Resource of Lists, Phrases, Sentences, Poems, and Stories), created by Diane Hickey Gold, Elaine Russo, Linda Wallace, Judy Shapiro

19. My Mom Mistrusts Our Computer Post-Reading: Verbal Reasoning, Morphology •  I believe that the word “misbehave” is related to “behave” because… •  I believe that the word “misunderstand” is related to “understand” because… •  I believe that the word “miscommunicate” is related to “communicate” because… •  I believe that the word “misfit” is related to “fit” because… •  I believe that the word “mishap” is related to “happen” because… 

20. Ducks on the PondPrereading

21. Ducks on the Pondby Emily GibbonsThe Literacy Nest

22. Ducks on the PondPost-reading: Syntax • 1. In this story, what word is used to describe a group of ducks not in the air? ___________________________________________________________________ • ___________________________________________________________________ • 2. In this story, what word is used to describe a group of ducks in the air? ___________________________________________________________________ • ___________________________________________________________________ 3. How did the green ducks get to the pond? ___________________________________________________________________ ___________________________________________________________________ • 4. How did the white ducks get to the pond? ___________________________________________________________________ • ___________________________________________________________________

23. Ducks on the PondPost-reading: Verbal Reasoning • What did the green ducks do to try to get the white ducks to leave the pond? • _____________________________________________________________________ • _____________________________________________________________________ Fill in the Blank: “Quack! Quack!” was the sound made by the ____________________________ . “Croak! Croak!” was the sound made by the ____________________________ When the story ended ____________________________ were in the pond.

24. Ducks on the PondPost-reading: Summarizing What happened? Beginning: Middle: End: Build a summary • Who • What • When • Where • Why