Welcome to class 3

1. Welcome to class 3 Find your seat using the word play cues (Tompkins, page 223)

2. Word Play Seating Activity • Alliteration • Onomatopoeia • Palindromes • Portmanteau • Hyperbole

3. Banned Books Week “It’s not just the books under fire now that worry me. It is the books that will never be written. The books that will never be read. And all due to fear of censorship. As always, young readers will be the real losers.” ~ Judy Blume • Review the list of the 100 most frequently challenged books. Highlight the ones you have read. Celebrate your freedom to read!

4. Banned Books…

5. Story/Learning Activity • The story this week is Miss Alaineus • by Debra Frasier • The Learning Activity is • Vocabulary Parade

7. Each table has a vocabulary word. • 2. Generate ideas for how you might dress up in costume to depict that word in a vocabulary parade. There are some vocabulary parade ideas on the course website. Click on the additional resources link for class 3-13.

8. RICA Reading Instruction Competence Assessment www.rica.nesinc.com

9. RICA Review • Each week we will have a short RICA Review. • Typically, the RICA Review will address concepts that were either introduced in a previous class or in the assigned readings. • We will go over the answers in class in order to confirm your developing understandings.

10. RICA Review • Please complete the RICA Review. • If you think you have 100%, give it to Ann, Danielle or Kelsee to correct. • If you do have 100%, you can select a book from the book box.

11. WALP Announcement • Next week we will learn strategies for teaching word analysis strategies to students in K-2. • We will also review the WALP assignment • ESC and MST TCs have the (highly recommended) option to collaborate on this assignment.

12. ESC/MST Collaboration? Are you... • Interested in learning more about your ESC/MST teacher candidate’s experience? • Wanting to learn more about what it looks like to support a fully included student with special needs? • Open to the idea of working as a team to enhance your lessons? • Organized, communicative and collaborative?

13. Then you should do the ESC/MST Collaboration!

14. ESC/MST Collaboration? • Go to the Google doc link to sign up, show you are interested, and to find your ESC/MST match! • Read and sign one collegial contract per partnership. This contract shows that both parties are aware of their responsibilities. • Turn in a hard copy of the contract next week in class.

15. MST/ESC Colleague Contract Due on September 29

16. Group Share Reading Observations Reading Guide for Tompkins Chapter 7

17. Reading Observations:What did you notice?

18. Popcorn Read our ABC’s of Academic Vocabularyfrom Tompkins, Chapter 7 Academic Vocabulary

19. Vocabulary Expanding Academic Vocabulary

20. 3 Tiers of words… How do we know which words to teach?

21. Three tiers of words

22. Tier 1: Everyday Words • Rarely require direct instruction • Typically don’t have multiple meanings • dog, book, sad, girl, orange, laughing • CCSS L.2.6

23. Tier 2: Academic Words • Most important words for direct instruction • High frequency words – across domains • Can change meaning with use (context) • Used more in writing than in oral language • masterpiece, fortunate, measure, benevolent, and gallop (instead of run) • CCSS L.3.6; L.4.6; L.5.6 and L.6.6

24. Tier 3: Content-Specific Words • Low frequecy words that occur in specific content domains • Revolutionary War, isotope, asphalt, economics, amino acid, crêpe, algorithm, denoument, drought, suffrage, osmosis • CCSS L.3.6; L.4.6; L.5.6 and L.6.6

25. Application • List several words for each tier that are appropriate for the students you are teaching. • Tier 1 words • Tier 2 words • Tier 3 words • Bonus: In what tier are the words that Danielle, Ann and Kelsee are dressed as?

26. Time to take a break! Can you locate a homophone in the previous sentence? Can you find a homonym in this sentence?

27. Word Play! The “nyms” and other conundrums

28. Word Play! • Alliteration • Eponyms • Hyperbole • Onomatopoeia • Oxymorons • Palindromes • Personification • Portmanteau • Spoonerisms

29. Words with figurative meanings:Idioms • Hundreds of idioms in English • Used daily to create word pictures that make language more colorful • Explicit instruction • English Language Learners • Book list in Tompkins, page 222

30. Words with figurative meanings:Idioms • She was green with envy. • It was a piece of cake. • She gave him the cold shoulder. • He has a chip on his shoulder. • I’m going to go catch some Z’s. • Shedrives me up the wall. CCSS: L.3.5a, L.4.5a, L.5.5a, L.6.5a; L.5.5b and L.6.5b

31. Idiom Books

32. Words with figurative meanings:Idioms • Each table group has received a different list of idioms • Each person chooses one idiom from the list • Using the graphic organizer, draw the literal meaning, write what the idiom actually means, & draw a picture of what it means.

33. “nym” words CCSS: L.K.5d, L.1.5d, L.2.5b, L.3.5c, L.4.5c L.5.5c, and L.6.5c • Synonyms • Antonyms • Homophones • Homographs • Homonyms

34. Words with multiple meanings CCSS: L.K.4a, L.1.4a, L.2.4a, L.3.4a, L.4.4a, L.5.4a, and L.6.4a

35. Word Study Knowledge Rating Scale Word Maps Morphemes

36. Knowledge Rating Scale How much do you know about these words?

37. Word Maps • Word maps provide a framework for organizing conceptual information in the process of defining a word.

38. Word Maps What is the definition? What’s it like? A confusing and difficult problem or question • problem • quandry • dilemma • enigma • head scratcher • stumper • riddle • puzzle conundrum What are some examples? What does it look like? • multiple meaning words • figures of speech • homophones

39. Word Maps What is the definition? Synonyms loud discordant sounds noisy loud din racket clamor dissonant cacophany How is it used in a sentence? What does it look like? Our classroom sometimes reminds me of the cacophany of a pet store full of animals. I can hardly think for all the noise!

40. Word Maps What it is What it isn’t noisy loud din racket clamor dissonant cacophany melodious sonorous quiet tranquil hush soothing sounds

41. Teaching Morphemes Roots and Affixes

42. What is a morpheme?

43. “I am a Bear of Very Little Brain and long words Bother me. -Winnie the Pooh by A.A. Milne

44. Morphemes • Four prefixes account (un-, re-, dis-, in-) account for 58% of prefixed words read in school materials, grades 3-9. • 62% suffixes are common inflectional endings: -s, -es, -ed, -ing • 29% are derivational endings: -able, -ible, -ness, -ly CCSS: L.K.4b, L.1.4b and 4c, L.2.4b and 4c, L.3.4b and 4c, L.4.4b, L.5.4b and L.6.4b

45. Morphemes • Once you have taught the meaning of prefixes and suffixes, manipulate the words to increase learning by: • Prefix/suffix removal • Further analysis of root words • Adding affix meanings back to root words

46. Morphemes read misread reader misreading reading reread readable rereading readability post-read pre-read post-reading pre-reading

47. Word Sprouting decidedly decided deciding decision decide undecided decisions decisive indecisive

48. Morpheme Sort Identify the number of morphemes in the following words: sits discordant vaccinated geranium reactivate artistic unreasonable players insurmountable cartography

49. Reinforcing and extending vocabulary Word Theater Concept Circles List-Group-Label Semantic Feature Analysis

50. Word Theater • With your partner, decide who will be the actor and who will be the “guesser” for Round One. • Guessers, turn your backs to the teacher. Actors, face your partner and the teacher.