Good Morning….

1. Good Morning…. Consider the grade level from your current student teaching placement.Arrange yourself so that each grade level is represented at your table. Please sit at one of nine tables. Please take out Actions 20.1-20.3.

2. Goals • Balanced writing • Poetry • Spelling • RICA format

3. Components of a Balanced Language Arts Program

4. Guided Writing • Core of the writing program • Instructional setting • Role of teacher • Role of student • Topic choice • Demonstrations and minilessons • Form • Skill development

5. Independent Writing • Instructional setting • Role in the writing program • Role of teacher • Role of student • Topic choice • Demonstrations and minilessons • Form • Skill development

6. Helping Students Read Poetry What is Green? Green is the grass And the leaves of trees Green is the smell Of a country breeze. Green is lettuce And sometimes the sea. When green is a feeling You pronounce it N.V. Green is a coolness You get in the shade Of the tall old woods Where the moth is made.

7. Green is a flutter That comes in Spring When frost melts out Of everything. Green is a grasshopper Green is jade Green is hiding In the shade— Green is an olive And a pickle. The sound of green Is a water-trickle Green is the world After the rain Bathed and beautiful Again.

8. April is green Peppermint, too. Every elf has One green shoe. Under a grape arbor Air is green With sprinkles of sunlight In between. Green is the meadow, Green is the fuzz That covers up Where winter was. Green is ivy and Honeysuckle vine. Green is yours Green is mine…

9. How to Read Poetry Aloud • In unison • Repeating lines in response to the leader’s call • Reading one line each • Reading lines alternately in two groups • Reading cumulatively, beginning with a few voices and gradually increasing the number • Individual reading the lines, with the class joining in on refrain

10. Helping Students Write Poetry “In our minds we store the images we gather from the time we are born, vivid fragments rooted in the five senses: the smell of mother’s milk, the texture of grandfather’s face, the terror of trees in a night storm, the sound of sirens or dogs barking sharply in the city, the smell of scallion and garlic sizzling in a wok” Judith W. Steinbergh

11. “Stake a claim on something—your desk, the classroom, the lunchroom, your bedroom. Don’t just describe what you see, but also include the sounds, smells, and feel of the place.” JoAnn Portalupi “Priming the Pump” List 1: What things LOOK (color)?List 2: What things SOUND (color)?List 3: What things SMELL (color)?List 4: How does (color) FEEL?List 5: What makes YOU FEEL (color)?List 6: What things TASTE (color)?List 7: What EXPERIENCES or IDEAS seem (color)?List 8: Can you think of any (color) PLACES? List 9: Write general statements, summary statements, or another type of ending for this color.

12. Color Poems • Choose a color • Brainstorm: things that look, sound, smell, feel, make you feel, taste, experiences that seem, places that seem to be associated with that color. • Choose a way to end, summary • Write ideas on strips. • Move strips around to revise. http://orchard.sbschools.net/users/pvandegraaf/colorpoems.htm

13. Responding to Writing: Response Groups • Writer: read one of your poems (Action 20.1, 20.2, or 20.3) to your group. • Listener: • “Tell me what your poem is about.” • Find out main idea; details that support the main idea • Ask the writer about where the ideas/details are located or referred to, in the poem. • Together: discuss the function of the nouns and verbs in the poem.

14. Other Poetry Writing Resources • For the Good of the Earth and the Sun: Teaching Poetry by Georgia Heard • For the Love of Language: Poetry for Every Learner by Nancy Lee Cecil • Classroom Events through Poetry by Larry Swartz • Hailstones and Halibut Bones by Mary O’Neill

21. Stages of Spelling Development

22. Prephonetic/ Precommunicative/ PRELITERATE • Semiphonetic/ EARLY LETTER NAME

23. Phonetic MIDDLE AND LATE LETTER NAME

24. Transitional WITHIN WORD PATTERN/ SYLLABLE JUNCTURE • Conventional DERIVATIONAL CONSTANCY Good THING to Eat I like STRALBARES and I like ORRANGE I like tomato SUPE and I like PECHIS, I like apples and I like BROCULE. I like COLEFALOWORE to, you know. I like corn and I like green BENES. I like FRIDE CHEKEN and I like BARBO Q CHEKEN TO. But most of all I like HO MAED SPOGATE. THOSS things are good for you. That why I put them down

25. Teaching Spelling Prephonetic/Precommunicative and Semiphonetic/PRELITERATE spellers need to do activities focusing on: • Concept sorts • Playing with sounds • Concept of word development • Alphabet games and matching activities

26. Developing Phonological Awareness • Sequence: - rhymes - words - syllables - phonemes

27. Phonemes • Onsets and rimes • Sequence • Separate • Manipulate

28. Alphabet Recognition • Letter names • Letter shapes or forms • Letter sounds

29. Semiphonetic/Phonetic/ LETTER NAME spellers need to do activities focusing on: • Harvesting and maintaining word banks • Studying regularly patterns (short vowels, consonants, blends, digraphs, rimes)

30. Developing Phonological Awareness • Sequence: - rhymes - words - syllables - phonemes

31. Phonemes • Onsets and rimes • Sequence • Separate • Manipulate

32. Consonants b c d f g h j k l m n p r s t v w y z Exceptions: qu=/kw/ blend as in quick ph=/f/ as in phone c=/s/ before I, e, or y, as in city c=/k/ before a, o, or u, a in cat g=/j/ before, I, e, or y, as in gem g=/g/ before a, o, or u, a in good

33. Blends

34. Phonograms/rimes Most common -ay -ot -op -ob -ill -ing -in -ock -ip -ap -an -ake -at -unk -est -ine -am -ail -ink -ight -ag -ain -ow (ō) -im -ack -eed -ew -uck -ank -y (ī) -ore -um -ick -out -ed -ell -ug -ab

35. Consonant digraphs ch as in church ch=/k/ as in character sh as in shoe ch=/sh/ as in chef th (voiceless) as in thin s=/sh/ as in sure th (voiced) as in this wh (hw blend) as in which • Vowel digraphs ea ee ie au ai

36. Transitional/WITHIN WORD PATTERN spellers need to do activities focusing on: • Varying long vowel patterns • Similarities and differences among vowel sounds • Continued work with consonant blends and digraphs • Homophones and homographs Good THING to Eat I like STRALBARES and I like ORRANGE I like tomato SUPE and I like PECHIS, I like apples and I like BROCULE. I like COLEFALOWORE to, you know. I like corn and I like green BENES. I like FRIDE CHEKEN and I like BARBO Q CHEKEN TO. But most of all I like HO MAED SPOGATE. THOSS things are good for you. That why I put them down

37. Diphthongs oi inboilow in nowai in hair oy in boy ea in near a_e in same i_e in finee_e in here oo in poor ay in day e_e in there o_e in more y in my u in pupil o_e in hope • Silent consonants gn=/n/ as in gnat kn=/n/ as in knife wr=/r/ as in write

38. Conventional/SYLLABLE JUNCTURE and DERIVATIONAL spellers need to do activities focusing on: 1. Analysis: syllables to morpheme 2. Word origins and affixes

39. Teaching Considerations • Whole group vs. small group vs. individualized • Lists • Patterns • Frequency • Need • Content • Strategies • Focus on pattern • Self-study: say wordsay lettersclose eyes, spellwrite word, check • Multisensory • Etymology/morphology

40. Assessing Spelling Development • What do students do correctly? What do they use but confuse? What is absent? • Samples of student work • Inventories

42. Spelling/Phonics Resources • Phonics They Use by Patricia M. Cunningham • You Kan Red This! by Sandra Wilde • Making Words/Making Big Words/Making Bigger Words by Patricia M. Cunningham and Dorothy P. Hall • Teaching Kids to Spell by J. Richard Gentry and Jean Wallace Gillet • Words Their Way by Bear, Invernizzi, Templeton and Johnston

43. RICA

44. The Test • Three parts: - multiple choice - focused problems/instructional tasks - case study

45. Test-taking Strategies • Time • Multiple choice: 90 minutes • Short essays: 15 minutes each • Long essays: 25 minutes each • Case study: 60 minutes

46. Multiple choice • Difficult • 70, some experimental • Don’t waste too much time • Answer every question • Stems: long! • 2 types: content, scenario

47. Essays • 2 short (15 minutes), 2 long (25 minutes) • Short: 50-100 word answer • Long: 150-250 word answer (1 typed page=225-250 words) • Hypothetical situation • Get to the point • Identify strategy, provide information, explain why it is appropriate • Write legibly

48. Case Study • Raw data • Identify: strengths, areas of need, interventions to address each area of need

49. Consider test developers • They want you to convey an understanding of reading that is “balanced”… • direct, explicit teaching; • objective met in pleasant, no-nonsense way • Includes “teaching of skills”… • automatic behavior • “and strategies” • behavioral choice

50. Content areas • Not equally addressed • Focus on areas 3-7: • Phonemic Awareness • Concepts about Print • Systemic, Explicit Phonics and other Word Identification Strategies • Reading Comprehension • Literary Response and Analysis • Content Area Literacy • Independent Reading