Good morning!

1. Good morning! Please post any “burning questions” about R.I.C.A. in the Parking Lot We will be breaking up into chapter groups after our break.

2. Goals • Explore components of effective vocabulary instruction • Experience doing a running record and miscue analysis • Look at the common components for reading inventory assessments • Experience a carousel to learn about the readings for this week

3. Five Components of ReadingNational Reading Panel • Phonemic Awareness • Ability to orally compose a sequence of sounds and manipulate these sounds to form words • Phonics • Ability to recognize the relation between the written language and the spoken language • Fluency • Ability to read orally with speed and accuracy • Vocabulary • Ability to use words orally and in written communication by applying word meaning effectively • Comprehension • Ability to apply meaning to what is read

4. Language and Vocabulary: A balanced approach… learning solely writing word through context definitions and experience

5. Vocabulary Instruction • Why? • How? • Which words?

6. Research estimates that students learn… …approximately 3,000 to 4,000 words each year …accumulating a reading vocabulary of approximately 25,000 words by the end of elementary school …and approximately 50,000 words by the end of high school. Beck, I.L. and McKeown (2002) Bringing Words to Life, Robust Vocabulary Instruction

7. One Vocabulary Instructional ProgramMichael Graves, 2006The Vocabulary Book: Learning and Instruction • Providing Rich and Varied Language Experiences • Teaching Individual Words • Teaching Word Learning Strategies • Fostering Word Consciousness

8. Providing Rich and Varied Language Experiences • Read alouds • Independent reading • Writing activities that focus on word choice and usage • Author study • Book talks/literature discussion groups • Genre study Reading Teacher, 61(2) p. 108-122 Bumping into Spicy, Tasty Words that Catch Your Tongue

9. Teaching Individual Words • Students acquire new word meanings through explicit vocabulary instruction • Activities that focus on specific words to learn entirely new words as well as enhanced meanings of familiar words

10. brave Associating: Concept Wheel • “What words do you think of when I say, _____ ?” • List words. • Read definition. Compare. • “What three other words will help you remember the word _____ ?” brave courageous valiant daring bold having courage :DAUNTLESS ; 2: making a fine show :COLORFUL < brave banners flying in the wind>; 3:EXCELLENT , SPLENDID <the brave fire I soon had going

11. brave In my life: my definition: opposite: Associating/Visualizing: Verbal Visual Word Association

13. Teaching Word-Learning Strategies When you come to a word and you don’t know what it means…. • Word part clues • Context clues

14. Structural Analysis: Using Word Part Clues • Three main parts: prefixes, suffixes, roots • Common rootsnew words

15. Dismantling and reassembling unenviable enviable envy enviable unenviable

16. lawlessness lawless law lawless lawlessness

17. Brainstorm List for the Baseword “Play” • player • playful • playpen • ballplayer • playing field • Discuss in pairs: How does each word relate to play?

18. Common Roots LATIN audi (hear) dict (speak) port (carry) spect (see) scrip/script tract (pull/draw) vis (see) GREEK auto (self) bio (life) graph (written/ drawn) hydro (water) meter (measure) ology (study of) photo (light) scope (see) tele (distant) • Choose a root. • Brainstorm a list of words that use the base word. • Discuss: how does each word relate to the base word? • Think of two words and one invented word using the root and common affixes. • Be ready to share one word Adapted from Blevins, W, 2001 Teaching phonics and word study in the intermediate grades.

19. Contextualizing: Cloze Sheila Rae started off, skipping. “I am brave,” she sang. “I am _____.” She stepped on every crack. She walked backwards with her eyes closed. She ________ at stray dogs, and ________ her teeth at stray cats. And she ________ that the trees were ________ creatures. She climbed up them and broke their fingers off. Snap, snap, snap. Sheila Rae walked and walked. She turned corners. She crossed streets. It suddenly occurred to Sheila Rae that nothing looked ________ . f b gr pr e f

20. Contextualizing • Categories of help • Definition (the author explains the meaning of the word right in the sentence/selection) • Synonym (the author uses a word similar in meaning) • Antonym (the author uses a word nearly opposite in meaning) • Example (The author provides one or more example words or ideas) • General (the author provides several words or statements that give clues to the word’s meaning)

21. Definition: • When Sara was hiking, she accidentally walked through a patch of brambles, prickly vines and shrubs, which resulted in many scratches • Synonym: • Josh walked into the living room and accidentally tripped over the ottoman. He then mumbled, “I wish people would not leave the footstool right in the middle fo the room. That’s dangerous!” • Antonym: • The supermarket manager complained, “Why do we have such a plethora of boxes of cereal on the shelves? In contrast, we have a real shortage of pancake and waffle mixes. We’ve got to do a better job ordering.” • Example: • There are many members of the canine family. For example, wolves, foxes, coyotes and pets such as collies, beagles, and goldenretrievers are all canines. • General: • It was a sultry day. The day was very hot and humid. If you moved at all, you would break out in a sweat. It was one of these days to drink water and stay in the shade.

22. Fostering Word Consciousness • Help students to develop an Interest in words, an appreciation of word choice, and expand their vocabulary • Activities that focus on word play and figurative language (e.g., alliteration, slang, simile, metaphor, homophones, hyperbole, idioms, oxymoron, personification) • Keeping vocabulary charts, making students accountable in their writing, fostering application in everyday conversations

23. For more information… • Read the C.O.R.E. resource • Specific Word Learning Strategies (structural analysis of words) • Word Learning Strategies (context, etc.) • Word Consciousness

24. Assessing Guided Reading

25. Substitution They did not have books. • Omission …they dove the waves • Insertion …splashing and spraying the water… • Correction …in the shade of the tall palm tree… • Multiple attempt How lucky he was to live in a Somali village… • Partial word Mohamed loved to go swimming in the sea.

26. Running Record with Miscue Analysis • The little monkey had it. • …to see if there was any danger. He heard the… • Every day except Friday…

28. Mohamed loved to go swimming in the sea. How lucky he was to live in a Somali village right on the Indian Ocean! The sandy shore rang with the happy shouts and cries of the village boys and girls. They liked to race one another into the surf, splashing and spraying the water into a white dancing foam before they dove into the waves. Mohamed and his young sister, Asha, spent all the time they could in the cool, clean sea, swimming and playing water games. They were good swimmers because their mother had taught them.

29. What do you notice about this reader? • How many errors did she make? • What types of errors were they?

31. Mohamed loved to go swimming in the sea. How lucky he was to live in a Somali village right on the Indian Ocean! The sandy shore rang with the happy shouts and cries of the village boys and girls. They liked to race one another into the surf, splashing and spraying the water into a white dancing foam before they dove into the waves. Mohamed and his young sister, Asha, spent all the time they could in the cool, clean sea, swimming and playing water games. They were good swimmers because their mother had taught them.

32. E SC

33. What do you notice about this reader? • How many errors did she make? • What types of errors were they?

34. How are these readers similar and different? • What do you think is meant by “all miscues are not created equally”? • Which reader is of greater concern to you? Why?

35. Assessing Reading Development Informal Reading Inventories (IRI) • Graded words lists • Graded passages • Running records/miscue analysis • Graphophonic/syntactic/semantic errors • Comprehension questions/retelling • Frustration/instructional/independent levels • Other components

36. Graded Words Lists

37. Coding a Running Record Code my reading in the following ways:

38. GradedPassage One day a mother rabbit and her child were taking a nap. A fox ran by. He looked wild but he was very mild. The fox liked to make soup. He would find wild things that grew in the woods. He would grind them up and put them into his soup. “Are you ready for some soup?” asked the fox. “Yes,” said the mother rabbit. “Wake up, child. The kind fox has made us some soup.” “Soup, soup, soup,” said the rabbit child “We always have soup. All we ever have is soup! I hate soup!” This made the fox feel very mad. He began to grind his teeth. He said, “I am a kind fox. I am always mild. I don’t ever get mad but you made me mad!” He ran away into the woods. “Oh no! said the mother rabbit. “You made the fox mad. He has always been so kind and mild. Now he will be a wild fox and won’t make us soup ever again. We have always had his soup. What will we have now?” “Stew!” said the rabbit child. “I will make stew.” “You are a child,” said his mother. “How can you make stew?” The rabbit child said, “I can go into the woods and find wild things to grind up and put into the stew.” “No you can’t,” said the mother rabbit. “The fox is wild now. Wild foxes eat rabbits!”

39. Other components • Reading interest survey • CAP • Phonemic awareness • Phonics • Structural analysis • Vocab • CLOZE exercises (vocabulary) • Spelling

40. As you come in from break… • Please find the table with your sign-up for the readings.

41. Carousel, Part 1 For sharing your chapter with the class, decide: • What is fundamental? • How can you teach it? • Where does it connect with the standards? • How will you know if English learners are making progress with respect to these “fundamentals”? Create a group poster that addresses each of these points. Please be done by 11:20. Lay your poster on the back table.

42. RICA Test-taking Strategies • Multiple choice and open-ended, constructed response

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

44. 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

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

46. 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

47. 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

48. R.I.C.A Domains • http://www.rica.nesinc.com/RC_contentspecs.asp

49. R.I.C.A. Case Study • http://www.rica.nesinc.com/RC_samplewritten_CRcasestudy.asp

50. For next time… Language Arts: Teach the Fundamentals of Writing • Read: Graves: Sign up to read one of the following chapters 7, 12, 13, 14; ELD/ELA “Writing Strategies”, “Writing Applications” and “Written Language and Conventions” standards K-2 and 3-6 • Due: Language Arts Assignment #2 Paragraph/section from children’s literature text (original text or Xeroxed copy) with hard copy of mini-lesson on conventions (see Action 12.8)