Book Orientations : Early Language and Literacy Certificate, Course 1

1. Book Orientations:Early Language and Literacy Certificate, Course 1 Class 8 Guided Reading Plus

2. Housekeeping • Lesson planner – use it • planner needs to be completed, on the GR table, and in use during the lesson • include all parts of the lesson (use timer) • Reread the guide sheet • guide sheet gives some explanation for each component – enough to get you going until we cover it in class • Look-fors – read them

3. Housekeeping • Make-Up Work Based on some assumptions: • every class is important • specific information to be learned • foundational to course 2 and 3 • will take this information and go deeper Therefore, from this point forward, no matter the reason for missing class, it has to be made up. If it isn’t made up, there will be no credit for the course.

4. Housekeeping • Does everybody have a book you could use with your group next week? • Any questions from last week’s class that Barb wasn’t able to answer? • Oral language? • Progress monitoring?

5. Homework from Last Class • Case Study Assessments • Do assessments on your entire case study group and complete Case Study Summary of Assessments on all • At the end of the course, will turn in assessments for entire group AND choose one student to analyze post assessments for Case Study Analysis assignment

6. Essential Questions • How do I select books & prepare students (especially culturally and linguistically diverse students) to successfully read a new instructional book?

7. Foundational Ideas • Goal of book orientation • to prepare the reader to read the text successfully

8. Foundational Ideas • Text must be at instructional level • the child can read it WITH assistance • the child needs assistance to be successful • the child will not be successful w/o assistance

9. Foundational Ideas • The new book is NOT a test • Giving a rich introduction is not cheating! • DO NOT wait until after reading to find out if children understand the book. • Bring comprehension to the forefront to ensure understanding, ensure understanding, ensure understanding……

10. Foundational Ideas • Some challenges are left for the reader to solve(KEY: challenges must be within child’s capabilities) • The art of teaching – • knowing how much information to provide up front and how much to leave for the reader to solve

11. Foundational Ideas • NOT a ‘picture walk’; a ‘book orientation’ • could look at the whole book, but not necessarily • example: Pets

12. Foundational Ideas • De-Bug the text • Set the child up to read the whole book himself • deal with the tricky parts up front • (no round robin, no choral reading)

13. Foundational Ideas • Vocabulary • present vocab in conversation about the book • NOT a list up front • example: Pets

14. Foundational Ideas • For Grouping • If we don’t have a group at the child’s instructional level, we should choose a lower group for that child, not a higher one. • Try every avenue to keep this from happening.

15. Planning a Book Orientation • Think about the ‘load’ of the book in each of these areas: • Meaning • Structure • Visual Information

16. Meaning • Meaning • Background knowledge needed to understand the text • the plot, the topic, the characters • previous books like this - connect

17. Structure • Text structure/layout • days of the week, diagrams, charts, layout of text itself • Languagestructures • literary language (once upon a time…) • phrases they may not have heard (“And then, along comes Jake.”) • complex sentence structures (split dialogue) • punctuation, bold print, italics

18. Visual Information • 1-2 new and important words that are necessary for understanding the book • wanted/went – Bobbie’s Airplane • Mr./Mrs. – Say Cheese! • Often used on many pages • Usually not content words

19. 1-2 Important Words • Teacher Language: • “One of the words the author uses in this book on many pages is airplane.” • “What would you expect to see at the beginning of airplane?” (“What else might you see?”) • “Look on page 10 and find airplane.” • “Do a slow check and see if it looks like airplane.”

20. Guided Practice: The Hungry Giant • Handout: Blank Lesson Planner • So, how do we write a book introduction? • 1-2 sentence overview • Meaning • Structure • Visual Information (1-2 words) • done at the end of intro • tapers off at level 14

21. Book Selection • Based on what we’ve just done, what do we need to consider when selecting a book? (think culturally and linguistically diverse students also)

22. Book Selection • What does ‘load’ have to do with book selection? • The load should be rigorous in one area, but NOT in all areas • areas with load need to be supported • Example: Animal Smells • Chapter 3, pg. 18-19

23. Plan a Book Introduction • Using the book you brought and the blank lesson planner, write a book introduction • Share with a partner • Whole group questions?

24. Daily Miracle Vitamin • Level 3 (tiger) • “What would you expect to see at the beginning of the word ______?” • “Turn to page ____ and find the word ____” • “Do a slow check and see if it looks like ___.” • “Do a slow check again.” • “Turn your book over and see if you can write _____ on your whiteboard. Be sure to ‘Say It Slowly While You Write.’ • “Check in your book. Were you right?”

25. Daily Miracle Vitamin • Level 24(poisonous) [multi-syllable = clap syllables] • “Let’s think about the word ______. Clap _______. “ • “What are some of the letters you expect to see in ______?” (might let them try on WB) • “Find the word ______ on page _____.” • “Use a masking card to show yourself the parts.” • “Anything tricky about how ______ is spelled?” • “Do a slow check and listen for all the parts of _______.” • “Turn your book over and see if you can write _____ on your whiteboard. Be sure to ‘Say It Slowly While You Write.’ • “Check in your book. Were you right?”

26. Essential Questions • How do I select books & prepare students (especially culturally and linguistically diverse students) to successfully read a new instructional book?

27. Essential Connections • LEAP • MCD: methods & pacing, academic language • HIIM: check for understanding, feedback • English Language Learners • Oral Language Development • Academic Language • Common Core Shifts • Nonfiction • Evidence • Increasing text complexity

28. Homework • READ • Article: Orientation to a New Book • DO • Reflect on class • Reflect on reading • BRING to next class • Next class powerpoint (for notes) • ALL handouts received thus far