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

6. 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.

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

8. RICA • RICA will be offered only online. • You are encouraged to: • Form RICA study groups • Keep up with the reading for this course • Do the Literacy Assessment • Use the Ready for Revised RICA text

9. RICA • UCSB Institution Code: 412 • Cost: $171 • Santa María, Westlake Village, Gardena, and Pasadena are the closest to UCSB.

10. 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.

11. RICA Review Seminar • On Friday, December 13 @ 8:45-11:30, we will be offering an optional RICA Review Seminar in this room. • Attendance is optional. • We will provide an overview of the RICA and practice the short essays and case study.

12. 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.

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

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

15. Vocabulary Expanding Academic Vocabulary

16. 3 Tiers of words… How do we know which words to teach?

17. Three tiers of words

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

19. 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

20. 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

21. 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?

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

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

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

25. 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

26. 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

27. 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

28. 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.

29. “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 • Homonyms • Homophones • Homographs

30. Word Study Knowledge Rating Scale Word Maps Morphemes

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

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

33. 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

34. 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!

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

36. Teaching Morphemes Roots and Affixes

37. What is a morpheme?

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

39. 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

40. 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

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

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

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

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

45. 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.

46. Word Theater • The teacher will show a list of 3 words from the story to the actors. • Actors will act out each word on the list. You may use gestures and body language, but no talking. • As soon as your partner guesses the word, act out the next.

47. Word Theater • When your partner has guessed all 3 words, you can enjoy watching the others finish. • Switch roles for Round Two. • Whisler & Williams, Pathways to Literacy (1990)

48. Concept Circles Name the concept: blue orange yellow red

49. Concept Circles Shade in the section that doesn’t relate to the other words. Then, name the concept. blue orange yellow red

50. Concept Circles Shade in the section that doesn’t relate to the other words. Then, name the concept. LRRH elves wolf Granny