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.

Goals

• Balanced writing

• Poetry

• Spelling

• RICA format

Components of a Balanced Language Arts Program

Reading Writing

Read aloud Writing aloud

Shared Reading Shared and Interactive Writing

Guided Reading Guided Writing

Independent Reading Independent Writing

Guided Writing

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

Independent Writing

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

Helping Students Read Poetry

What is Green?Green is the grassAnd the leaves of treesGreen is the smellOf a country breeze.Green is lettuceAnd sometimes the sea.When green is a feeling You pronounce it N.V.Green is a coolnessYou get in the shadeOf the tall old woodsWhere the moth is made.

Green is a flutterThat comes in SpringWhen frost melts outOf everything.Green is a grasshopperGreen is jadeGreen is hidingIn the shade—Green is an oliveAnd a pickle.The sound of greenIs a water-trickleGreen is the worldAfter the rainBathed and beautifulAgain.

April is greenPeppermint, too.Every elf hasOne green shoe.Under a grape arborAir is greenWith sprinkles of sunlightIn between.Green is the meadow,Green is the fuzzThat covers upWhere winter was.Green is ivy andHoneysuckle vine.Green is yoursGreen is mine…

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

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

“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.

Color Poems

1. Choose a color

2. Brainstorm: things that look, sound, smell, feel, make you feel, taste, experiences that seem, places that seem to be associated with that color.

3. Choose a way to end, summary

4. Write ideas on strips.

5. Move strips around to revise.

http://orchard.sbschools.net/users/pvandegraaf/colorpoems.htm

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.

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

Stages of Spelling Development

• Prephonetic/

Precommunicative/

PRELITERATE

• Semiphonetic/EARLY LETTER NAME

• Phonetic

MIDDLE AND LATE

LETTER NAME

• Transitional

WITHIN WORD

PATTERN/

SYLLABLE JUNCTURE

• Conventional

DERIVATIONAL CONSTANCY

Good THING to EatI 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

Teaching Spelling

Prephonetic/Precommunicative and Semiphonetic/PRELITERATE spellers need to do activities focusing on:

1. Concept sorts2. Playing with sounds3. Concept of word development4. Alphabet games and matching activities

Developing Phonological Awareness

• Sequence:

- rhymes

- words

- syllables

- phonemes

Phonemes• Onsets and rimes

• Sequence

• Separate

• Manipulate

Alphabet Recognition

• Letter names

• Letter shapes or forms

• Letter sounds

Semiphonetic/Phonetic/ LETTER NAME spellers need to do activities focusing on:

1. Harvesting and maintaining word banks

2. Studying regularly patterns (short vowels, consonants, blends, digraphs, rimes)

Developing Phonological Awareness

• Sequence:

- rhymes

- words

- syllables

- phonemes

Phonemes• Onsets and rimes

• Sequence

• Separate

• Manipulate

• Consonantsb c d f g h jk l m n p r st v w y z

Exceptions:qu=/kw/ blend as in quickph=/f/ as in phonec=/s/ before I, e, or y, as in cityc=/k/ before a, o, or u, a in catg=/j/ before, I, e, or y, as in gemg=/g/ before a, o, or u, a in good

• Blends

r family l family s family s family no family

br

dr

fr

gr

pr

tr

wr

bl

cl

fl

gl

pl

sl

sc

sk

sm

sn

sp

st

sw

scr

squ

str

spr

spl

shr

sch

dw

tw

thr

• Phonograms/rimesMost 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

• Consonant digraphsch as in church ch=/k/ as in

charactersh as in shoe ch=/sh/ as in chefth (voiceless) as in thin s=/sh/ as in sureth (voiced) as in thiswh (hw blend) as in which

• Vowel digraphsea ee ie auai

Transitional/WITHIN WORD PATTERN spellers need to do activities focusing on:

1. Varying long vowel patterns

2. Similarities and differences among vowel sounds

3. Continued work with consonant blends and digraphs

4. Homophones and homographsGood THING to Eat

I like STRALBARES and I like ORRANGEI 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

• Diphthongs oi in boil ow in now ai in hairoy in boy ea in near a_e in samei_e in fine e_e in here oo in pooray in day e_e in there o_e in morey in my u in pupil o_e in hope

• Silent consonantsgn=/n/ as in gnatkn=/n/ as in knifewr=/r/ as in write

Conventional/SYLLABLE JUNCTURE and DERIVATIONAL spellers need to do activities focusing on:

1. Analysis: syllables to morpheme

2. Word origins and affixes

Teaching Considerations

• Whole group vs. small group vs. individualized• Lists

– Patterns– Frequency– Need– Content

• Strategies– Focus on pattern– Self-study: say wordsay lettersclose eyes,

spellwrite word, check– Multisensory– Etymology/morphology

Assessing Spelling Development

• What do students do correctly?

What do they use but confuse?

What is absent?

• Samples of student work

• Inventories

Word Pre Phonetic Semi Phonetic Transitional Conventional1. monster Random

letters

mrt mostr monstur monster

2. united Random letters

u unitd younighted united

3. dress Random letters

jrs jras dres dress

4. bottom Random letters

bt bodm bottum bottom

5. hiked Random letters

h hikt hicked hiked

6. human Random letters

um humn humum human

7. eagle Random letters

el egl egul eagle

8. closed Random letters

kd klosd clossed closed

9. bumped Random letters

b bopt bumpped bumped

10. type Random letters

tp tip tipe type

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

RICA

The Test

• Three parts:

- multiple choice

- focused problems/instructional tasks

- case study

Test-taking Strategies

• Time– Multiple choice: 90 minutes– Short essays: 15 minutes each– Long essays: 25 minutes each– Case study: 60 minutes

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

• 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

• Case Study– Raw data– Identify: strengths, areas of need,

interventions to address each area of need

• 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

• 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