Welcome to SB472
Professional Development
Houghton Mifflin
Reading: California
Grade 6
Day 3
NORMS
Today we will:
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Participate and learn from each other
Share our good ideas
Be on time
Keep cell phones on silent
Day 3 Outcomes
By the end of today, participants will:
• Know the components of the Houghton Mifflin word work
instruction section and how to teach each lesson.
• Understand how the Houghton Mifflin word work instruction
supports the Reading/Language Arts standards and research.
• Understand and be able to scaffold support for ELD, Extra
Support, Special Education, and Challenge students in phonics,
spelling, and vocabulary instruction.
Comprehension Strategies
• Random Discussion Groups
– Scaffolds for English Learners and Special
Needs students as they master Reading
Comprehension Standards:
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2.3 Connect and clarify main ideas by identifying their relationships to other sources and
related topics.
2.4 Clarify an understanding of texts by creating outlines, logical notes, summaries, or
reports.
2.7 Make reasonable assertions about a text through accurate, supporting citations.
Discussion Groups
Homework Debrief Activity
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Gather your homework article and
responses from Day 2
Form four groups by numbering off spring,
summer, winter, autumn around the room
As a “seasons” group, discuss your
quotations and notes as well as why you
found them important.
HOUGHTON MIFFLIN
WORD WORK
Red Pages
Reading/Language Arts
Framework
According to the Reading/Language Arts Framework (2007), the curriculum for
reading and language arts in lower grades should provide explicit and
systematic instruction and diagnostic support in:
 Phonemic awareness
 Decoding
 Spelling
 Phonics
 Word-attack skills
 Vocabulary
In grade 6, the emphasis in reading instruction is characterized as
reading and learning for life: reading to learn.
However, this emphasis does not diminish the need for ALL
6th grade students to have command of the word analysis, fluency,
and systematic vocabulary development strands.
Third Grade Standards
Guided Browse
• Find the Reading/Language Arts Framework
section in your binder that begins on page 93,
and ends on page 110 - Third Grade Standards
and Instruction.
• Highlight the words and phrases that guide
teachers towards the explicit instruction in word
analysis needed for third grade success.
RESEARCH
Revisiting PUT READING FIRST, page 4
Definition:
Phoneme: The smallest unit of spoken language that makes a
difference in the meaning of words.
English has about 42 phonemes.
Spanish has about 23 phonemes.
Try this:
How many phonemes do you hear?
1.
2.
3.
Frog
Grab
Fix
4.
5.
Smile
Queen
Graphemes
Definition
• a grapheme is the smallest unit of written language that represents
a phoneme in the spelling of a word.
• a grapheme may be just one letter (s, p, f, d, b)
• a grapheme may be several letters (ch, sh, th, -ck, ea, -igh)
Your trainer will read a list of phonemesWrite a grapheme for each sound you hear:
Phonemic Awareness
Definition:
Phonemic awareness is the ability to hear, identify, and manipulate
the individual sounds (phonemes) in spoken words.
Phonemic awareness can be taught and learned.
Phonemic awareness instruction helps children learn to read and
spell, especially when paired with instruction where children are taught to
manipulate phonemes by using the letters of the alphabet.
Review these terms from Put Reading First, page 6:
Phoneme manipulation
Blending
Segmenting (Segmentation)
PHONICS
Definition:
Phonics is the understanding that there is a predictable
relationship between phonemes and graphemes—that is,
spoken language can be represented by a pattern of letters
and spellings in written language.
Guidelines For Reading
Multisyllabic Words
Structural Analysis/Decoding Longer Words
1. Provide explicit explanations, modeling, “Think
Alouds”, guided practice and gradual transfer of
responsibility to students.
2. Rely on examples more than abstract rules. Use
word parts, not a search for little words within a
word.
Structural
Analysis
and
Phonics
Overview
Grade 6
Theme1
Structural
Spelling
Analysis/Phonics
Suffixes
Short Vowels
-ful, -less, -ly
Prefixes
Long Vowels
un-, reSyllabication
Other Vowel
Spellings
Long and Short
Vowel Spellings
Possessives and
Contractions
Other Vowel
Sounds
Modeling Phonics Instruction
in Houghton Mifflin
Find Grade 6 Theme 1 TE page 47F
Phonics Objective Day 3:
Short Vowels
• Phonics skills taught correlate with spelling instruction
for the selection
• Sound/Spelling Cards connect Sounds to Letters
• Opportunities to connect Spelling to Writing
TEACH
PRACTICE
APPLY
Scaffolding (Continued)
Work with your table group to
answer these questions after
you have read Framework
pages 165 - 166:
1.
What ELD and support
strategies would scaffold this
lesson for your ELs and Extra
Support/Special Education
students?
2.
What extension activities or
strategies might you use to
extend the learning of the
Advanced students?
Add your table group’s
suggestions to the chart
displayed by the trainer.
English
Learners
Extra
Support or
Special
Education
Students
Advanced
Learners
EXTRA SUPPORT HANDBOOK
• SKILL FOCUS: STRUCTURAL ANALYSIS
• Pre-teach Day 1 (see ES sample page 14-15)
• Re-teach Day 3 (see ES sample page 18-19)
• Teach – Guided Practice – Practice/Apply format
The structural analysis lesson (decoding longer words) is
taught on Day 2 in Houghton Mifflin.
The Extra Support pre-teaching lesson is taught on
Day 1 to prepare students, and re-taught on Day 3
as a review of the standard.
Modeling Instruction
• Your trainer will model and walk-through the “teach”
sections of the Extra Support Handbook for the
first selection in Theme 1 (page 14 and page 18).
Modeling Instruction
Think-Pair-Share
• Discuss the value of the pre-teach and re-teach
lessons for students.
• Which students will benefit from these ES lessons?
• When might you include these lessons in your day?
Spelling Instruction
in Houghton Mifflin
• We will take a closer look at spelling concepts in
Houghton Mifflin
• Each group will create a chart mapping the five
days of spelling instruction for the spelling
concept on which we will focus for one week of
instruction.
Spelling Instruction
Sample: Theme 2 Selection 1
Standard 1.5 Spell frequently misspelled words
Day 1
Day 2
Day 3
Day 4
Day 5
Activity or
Task
Pretest;
Direct
Instruction;
Practice
Book Page
Review;
Practice
Book Page
Vocabulary
Activity;
Practice
Book Page
Spelling
Game;
Practice
Book Page
Test
Spelling
Concept:
Short vowel
sound
spelled with
the usual
short vowel
pattern
a single
vowel followed
by a consonant
sound
Spelling Patterns
Look at the spelling charts you created from
Houghton Mifflin Theme 1 spelling patterns
• What do you notice about the spelling patterns and
concepts taught in this theme?
• Look at the activities for the 5 days of instruction.
• What can you say about the activities and practice
suggested in the TE?
Word Study Research
• Find the article “Integrated Word Study: Spelling,
Grammar, and Meaning in the Language Arts
Classroom” by Invernizzi, Abouzeid, and
Bloodgood.
• Read and highlight this article using the “Insert
Strategy” as you read about many word study
extension activities for ELs and other special
needs groups of learners.
Insert Strategy
• Mark the article with the following symbols as
you read:
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□
!!
Information that you need clarified
Information that you already use
Information that is new
Information that you want to apply
Reading Comprehension
2.4 Clarify an understanding of texts by creating outlines, logical notes, summaries, or reports.
2.7 Make reasonable assertions about a text through accurate, supporting citations.
English Learners
Special Needs Learners
• Think-Pair-Share: Reflect with a partner
using the article and charts just created:
1. Which strategies and ideas might be used with
English Learners?
2. Which strategies might be used with special needs
or Special Education students?
Sound/Spelling Cards
• Suggestions for use
– Display for use during spelling, phonics, and writing
– In grade 6, display cards with the “spelling side”
(yellow and orange border) out
– Make sure cards can easily be seen by all
– Use direct instruction to teach the correct name,
sound, and spelling for each card.
Displaying the
Sound/Spelling Cards
• Arrange the S/S cards:
A-Z in order, including short vowels
Digraphs ch, sh, th, wh
Long Vowels a, e, i, o, u
R Controlled Vowels ar, ir, or
Vowel Combinations aw, oo
Diphthongs oi, ou
Students need to have a clear view of the cards
Practice
Using the Sound/Spelling Cards
• Directly teach the use of the Sound/Spelling
cards and the color code:
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Short vowels have a green background
Long vowels have a yellow background
Vowels are red
Consonants are black
Use for decoding and encoding
Making Connections
How might spelling or phonics instruction be
extended to meet the needs of
Advanced Learners?
What English Language Development or
Special Education strategies could be put in
place to meet the needs of diverse learners in
your classroom?
VOCABULARY
What does scientifically-based research tell us
about vocabulary instruction?
Refer to pages 34 – 45 in Put Reading First
for this next activity:
“GIVE ONE — GET ONE”
Reading Comprehension
2.4 Clarify an understanding of texts by creating outlines, logical notes, summaries, or reports.
2.7 Make reasonable assertions about a text through accurate, supporting citations.
Teach Vocabulary
All Day Every Day
• Browse the Reading/Language Arts
Framework page 155.
• Highlight the sections that focus on
vocabulary and concept development.
Model: Vocabulary Skills Lesson
• Follow along in your TE:
Grade 6 Theme 1
pages 47I-47J
Teach:
Using Context
Model:
Think Aloud
Guided Practice:
Student Pairs
Apply:
Independent Practice
Context
Vocabulary Lesson Reflection
• Find the lesson in the Daily Lesson Plans, page 22A and
23A
• Find the Day 5 vocabulary lesson in the TE
• Discuss how you will use this lesson in the classroom
• Meeting Special Needs
– Discuss in your table groups examples of how
the vocabulary lessons found in Theme One
may be differentiated to provide support for
Special Education students and English
Learners?
– Check the Extra Support Handbook and
Handbook for English Language Learners
for lessons.
Reaching All Learners
Vocabulary – Review of the Research:
Put Reading First
Page 34
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Four Types of Vocabulary
1.
2.
3.
4.
Listening Vocabulary
Speaking Vocabulary
Reading Vocabulary
Writing Vocabulary
Four Kinds of Word Learning
1. Learning a new meaning for a known word;
2. Learning the meaning for a new word
representing a known concept;
3. Learning the meaning of a new word
representing an unknown concept;
4. Clarifying and enriching the meaning of a
known word.
Source: Put Reading First page 43
Vocabulary Instruction
Review from Put Reading First
□ Indirect Learning: Daily oral language
Listening to adults read
Extensive independent
reading
□ Direct Learning: Specific Word Instruction
Prior to reading text
Repeated exposures
Extended instruction
Word Learning Strategies
Use of dictionaries, reference material
Word parts (affixes, word roots)
Use of context clues
Putting It All Together
Using one of the selections found in Theme 1,
prepare a chart indicating where in the
Houghton Mifflin lessons there is evidence of the
research-based strategies and ideas found in
the Reading/Language Arts Framework and Put
Reading First.
How will you reach all learners?
Reflection
Take a few minutes to reflect on the
WORD WORK sections of Houghton Mifflin
we have studied on Day 3.
Turn to your Elbow Partner and share two
important ideas you plan to implement when
you return to your classroom.
Homework Assignment for Day 4
• Read
Multisensory Vocabulary Instruction:
Guidelines and Activities
from Reading Rockets
• Complete the reflection and response form in your binder for Day 4.
Daily Feedback
Please remove and complete the Daily
Feedback form for Day 3 found in your
binder.
Your thoughts will be read and any concerns
or questions will be addressed in the
morning.