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
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Balanced writing
Poetry
Spelling
RICA format
Components of a Balanced
Language Arts Program
Reading
Writing
Read aloud
Writing aloud
Shared Reading
Guided Reading
Shared and Interactive
Writing
Guided Writing
Independent Reading
Independent Writing
Guided Writing
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Core of the writing program
Instructional setting
Role of teacher
Role of student
Topic choice
Demonstrations and minilessons
Form
Skill development
Independent Writing
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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 grass
And the leaves of trees
Green is the smell
Of a country breeze.
Green is lettuce
And sometimes the sea.
When green is a feeling
You pronounce it N.V.
Green is a coolness
You get in the shade
Of the tall old woods
Where the moth is made.
Green is a flutter
That comes in Spring
When frost melts out
Of everything.
Green is a grasshopper
Green is jade
Green is hiding
In the shade—
Green is an olive
And a pickle.
The sound of green
Is a water-trickle
Green is the world
After the rain
Bathed and beautiful
Again.
April is green
Peppermint, too.
Every elf has
One green shoe.
Under a grape arbor
Air is green
With sprinkles of sunlight
In between.
Green is the meadow,
Green is the fuzz
That covers up
Where winter was.
Green is ivy and
Honeysuckle vine.
Green is yours
Green is mine…
How to Read Poetry Aloud
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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 Eat
I 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 sorts
2. Playing with sounds
3. Concept of word development
4. Alphabet games and matching activities
Developing Phonological
Awareness
• Sequence:
- rhymes
- words
- syllables
- phonemes
Phonemes
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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
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•
•
•
Onsets and rimes
Sequence
Separate
Manipulate
• Consonants
b
k
t
c
l
v
d
m
w
f
n
y
g
p
z
Exceptions:
qu=/kw/ blend as in quick
ph=/f/ as in phone
c=/s/ before I, e, or y, as in city
c=/k/ before a, o, or u, a in cat
g=/j/ before, I, e, or y, as in gem
g=/g/ before a, o, or u, a in good
h
r
j
s
• Blends
r family
br
dr
fr
gr
pr
tr
wr
l family
bl
cl
fl
gl
pl
sl
s family
sc
sk
sm
sn
sp
st
sw
s family
scr
squ
str
spr
spl
shr
sch
no family
dw
tw
thr
• Phonograms/rimes
Most common
-ay
-ot
-ill
-ing
-ip
-ap
-at
-unk
-am
-ail
-ag
-ain
-ack
-eed
-ank
-y (ī)
-ick
-out
-ell
-ug
-op
-in
-an
-est
-ink
-ow (ō)
-ew
-ore
-ed
-ab
-ob
-ock
-ake
-ine
-ight
-im
-uck
-um
• Consonant digraphs
ch as in church
sh as in shoe
th (voiceless) as in thin
th (voiced) as in this
wh (hw blend) as in which
ch=/k/ as in character
ch=/sh/ as in chef
s=/sh/ as in sure
• Vowel digraphs
ea
ai
ee
ie
au
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 homographs
Good THING to Eat
I 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
• Diphthongs
oi in boil
oy in boy
i_e in fine
ay in day
y in my
ow in now
ea in near
e_e in here
e_e in there
u in pupil
• Silent consonants
gn=/n/ as in gnat
kn=/n/ as in knife
wr=/r/ as in write
ai in hair
a_e in same
oo in poor
o_e in more
o_e in hope
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
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Patterns
Frequency
Need
Content
• Strategies
– Focus on pattern
– Self-study: say wordsay lettersclose eyes,
spellwrite 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
Conventional
1. 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