OPTIONAL WEBINAR WEEK 4 LIST 5373 6:00-6:45 PM CST TUESDAY, MAY 3, 2016 OR VIEW THE RECORDING Last webinars for the course! Chat window: before the conference Starts- Type your topic for the PD Handout into the chat window No names will be recorded in the webinar session. Please be sure your audio and video are turned off during the session unless Note: Please login 10 minutes early to the webinar. Tech support (24/7) for the videoconference if you are having trouble logging in to the sessions 1 (877) 382-2293
Transcript
OPTIONAL WEBINAR WEEK 4LIST 53736:00-6:45 PM CSTTUESDAY, MAY 3, 2016OR VIEW THE RECORDING Last webinars for the course!
Chat window: before the conferenceStarts-Type your topic for the PD Handout into the chat window
No names will be recorded in the webinar session.
Please be sure your audio and video are turned off during the session unless you raise your hand to speak.
Note: Please login 10 minutes early to the webinar.Tech support (24/7) for the videoconference if you are having trouble logging in to the sessions 1 (877) 382-2293
Webinar Tools Audio (optional!) Video (optional!) Pen tool (looks like pen) Text tool (A) Chat window (Required) No names will be in the video recording Use emoticons Can move windows around to make bigger/smaller
VIDEOCONFERENCE PLAN Review due dates and assignments Professional Development Handout Applications and Dialogue Interaction @ Routman text Information on Guided Reading Word Study Plan
Objectives and Goals of Webinar
Students will…. 1. Define guided reading and identify several instructional
methods for structuring an effective guided reading lesson. 2. Discuss guided reading methods and lesson planning. 3. Evaluate importance of a balanced literacy framework. 3. Identify different instructional activities that are “best
practices” in balanced literacy instruction. 4. Actively participate in the webinar.
Quick Interactive Poll @ Knowledge-Sharing of PDH after the course is over.Please vote! The polling area is next to the hand tool in the
Participants window.
I hope to share my professional development handout with colleagues outside of the class.
Yes
No
Feel free to add any other information in the chat window of who you might share this with!
Upcoming Items LIST 5373
Word Study Plan—Week 4 [start now!] Professional Development Handout. Submit to Blackboard and TK20
—Week 5 (May 12) *Work on this along the way!
Reader Response Groups, weeks 1-5. Quizzes each week!
PD HandoutCheck-in…Type a response to either questions in in the chat window. Typing is optional. Read what others post.
What is the topic for your word study plan? What has been helpful to you in this project?
On your own: Prior to the webinar, view the examples of the word study plan.
What is your phonics focus for the plan?Pick a focus to develop and build across one mini-lessonExamples
Beginning readers (1st grade):• CVC words (dog, mop, etc.)• Vowel digraphs• Consonant digraphs• Onset-rime word families• [see pages 62-68 in Dow and Baer, 5th edition]More advanced readers:• Multisyllabic words• Morphemes (e.g., prefixes, suffixes)
Webliography [practical resources and description for teachers in your handout]-
Websites should contain a practical focus. They should answer the question a teacher might pose:“How can I get started right away with this method/strategy?”• Resources/lesson plans/downloadable
items, etc. –not “more research” or something to “digest”
Webliography [practical resources and description for teachers in your handout]-
• Together we will explore:• Florida Center for Reading
Research [feel free to explore this site before the webinar!]• Browse for two minutes• What did you find?• Notice types of articles and
multi-media resources
• Link: http://www.fcrr.org/ [please preview this prior to the webinar, if possible!]
Guided web tour: Florida
Center for Reading Research *Focus on student center
Example Tips Strategy #2: Make Reading Goals One study indicated that the creation of
content goals had a significant impact on both student motivation and reading comprehension in nonfiction/expository texts (Guthrie et. al, 2004). Using their content goals, students utilize and develop strategies (Guthrie et. al, 2004) as they read and search the text for information about their goals. For instance, before reading a nonfiction text, introduce the content within the text through a read-aloud of a short book or poem. A picture about the content may also be used. Use these activities to begin discussion of the content. As a class, create goals or information the class wishes to learn about through their reading.
Parenthetical citation, APA 6th edition
Use transitional phrases such as “What teachers can do…” or “In the classroom....”
APPLICATIONS, MODELING, AND KNOWLEDGE SHARING:LECTURE AND QUICK-WRITEDURING SYNCHRONOUS SESSION
What is your understanding of the readings for the recent week? Let’s focus on the key ideas from the Routman text, Reading Essentials, chapter 10 about Guided Reading.
Remember: Guided reading is a scaffold; teaching students to problem-solve while building fluency, vocabulary, and comprehension.
Source: Austin ISD Website
Critical Thinking—chat window Why is this balanced literacy model effective? What is important about it? How do you see yourself using it?
POLL about guided reading!Which aspect of guided reading do you need most information about still? Tell why in chat.
A. Creating an introduction to a bookB. Selecting before, during, and after activitiesC. Creating effective comprehension questionsD. Modeling my own comprehension processes E. All of the above!
Elaboration on chapter 10 of Reading Essentials by Dr. Semingson Routman text, 2003 Chapters 10Key ideas [selected by Dr. S.] “[M]eeting with a group once a week…is not enough…s” (p.
156) “…spend most of reading time reading” (p. 160) Teacher talk for guided reading (p. 169) Questions on bottom of p. 167 are great to consider for the
teacher for every guided reading lesson.
Let’s revisit pages 170-171; what stands out? How does this connect to what you know about guided reading?
Demonstration/Modeling by Dr. S. Demonstration of previewing and introducing a text by Dr.
Semingson with several children’s literature texts…. *Fountas and Pinnell (2006) is a great resource for more on introductions.
What stood out? What do do that is the same? What do you do that is different? What advice do you have for book introductions? (can be used
in read-aloud, shared reading, and guided reading).
Small group task: Type in chat area (not on whiteboard!) Discuss: What are your thoughts on guided reading?
How does what you know about guided reading connect with Routman’s ideas from chapter 10 in Reading Essentials (2003)? What resources do you know of that can help us in guided reading?
Comment on each other’s thoughts. Be prepared to discuss your own thoughts on guided reading.
Time: 7 minutes to chat. Everyone participates! Be prepared to post your initial thoughts at this time.
Follow-up prompts for higher-level questions:
Why do you think so? How do you know?
What in the text told you that? What clues or evidence in the text let you know that?
(Let’s revisit the text to find out how we knew that….)
Generic Prompts for Teachers and Students On your own, Google “Literature Response Prompts” Print and tape into student’s reading notebook; practice these
orally during reading group; model them and expect students to incorporate them into verbal and written responses.
Students write in response journal following guided reading using prompts (similar to book club preparation)
Have a simple rubric or checklist to grade written literature response (length, depth, connections to the text, etc.!).
Scaffolding Tools Graphic Organizers Anchor Charts [Google Images for
examples] Character Traits Charts/Lists iPads/mobile tools [Example: Popplet.com] Pocket chart or iPad or Popplet for displaying vocabulary
words.
*Let’s all aim for technology integration in the lesson plans.
Websites-resources Reading stages chart:
http://www.readinga-z.com/guided/stages.html
comparing different leveling systems: http://www.readinga-z.com/correlation-chart.php
Synthesizing our learning so far Please type in the chat window something you’ve gleaned from the
webinar so far.
What are you thinking now? A fact A resource An idea from the instructor An idea from a colleague Something surprising or interesting Something you want to explore further on your own
Quick interactive poll relating to “balanced literacy” Our own memories of elementary literacy from our own childhoods!The polling tool is next to the “hand” tool in the PARTICIPANTS window.Which of the following do you remember best from your own elementary experiences as a child? [If you had to pick only one!]*Optional: Feel free to elaborate more in the chat window.A. read-aloudB. shared readingC. guided readingD. independent readingE. partner reading
Sharing of yourself as a reader and writer; share your own work from your own childhood, if possible!
“If you like the book, it will like you back”.
“I like this book.”
“I like this dog.”
--Dr. Semingson, back of homemade book, age 8.
Sharing of yourself as a reader and writer; share your own work from your own childhood, if possible!
“You are a book.”—former third grade student
Students notice the power of your modeling whether it is your current writing or your sharing from your own literacy life as a child.
Consider:
What can you share with them from your past?
What can you share with them from your present?
What goals are you working on with reading and writing that you can share?
Word Study Phonics Lesson Plan
Word Study Lesson: Resources & ExamplesExamples are in:
Smith and Read chapter On Blackboard (already posted)
Let’s look at the blank template together (desktop sharing).• What are you noticing about the type of instruction in these
examples?
The Big Five of Reading (National Reading Panel, 2000)Phonemic Awareness
Phonics
FluencyVocabulary
Comprehension
Lesson Steps Activities Materials
Introduction connect today’s
lesson to previous lessons
give a purpose for today’s lesson
“Students, you remember that we have been studying the sounds of the alphabet letters. Today we will learn how to blend the letter sounds together to read words. Learning to blend letter sounds together is the first big step in learning to read most of the words you’ll see.”
Explicit Teacher Explanation and Demonstration
1. Write the word mat on the whiteboard.2. Point to each letter and make its sound.3. Blend the three sounds together slowly, then pronounce the word. Sweep your hand below the
letters as you blend the sounds slowly, then tap below the word as you pronounce it.4. Repeat this blending process with several other short-a CVC words until you feel that the
students are ready to move on.
whiteboardmarkerseraser
InteractiveGuided Practice
1. Write the word sad on the teacher’s whiteboard and have the students write the word sad on
their individual whiteboards.2. Using the teacher whiteboard as an example, lead the students in blending and pronouncing
the word sad in unison on their whiteboards.3. Repeat the blending process with the students on several more short-a CVC words. Provide
guidance as needed.
student whiteboardsmarkerseraser
MonitoredIndependent Practice
1. Write the word fat on the teacher’s whiteboard. Have the students copy the word onto their
whiteboards.2. Say to the students, “When I say think, you look at the letters on your whiteboard and figure
out the word in your head. When I say word, you tell me the word.”3. Repeat this process with more short-a CVC words until you feel that the students are beginning
to understand the blending process well.4. Have the students read a short-a decodable text for additional practice.
Student whiteboardsmarkerseraser
SOURCE: from Dr. John Smith based on template from Smith and Read, 2009
Writing objectives C-ABC Format See the Lesson Plan Tutorial on Blackboard
A is the AudienceB is the BehaviorC are the Conditions And + C is Plus Criteria
[when/where] + [who] + [what] + [how well]
Discussion in chat window Much debate and discussion (e.g., Chall, 1967, 1983) has been
discussed about the role and place of phonics in reading instruction. What are your thoughts about phonics, especially in light of what you have been reading in this class and your own experiences in teaching reading?
Type your responses in the chat window.
I will share more about Jeanne Chall’s work and influence on the field of literacy and the “great debates” of reading in Webinar 3! In 2009, I studied in the Chall collection at Harvard as a recipient of the Jeanne S. Chall Research Grant.
Closure--Synthesizing our learning so far Please type in the chat window something you’ve gleaned from the
webinar, overall
What are you thinking now? A fact A resource An idea from the instructor An idea from a colleague Something surprising or interesting Something you want to explore further on your own Something about the webinar experience itself!
Phonics Tutorial…for later review Keep this tutorial and review it regularly! It is a collection of
short videos that will serve as good review: https://mavspace.uta.edu/xythoswfs/webview/_xy-3426948_1
Subscribe to my YouTube Channel! https://www.youtube.com/channel/UCcXN5J1i1Yli0Jh0jpswj7g
[Prof. Semingson will send the tutorial over the conference and also post on Announcements on Blackboard.]
