LIST 4373 Maymester 2013 Session 2 with Dr

LIST 4373 Maymester 2013 Session 2 with Dr. Peggy Semingson

Before the class begins… • Welcome! • Login to the online network and to Blackboard • Be ready to discuss the readings in class! (emergent literacy reading) • Write down any questions you have about the syllabus • Have your syllabus handy (digital or print)

Success in Class Tips • Do all required reading before class. • Take notes while reading • Bring questions (if any) and thoughts about the course readings and assignments! • Come prepared to discuss the key ideas from the readings. I will expect accountability and critical thinking in class, including preparation.

Class Goals and Objectives Students in LIST 4373 will…. • Become more familiar and confident with webinar tools. • Discuss the major topics of the last few sessions in the chat window. • Define balanced literacy • Examine ways to teach emergent literacy • Construct a definition of what emergent literacy is • Evaluate different “hands-on” (VAKT) ways to teach phonics • Explore mobile tools that facilitate literacy

Due Dates: Next week is busy! • Discussion Board 1: Let’s look at the discussion template and examples of discussion. 3 comments to peers. • Quiz 1: • Webinar, Friday 5/24 • Looking ahead: Online Book Club (Hundred Dresses): be ready for book club. • Template on blackboard

Coming up…book club discussion • Hundred Dresses by Eleanor Estes. • Read the book outside of class and be prepared to discuss it in small groups. • Key concepts of book club • Let’s visit the folder in Blackboard. (Revisit this on your own time, as well).

Big ideas about book club • • • Reader response Literature logs Prompts Open discussion Accountable talk to facilitate discussion • Type in chat window two things: What did you learn about book club from the Professor 3 Notes? • What do you think the online book club will be like?

Finish from last time • Prezi • Effective Questioning

Review and Coming up…balanced literacy • How would you define balanced literacy? Type your answer without looking! See what you remember…. • Write for one minute and then share with a colleague

Big Ideas of Balanced Literacy • • • Read aloud Shared reading Guided reading Partner reading Independent reading

More big ideas of balanced literacy…. • • • Word Study Literacy Circles/Book Club Write aloud Shared writing Interactive writing Learning Centers

What do you know about emergent literacy? • --what are songs, poems, rhymes, and books you know that are good for children ages 0 -6 in early literacy learning? • --what are tongue twisters you can recite that teach alliteration? (e. g. , Peter Piper Picked a Peck of Pickled Peppers). . . • --what pattern books do you know (e. g. , Brown Bear, Brown Bear)?

UNDERSTANDING WORDS IN PRINT Sam, Sam the baker man washed his face in a frying pan, combed his hair with a wagon wheel, and died with a toothache in his heel.

CONCEPTS THAT ALPHABETIC LITERACY IS BASED ON 1. The Alphabetic Principle: In an alphabetic language, there is a direct relationship between the sounds we say and the sounds we write 2. Concepts About Print: Print represents spoken language, Print conventions, word awareness 3. Phonological awareness: The sounds of the language can be broken apart and manipulated

TEACHING CONCEPTS ABOUT PRINT Print represents spoken language: Write in front of students (morning message, experience stories), show them print versions of favorite songs, poems), read and reread favorite books, point to words Print conventions: read and reread favorite books, point out parts of book when you read, let students point out letters and other print features, Give students lots of time to explore/play with print materials Word awareness: read and reread favorite books, point to words, give students access to experience stories, poems, and other things written on charts that they have memorized so they can practice tracking print, write in front of students

ACTIVITIES: PHONOLOGICAL AWARENESS Rhyming/Alliteration (alphabet books, tongue twisters, poetry, songs) Segmenting Sentences (“being the words”, counting words in sentences) Segmenting Syllables (clapping and counting syllables in names and other words) Segmenting and blending Onset-rimes (the name game, “take the /p/ off /pot/ and replace it with /h/”) Segmenting and blending phonemes (stretching out the sounds in words--turtle talk, counting the number of phonemes in a word)

Difference between… • Phonological awareness • Phonemic awareness • Phonics (print/text)

Dr S’s demos of teaching methods • Emergent Literacy – Shared writing—let’s practice – Read aloud (techniques!)—let’s practice – Phonological awareness: syllabicating names – Phonological awareness: tongue twisters/alliteration – Phonological awareness: rhyming tasks – What do you hope to try with these?

Dr S’s demo of teaching methods • Phonemic awareness • Sound isolation • Phonemic segmentation • Phonemic blending • Say it and move it • Sound boxes • Say it slow/say it fast

Frontloading: Defining Key Terms of Emergent Literacy • • • emergent literacy print concepts phonemic awareness phonological awareness onset rime oral blending oral segmenting shared book experience

Good children’s books for emergent literacy • Share experiences: tell about what that experience of reading to and with a young child was like…. • Read alouds • Sight word books • Pattern/predictable books • To do at home: • Get on Google and search for a good pattern/predictable book author or book and type it into the chat window

Lesson Steps Activities Materials “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. whiteboard markers eraser Interactive Guided 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 whiteboards markers eraser Monitored Independent 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 whiteboards markers eraser Introduction connect today’s lesson to previous lessons give a purpose for today’s lesson

Lesson Planning! • How was the previous mini-lesson explicit and systematic? • How does it embrace the “I do, we do, you do” model? www. austinisd. org/. . . /EC_Balanced_Literacy_2 0111019. pdf • Gradual release of responsibility model

Advanced Word Study • • affixes orthography structural analysis morphemes word consciousness consolidated alphabetic phase base words content vocabulary and teaching methods word sorts

Mobile Tools • Demonstrations of mobile tools for phonics • ABC pocketphonics lite • ABC Photo Touch • Web-based • Starfall. com on internet

More Resources for Emergent Literacy/Word Study • Florida Center for Reading Research • Mem Fox. com • Mobile tools (explore your own) • Mo Willems’ web site

What do I remember? We will answer these in small groups • 1. Define balanced literacy (again!) • 2. Define emergent literacy and interactive ways to teach • 3. Define gradual release of responsibility and a teaching technique from this webinar that represents it.

Q/A Questions?

Friendly Reminders…. stay on top of things!! • Submit your post-webinar reflection to Blackboard by the due date! you are learning with others! • Please email me if you need anything. I will reply quickly. You can also set up BBIM to IM me most days. • I can also do 1 -on-1 videoconferences at your convenience (by appointment) if you have individual questions. I am more than happy to set up an appointment to meet by videoconference!