Welcome to SB472 Professional Development

Welcome to SB472Professional Development

Houghton MifflinReading: California

Grade 6Day 3

NORMS

Today we will:

• Participate and learn from each other• Share our good ideas• Be on time• Keep cell phones on silent

Day 3 OutcomesBy 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:

• 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 GroupsHomework Debrief Activity

• 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 MIFFLINWORD WORK

Red Pages

Reading/Language ArtsFramework

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 Phonics Decoding Word-attack skills Spelling 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 StandardsGuided 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. Frog 4. Smile2. Grab 5. Queen3. Fix

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 phonemes-

Write a grapheme for each sound you hear:

Phonemic AwarenessDefinition:

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 manipulationBlendingSegmenting (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 ReadingMultisyllabic 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

Analysis/Phonics

Spelling

Suffixes

-ful, -less, -ly

Short Vowels

Prefixes

un-, re-

Long Vowels

Syllabication Other Vowel

Spellings

Long and Short

Vowel Spellings

Other Vowel

SoundsPossessives and

Contractions

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

TEACHPRACTICE

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.

EnglishLearners

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 onDay 1 to prepare students, and re-taught on Day 3as 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 Instructionin 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 5Activity 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:a single

vowel followed by a consonant sound

Short vowel

sound spelled with the usual short vowel pattern

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:

? Information that you need clarified

□ Information that you already use

!! Information that is new

Information that you want to apply

Reading Comprehension2.4 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 LearnersSpecial Needs Learners

• Think-Pair-Share: Reflect with a partnerusing 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

PracticeUsing the Sound/Spelling Cards

• Directly teach the use of the Sound/Spelling cards and the color code:– 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 Firstfor this next activity:

“GIVE ONE — GET ONE”Reading Comprehension2.4 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 ArtsFramework 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 AloudGuided Practice:

Student PairsApply:

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

• Four Types of Vocabulary

1. Listening Vocabulary2. Speaking Vocabulary3. Reading Vocabulary4. 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 InstructionReview from Put Reading First

□□ Indirect Learning: Daily oral language Listening to adults read

Extensive independentreading

□□ Direct Learning: Specific Word InstructionPrior to reading textRepeated exposuresExtended instruction

Word Learning StrategiesUse of dictionaries, reference materialWord 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.