Good Morning!

Good Morning!Please…

…locate the table with your name.

…purchase your readers for science and math.

…look through the syllabus.

Find someone who…

Goals

• Introduction to methods

• Introduction to language arts

• Introduction to reading

• Concepts about Print

Language Arts Methods

• What is “language arts”?

• What is included in language arts instruction?

Quickwrite

• How did you learn to read?

• What other memories do you have about reading in elementary school?

What is reading? What do children say?

• “It’s filling out workbooks.”

• “Pronouncing the letters.”

• “It’s when you put sounds together.”

• “Reading is learning hard words.”

• “Reading is like thinking…you know, it’s understanding the story.”

• “It’s when you find out things.”

How do teachers teach?

• Learning to read means learning to pronounce words.

• Learning to read means learning to identify words and understand their meaning.

• Learning to read means learning to bring meaning to a text in order to get meaning from, or understanding, a text.

Discuss with a partner:

• How did you learn to read?

• What memories do you have about reading in the elementary years?

Cueing Systems

Woggily ThenkThe woggily thenk squonked zarily mire

the herp.

• What squonked?• How did it squonk?• Where did it squonk?• What kind of squonk was it?• Draw a woggily thenk.• Why did the woggily thenk squonk?

Pronounciation of Words• The bandage was wound around the wound.• The farm was used to produce produce.• The dump was so full that it had to refuse more refuse.• He could lead if he would get the lead out.• The soldier decided to desert his dessert in the desert.• Since there is no time like the present, he thought it was time to

present the present.• A bass was painted on the head of the bass drum.• When shot at, the dove dove into the bush.• I did not object to the object.• They were too close to the door to close it.• A seamstress and a sewer fell down into a sewer line.• To help with planting, the farmer taught his sow to sow.• The wind was too strong to wind the sail.• After a number of injections my jaw got number.• Upon seeing the tear in the painting I shed a tear.• I had to subject the subject to a series of tests.• How can I intimate this to my most intimate friend?

• “At least four theoretical variants of the interpretive semantic theory have appeared in the literature since Chomsky first grappled with the problem of semantics. In the late 1960s, alternatives were offered by Lakoff (1968), McCawley (1968), and Ross (1967). Their arguments centered around the ideas that it is not possible to separated the semantic and syntactic components of the grammar. According to these linguists, there is not a single base phrase marker but, rather, sentence generation begins with the semantic component and subsequent interaction between lexical insertion and transformation rules leads eventually to the surface structure and the application of the phonological component.”

Psychology of Language (1978, p. 38)David Palermo

Context

• I want a ______ drink of water.

• It is a hot day.

I want a ______ drink of water.

• It is a hot day.

I want a c ___ d drink of water.

Cambridge Study Aoccdrnig to rscheearch at Cmabrigde Uinervtisy,

it deosn’t mttaer in waht oredr the ltteers in a word are, the olyn iprmoetnt tihng is that the frist and lsat ltteer be at the rghit pclae.

The rset can be a total mses and you can still raed it wouthit a porbelm.

Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe.

Amzanig, huh?

Early Reading: Concepts about Print

Even before children learn to read, they need a firm understanding of how the world of print works. Children who have plenty of experiences with books and printed material understand concepts of print. Others without such experiences may lack such understanding.

In groups of three, take a look at one of the books at your table. What do you think is meant by “concepts about print”?

Concepts about print: How do you teach them?

Concepts about print……is a global term. It includes concepts related to

conventions, purpose, and functions of print: • The purpose of print• The different forms of print • The relationship between print and the spoken

word • How to hold a book and turn pages one at a time • How stories work • The concept of a word and word boundaries • The difference between a word, a letter, a

sentence • The parts of a book • Directionality

Concepts about Print

K:

• Parts of a book

• Print in various forms (e.g., A, a, α)

• Sentences, letters, words

• Directionality and tracking

• Punctuation marks

Concepts about Print

1st

• Speech to print match

• Additional conventions

Other Activities to Develop Concepts about Print

• Have class helpers search for distinguishing features of the front of books

• Model directionality and one to one matching

• Leave multiple pieces of familiar text (songs, poems, rhymes, etc.) posted in the room

• Write a brief, familiar rhyme or poem on individual word cards and assemble them on a pocket chart.

• Have children search familiar text

• Use interactive writing to provide opportunities for constructing text with children. Model, share and support the writing task for emergent writers.

• Use magnetic letters, word tiles or even name cards to complete sorts

• Create a pocket chart activity using a few known sight words, children's name cards and periods, exclamation marks and question marks.

• Practice reading simple sentences

Mary can jump.I can run!Can Paul sing?

Mary can jump!I can run?Can Paul sing.

Assessing CAP1. Does the student know the concept of front of the book?

Hand book to the student in a vertical position, spine towards child.Say, "Show me the front of this book".Check the box if answer is correct.

2. Does the student know that the print not the picture is the part to be read?Open to the first page of text. There should be a picture on this page.Say, "I will read this book to you. Show me where to read."Check the box if student points to first word on top left of pg.

3. Does the student know which way to read?Turn to the second page of the book.Say, "Point to where I start reading."Check the box if student points to print somewhere on the first page.

4. Does the student know that print is read from left to right?Say, "Which way do I go?"Check the box if student moves finger from left to right.

5. Does the student know at the end of the line to return to the next line?Say, "Where do I go after that?"Check the box if student "return sweeps" to the left.

6. Does the student have one-to-one match with voice to print?Say, "Point to the words as I read." Check the box if student matches your voice to the print as you read.

7. Does the student understand the concept of first and last?Turn to a new page.Say, "Show me the first part of this story."Say, "Show me the last part of this story."Check the box if student points to any of the following combinations:the first and last words on a linethe first and last words in a sentencethe first and last words on a pagethe first and last words in the book

8. Does the student know that the left page is read before the right page?Turn the page so that there is a left and right page to read.Say, "Where do I start reading?"Check the box if student points to the left page.

9. Does the student know the meaning of a question mark?Point to a question mark in the text.Say, "What is this for?"Check the box if student says, "question mark" or "when you ask something.“

10.Does the student know the meaning of a period?Point to a period in the text.Say, "What is this for?"Check the box if student says "period" or at the end of the sentence."

Next week: A balanced reading program; Read aloud; Alphabet Recognition;

Introduction to phonemic awareness Read: Honig et al., chapters 5 - 7

Do: Based on the readings, locate and bring in an alphabet book. Complete a written reflection to address the following:

• What features make this book one you would use in the classroom?

• What tentative ideas do you have for how you would use it with young children?

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