Book Orientations: Early Language and Literacy Certificate, Course 1 Class 8 Guided Reading Plus.
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Transcript of Book Orientations: Early Language and Literacy Certificate, Course 1 Class 8 Guided Reading Plus.
Book Orientations:Early Language and Literacy
Certificate, Course 1 Class 8
Guided Reading Plus
HousekeepingO Lesson planner – use it
O planner needs to be completed, on the GR table, and in use during the lesson
O include all parts of the lesson (use timer)O Reread the guide sheet
O guide sheet gives some explanation for each component – enough to get you going until we cover it in class
O Look-fors – read them
HousekeepingO Make-Up Work
Based on some assumptions:O every class is important O specific information to be learnedO foundational to course 2 and 3
O will take this information and go deeper
Therefore, from this point forward, no matter the reason for missing class, it has to be made up. If it isn’t made up, there will be no credit for the course.
HousekeepingO Does everybody have a book you
could use with your group next week?
O Any questions from last week’s class that Barb wasn’t able to answer? O Oral language?O Progress monitoring?
Homework from Last Class
O Case Study AssessmentsO Do assessments on your entire case
study group and complete Case Study Summary of Assessments on all
O At the end of the course, will turn in assessments for entire group AND choose one student to analyze post assessments for Case Study Analysis assignment
Essential Questions
O How do I select books & prepare students (especially culturally and linguistically diverse students) to successfully read a new instructional book?
Foundational IdeasO Goal of book orientation
O to prepare the reader to read the text successfully
Foundational IdeasO Text must be at instructional level
O the child can read it WITH assistanceO the child needs assistance to be
successfulO the child will not be successful w/o
assistance
Foundational IdeasO The new book is NOT a test
O Giving a rich introduction is not cheating!
O DO NOT wait until after reading to find out if children understand the book.
O Bring comprehension to the forefront to ensure understanding, ensure understanding, ensure understanding……
Foundational IdeasO Some challenges are left for the
reader to solve (KEY: challenges must be within child’s capabilities)
O The art of teaching – O knowing how much information to
provide up front and how much to leave for the reader to solve
Foundational IdeasO NOT a ‘picture walk’; a ‘book
orientation’O could look at the whole book, but not
necessarily O example: Pets
Foundational IdeasO De-Bug the text
O Set the child up to read the whole book himselfO deal with the tricky parts up frontO (no round robin, no choral reading)
Foundational IdeasO Vocabulary
O present vocab in conversation about the book
O NOT a list up frontO example: Pets
Foundational IdeasO For Grouping
O If we don’t have a group at the child’s instructional level, we should choose a lower group for that child, not a higher one.
O Try every avenue to keep this from happening.
Planning a Book OrientationO Think about the ‘load’ of the book in
each of these areas:
OMeaning
OStructure
OVisual Information
MeaningO Meaning
O Background knowledge needed to understand the text O the plot, the topic, the characters O previous books like this - connect
StructureO Text structure/layout
O days of the week, diagrams, charts, layout of text itself
O Language structuresO literary language (once upon a time…)O phrases they may not have heard (“And
then, along comes Jake.”)O complex sentence structures (split dialogue)O punctuation, bold print, italics
Visual InformationO 1-2 new and important words that are
necessary for understanding the bookO wanted/went – Bobbie’s Airplane
O Mr./Mrs. – Say Cheese!
O Often used on many pagesO Usually not content words
1-2 Important WordsO Teacher Language:
O “One of the words the author uses in this book on many pages is airplane.”
O “What would you expect to see at the beginning of airplane?”
(“What else might you see?”)O “Look on page 10 and find airplane.”O “Do a slow check and see if it looks like
airplane.”
Guided Practice: The Hungry Giant
O Handout: Blank Lesson PlannerO So, how do we write a book
introduction?O 1-2 sentence overviewO MeaningO StructureO Visual Information (1-2 words)
O done at the end of introO tapers off at level 14
Book SelectionO Based on what we’ve just done, what
do we need to consider when selecting a book?
(think culturally and linguistically diverse students also)
Book SelectionO What does ‘load’ have to do with book
selection?
O The load should be rigorous in one area, but NOT in all areasO areas with load need to be supported
O Example: Animal Smells O Chapter 3, pg. 18-19
Plan a Book Introduction
O Using the book you brought and the blank lesson planner, write a book introduction
O Share with a partnerO Whole group questions?
Daily Miracle VitaminO Level 3 (tiger)
O “What would you expect to see at the beginning of the word ______?”
O “Turn to page ____ and find the word ____”O “Do a slow check and see if it looks like ___.”O “Do a slow check again.”O “Turn your book over and see if you can
write _____ on your whiteboard. Be sure to ‘Say It Slowly While You Write.’
O “Check in your book. Were you right?”
Daily Miracle VitaminO Level 24 (poisonous) [multi-syllable = clap syllables]
O “Let’s think about the word ______. Clap _______. “O “What are some of the letters you expect to see in
______?” (might let them try on WB)O “Find the word ______ on page _____.”O “Use a masking card to show yourself the parts.”O “Anything tricky about how ______ is spelled?”O “Do a slow check and listen for all the parts of
_______.”O “Turn your book over and see if you can write _____
on your whiteboard. Be sure to ‘Say It Slowly While You Write.’
O “Check in your book. Were you right?”
Essential Questions
O How do I select books & prepare students (especially culturally and linguistically diverse students) to successfully read a new instructional book?
Essential ConnectionsO LEAP
O MCD: methods & pacing, academic languageO HIIM: check for understanding, feedback
O English Language LearnersO Oral Language DevelopmentO Academic Language
O Common Core ShiftsO NonfictionO EvidenceO Increasing text complexity
HomeworkO READ
O Article: Orientation to a New BookO DO
O Reflect on classO Reflect on reading
O BRING to next classO Next class powerpoint (for notes)O ALL handouts received thus far