WELCOME! Jessica Prescott. Karon Stocks

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1 WELCOME! Jessica Prescott Literacy Coach, Stripling ES, Gwinnett County Public Schools Teaching 12 years, Coaching 6 years Graduate of Miami University, University of Dayton, and The Literacy Collaborative at The Ohio State University Karon Stocks Literacy Coach, Benefield ES, Gwinnett County Public Schools Teaching 13 years, Coaching 5 years Graduate of Piedmont College, Georgia State University, and Troy University

2 Balanced Literacy is a curricular methodology that integrates various modalities of literacy instruction-interactive Read Aloud, Shared Reading, Guided Reading, Independent Reading, Shared Writing, Interactive Writing, Guided Writing, and Independent Writing. Assessmentbased planning is at the core of this model. The balanced literacy approach is characterized by explicit skill instruction and the use of authentic texts in the Reading and Writing Workshop Model. Through various modalities, the teacher implements a well-planned comprehensive literacy program that reflects a gradual release of control, whereby responsibility is gradually shifted from the teacher to the students. Adapted from:

3 TIME CAPSULE What is your definition of Word Study as a part of Balanced Literacy? Write your definition on a slip of paper and set aside.

4 TIMELINE FOR CREATING A WORD STUDY FRAMEWORK Knowledge of a developmental continuum and the 9 categories of learning Teaching throughout the Balanced Literacy Framework Framework Meeting the standards (CCSS/AKS) Assessment

5 A DEVELOPMENTAL PROCESS

6 A DEVELOPMENTAL PROCESS Systematic Approach to Teach Phonics and Word Study Stage 1: Emergent (PreK-mid 1 st ) Stage 2: Letter Name (grades 1-2) Stage 3: Within Word Pattern (Grades 2-4) **Words Their Way and Word Journeys 9 Categories of Learning 1. Early Learning Concepts 2. Phonological Awareness (and Phonemic Awareness) 3. Letter Knowledge 4. Letter/Sound Relationship 5. Spelling Patterns 6. High-Frequency Words 7. Word Meaning 8. Word Structure 9. Word-Solving Actions **Fountas and Pinnell

7 LET S CREATE THE DEVELOPMENTAL CONTINUUM Part One: 1. Get in a group of Take ONE baggie from the middle of the table 3. Take out the big card (the CATEGORY card) from the baggie and read to your group quietly. 4. Then, take the 6 small cards (PRINCIPLE cards) out of the bag. 5. You and your team have 5 MINUTES to arrange the PRINCIPLE cards in order of difficulty. 6. Take out your sign and hold it in the air when your group is finished. Part 2: 1. Each team will get 2 MINUTES to debrief with the table. 2. Start with Early Learning Concepts, followed by Phonological Awareness, Letter Knowledge, and Letter Sound Relationship. 3. Tell your team the GIST of your CATEGORY card, and how you arranged your PRINCIPLE cards. 4. Hold the paddle in the air when you are finished, but DO NOT put your cards away yet!

8 Early Learning Concepts Recognizing one s name Understanding that one spoken word matches one group of letters Understanding the concept of a word Using letters in one s name to represent it or write a message Distinguish between print and pictures Using left-to-right directionality of print Phonological Awareness Hearing and connecting rhyming words Hearing and saying individual sounds (phonemes) in words Hearing similar beginning phonemes in words Hearing similar ending phonemes in words Manipulating phonemes at the beginning of words Hearing and identifying phonemes in a word in sequence DISCLAIMER!!! THESE PRINCIPLES TO DO NOT REPRESENT EVERYTHING CHILDREN LEARN OR YOU WOULD TEACH WITHIN THIS CATEGORY THEY ARE ONLY A SAMPLE.

9 Letter Knowledge Producing letter names Categorizing letters by feature Making connections between words by recognizing letters Recognizing letters in continuous text Recognizing the sequence of letters in words Using efficient and consistent motions to form letters Letter/Sound Relationships Recognizing that letters represent consonant sounds Recognizing similar beginning consonant sounds and the letters that represent them Recognizing and using consonant clusters that blend 2 or 3 consonant sounds (onsets) Recognizing and using vowels in words with silent e (CVCe) Recognizing and using y as a vowel sound Recognizing and using vowel sounds with r DISCLAIMER!!! THESE PRINCIPLES TO DO NOT REPRESENT EVERYTHING CHILDREN LEARN OR YOU WOULD TEACH WITHIN THIS CATEGORY THEY ARE ONLY A SAMPLE.

10 ALIGNING THE AKS WITH COMMON CORE (AKS-Academic Knowledge and Skills)

11 THE PHONOLOGICAL AWARENESS PROCESS The process starts at the bottom and goes up.

12 Word Study Fluency & Handwriting Spelling Phonological Awareness

13 ACADEMIC KNOWLEDGE AND SKILLS

14 GCPS WORD STUDY DESCRIPTORS Stage One The student will begin to discover written language evident by pretend writing that consists of scribbles, strings of letters, symbols and/or pictures. Students understand that writing represents a message, but no letter-sound correspondence is evident, and the shape of the letters and location of the message on the page are approximations. Stage Two The child has developed the understanding of the concept of what a word is and has begun to read and write. Reading and writing involve the letter name process which means letter by letter break down of a word using its sound. This involves temporary spelling with the child moving from incomplete to complete sound representation. Stage Three Readers and writers at this stage no longer have to decode/construct words letter by letter, but now use chunks of letters- both vowels and consonants. This automaticity leads to more fluent reading and writing. At this stage the child is able to study words by sound and pattern, looking closely at vowel patterns within and across words. Spellers at this level also need to study the use and spelling of homophones and contractions. Stage Four Students at this stage use most vowel patterns in single-syllable words correctly. They learn to apply their pattern knowledge to multisyllabic words-within syllables and across syllable boundaries. The principles of syllable juncture, including the addition of affixes, become the instructional focus. Stage Five Students have mastery of high frequency words and control of polysyllabic words. These advanced readers and writers encounter more cognitive academic language which includes Greek and Latin roots and less commonly used roots with affixes. The study of derivatives leads to broader understanding of spelling complexities.

15 AKS/CCSS ALIGNMENT

16

17 SIGHT WORDS BY READING LEVEL

18 FIRST GRADE SIGHT WORDS BY THE WEEK

19 CREATING A CLASSROOM FRAMEWORK

20

21 FRAMEWORK WITHOUT GUIDED READING COMPONENT

22 FRAMEWORK WITH GUIDED READING COMPONENT

23 THINGS TO REMEMBER THESE WILL PROBABLY ANSWER THOSE QUESTIONS YOU ARE HAVING! Word Study = spelling + phonics + vocabulary these are not taught in isolation Word Study is designed to take minutes each day Word Study needs to be done daily to be effective The Word Wall activities were designed to take 5-7 minutes The Word Principle activities were designed to take minutes The Word Wall and Word Principle activities were designed to be taught together for a total of minutes. Shared Reading is done during the Reading Block, but is designed to include the study of words Shared Reading is in the form of a poem in this framework, but it can be in the form of a big book if the book is appropriate for Shared Reading Word Work Principle in Guided Reading should be 3 minutes before or after your Guided Reading lesson.

24 REVISIT TIME CAPSULE Looking back on your definition of Word Study, how has your definition changed? What did you find striking? What was confirmed for you? What surprised you? What are you still wondering? On the back of the paper, write down one thing you can go back and use in your classroom.

25 RESOURCES

26 CONTACT INFO Jessica Prescott Karon Stocks ga.us Gwinnett County Public Schools

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