Bosland Handouts

What are the most important foundations
of effective interventions?
More instructional time
resources
Smaller instructional groups
More precisely targeted at right level
skill
Clearer and more detailed explanations
More systematic instructional sequences
More extensive opportunities for guided practice
More opportunities for error correction and feedback
School Day Includes:
Reading to Children
Reading by Children
Reading with Children
Writing for Children
Writing by Children
Writing with Children
Activities for Phonemic
Awareness,
Print, Vocabulary, Fluency and
Comprehension
Recreate Reading Experiences that Create
Literacy
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Comfortable
Interaction
Learn Strategies
Fun
Ask Questions
Scaffold
Compare/Contrast
Choice
Questioning Kids
What do you notice?
Can anyone tell me anything about this
______?
Has anything on the chart, in the
picture, in the writing made you think
of something in your life?
What part did you spot?
What do you think?
Do you see something __________?
(Different, Familiar, Weird, etc.)
What do you recognize?
Can you tell me what you see?
Can you show me something on the
chart?
What do you know about this
_________?
Does anyone have any ideas about
________?
Book Station ~ DIRT Time
List 3 Goals
• ___________________
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• ___________________
• ___________________
• ___________________
Book Center
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Reading ~ Listening ~ Writing ~ Viewing
Developing Concepts of Print
Pretending/Really Reading
Enjoying “Picture Reading”
Rereading Familiar Stories
Practicing Reading Skills
Learning that Print Holds Meaning
Exploring Other Worlds
Making New Friends
Working Independently
10
Stretch the
word out
Look for
small parts
Ask for
a hint
Donna Whyte
Illustrations by Joyce Rainville
Look right?
Sound right?
Make sense?
Switch
the sound
©
Donna Whyte
Illustrations by Joyce Rainville
Ask for
a hint
Switch
the sound
Jump over…
read on…
come back
and reread
Stretch the
word out
Look for
small parts
©
Look right?
Sound right?
Make sense?
Jump over…
read on…
come back
and reread
Stretch the
word out
Look for
small parts
Switch
the sound
Get your
lips ready
Get your
lips ready
Jump over…
read on…
come back
and reread
Look at the
picture
Look right?
Sound right?
Make sense?
Ask for
a hint
Donna Whyte
Illustrations by Joyce Rainville
Get your
lips ready
Look at the
picture
©
Look at the
picture
What could be in the Book
Center?
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Realistic Fiction
Mystery
Magazines
Newspapers
Junk Mail
Menus
Comic Books
Science
Travel Guides
Student Authored
____________
Historical Fiction
Non Fiction
Catalogs
Maps
Pamphlets
Phone Books
Buying Guides
Social Studies
Humor
Requests
_______________
Questioning Kids
•What do you notice?
•Can anyone tell me anything about this ______?
•Has anything on the chart, in the picture, in the
writing made you think of something in your life?
•What part did you spot?
•What do you think?
•Do you see something __________?
•(Different, Familiar, Weird, etc.)
•What do you recognize?
•Can you tell me what you see?
•Can you show me something on the chart?
•What do you know about this _________?
• Does anyone have any ideas about ________?
Reading
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Before:
Author/Illustrator
Building Background
Picture Walk
Prediction
Building Connections
Vocabulary
During:
Share
Choral/Echo
Print Concepts
Language Concepts
Words
Partner Read
“Hide the Words”
After:
Act-it-Out
Make Books
Compare/Contrast
Check Story Elements
Discuss
“Change the Story”
Sequence
REREAD
Reading Components
and the “Big Five”
Means
End
DECODING
COMPREHENSION
• Phonemic
Awareness
• Phonics
• Vocabulary
• Text
Comprehension
Phonemic Awareness
The understanding that spoken
language is comprised of individual
sounds strung together to form
words that hold meaning from
speaker to listener.
Steps
of
Phonemic
Awareness
Skills
Phoneme Manipulation
Phoneme Segmentation
Phoneme Blending
Sound Isolation
First~Last
Onset~Rime Blending
/Segmenting
Blending/Segmenting
Compound Words
Words within a Sentence
Rhyme
Word Play
Model ~ Teach
I do it – Children watch/listen
Guided Practice
We do it – Teacher watches/listens and
responds
Independent Practice
They (You) do it ~ Teacher Check
Extended Practice
They (You) do it ~ Relate to Prior Learning
Small Steps ~ Big Difference
• Attendance
• Rhymes
• Do you hear “individual sounds”?
• Magic Spoon
• “Stretchy” Strap
• Real ~ Nonsense Words
Compound Words
• Begin with whole word, e.g., doghouse
• Segment and blend
• Use fists, puzzles, linking blocks, big
“mama dance”
• Make lists of compound words
• Use color-coding (doghouse)
• Practice deletion (say doghouse without
dog)
Let’s make one word, using two
Two words, two words
Let’s make one word, using two
We’ll make compound words
Compound Split
“Camptown Races”
Say playground without the ground
Play - Play
Say playground without the ground
The word that’s left is play.
Say playground without the play
Ground - Ground
Say playground without the play
The word that’s left is ground.
What two words make up playground
playground, playground
What two words make up playground
The words are play and ground
Say rainbow without the bow
Rain - Rain
Say rainbow without the bow
The word that’s left is rain.
Say rainbow without the rain
Bow - Bow
Say rainbow without the rain
The word that’s left is bow.
What two words make up rainbow
Rainbow, rainbow
What two words make up rainbow
The words are rain and bow
La, la, la…
Say pancake without the cake
Pan - Pan
Say pancake without the cake
The word that’s left is pan.
Say pancake without the pan
Cake - Cake
Say pancake without the pan
The word that’s left is cake.
What two words make up pancake?
pancake, pancake
What two words make up pancake
The words are pan and cake
Let’s make one word, using two
Two words, two words
Let’s make one word, using two
We’ll make compound words
© CD - Hop, Skip & Jump to Learn by Donna
Whyte & Stephanie Record
Phonics
Understanding that there is a
relationship between letters
of written language and
sounds of spoken language.
Phonics
• Name of Letter (s)
• Letter(s) Formation
• Identifying the Sound of a Letter or
Combination of Letters
• Creating the Letter Sound
• Word Associated with the Letter
• The Letter(s) within Words
Words
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Say the Word (Verbal & Auditory)
See the Word (Visual)
Stretch the Letters/Sounds (Visual & Auditory)
Clap the Word (Kinesthetic/Auditory)
Compare the Word (Visual & Auditory)
Draw the Word (Visual & Spatial)
Sing the Word (Auditory)
Make the Word (Kinesthetic)
Write the Word (Kinesthetic & Visual)
What does the Word Mean to YOU!
Fluency
 Reread
 Echo Read
 Choral Read
 Partner Read
 Language Development
 Poems
 Morning Meeting Chart
Fluency –
Read text accurately and quickly
Practice with the known:
AB CDE FG HIJ KLM NO PQR ST UV WXY Z
ABC? D! EF. GHI! JK?
Phrases
The people Each of us
At my house Who was there?
No way
A long time.
Tranfer – The people were at my house a long time.
How do Children Acquire
Vocabulary?
 Verbal interaction
 Reading
 They are TAUGHT
Detail ~ Chart (Who, What, Where & When)
Sequence ~ Signal Words (Time Frame)
Second, Earlier, Next, Noon,
In the Morning, After School
Word Referents ~ Singular & Plural
you, its, him, that, your, my
we, they, ours, theirs, them
Context Clues ~ What makes sense? How does what we know help us to
figure out what we don’t know?
Predicting Outcome ~ What do you think
happened next?
Main Idea ~ “The BIG Picture”
Inference ~ “Read between the lines” Detectives follow the evidence
Character Traits ~ What do you know by what
the character says and does?
Cause & Effect ~ Recognition of the relationship
between events and what
happens after
Person, Place or Thing
“Do Your Ears Hang Low?”
Do you know a noun?
Can you list them write them down?
Think of names of People,
Places, Things all around
Some we know some are new
We’ll know more before we’re through
Do you know a noun?
Do you know a noun?
Can you list them write them down?
Think of names of People
Mom and Dad or a clown
The bug man with the roach
It could be your soccer coach
Do you know a noun?
La, la, la...
Do you know a noun?
Can you list them write them down?
Think of names of Places
Where you go Downtown
The Pizza Shop is cool,
The field behind my school
Do you know a noun?
Do you know a noun?
Can you list them write them down?
Think of things all around
Shiny pennies or a crown
Socks come in a pair
Silly underwear
Do you know a noun?
Do you know a noun?
Can you list them write them down?
Think of names of People
Places, Things all around
Imagine all we know
The list will always grow
Do you know a noun?
La, la, la…
Do you know a noun?
Things to Think About in Grouping…
• Reading Levels
• Time Commitment
• Learning Styles
• Ability to Handle Frustration
• Ability to Handle Interaction
• Problem Solving Skills
• Work Habits
• Organizational Skills
• Behavior Patterns
• Content or Subject Area
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Home/School Folder
Dear Parents,
Notice the new label on the front of your
child’s folder. This folder is now known as the
Home/School Folder. Each day important
papers and notes will be put in this folder to be
delivered to you. Please note: One side is
labeled “Left at Home” (please take those
papers out) and one side is labeled “Bring Right
Back” (I need those items returned in the
folder). All notes and money from home should
also be sent back in the folder. Anything small
(ie -coins, post-its) should be placed in the
baggie for safe arrival. The Home/School
Folder needs to be carried to and from school
each day in your child’s book bag. I will ask
the children to bring them to me first thing each
morning and will give them back at the end of
each day. Please remember to ask to see this
folder each night.
Thank you for your support
The Way We Choose to Start/End Our Day:
Speaks volumes of what we value in our classroom
Sets the stage for the day
Integrates: reading, writing, listening, speaking & viewing skills
Emphasizes shared responsibility
Builds “Problem-Solvers”
Highlights our belief in how children learn best!
Offers Safety
Develops a Climate of Trust
“Cements” our Community
Morning
Meeting
~Interactive Chart
~Schedule
~Song
~Calendar
~“New News”
~Announcements
Teaching Opportunities with Interactive Charts
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Directionality
Punctuation
Spacing
Letters, Words, Sentences, Symbols
Consonants/Vowels
Sounds (Beginning, Ending, Blends, Digraphs)
Word Wall Words
Rhyming
Synonyms, Antonyms, Homonyms
Compound Words
Contractions
Root Words – Prefixes/Suffixes
Questioning Kids
•What do you notice?
•Can anyone tell me anything about this ______?
•Has anything on the chart, in the picture, in the
writing made you think of something in your life?
•What part did you spot?
•What do you think?
•Do you see something __________?
•(Different, Familiar, Weird, etc.)
•What do you recognize?
•Can you tell me what you see?
•Can you show me something on the chart?
•What do you know about this _________?
• Does anyone have any ideas about ________?
Color Coding
Black
Green
Red
Yellow
Brown
Orange
Blue
Purple
Good Morning, Friend!
Good morning friend and how do you do?
Let’s turn around and greet a friend or two
So much to do, so much to say
We’d better get started on this ______ day
Come on over and find a place
I can’t wait to see your smiling face
Sing Yourself Smart CD by Donna Whyte ~ Crystal Springs Books 1-800-321-0401
“It’s a Wrap”
 Home/School Folders
 Evaluation of the Day
 Check List
I Need To Remember… Notes
 Dear Desk Fairy
Review*
Look Forward
Closing
How was _________’s day?
Dates
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Monday Tuesday Wednesday Thursday Friday
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Signature
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Purple - _________ Blue - __________ Yellow - _________ Orange - ____________
by Donna Whyte & Stephanie Record
Hop, Skip & Jump to Learn CD
by Donna Whyte & Stephanie Record
Hop, Skip & Jump to Learn CD
“Morning Meeting Afternoon Wrap Up”
Presented by Staff Development for Educators (SDE)
Donna J. Whyte
Breaux, A.L. (2003). 101 “Answers” for NEW TEACHERS and Their Mentors. Poughkeepsie,
New York: Eye on Education.
Glasser, W. (1986). Choice Theory in the Classroom. New York: HarperCollins
Publishers, Inc.
Hardin, C.J. (2007). Effective Classroom Management: Models and Strategies for Today’s
Classrooms, 2nd Edition. Ohio: Allyn and Bacon/Merrill Education.
Marzano, R.J., Pickering, D.J. & Pollock, J.E. (2004). Classroom Instruction That Works:
Research-based Strategies For Increasing Student Achievement.
New Jersey: Prentice Hall, Inc.
Whyte, D. (2004). Morning Meeting ~ Afternoon Wrap Up. Peterborough, NH: Crystal Springs
Books.