Book Orientations : Early Language and Literacy Certificate, Course 1

Book Orientations:Early Language and Literacy

Certificate, Course 1

Class 8Guided 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 Ideas

O Goal of book orientationO 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 Ideas

O 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 Ideas

O NOT a ‘picture walk’; a ‘book orientation’O could look at the whole book, but not

necessarily O example: Pets

Foundational Ideas

O De-Bug the textO Set the child up to read the whole

book himselfO deal with the tricky parts up frontO (no round robin, no choral reading)

Foundational Ideas

O VocabularyO present vocab in conversation about

the bookO NOT a list up front

O example: Pets

Foundational Ideas

O For GroupingO 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 Orientation

O 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 book

O wanted/went – Bobbie’s Airplane

O Mr./Mrs. – Say Cheese!

O Often used on many pages

O 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 Planner

O 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 partner

O 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