SESSION NOTES

SESSION NOTES
Session Four
Stage-Appropriate Word Study

Orientation to
the Session 5 min.

Group Sharing
& Reflection 20 min.
Setting Session Purpose 5 min.

Input: Modeling The Planning Process 30 min.

� Grouping from Class Profile

� Analyzing Competencies & Needs

Workshop: Planning Appropriate Instruction 30 min.

Making Connections 10 min.

Between Session Activity 5 min.

Personal Reflection 10 min.

Final Remarks 5 min.

TOTAL 120 min .

5 min.

FYI
The Content
of OHT 4. 1

Orientation to the Session

Welcome participants to the last session of the Frameworks Phonics Course.
Orient participants by recapping what happened in the previous sessions and outlining the focus and schedule for this session.
Explain that in this session you will model how to group, analyze, and plan relevant instruction based on the assessment data collected, analyzed and evaluated as a result of the last session. Then participants will go through the same process using case-study data provided or data from their own class (if they have administered Bear’s assessment since the last session).
Display OHT 4.1: The Schedule.

20 min.

Refer to p. 4-4 Course Notebook

FYI
The Content
of OHT 4. 2

Group Sharing and Reflection

Organize participants into groups of four to share their between session readings and activities.
Ask them to focus on Chapters 5-8 since the focus of this session is on stage-appropriate activities. Where possible, have one person in each group who read a different chapter. Since participants were invited to read any one of those chapters, this may not be possible.
Suggest that participants take notes on the summary charts provided on p. 4-5 and 4-6 of their Course Notebook. (This is the same chart as they used in Session 3).
Display OHT 4.2 Group Sharing and Reflection

5 min.

FYI
The Content
of OHT 4. 3

Setting Session Purpose

30 min.

Refer to p. 4-9 Course Notebook

FYI
The Content
of OHT 4. 4

Input: Modeling The Planning Process 30 min.

Grouping from Class Profile

Refer participants to p. 4-9 of their Course Notebook where they will find “Jessica’s Class Profile.”
Display OHT 4.4 Jessica’s Class Profile which lists the data on Jessica’s group only. Use it to explain why these children could be grouped together for word study. Draw participant’s attention to the synchrony between reading and orthographic knowledge within these students.

Have participants suggest how the rest of the class could be grouped for Word Study center activities or mini-lessons, based on these data.
Here is one possibility:

FYI
The Content
of OHT 4.5

Refer to p. ?? of Course Notebook

Draw participant’s attention to the synchrony between reading and orthographic knowledge with the exception of Joe and Jill who are reading at a much higher level than the other students scoring 3 or 4 on Bear’s assessment. Both these students probably have a good visual memory which enables them to remember words as an item but, if they are to progress, they need work on phonemic awareness, onset & rime manipulation, and phonics.

Analyzing Competencies & Needs

Display OHT 4.5 “Determining Jessica’s Learning Needs” and demonstrate how it could be used as a vehicle for planning instruction for Jessica’s group. Refer Participants to p. ?? of their Course Notebook where they will find the complete analysis.

See also Chapter 2
of the textbook.

Explain that this analysis is based on Figure 2-7, (p.23 of Words Their Way, Chapter 2), and that parallel lists of characteristics can be found for each of Bear’s Stages in this chapter.

Point out that Jessica is a classic example of a student in the “Within Word Pattern” stage because we have evidence that fits almost all Bear’s descriptors for this stage of development.
Reiterate that the items listed in the “Uses But Confuses” column are the ones that reveal Jessica’s learning needs. These are the items that Jessica is trying to understand and is ready to be taught. And given the class profile, it is highly likely that the other members of her group have similar needs.
Point out the three things Jessica is ready to learn.