1. OHT 4.1
  2. OHT 4.2
  3. OHT 4.3
  4. OHT 4.4
  5. OHT 4.5
  6. OHT 4.6
  7. OHT 4.7
  8. OHT 4.8
  9. OHT 4.10

OHT 4.1

The Schedule

    The Schedule
 

Orientation to the Session  5 min.

Group Sharing & Reflection  20 min.

Setting Session Purpose  5 min.

Input:
Modeling the Planning Process  30 min.
Workshop: Planning
Stage-Appropriate Instruction  30 min.
Making Connections  10 min.
Between Session Activity  5 min.
Personal Reflection  10 min.
Final Remarks  5 min.
 TOTAL  120 min.
 

 

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OHT 4.2

Group Sharing & Reflection

Group Sharing & Reflection  

In groups of 4,

(If possible, include people who read different chapters)
 

Share responses to the readings, paying particular attention to Chapters 5-8.

 

Tell about any activities you tried with your class.

Use the Summary Chart from your Course Notebook to take notes.
  


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OHT 4.3

Session Purpose

Purpose of Session 4
 
 

To plan appropriate word study and related instruction for students based on the assessment data collected, analyzed and evaluated in the previous session.

To learn about the many word study activities appropriate for different levels of competence.

To reiterate the need for contextualizing and connecting these activities
 


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OHT 4.4

Jessica’s Class Profile

Part of Jessica’s Class Profile
  NAME SPELLING STAGE READING LEVEL  
    Within Word Pattern Developing  
  Rachael
9
22 +  
  Rory
9
22 +  
  Jessica
8-9
20  
  Kristina
8-9
20  
  Ezra
8-9
20  
  Amanpreet
7-8
20  
         

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OHT 4.5

Determining Jessica’s Learning Needs

Determining Jessica’s Needs

 

What Jessica . . .

. . . does correctly

. . . uses but confuses

. . . is not yet using
 

Jessica’s Current Learning Needs

    1. Confusion over the spelling of common inflectional endings
    2. The spelling of long vowels in multi-syllabic words
    3. How to spell “little”.

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OHT 4.6

A Frame for Planning Word Study Instruction

A Frame for Planning Instruction
 

Reading Aloud
 

Shared or Interactive Writing
 
Independent Writing: One-On-One Conference
 

Writing Mini-Lesson
 

Word Study Activities
 

Guided Reading Lesson
 

Independent Reading


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OHT 4.7

Planning Appropriate Instruction

Planning Appropriate Instruction

In groups of 4,

Plan instruction for one of the following:

 

    1. Allan, Kyle, Sewesen, David

(Early Letter Name)

 

    1. Joe and Jill

(Early Letter Name)

 

    1. Ray, Azusa, Nicholas, James, Vivian, Katie, Wei and Matthew

(Letter Name)

 

    1. A group of students

(Syllable Juncture)

 

    1. A group of students

(Derivational Constancy)

 

    1. A group of your students

Be prepared to justify your decisions.

 
 
 


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OHT 4.8

Making Connections

Making Connections

In groups of 2,
 

Create a Visual Representation
. . . of your personal frame or vision for how the following elements connect:
 
READING          WRITING
 
PHONICS          SPELLING
 
INVENTED SPELLING  ASSESSMENT
 
STAGES OF        WORK STUDY
DEVELOPMENT
 
(Include other terms if desired)



OHT 4.9

Personal Reflection Prompt

Personal Reflection Prompt
 

Reflect and Write About:
 

    • Two or three points that have emerged from this course as significant for you.

   

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OHT 4.10

Final Quote

Final Quote
 

 

“If students are not doing plenty of reading, all of the word study in the world

will not help.”  

                                            Bear et al p. 248
 
 

 

 
 
 

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