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Teachers should offer students many opportunities for engaging in different kinds of word sorts, such as: teacher-directed closed sorts, teacher-directed guess my category sorts, concept sorts, and student-centered open sorts

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Student talk and reflection
students reflections and discussions are a necessary part of word study instruction. It allows students to tackle decoding, spelling, and word meaning with more effectiveness.

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Who determines "grade-level text proficiency"? We will have a PPt next class with that information

Literacy is a crucial skill, not only important for employment but almost every societal function.

"Liberty, freedom and social justice"
Reading changes the brain
The positive effects of a teacher are the single best indicator of student achievement. Over socioeconomic status, language background and minority status.

Highly effective lit. teachers are
1. Knowledgeable and articulate
2. Combine phonics and comprehension
3. Connect instruction with meaningful activities
4. Extend reading and writing activities into other areas
5. Assess to guide and inform their instruction.
EVERY DAY
Create smaller spaces within the environment to support lit. learning such as a library, reading nook, small group areas, whole group areas.

Helpful supplies: how will we know which of these are available to us? Different in different schools? Often provided by the teacher or purchased with their budget? Schools have a budget for materials. Depends of the district budget teachers get materials. Some years are better than others.
How important is a consistent story time and for what ages is this still appropriate? This is completely based on my research, interactive read alousd
Min 500-600 books
Evidence of routines, postings of rules, at least 30min of independent practice.
Displaying children's writing, is this ever embarrassing or counterproductive for them?
Displaying sight words around the room.
Digital natives vs. Digital immigrants: Many of us may fall on both sides of this line?
Your classroom environment should be a representation of yourself and a teaching style that you can sustain. One that feels effective and thoughtful, one that promotes social, emotional and intellectual development in children.

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Managing Work Study Instruction Across the Week

Borrow time from another part of your day to meet once a week

Waterfall schedule where groups are learning different things on different days.

Assessment is a part of measuring growth and needs.

Contract system for older students.

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Utilization of word sorting which help students' discover patterns about how words work, and exceptions to these patterns. Opens creativity, discussions, and possibilities.
Students should have time to come up with their own categories and discussion of their reasoning. Then teachers can guide sorting into specific categories based on keywords or key pictures.

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Short study blocks - usually -15-20 minutes long.

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Word study is based on cognitive learning theory, constructivist teaching principles, and developmental stage theory.

In these students gain general knowledge and specific knowledge of English spelling and word meaning.

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Word study is different from other approaches to phonics, spelling, and vocab by focusing on students developmental age, engages students in interactive instruction, and develops strategic spellers using the three layer spelling system.

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Helps students with spelling and morphological knowledge - increases memory and recognition of unfamiliar vocabulary words

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Word Study Instruction:
Help children build interest in words and language

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Mini-Lessons: Short, whole-class lessons connected to the read-aloud. There are three types: Procedural, Strategy, and Analysis.

Broady speaking, Procedural lessons cover the expectations for the students that happen before, during and after the reading, but don't neccesarily pertain to the reading itself.

Strategic lessons tend to cover ideas that can optimize a student's time while reading.

Analysis of text lessons seem to focus explicitly on the text itself.
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Structure of mini lesson
*Start with a connection to something you've already done
*Tell them what you're going to cover
*Demonstrate what your expectations
*Get them Actively involved
*Give them a chance to share what they learned.
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Small Group Instruction
Round robin reading and popcorn reading have not been effective, and seem to only increase student anxiety. A better method is:

Guided reading: Divide students into small groups of the same stage of development. When in groups, follow these steps:

*Before reading, select a book appropriate to their skill and interests. Preview what challenges the book may present and plan how to prepare your students for them. Introduce your students to the book, and tell your students why they're reading this book.

*During reading, students should independently read or whisper the book to themselves,  while you walk around the group and listen. Coach studentsthrough reading strategies you've covered. Study your students to see if there are any patterns you notice in their reading that needs correcting, and think about how to cover that at the end of the lesson.

*After the lesson, return to the why you chose this book, and discus the meaning of the text. Choose one teaching point to focus on. Encourage students to use what they've learned in their own independent learning.

Reading Confrences
*Let students set goals
*Choose one reading point to focus on to help them reach their goal.
*Connect their learning to what they know, and monitor their progress.

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Extension Activities

Word Hunts-Highlighters, reading is easier than spelling ^ vocab

Brain Storming- study patterns, rhymes, linguistics, root words

Draw and Label- ^relationship between meaning and spelling

Games!- social and critical thinking. Bingo, Boggle, Pictionary, Scrabble, Hangman(new name?) That is the one that you draw a picture of a person as the child guesses the word.

Word Study Notebooks- running resource that compiles work over time. Reflective, can add vocabulary etc.

Busy Work is a waste of time

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The reading suggests that to have an effective classroom library, teachers should have at least 500 books.
How do we begin to build a library that large?
Teachers who are retiring are the best! Now hopefully we will have garage sales next summer, they are also really good. Usually schools have a budget for books. There are also stores for teachers that sell the books very cheap. And of course the last one Amazon.
For your library
-  include stories of children  and youth with differing abilities and various racial, ethnic, socioeconomic, cultural, and linguistic backgrounds.
- lookout for bias or stereotypes
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Reading Workshop: 1 to 2 hour block only focusing on reading instruction
Components
- shared reading (pre k-1): Usually whole class as part of morning meeting, these texts over and over again until the children memorize them and “read” along with you.
-interactive read aloud: share a piece of literature,  poetry, or informational text with your students. You’ll intentionally select this text based on  your learning goals.
-mini lesson
-Small-Group Instruction, Conferring, and Independent Reading Practice
-Share/Closure/Wrap-up

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Writing workshops will have some of the same components of the reading workshops - read aloud (mentor text study), mini lesson, independent practice, share/wrap up.

Mentor text- either the same text used for reading workshop, writing produced by students, or writing produced together (selected depending on what the learning goal is). Studied through "the eyes of a writer" to determine what makes them effective.

Mini lessons - topics given by common core standards, curriculum, or your assessment of student work. Same sequence as reading workshop: connection, modeling, active involvement, link
-topics might include procedural, writing process, or author craft

Independent practice - 30min per day, should have a clear purpose (write for real reasons for real readers)

Group practice - not as often as independent
- guided lesson: in groups of students at the same level, can be an extension of the mini lesson or some other topic depending on need of students
-strategy lesson: short term and need based for students that need a particular lesson (reviewing info or extending beyond info in mini lesson)

Writing conferences - one on one conversation, research-decide-teach
-research: ask questions
-decide: determine needs
-teach: if needed (might not always need to, some students need affirmation)
*teacher role in conference is about helping with ideas, reinforcing strengths, asking questions to develop writing, help them set and meet goals, develop craft and revision skills

Share- may just talk about what they are working on or share their writing specifically, helps build community
- you might highlight what you've seen or invite students to share their strategies with each other