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TC

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Small Group - Sarah - CVCe Words with Long Vowels - Interactive Editing - K-2

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EXAMPLE Whole Class/Small Group Word Feature Concepts SAIA

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Collecting Evidence: Patterns & Trends  

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Reading and Writing Workshop in International Schools FB Group

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Reading and Writing Workshop in International Schools FB Group

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Log into Facebook to start sharing and connecting with your friends, family, and people you know.

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Flyleaf Publishing - Online Materials Portal

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Click on on any book cover below to begin reading, or use the Menu to navigate.

Use the book's homework button to open a downloadable homework packet.

Use the book's SMART Board button to download SMART Board files that are designed to assist you in the delivery of Flyleaf's Foundational Skill and Close Reading Guide instruction.

*Foundational Skills Guides and Close Reading Guides are sold separately and are not available as online resources. Visit flyleafpublishing.com for details about our instructional guides. **If you do not currently have access to SMART Notebook software, you can download it here: SMART Notebook.

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For Instructors - Flyleaf Publishing - Online Materials Portal

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Online Materials PortalFor Instructors Click on on any book cover below to begin reading, or use the Menu to navigate. Use the book's homework button to open a downloadable homework packet. Use the book's SMART Board button to download SMART Board files that are designed to assist you in the delivery of Flyleaf's Foundational Skill and Close Reading Guide instruction.

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natashyahays@gmail.com

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The Reading GPS gives teachers information about whether students are moving toward the goal of proficient reading.

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Good guide to using morphology to help with spelling and vocabulary

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This reference manual includes several useful features:

takes teachers through how English spelling uses morphology to represent the meaning of words

teaches word sums and word matrices as tools for examining word structure and constructing and deconstructing words morphologically

contains a series of ready-to-use lessons, helping teachers and students act as word detectives who problem-solve the links between structure and meaning

targets vocabulary, reading, and spelling skills!

By: Peter Bowers

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teaching how the written word works [wvc216] books and workbooks grammar and writing workshops | trainings classroom sets games gift certificates multisensory learning beginning reading morphology and vocabulary free downloads multisensory bundles high-frequency words multisensory instruction kit books and workbooks grammar and writing workshops | trainings classroom sets games gift certificates proceeds to charity multisensory learning beginning reading morphology and vocabulary free downloads o-g multisensory bundles sight words multisensory instruction kit ecommerce

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Kendore Learning Store Teaching How the Written Word Works [WVC216] - This reference manual includes several useful features: takes teachers through how English spelling uses morphology to represent the meaning of words teaches word sums and word matrices as tools for examining word structure and constructing and deconstructing words morphologically contains a series of ready-to-use lessons, helping teachers and students act as word detectives

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Example of Planning Concept Investigation

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Example of Planning Concept Investigation

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Example of Spelling Investigation Planner - SAIS G1

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Template for Planning Concept Investigation

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Template for Planning Concept Investigation

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Tasting the Consonants Chart with Visuals

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Tasting the Consonants Chart with Visuals

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patrick.jamet@sais.edu.sg

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Joke of the day

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-Joke of the day (loved the idea of pointing out nuances). Best suited for MEAL classroom, more difficult in SEAL.
-Awesome Language.Pointing out some of the beautiful words the kids use.
-Basket of Classroom stories written by the kids.

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- Wall stories for shared reading and keeping it throughout the year
- Word gradient
- Building on words
- Book review

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-Giving students more ownership of the learning environment (creating labels, etc.)
-Using student curiosity to launch learning into new opportunities
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Wall stories
Book reviews
Word gradients

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- Word gradient for translanguaging
- Use some book characters for shared reading
- Print-rich environment

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Word study
Word walls - prefixes, suffixes and decoding with clapping
More role play opportunities for letter and sound knowledge.

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stephanie.lau@sais.edu.sg

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Got: Great reminders to keep a word curious stance and feed off of student curiosity with language.

I love the idea of starting with a question to have students inquire into new concepts.

Want: Looking forward to digging into the topic of assessments and discussing how we know what to teach and when we would use diagnostic assessments versus quick checks, etc.

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Got: the importance of variety to foster engagement.
Got: There is value in both small group and whole group instruction.

Want: to learn how to balance integration of word study within writing/reading lessons and stand alone "phonics" lessons.

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Got: Inspiration to make my phonics more inquiry-based rather than direct instruction
Want: Word study ideas for sight words that are inquiry-based.

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Gots:
Thinking sheets - lovely idea.
No rules
Be mindful of languages
Wants:
What do use see as the best way to assess phonics?

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Got - I'm really glad you said there is value in whole group instructions and then manage small groups to support or extend where required. Also the progression from phonological awareness to phonic knowledge.
Want - more on planning the lessons for integration and a sequential approach or follow what is arising as students try to spell?

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Gots - make phonics learning fun.
Wants - More inquiry-based learning strategies?

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Use small pockets of time to fit in phonics in a fun manner.

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Use small pockets of time to fit in phonics in a fun manner.

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Gots: Reminder to switch from commands to questioning...so important!

Ideas for word gradients and wall stories

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Got: Be mindful of the language we use; inquiry based approach
for phonics.. new ideas like word gradient and explore new words using a "base word"..

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Got: Value in whole class instruction and simple playful specific teaching point.
Want: strategies to blending phonics lessons in reading and writing.

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Got:
-Using small pockets to time to play games for phonological awareness
-Making things fun, not boring
-Print-rich environment and giving students ownership to put their text up
-Starting lessons with a question to investigate and promote active engagement

Want:
-Strategies for differentiation (ex. if students are not able to apply the short vs long vowels, what next?)

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Example of a 'Quick Check' of understanding

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Example of a 'Quick Check' of understanding

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Long vowel /a/

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Example 'Quick Check' for adding suffixes

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Example 'Quick Check' for adding suffixes

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Changes tenses

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Spelling Stages - Determining Instructional Focus

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Spelling Stages - Determining Instructional Focus

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Spelling Stages - Determining Instructional Focus

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Gots:
1. using the kids writing can inform phonics needs (writing record)
2. Use a variety of assessments, not just our Formal F&P phonics assessment (Suite of assessments)
3. the  planning process for small groups

Wants:
1. want to learn more about extracting kids needs from their writing.
2. Want to know about quick diagnostics

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Got: all the ways we can use what kids are doing to inform our teaching.

Thinking about assessment in different ways: how we figure out what kids need, how we decide what to teach, when we do quick checks etc

I love "Kids are our North star."

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Got: writing record frame very useful too for quick check in

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Got: writing record frame very useful too for quick check in

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Got:
Simplistic idea but I really like the idea of going through writing on demand with a writing frame about what they know and where to go next to inform phonic teaching.

Thank you.

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Gots: Additional ideas for different types of formative assessment that can be used for phonics.

Wants: More ideas for ways to record data related to formative assessment.

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Gots: "Kids are our North star" with that in mind we are guided and intentional of our instruction.
Using students' writing and reading on a regular basis to assess

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Gots - about the orthographic mapping and transfer into memory form HFW's to sight words. Also the snapshots/informal checks. Don't wait for the assessment time and use all writing to uncover phonic knowledge.
Wants - more about how to incorporate decodable books. I have a love hate relationship with these :) and will investigate your choices on the padlet.

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Got: So important to identify students' needs. Analysing students writing and reading records to determine their needs was a helpful idea, as was seeing assessment through a holistic lens rather than simply using structured assessment tools. Thank you too for the orthographic mapping technique.

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Documentation Example  - With Word Feature Focus

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Documentation Example  - With Word Feature Focus

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Example of Putting a Word Feature Lens on our documentation

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Example:Conferring with a Word Feature Lens

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Documentation Template - Word Feature focus

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Documentation Template - Word Feature focus

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Make a copy first!

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Make a copy first!

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with Dr. Heidi Anne Mesmer

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EKCC #5 - Dr. Heidi Anne Mesmer - Erin Kent Consulting