Dr.

Sarah Strinden
Elementary
Curriculum and Instruction 101
Prunés 2017 New Teacher Orientation
What are you teaching the world?
Let’s Take a Look at
Your Day
 Morning Message
15 Minutes per Day
● Provides students with a daily,
predictable, shared-writing
experience.
● Used to teach a variety of
different skills
● Can come in many different
formats
● Can be written prior to class,
partially with the class, or
entirely with the class - mix it
up!
● Purpose: School/Class News,
Community Building, Literacy
Support, Math Support,
Science/Social Studies Support,
New Concept, Review
Types of Morning Message
Morning Message
Across Content
Guided Reading
AKA: The Sacred Time
60 Minutes per Day
Scheduling Groups
★ 3 Groups per Day
★ 18-20 Minutes per Group
★ Lower level students
are met with 4-5 times
per week
★ Mid level students 3-4
times per week
★ High level students 1-2
times per week
★ No more than 5 students
in a group
★ Fountas and Pinnell
Leveling System
★ Fry Sight Words
What’s the Rest of the Class Doing?
★ Working on Writing
★ Reading to Self
★ Reading with a Buddy
★ Working on Words
★ Listening to Reading
What’s Happening at the Teacher Table?
★ Teacher is working with a small group of
students with similar reading levels/skills.
★ Teacher builds students sight word knowledge,
letter knowledge, accuracy, fluency, vocabulary,
phonetic skills, and comprehension.
Lesson’s have 3 Components
Before Reading - Preparing the student to read the text.
During Reading - ALL students actively read the text.
After Reading - Students discuss the text and
connect/review their learning.
Assessments/data Sheet
Lesson Plans
Learning Journey
Let’s head down to the Leveled Library and learn how to check
out books for your Guided Reading lessons.
1 Mirror IRD Deck
OR
Manuals Reading Practice Schedule
Neuhaus
30 - 40 Minutes per Day
Decoding English
Underskilled Reading:
Decoding
★ Slow, choppy reading
★ Difficulties with decoding
★ Slow at recognizing words
★ Impaired comprehension
Comprehension
★ Poor decoding skills
★ Lack oral language or world
knowledge
★ Inadequate linguistic
development
★ Poor working memory
★ Lack metacognitive strategies
Before we go into the
main L.E. Content,
Let’s all gain some
background knowledge
The Mirror
/f/ and /th/

/n/ /ĭ/ an
nd d /ĕ/
/ m/ a
 Voiced Unvoiced
/b/ /p/

Voiced and /d/ /t/

Unvoiced Sounds
/g/ /k/

/j/ /ch/

/z/ /s/

/th/ /th/

/v/ /f/
Accented Syllable
Initial, Medial, and Final Position

I M F
oil coin distroy
/oi/
oink moist toy

oy｜ster
 ★ Open Syllable
○ He, hi, Flo
★ Closed Syllable
○ Snap, bug, plop

6 Syllable Type
★ Final Stable Syllable
○ Candle, turtle, thimble
★ Vowel-R Syllable
○ Turtle, firm, world
★ Vowel Pair Syllable
○ Feet, meat, spoon
★ CVe Syllable
○ Rope, smoke, cake
Syllable Type Sort
 these
slide sharp read rock mode she
by bugle field grand mood double
me snake swirl turtle sample north
beast crave no fern camp burn
flat feet shell bubble hi eve
Open Closed Final Vowel Vowel VCe
Stable R Pair

she flat sample sharp read snake

no grand turtle north beast crave
hi camp bubble swirl feet slide
by rock double burn moon mode
me shell bugle fern field eve

Drum Roll Please…

 nap’/kin
MultiSyllabic ba’/sic
Words de/mand’
VC/CV Year 1, p. 67
V’/CV Year 2, p. 30
se’/cret
V/CV’ Year 2, p. 46
V/CCV Year 2, p. 37 rob’/in
VC/V Year 3, p. 22
5 Rules
The Neuhaus Lesson
Let’s learn the main parts of the lesson.

Then we will put them all together.

 IRD
Deck New
The 4 Parts of a Concept
Neuhaus Lesson Reading
Oral
Practice
Language
IRD Deck
3 Minutes TOPS
Angie’s IRD Deck
Time: 4:17
 New
Concept
5 Minutes
 Introduction

New Concept Discovery Words

Riddle

Discussion

IRD Placement

Application Words

Skywrite
Watch me Model a
new Concept
lesson
Reading
Practice
10 Minutes
Reading Practice
Word Lists Sentences One Page Readers

-Regular Word -Irregular Word -Prosody Practice

Deck Deck
-Reading 1: Read
with Accuracy. Check
-Decodable -Only decode when
Comp.
needed
-Domains of -Reading 2:
Language (next -Flip two slides Attention to
slide) for example punctuation and
intonation

-Reading 3: Reading
with attention to
phrasing.
Domains of Language
Phonology - Sound Structure

Morphology - Way words are formed and relate to other words

Syntax - The grammatical structure of language

Orthography - Patterns of written language

Semantics - Meaning

Pragmatics - Social use of language

Sentences
1. A pink, beltless dress and a big brim hat are best in
the hot sun.

2. The softness of the bed helps Jan sleep.

3. We think yanking the thin twigs of elms in reckless.

4. Plant yams, leeks and green mint in the bed.

5. Help sweep the scraps of wood off the path.

 Oral
Language
5-15 Minutes
 ★ Instantly recognize words they

Oral Language &

are decoding.
★ Attach meaning to words that
are decoded.

Comprehension
★ File, store and retrieve words
and world knowledge.
★ Create vivid mental images.
★ Engage in inner dialogue, so
they can check their
Students who have a strong comprehension as they read and
oral language: remember what they have read.
★ Use contextual clues more
efficiently and effectively.
Naming
 Name

Describing Category or Group

Function

Characteristics
Listening to the Story
 Let’s go through
an Oral Language
Lesson...