Kim Rysemus CI475-Resource Book

Name and Short Description Making Words-Phonemic Awareness Making Words is a technique created by Patricia and James Cunningham used to develop students spelling abilities; however, it also teaches the flexibility and versatility of words. How it works is the teacher will first choose a word to end the lesson. Once a word is chosen, the teacher gives students just a few of the letters that make up the end-word. The students are then asked to make up as many words as they can by using just those few letters. As the activity continues, the gives students more and more letters from the end-word, and are again asked to form as many words as possible. Eventually, students will want to guess or will have figured out what the end-word is. For a fun twist to promote phonemic awareness, teachers can have students make words that rhyme, for example, or words that all start with the same letter, etc. Rationale for Selection (include specific Illinois Standard) CC.1.L.2.e Conventions of Standard English: Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions This method addresses the above standard because Making Words is specifically a method for teaching students how to spell unknown words. Also, by breaking the word down into the letters that make it up and having students spell and build off of the separate letters teaches different spelling conventions. The flexibility the teacher has on Making Words allows

students to increase their phonemic awareness, through rhyming the new words and other similar adaptations to the method. Specific Example of an Application A middle school life skills special education class is learning about politics because the presidential election is coming up. The teacher decides to start Making Words on Wednesday and has chosen the word president to end with on Friday. She wants to spread the activity out a couple of days so that the class can work on other activities as well. So on Wednesday, the teacher gives her students the letters p, e, s, n, and d. She tells them to first make up as many words they can think of using only these letters. The students write down their answers and after a couple of minutes they all share. Then the teacher asks if the students can come up with words that rhyme using these letters. This, they do as a class. The next day, the teacher gives the students i and t to add to their list of letters. Again, the students are given a couple minutes on their own to come up with as many words as they can with these letters. After they all share, the teacher asks if they can come up with words start with p. On the last day, the teacher gives the students the remaining letters. They are given a couple of minutes on their own to try to figure out the end-word. Everyone gets a chance to make a guess before the word is revealed. The teacher can continue the lesson with more rhyming words or more words that start or end with a specific letter. Name and Short Description Exclusion Brainstorming-Vocabulary

Chapter 7 of Literacy for the 21st Century: a Balanced Approach 5th Edition describes a strategy to help students learn vocabulary called exclusion brainstorming. Exclusion brainstorming is when the teacher will present students with a list of unknown vocabulary words that may or may not be related to an upcoming reading assignment or lesson. The students are given a chance to predict which words will and will not be related to the lesson. Students are allowed to use tools, such as a dictionary, to help make their predictions. After predictions are made and after the lesson, the class revisits the vocabulary list to compare which words were related and which words were not. They can also go over the definitions of the related words, and go back to the reading to find them and apply their new knowledge of the meaning. Rationale for Selection (include specific Illinois Standard) CC.K.L.5.a Vocabulary Acquisition and Use: Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent CC.3.L.4.d Vocabulary Acquisition and Use: Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases There were two standards that seemed to be met with exclusion brainstorming. The first, CC.K.L.5.a, is accomplished through themed lessons. Choosing vocabulary words with a common theme connected to the lesson and then words that are not connected, students will have to categorize and decipher whether or not some words represent the theme. CC.3.L.4.d is addressed because when using exclusion brainstorming, students are not limited to the resources they can use to help define unknown vocabulary words. Anything that is in the classroom, dictionaries, the Internet, etc., can all be utilized to help define words. Specific Example of an Application

A middle school special education class is learning about outer space. They are getting ready to read Look to the Stars written by Buzz Aldrin, so the teacher wants to build her students background vocabulary on the topic and get them excited to read the book. The teacher gives the students this list of words: Journey Forsake Aviation Theory Gravity Brazen Fabrication Rocket Pilot Instantaneous Stargazer Satellite Billow Mission Orbit

The teacher asks the students to figure out which words they think are related to the story and which words they think will not. She tells them they can work together, use dictionaries, other books, the Internet, or any other resource. After a couple of minutes, the students share their predictions and they come up with a combined class prediction for the words. Then they read the story. After the story, the class revisits their predictions. They look at which words they correctly predicted and which words they did not. Then, they go back to the book and find the words that were in the book and discuss their meanings. Model To introduce exclusion brainstorming to my students, I would first explain the instructions. Today we are going to do an activity before we read called exclusion brainstorming. How it works is I am going to give you guys a list of vocabulary words and a topic. Your job is to separate the words into two groups, words relating to the topic and words not relating to the topic. These words will be new vocabulary words, so you will probably not

know the meanings of every word. That is okay. You guys can work together and use dictionaries, encyclopedias, the Internet, anything that will help you find the definitions of these words. After that, we will all discuss our predictions and read the book. After giving these instructions, I will give them an easy, practice example. Before we begin, I am going to give you a practice example. These words are not as challenging as the ones I will give you for the actual activity; you will know these. I will pass out a handout. The theme will be Zoo, and there will be a short list of zoo-keeper, cage, pool, animals, lion, playground, baseball, and monkey. I will give the students a minute to sort these words into the two categories and then we will quickly discuss the predictions. Before starting the actual activity, I will ask if there are any final questions and then proceed with the lesson. Name and Short Description RAFT-Comprehension RAFT stands for Role, Audience, Format, and Topic. The role is the person or character the student will become, it can be anyone from a book character, a made-up character, or themselves. The audience is the person this project is intended for, anyone from another student to another character in the book. The format is the genre the student decides to use to complete this project, such as a letter, newspaper article, cartoon, etc. The topic is the main subject of the project, such as a related issue or a personal interest. RAFT is a technique used to develop student comprehension of readings and information through different dimensions. It is especially effective as an after reading project. By assigning a RAFT at the end of a novel or unit, students are able to display what they have learned in a creative way. Rationale for Selection (include specific Illinois Standard)

CC.K-12.SL.1 Comprehension and Collaboration: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others ideas and expressing their own clearly and persuasively. RAFT addresses every point in this Illinois Standard because it gives students the freedom to choose from a range of outlets to express their ideas that relate to a text. Because there is so much freedom with a RAFT, students must make sure that the main point is clear to their audience. Ideas from the text and personal ideas can all be incorporated into a RAFT. Specific Example of an Application In a middle school/junior high resource classroom, the teacher wants to incorporate a RAFT into the Revolutionary War unit to wrap it up. The teacher has been using a great nonfiction book on the Revolutionary War that is filled with colorful illustrations, American Revolution by Teacher Created Resources (item TCR3212, model 1446703212). To end this unit and assess what her students have learned, the teacher gives the assignment of the RAFT. Her requirements for the RAFT are purposely left slightly open-ended; this is in order to give the students a chance to freely express their knowledge and creativity. The teacher tells the class to pretend that they are a twelve year boy or girl, just like themselves, living in the time of the American Revolution and they are writing a letter to a friend or family member. They must describe the time: what year is it, what is going on in their lives, what do they know about the war and its progress, do they have a job, how is school, etc. Students can be as creative as possible and should be encouraged to play a role, such as the son of an officer for the American side. Resources, such as the American Revolution, should be provided to students for reference. Once completed, students can share their RAFTs with the

class. It will be engaging and fun to share their stories with their classmates, and will provide a valuable wrap up to the end of the unit. Model To introduce the concept of the RAFT, I will ask students to think about a time when they played a role as someone other than themselves, such as acting in a play. After learning about the Civil War, I tell the students that as their final project they will have to play a role. The students will have to create project expressing who they are. The project must appropriately reflect the role in which they chose; it must fit the time period and be an accurate description of the type of person that is being represented. I tell the students that they will have to first pick a side, North or South. Then, they will have to chose who they want to be, they can be anyone from a newspaper writer, a soldier, a wife of a soldier, a child their age, an African-American soldier, or even an officer. Once they have established their side and role, they can start of their project. Students will be given the freedom to choose how they wish to express their project; options will be provided but are not limited to those given. Examples of projects include a letter, video, speech, mock newspaper, flyer/brochure, reenactment, poster, or an excerpt from a diary or journal. Plenty of resources will also be provided to the students, but again, will not be limited to those given. Provided resources will include (taken from Amazon.coms Listmania: Civil War Books for Middle School Age Children, list by Civil War Preservation Trust CWPT Books) Fields of Fury: The American Civil War by James M. McPherson Civil War A to Z: A Young Persons Guide to Over 100 People, Places, and Points of Importance by Norm Bolotin Eyewitness: Civil War by John E. Stanchak

Civil War Days: Discover the Past with Exciting Projects, Games Activities, and Recipes by David C. King

Hardtack & Coffee or the Unwritten Story of Army Life by John Davis Billings Behind the Blue and Gray: The Soldiers Life in the Civil War (Young Readers HistCivil War) by Delia Ray

The Boys War: Confederate and Union Soldiers Talk About the Civil War by Jim Murphy

Black, Blue & Gray: African Americans In The Civil War by James Haskins Undying Glory: The Story of the Massachusetts 54th Regiment by Clinton Cox Civil War Doctor (Working Life) by Michael V. Uschan Lincoln: A Photobiography (Houghton Mifflin social studies) by Russell Freedman Robert E. Lee: First Soldier of the Confederacy (Civil War Leaders) by Earle Rice

Name and Short Description Readers Theatre-Fluency Readers Theatre is having a group of students perform a script or short reading. Students get assigned parts and rehearse lines with their group and must put on a dramatic performance filled with emotion, expression, gestures, and more. There is no limit to the script, as long as it relates to the unit; it can be something found in a book or written by a student. By performing and reading aloud, students practice phrasing sentences, reading with expression, and increase their reading speed. Readers Theatre is a fun way to have students practice reading fluency, and they may not even notice! Rational for Selection (include specific Illinois Standard)

CC.1.R.F.4 Read with sufficient accuracy and fluency to support comprehension CC.3.R.F.4.b Fluency: Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression Two Illinois Standards were chosen to support the effectiveness of Readers Theatre. The first one, CC.1.R.F.4, is addressed by Readers Theatre because it focuses on reading fluently to increase comprehension. By rehearsing lines, students practice sentence phrasing, and the more they rehearse and reread the scripts with proper phrasing the more they will understand and comprehend. The second standard, CC.3.R.F.4.b, is addressed by Readers Theatre because it highlights the importance of being able to read orally with accuracy, expression and at the appropriate rate, the three components of fluency. This standard also points out the importance of being able to read prose and poetry. Performing a script is very much like prose and poetry, it is an art and skill that, like all skills, requires practice. Also, being a performance, the students must use expression and emotion to entertain and captivate their audience, while at the same time practice their fluency. Specific Example of an Application This example can be used in an elementary resource classroom. Because the story of Chicken Little is well-known, the students will be familiar with the storyline and will be able to focus on reading with expression and using the correct phrasing. The script for Chicken Little was found on classic-web.archive.org. Students will be assigned roles, if there are not enough roles for each student, some roles can be split up, such as the narrator. The students will rehearse the script a couple of times with the teacher. Having the teacher there will provide support and guidance; she can give advice to students about their phrasing and expressions. After the students

feel comfortable with their lines, they will give a performance for the teacher, any teachers aides, and other students in the class. **The script for Chicken Little is provided at the end of this document. Name and Short Description Word Ladder-Phonics Word Ladders is a fun and interactive game to help students practice phonics skills. Students are given an initial word, then, through a series of instructions, students must alter the word one letter at a time to make new words. It is described in Literacy for the 21t Century: A Balanced Approach (p. 474) as a type of puzzle. Each new word comes from the word before it. Words can be written in a list so that students can clearly see the differences and similarities in each word. A Word Ladder can be used to develop different skills including rhyming, consonant sounds, sound-symbol relationships, spelling patterns, syllable counting, root words, and even conceptual relationships (p. 476). Rationale for Selection (include specific Illinois Standard) CC.K.R.F.3.d Phonics and Word Recognition: Distinguish between similarly spelled words by identifying the sounds of the letters that differ This standard is directly addressed by Word Ladders. The instructions that are given to manipulate and change words into new ones helps develop identification of differing sounds. By starting with an initial word and continuously making a new word with just one letter shows students differences between similarly spelled words. Also, lining the words up in a list allows

students to easily see these differences so that they may distinguish between words faster and more efficiently. Specific Example of an Application A middle school/junior high life skills special education class is learning about different occupations. To connect what they are learning about career choices to their spelling lesson, the teacher decides to make a job-themed Word Ladder. She finds a great template on www.enchantedlearning.com of a Word Ladder that goes from work to job. The teacher wants to modify the websites layout of the handout, so she decides to make her own copies that give separate boxes for each letter in the Word Ladder. This way, the students can easily visualize how many letters go into each word, and they can stay organized and focused. She is also going to provide a few guiding letters to each word to offer a little extra help for her students. Her version of the Word Ladder looks something like this (words that are underlined will not be given in the student-version): W W o o r r k m A small animal with no back bone W F a a r r m m Slightly hot Where plants and animals are raised F a r e The cost of a

ticket C C a a r r e s Close attention Another word for autos J J a a r b s s Glass container Another word for pokes J o b s Another word for work

In class, the teacher introduces the lesson and explains the activity. She explains that which each hint and each new word, only one single letter will change from the previous word. Depending on the class, this can either be done as a group with full participation, or students can complete it individually. After the activity is complete, students can share answers, if it was done individually, and discuss how they came to their answers. Did they sound out the different words? Did they guess? Or did they figure it out based solely on the hints given? These words can be used in the weeks vocabulary list and can be added to a word wall if there is one in the classroom.