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  • Case Study of Sarah
    Sarah was able to correctly write from memory 30 words in seven minutes with prompting from me She scored well stanine 6 on hearing and recording sounds with 33 37 On the Word Test Sarah was able to identify by sight only ten out of twenty words The DRA identified level 6 as her instructional reading level Sarah also wrote interactively with me in a journal after the DRA assessment and showed that she can hear and correctly identify initial and ending sounds of words I noticed she had some difficulty hearing and identifying medial sounds and the th sound It was written and read as an f or a v With this information follow up lessons were planned Sarah needs to improve her sight word vocabulary I will use the words from her writing vocabulary assessment as the start of a personal word wall which we will add to weekly Lesson Plan We will explore sound in words and to scaffold Sarah s phonics through listening for and identifying sounds in words El Konin boxes and individual interactive writing will be used for this Trough the use of guided reading we will work on self corrections and reading for

    Original URL path: http://teams.lacoe.edu/reading/cases/donna.html (2016-02-17)
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  • Case Study of Tommy
    Reading Tommy read a Text Level 24 with 97 accuracy and self correcting rate of 1 3 His pace was slow and choppy Comprehension Tommy s retelling was concise and included all pertinent information Qualitative Spelling Inventory from Words Their Way by Bear Invernizzi Templeton and Johnston Tommy is in the Within Word Pattern Stage He is Using but confusing the patterns in that stage His spelling were as follows trane train closit closet case chase float float and beches beaches Phonics Inventory Tommy scored perfectly in alphabet names consonant sounds consonant digraphs and consonant blends He missed several short vowel words For example in the oral section he said the vowel in bunk was o In the reading section he read jav as juv He read pal as paul in the reversal section In both long vowel sections vowel pairs and silent e he read all words correctly He will need instruction in diphthongs and vowel r Lesson Plan Before going on to word work involving long vowel spelling patterns diphthongs and r controlled vowels the teacher needs to go back and make certain that Tommy s knowledge of short vowels is solid A 30 minute intervention lesson might

    Original URL path: http://teams.lacoe.edu/reading/cases/eleanor.html (2016-02-17)
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  • Case Study
    and I am introducing the alphabet I do much more tracking with my finger As we get to simple words in the text I sometimes stop and say Oh look We have already learned these letters Lets see if we can figure out what this says I can tell by the oh I think I get it look that the children are beginning to get an inkling of how people read Many children come to me loving a story but only visually as in television or videos At the beginning of the year most of the children have trouble sitting still and listening to a complete story I can tell which of the children are being read to often and which children never see a book By the end of the year all of the children listen to lengthy stories and become engrossed when the story is in a language they understand well Even when reading stories in English by the end of the year most children are absorbed by the story or at least by the detail of the illustrations I have thought the concept of reading illustrations and reading words I tell them that they are all readers so though they may not comprehend all the English or all the print they know how to read I use many predictable books which helps them feel successful They do go to the library and read stories to each other Another activity that I do but not enough is to act out the story As a result of watching the lessons on developing comprehension I made a conscious effort to do a lot more of this It is time consuming and somewhat chaotic but the results are amazing The children really start internalizing the vocabulary sentence structure and sequence of the story I have always used a special set of cards that I made to introduce the names and sounds of the letters We always do a lot of work around the students names to help them master the alphabet what I am doing more of is working on phonemic awareness using their names I find that rhyming words are very abstract for this age group I do introduce the term and we listen for words that rhyme in our literature but I can still tell that most children don t understand the concept The following are auditory exercises that I have begun as a result of taking the class After I call roll we break their names Basically we clap each syllable we break their names into parts I ask them how many pieces their name has I ask them to tell me only the last part or after we have broken the whole name I will also call roll saying their name in the funny way by saying each phoneme All the children have improved in their awareness of sound through these new activities There is a writing center in class one of the activities that I always

    Original URL path: http://teams.lacoe.edu/reading/cases/donnac.html (2016-02-17)
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  • Frequently Asked Questions
    stay when you are traveling Top Does the class meet regularly Yes the class meets once a week in small groups in a live online chat environment known as synchronous chat because they are held in real time Participating teachers can enter the Class Meeting through a link in Patti s online class which leads to TappedIn a password protected conferencing area There are also assignments requiring participation in asynchronous discussion forums Participants post messages in the forum at their convenience any time any place Email is also used to interact with fellow participants the instructor the reading specialist and technology mentors Top Who is the online course instructor Patti Stewart is the course lead instructor and developed the curriculum and assignments She will oversee course content coordinate lessons answer questions provide feedback on the assignments and oversee the discussion groups Patti is a certified S B 1086 Reading Specialist and a Distance Learning Instructor for TEAMS Distance Learning Top How large are the classes We have found that small groups work best for online instruction Enrollment is limited to sixteen teachers For group work teachers will work in collaborative groups of four Each group will have a certified S B Reading Specialist acting as discussion leader to facilitate learning and depth of interaction Patti will oversee the discussions and circulate between the small groups Top What kind of computer and Internet access are needed Most any kind of computer will do either Macintosh or PC You will need an modem and Internet account or a network connection with Internet access Here is more information on the hardware needed Top How long is the course The course will be conducted over an eight week period The assignments and due dates will be posted at the first meeting of the course

    Original URL path: http://teams.lacoe.edu/reading/faq.html (2016-02-17)
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  • Topographical Map #3
    than the others so examine the pattern and the elevations carefully Click on the matching landform and find out if you are right If you get this one correct you can be added to Gary s List of Landform Experts Road Cut Mesa Formation River Bed Hill Irregular Lake Shoreline What steps did you take to figure out your answer Electricity Weather Chemistry Earth Processes Festival Heat Fast Plants Return

    Original URL path: http://teams.lacoe.edu/documentation/classrooms/gary/earth/activities/map/map3.html (2016-02-17)
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  • Yopp-Singer Test
    the letters in the word Let s try a few together Practice items Assist the child in segmenting these items as necessary ride go man Test items Circle those items that the student correctly segments incorrect responses may be recorded on the blank line following the item 1 dog 12 lay 2 keep 13 race 3 fine 14 zoo 4 no 15 three 5 she 16 job 6 wave 17

    Original URL path: http://teams.lacoe.edu/reading/assessments/yoppwkst.html (2016-02-17)
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  • Patti's Teacher's Corner
    STUDENTS THESE WORDS Listen carefully to the words I say to you Tell me the vowel you hear in each word Double Vowels Do you know what happens when two vowels come together Circle know rule if child can tell you the rule Try to read these words Not all of them are real words Circle applies rule if child is able to complete this activity with 90 accuracy Final e Rule Do you know what happens when the vowel is in the middle of the word and the word ends with an e Circle knows rule if child can tell you the rule Try to read these words Circle applies rule if the child is able to complete this activity with 90 accuracy Diphthongs Some vowels make their own special sounds Read these words Short Vowels These are make believe words Read each of these words using a short vowel sound Reversals Read these words as quickly as you can Prefixes Sometimes we add a prefix to the beginning of a word Read these make believe words Suffixes Sometimes we add a suffix to the end of the word Read these make believe words Compound Words Do you know

    Original URL path: http://teams.lacoe.edu/reading/assessments/inven2.html (2016-02-17)
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  • Patti's Teacher's Corner
    Student Copy Name the Vowels Teacher reads and records short vowels Syllabication copy for student to mark on Return to Assessment Tools Return to Launching K 3 Readers Return to

    Original URL path: http://teams.lacoe.edu/reading/assessments/inven4.html (2016-02-17)
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