Teaching Literacy PLC (2)

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Grand Canyon University *

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545

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Linguistics

Date

Apr 3, 2024

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docx

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4

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Teaching Literacy 2nd Grade Phonics, Phonological Awareness, and Vocabulary Phonics Instructional activities : Oral Phonogram Review (OPR) and Written Phonogram Review (WPR). State Standard Alignment : RF.2.1a Distinguish long from short vowel sounds in spoken single- syllable words RF.2.1d Segment spoken one-syllable words of three to five phonemes into individual phonemes (e.g., /s/p/l/a/t). Academic Language Supports : er like her, ir like first, ur like nurse, ear like early, gh like ghost, oa like boat, oe like toe, ph like phone. Collaborative Practice of Academic Language : Pinpointing phonograms in Spelling words as well as finding those sounds or words in other texts from other subjects. Extend Learning :Students can quiz each other with additional phonogram sounds and give examples of words where the phonogram sounds are present. Technology Incorporation : Phonogram/digraph jeopardy in groups. Phonological Awareness Instructional Activities : Rime sorting activity where students will receive 4 cards with pictures and 8 cards with words. They will sort the words to group rhyming words and then match the picture card. We will go around the room and play a game of hot potato where I will start the round with a word. The students will pass the potato around while music is
2 playing. When the music stops they will say a word that rhymes with the word I said. This will continue until someone has won. State Standard Alignment : RF.2.1a Distinguish long from short vowel sounds in spoken single- syllable words RF.2.1d Segment spoken one-syllable words of three to five phonemes into individual phonemes (e.g., /s/p/l/a/t). Academic Language Supports : too-to-two, here-hear, sell-cell, bear-bare, see-sea, ate-eight, knight-night, lead-led, meet-meat, know-no, their-there-they’re, break-brake, and flour-flower Collaborative Practice of Academic Language : Discuss strategies for how to identify the meaning of a word using context clues within the sentence. Extend Learning : Have students create a list of their own to challenge me with other homophones that they know to stump me. Technology Incorporation : We will complete this whole group on the doc cam to make sure everyone can see and we’re on the same page. Vocabulary Instructional Activities : Give students a list of vocabulary words from our story of the week. Then give the definition of a word and have the students identify the vocabulary word. Also have the students create their own short story using the vocabulary words from the story of the week. State Standard Alignment : “Determine or clarify the meaning of unknown and multiple‐meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. a. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). b. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). c. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). d. Use sentence‐level context as a clue to the meaning of a word or phrase. e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases” (AZ Dept of Ed, n.d.).
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