PDF List words that sound the same but are spelled differently or ...

DIRECTIONS

List words that sound the same but are spelled differently or mean something different

eye, I

so, sew

can (I can do that! or The soup is in a can.)

EXAMPLES

back (Will you scratch

be, bee some, sum my back? Or Put this in

the back of the car.)

Note to Training Facilitator: Cut on the dotted line and attach the top portion of this document to chart paper to create the Brainstorming Bonanza chart. Create one chart for each group of 4 people.

The modules presented here were funded in part by the Office of Postsecondary Education, U.S. Department of Education as part of the Virtual School Readiness Incubator Project. The content of these modules does not necessarily reflect the views or policies or imply endorsement by the U.S. Department of Education and/or the University of North Florida. These prototype materials are still in development and refinement and should be used with this caution in mind.

Families Learning Together Training Session Four: Brainstorming Bonanza Chart handout Florida Institute of Education at the University of North Florida

The Butterfly Shake ?hook thumbs and make your fingers flap like a butterfly for a quiet greeting.

Kangaroo Shake ? grip hands and then hop up and down like a kangaroo.

The Hammer & Saw ?grip hands and pound up and down like a hammer, and then saw back and forth.

High Five ?give each other a high five and a low five to greet each other.

The modules presented here were funded in part by the Office of Postsecondary Education, U.S. Department of Education as part of the Virtual School Readiness Incubator Project. The content of these modules does not necessarily reflect the views or policies or imply endorsement by the U.S. Department of Education and/or the University of North Florida. These prototype materials are still in development and refinement and should be used with this caution in mind.

Families Learning Together Training Session Four: Handshake handout Florida Institute of Education at the University of North Florida ?2010

Share one thing you learned about

reading aloud today.

Share your favorite idea

or activity from today.

Share a part of today's session you cannot wait to implement in a workshop.

Families Learning Together Training Session Four: In the Basket Reflection Props Florida Institute of Education at the University of North Florida ?2010

Share which song you liked the best today and why.

Share one thing you learned

about vocabulary today.

The modules presented here were

funded in part by the Office of Postsecondary Education, U.S. Department of Education as part of

the Virtual School Readiness Incubator Project. The content of these modules does not necessarily reflect the views or

policies or imply endorsement by the U.S. Department of Education and/or the University

of North Florida. These prototype materials are still in development and refinement and should be used with this caution in mind.

Share one thing you learned about phonological awareness today.

Families Learning Together Training Session Four: In the Basket Reflection Props Florida Institute of Education at the University of North Florida ?2010

Oral Language, Listening, and

Vocabulary Development

Oral language provides children with an opportunity to understand how to access their knowledge in a way that will help them understand words in a text (NICDH, 2005). According to Scarborough (2003), even though words are pronounced properly and correctly decoded, children will not comprehend the text well if they are not familiar with the words in their spoken language.

Listening involves the ability to attend to directions, connect sounds that letters make, recognize patterns in rhyming words, process the meanign of information, store information on working and long-term memory, and then acting on it (Van Laan, 1992). Listening is the source of early deciding skills, so it serves as the core of reading.

Vocabulary: The amount of talk and the quality of conversations that occur at home can profoundly affect the number of words young children hear, understand, and use in their conversations with others. Children from parents with professional backgrounds hear an average of 2,153 words per hour. Children with parents in the working class hear 1,251 words per hour and children with parents on welfare hear 616 words per hour. Children in professional families learn and use approximately 1, 100 words in their speech compared to 759 words for working class families, and 500 words for welfare families (Hart & Risley,1995).

Families Learning Together Training Session Four: Oral Language article Florida Institute of Education at the University of North Florida ? 2010

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