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Before we get started… topics for later

Before we get started… topics for later. Lexile Outside Reading Programs Assessment/Intervention Resources Recommended Beginning of Year Assessments Parent Resources. Implementing Common Core: A Focus on Early Literacy. Module 2 – Print Concepts and Phonemic Awareness for

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Before we get started… topics for later

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  1. Before we get started…topics for later • Lexile • Outside Reading Programs • Assessment/Intervention Resources • Recommended Beginning of Year Assessments • Parent Resources

  2. Implementing Common Core:A Focus on Early Literacy Module 2 – Print Concepts and Phonemic Awareness for Elementary Administrators Presenters: LaRae Blomquist, Geri Keskeys, and Susie Lapachet June 7th and 12th 2013

  3. Making Connections

  4. Module One Outcomes Participants will understand the: • Connection between reading-foundational skills and reading comprehension • Foundation of speaking/listening standards • Reading-literature and reading-informational text standards • Connection between reading and writing

  5. Table Talk • As a result of the last module, did the information impact your actions? • (e.g., read an article connected about CCSS, met with a colleague, shared information with site leadership)

  6. Outcomes for Module 2 Participants will be able to: • Recognize effective instruction of print concepts and phonemic awareness • Identify next steps based on observations • Begin planning for intervention

  7. Expectations and Opportunities

  8. Identifying Expectations and Providing Opportunities- An Administrator’s Lens

  9. Reading-Foundational Skills • Print Concepts • Phonological Awareness • Phonics and Word Recognition • Fluency

  10. Reading Standards: Foundational Skills Page 3

  11. Print Concepts • Follow words, left to right, top to bottom, page to page • Sequence of letters represent spoken language • Words separated by spaces • Letter Recognition

  12. Print Concepts By the end of first grade, students should recognize distinguishing features of text such as: • First word • Capitalization • Ending punctuation

  13. When and where should we address print concepts? • Every big book, every trade book • Skills -directly taught and assessed • Open Court- instruction for print concepts So, what would this look like?

  14. Kindergarten Benchmark Assessment and Bookmark

  15. Letter RecognitionInstruction that supports letter recognition mastery • Emphasize the name with the sound/spelling card…an opportunity for a “two-fer” • Practice automaticity

  16. Table Talk Observing print concepts instruction: • Where are the students? Who is responding? • What is the proportion of student to teacher talk? • Who is tracking with the pointer? • What distinguishing features are called out?

  17. “Big Ideas” Print concepts should be directly taught with every book read to students. Print concepts should be mastered by the end of Kindergarten. Letter recognition must be mastered in Kindergarten and is located in CCSS print concepts.

  18. Reading-Foundational Skills • Print Concepts • Phonological Awareness • Phonics and Word Recognition • Fluency

  19. After children become aware of the alphabetic principle, they develop the ability to manipulate letters and sounds. This helps them to decode new words they encounter in books and to create temporary spellings in their writing. (Reutzel and Cooter, 1999)

  20. Reading Standards: Foundational Skills Page 3

  21. Phonemic Awareness & Phoneme Phonemic Awareness: The ability to hear, identify, and manipulate the individual sounds – phonemes – in spoken words Phoneme: The smallest unit of spoken language

  22. Elkonin Boxes Activity

  23. Instruction in Phonological Awareness Instruction should be: • Engaging • Pacing that is succinct and crisp • Consistent (daily, short periods of time over the year) • Planned and prepared

  24. “Look and Listen For” • Oral activities • Every student involved • Daily routine • Appropriate wait time • Signal (hand, teacher signal, etc.)

  25. Video/Demo This is a new teacher on your staff, what would your feedback be? Table Talk: Share with your table the steps you would take with this teacher. Share Out

  26. Video/Demo This is a new teacher on your staff, what would your feedback be? Table Talk: Share with your table the steps you would take with this teacher. Share Out

  27. How can I apply my knowledge? In your everyday interactions with students, how can you provide them with informal practice in phonemic awareness?

  28. Benchmark Assessments K/1 • Recognizes and Produces Rhymes (K only) • Oral Blending • Isolates First Sound • Isolates Last Sound • Syllable Counting (K only) • Segmenting • Isolates Medial Sounds (1st grade assessment)

  29. Table Practice Using the Kindergarten and First Grade Benchmark assessments: • Use the DFA to take turns administering one item from each of the Benchmark Assessments related to phonemic awareness. • The rest of the group should become the students.

  30. Brainstorm Opportunities for RFS Student Interaction • When else? • Who else might you include? • Cafeteria • Front office staff • Librarian • Volunteers

  31. Outcome #2 – “Big Ideas” Phonemic Awareness is the ability to hear sounds in spoken words. Proper first instruction and multiple opportunities for practice ensure mastery.

  32. Identifying Expectations and Providing Opportunities- An Administrator’s Lens • Review the questions • What are your next steps?

  33. Evaluations • Please fill out the evaluation forms provided. • Specific feedback is greatly appreciated in the comment section to better address the needs of administrators.

  34. Let’s Talk About… • Lexile • Accelerated Reader, Scholastic Reading Counts • Assessment/Intervention Resources • Recommended Beginning of Year Assessments • Parent Resources

  35. Lexile

  36. Outside Reading Programs These programs have specific and limited uses. SPECIFIC USES: • Volume matters! • For use as an incentive • CAUTIONS: • Lexile levels = one aspect • provide literal reading comprehension data • Flawed Zone of Proximal Development (AR)

  37. Intervention

  38. Recommended Beginning of Year Assessments • Fluency- Reading Lions Unit 6 from previous year (unit not assessed from previous year) • BPST – 2nd grade (all students); 3rd grade (those with low fluency) • Johnston Spelling – 1st through 6th • Writing Sample- Grade level choice (Letter of introduction- primary and intermediate version. Kindergarten- self-portrait.)

  39. Intervention Resources

  40. Parent Resources A Power Point is on its way! (Thanks, Anne. ) CCSS Vimeo Resource (3 minutes)

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