Common Core ELA Foundational Skills Grade 2, Session 2 October 22, 2014

1. Common Core ELA Foundational SkillsGrade 2, Session 2October 22, 2014 Presented by: Amanda H.K. Steiman, Ed.D asteiman92@gmail.com

2. AGENDA • Overview and Grade-Level Check In • Phonological Awareness, Part 2 (beyond consonants, short and long vowel sounds) • Phonics/Decoding, Part 2– Special vowel and consonant sounds • Multi-syllabic decoding – word analysis chart • Syllable types (Part 1) • Using the Word Analysis Chart • Compound words and beyond • Dictation and Spelling TeachingTricky Words • Grade-Level-Team Discussion and Commitments • Closing and Evaluation Packet Page 1

3. Grade-Level Check-In • Review your notes or index card from Session 1 • What did you try with your students in relation to the CCSS Foundational Skills? • How did it go? What suggestions do you have for your colleagues? • Discuss what you tried with your table. Jot notes from their suggestions. • If you have an unanswered question, concern, or particular strategy you would like modeled, please jot it on a post-it note and give to Danielle. Packet Page 2

4. Today’s Objectives You will leave with… • A deeper knowledge of Gr. 2 standards for Common Core Foundational Skills • Strategies for teaching special vowel sounds and consonant spellings • A strategy for teaching students to decode multisyllabic words • An awareness of how to use dictation for building spelling fluency • Strategies for teaching “Tricky” and “Sight” Words • A specific action plan before you return on Jan. 28 • Memories of collaborative work with colleagues

5. Norms for Collaborative Learning • Listen to understand • Watch (share) airtime • Be fully present (start and end on time; silence electronics) • Honor all voices; invite different perspectives • Be open to new ideas • Return to large group when signaled

6. Teaching English Language Arts (SSSR): Focus of our Sessions

7. Comprehension Vocabulary Fluency/Automaticity Decoding & Word Structure Alphabetic Knowledge/Phonics Phonemic Awareness Concepts of Print

8. Comprehension Strategies Background 
Knowledge Verify 
Predictions Be metacognitive Question f Visualize Use text clues Text 
Structure Clarify Confusion Monitor Infer Summarize Synthesize Text 
Vocabulary Academic 
Language Syntactical 
Structures Expression & 
Intonation CCSS Foundational Skills CCSS Foundational Skills Rate Accuracy Digraphs, 
Trigraphs Consonant 
Blend 
Words Long 
Vowel 
Words R&L 
Controlled 
Vowels Vowel 
Diphthongs CVC 
Words Multisyllabic 
Words Sight Words Affixes Letter Names-
Uppercase Letter 
Names-
Lowercase Alphabetic 
Principle Consonant 
Sounds Short Vowel 
Sounds Long Vowel 
Sounds Beginning 
Sounds: Same/ 
Different Beginning Sound 
Isolation Ending Sound 
Isolation Sound 
Blending Phoneme 
Segmentation Sound 
Manipulation Rhyming Purpose of 
Print Form--case, 
size, font, color Print to 
Speech Letter vs. 
Word Parts of 
a Book Direction
-ality Stories Word

9. RF.1.2- Phonological Awareness Standards (1st grade standard)

10. Phonological and Phonemic AwarenessWhat is it? • Syllable Segmentation (clap, count) • Rhyme (oral cloze) • Beginning, middle, ending sounds (same/different) • Beginning, middle, ending sound isolation • Sound blending • Sound segmenting • Sound manipulation • Sound substitution

11. Building sound-spelling connections From Pinterest Packet Pages 3-4

12. Phonemic Awareness with Special Sounds Packet Page 5

13. With long and special vowels… Apples and Bananas I like to eat I like to eat, eat apples and bananas. I like to eat I like to eat, eat apples and bananas.

14. With special vowels and consonant digraphs Stand up when you hear this sound, hear this sound, hear this sound… Stand up when you hear this sound, /ch/ /ch/ /ch/ /ch/ /ch/ /aw/ /aw//aw//aw//aw/ To the tune of: Mary had a little lamb

15. With special vowels and consonant digraphs--Picture Sorts z /zh/ 5+3=8

16. What sounds are difficult for your students?What activities can you do/do you do to help them hear and say the sounds?

17. Word Work Strategies At A Glance Packet p. 6

18. Two Kinds of Word Sorts Packet p. 7

19. Building Decoding Stamina SueandLukedecided to take flute lessons so they could play jazz tunes. They sold fruit baskets to make money for the flute lessons. The prunes were not too good, and some of the fruit got bruised. But they made cute melon cubesand had fresh juice too. So lots of surfer dudes bought the fruitand juice. It’s true that they sold more on sunny days in June when the sky was blue. They wore swimsuits and made a huge sign to attract people in suits and the surfer dudestoo. When they had enough money, the fruitstand closed and the flute lessons started, right on cue. (110 words)

20. Multisyllabic Decoding, Part 1 • RF2.3 Know and apply grade-level phonics and word analysis skills in decoding words. 2.3c Decode regularly spelled two-syllable words with long vowels. • 2.3d Decode words with common prefixes and suffixes. un der packing space ship

21. The Multisyllabic Stool 4. Schwa—Schwa is the most common sound in English. Sounds like a short u—uh. Schwa appears in almost every multisyllabic word. 2. Morphemic Analysis—the meaning of the word parts. • 3. Syllabication Patterns—knowing the common places where syllables divide helps me pronounce unfamiliar words. 1. Structural Analysis- Endings, Contractions, Possessives, Plurals, Compounds, Abbreviations Packet p. 8

22. Packet p. 9

23. Teaching Syllable Generalizations 1. Closed syllables rabbit rab/bit rab*bit

24. Open or Closed ? cabin • Write cabin on the board, but do not read the word aloud or ask students to say the word at this time. • Write ca| bin and cab | in underneath cabin. Explain that both of these are ways students might try chunking the letters into syllables. • Tell students, “I am going to say a sentence using this word. I want you to listen carefully and then decide how to read and say this word.” • Say “My family and I are going camping in the woods this weekend and we are going to stay in a .” • Point to the syllables of the first word and model how to sound out each syllable as it is divided. Ca| bin is pronounced /kae/ /bin/, with the (long vowel) /ae/ sound. • Now point to the syllables in the second word cab in and model sounding out the word as it is divided /kab/ /in/ with the /a/ sound. • Ask students which pronunciation makes sense. (cab | in) Circle cab | in. • Review the spelling patterns of the long /ae/ versus the short /a/ sound, i.e., ‘a’ is pronounced /ae/ at the end of the syllable and /a/ if there are consonants on either side. ca / bin cab / in Unit 3 Lesson 4, p. 35

25. Experiencing the Word Analysis Chart inhospitable x x in hos•pit hospit able pit in hos able inhospitable

26. Word Analysis Chart Print word Is it a compound word? Is there a prefix or suffix? Then bring down the rest. Divide into syllables (can leave a suffix intact). Read word fluently. Give brief definition.

27. Decoding phonetically-regular two-syllable words • Use the Word Analysis Chart to practice teaching the following multi-syllable words that are part of the EngageNY/Amplify reading materials • driveway • training • explained • mistakes Remember: Choose just two words or spend 5 minutes per day to practice multi-syllabic words that students will encounter in text. Soon, students will begin to use the strategy on their own, and you can eventually minimize or eliminate this piece.

28. Dictation and Spelling • L.2.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. • c. Use an apostrophe to form contractions and frequently occurring possessives. • d. Generalize learned spelling patterns when writing words (e.g., cagebadge; boyboil).

29. Dictation with Common Spelling Patterns • Basic Code – most common spellings • Sound by sound (hold up one finger per sound) • Students count the sounds and draw that number of lines • If a sound is represented by two letters, remind students of that code • It’s NOT a test – you can help students, but you want them to ask if they’re not sure (this helps students internalize the correct spelling, rather than writing an incorrect spelling repeatedly)

30. Example: Dictation with Words Unit 1, Lesson 30

31. Example: Dictation with Phrases/ Sentences • Expand from individual words to phrases and sentences • Every word in the phrase or sentence should either be phonetically regular or a tricky/sight word that has been previously taught • Same rules of dictation apply

32. Independent Practice • Look at the Pausing Point activities selected from Unit 2 • Think about your students and their needs • Select one activity to try out at your table • Also, think about how you could adapt the activities to be done independently or in small groups (centers)

33. Teaching “Tricky” and “Sight” Words • Tricky words—not completely phonetically regular (e.g., of, have, the, two, once, one, was) • Sight words—may be phonetically regular using an Advanced Code (e.g., he, be, she, I), but should be taught before the Advanced Code has been learned

34. Teaching Tricky Words • would • could • should These words are phonetically irregular – their vowel sound is the same as in “look”

35. Woulda, coulda, shoulda “I wish I could go to the beach,” whined Ann. “I would really like to go!” “If you want to go,” said Mom, “you should stop whining and finish your work. Then maybe we will have time to go.” “Okay,” said Ann. “If I could just play music while I work, it would be more fun!” “That should be okay,” said Mom. “I think Pam would like to go too. You should go ask her after you finish your work.” “Now if we could just stop for ice cream on the way, it would be a perfect day!” Ann said.

36. Woulda, coulda, shoulda “I wish I could go to the beach,” whined Ann. “I would really like to go!” “If you want to go,” said Mom, “you should stop whining and finish your work. Then maybe we will have time to go.” “Okay,” said Ann. “If I could just play music while I work, it would be more fun!” “That should be okay,” said Mom. “I think Pam would like to go too. You should go ask her after you finish your work.” “Now if we could just stop for ice cream on the way, it would be a perfect day!” Ann said.

37. Woulda, coulda, shoulda “I wish I could go to the beach,” whined Ann. “I would really like to go!” “If you want to go,” said Mom, “you should stop whining and finish your work. Then maybe we will have time to go.” “Okay,” said Ann. “If I could just play music while I work, it would be more fun!” “That should be okay,” said Mom. “I think Pam would like to go too. You should go ask her after you finish your work.” “Now if we could just stop for ice cream on the way, it would be a perfect day!” Ann said.

38. Woulda, coulda, shoulda “I wish I could go to the beach,” whined Ann. “I would really like to go!” “If you want to go,” said Mom, “you should stop whining and finish your work. Then maybe we will have time to go.” “Okay,” said Ann. “If I could just play music while I work, it would be more fun!” “That should be okay,” said Mom. “I think Pam would like to go too. You should go ask her after you finish your work.” “Now if we could just stop for ice cream on the way, it would be a perfect day!” Ann said.

39. Woulda, coulda, shoulda “I wish I could go to the beach,” whined Ann. “I would really like to go!” “If you want to go,” said Mom, “you should stop whining and finish your work. Then maybe we will have time to go.” “Okay,” said Ann. “If I could just play music while I work, it would be more fun!” “That should be okay,” said Mom. “I think Pam would like to go too. You should go ask her after you finish your work.” “Now if we could just stop for ice cream on the way, it would be a perfect day!” Ann said.

40. Woulda, coulda, shoulda “I wish I could go to the beach,” whined Ann. “I would really like to go!” “If you want to go,” said Mom, “you should stop whining and finish your work. Then maybe we will have time to go.” “Okay,” said Ann. “If I could just play music while I work, it would be more fun!” “That should be okay,” said Mom. “I think Pam would like to go too. You should go ask her after you finish your work.” “Now if we could just stop for ice cream on the way, it would be a perfect day!” Ann said.

41. Woulda, coulda, shoulda “I wish I could go to the beach,” whined Ann. “I would really like to go!” “If you want to go,” said Mom, “you should stop whining and finish your work. Then maybe we will have time to go.” “Okay,” said Ann. “If I could just play music while I work, it would be more fun!” “That should be okay,” said Mom. “I think Pam would like to go too. You should go ask her after you finish your work.” “Now if we could just stop for ice cream on the way, it would be a perfect day!” Ann said.

42. Woulda, coulda, shoulda “I wish I could go to the beach,” whined Ann. “I would really like to go!” “If you want to go,” said Mom, “you should stop whining and finish your work. Then maybe we will have time to go.” “Okay,” said Ann. “If I could just play music while I work, it would be more fun!” “That should be okay,” said Mom. “I think Pam would like to go too. You should go ask her after you finish your work.” “Now if we could just stop for ice cream on the way, it would be a perfect day!” Ann said.

43. Woulda, coulda, shoulda “I wish I could go to the beach,” whined Ann. “I would really like to go!” “If you want to go,” said Mom, “you should stop whining and finish your work. Then maybe we will have time to go.” “Okay,” said Ann. “If I could just play music while I work, it would be more fun!” “That should be okay,” said Mom. “I think Pam would like to go too. You shouldgo ask her after you finish your work.” “Now if we could just stop for ice cream on the way, it would be a perfect day!” Ann said.

44. Woulda, coulda, shoulda “I wish I could go to the beach,” whined Ann. “I would really like to go!” “If you want to go,” said Mom, “you should stop whining and finish your work. Then maybe we will have time to go.” “Okay,” said Ann. “If I could just play music while I work, it would be more fun!” “That should be okay,” said Mom. “I think Pam would like to go too. You shouldgo ask her after you finish your work.” “Now if we could just stop for ice cream on the way, it would be a perfect day!” Ann said.

45. Woulda, coulda, shoulda “I wish I could go to the beach,” whined Ann. “I would really like to go!” “If you want to go,” said Mom, “you should stop whining and finish your work. Then maybe we will have time to go.” “Okay,” said Ann. “If I could just play music while I work, it would be more fun!” “That should be okay,” said Mom. “I think Pam would like to go too. You should go ask her after you finish your work.” “Now if we could just stop for ice cream on the way, it would be a perfect day!” Ann said.

46. Grade-Level-Team Work • We have practiced Phonemic Awareness skills, Multisyllabic Decoding skills and Tricky Word skills. • Review your packet. Share with people at your table: “One thing that stood out to me today was ______ because ______.” • Discuss with your table: What is one skill or strategy I can commit to teaching or using before I return on January 20th? Packet Page 23

47. A specific action plan before you return in October I will ______ before Jan. 20th. I will bring back ______. I would like help with ______. • What will you try before Jan. 20th? • What will you bring back to share with the group? • What support would you like from the District ELA Coach? • Write your name and School Name on the other side of the index card. On back: Name and School

48. Closure • Please leave your index card on the table • Please complete the individual Evaluation Form and leave on the table (include any questions or topics you would like addressed in future sessions). Thank you for coming. See you on Jan. 28th! Happy Holidays (all of them)! Packet Page 24