ELA: Foundational Knowledge for the CCLS Foundational Standards

1. ELA: Foundational Knowledge for the CCLS Foundational Standards Amy Bartell Staff Development Specialist abartell@e2ccb.org

2. Why is listening to a student read not enough? 2 min…GO!

3. Agenda • Breaking the Code • Brain-based Language/Literacy Processing • Encoding/Decoding Connection • The Standards • Foundational Standards • Learning Progressions • Code Errors in Encoding vs. Decoding • Analysis of Errors • Strategies & Resources

4. https://www.kansasprojectsuccess.org/system/files/83/original/4%20Part%20Processor%20Poster.pdf?1306258404https://www.kansasprojectsuccess.org/system/files/83/original/4%20Part%20Processor%20Poster.pdf?1306258404

5. http://www.centeroninstruction.org/files/Why%20Teach%20Spelling.pdfhttp://www.centeroninstruction.org/files/Why%20Teach%20Spelling.pdf

8. The Hourglass Concept *Phonology steps most supported by research to improve reading and spelling skills

9. http://www.centeroninstruction.org/files/Building%20the%20Foundation%2Epdfhttp://www.centeroninstruction.org/files/Building%20the%20Foundation%2Epdf

10. Back to our question…why isn’t listening to a student read enough? • Reading & writing are reciprocal in nature • Listening to a student read • Context • Decoding • pronunciation • Observing (deconstructing) a student’s writing • Devoid of context • Must go to their grapheme/phoneme correspondences& knowledge of language • Involves additional processing

11. http://homepage.ntlworld.com/vivian.c/Writings/Papers/TeachingSpelling..htmhttp://homepage.ntlworld.com/vivian.c/Writings/Papers/TeachingSpelling..htm

15. Figure 2.2: Development of Consonant Articulation(based on Sander, 1972)

16. Young Students Confuse Similar Sounds efry for everyvoiceless for voiced fricative inems for itemsnasal for a stop gatfor gradeomission of /r/ from blend; voiceless for a voiced stop bag for backvoiced for a voiceless stop md for bednasal for a stop

18. Look at my mouth! • Write the word “plosive” (not looking at me) • “closive”? • Covered mouth “plosive” • “Let me see your mouth!” • Uncovered mouth “plosive”

19. Read this to me… Originally written as: I have on a mintin and a dess with spidrs

20. Syllabicate!

21. First try: • I like to go insloring (with my bother.) • Strategy: • Read this to me. • Break into syllables (Ex – plor – ing) • Slow down each syllable (slow-motion syllables) • Feel in mouth • Second try: • exsploring • Strategy: • Read this word to me (cover the letters and break up – Exs- • Third try: • exploring

22. When Decoding/Reading… What to say when a student stumbles on a word: • “Look carefully at all letters.” • “Sound it out.” • “Cover part of the word” • “Does that word make sense?” Avoid saying, “Look at the picture” or “What word makes sense here?” as your initial cue! WHY??

23. When Encoding/Writing… • Phonemically Plausible Spelling • Strategies/Routines: • Can you please read that out loud to me? • Look at me when I say this word… • Break word into syllables (arm method) • How many sounds do you hear in that word/syllable? • What are they? • Did you show me (represent) each sound? • Watch my lips • Is my voice on or off?

24. http://www.centeroninstruction.org/files/Building%20the%20Foundation%2Epdfhttp://www.centeroninstruction.org/files/Building%20the%20Foundation%2Epdf

26. FCRR: http://www.fcrr.org/assessment/ET/routines/routines.html

27. Dates to Remember! Common Core Foundations: • Monday, July 29: CCLS Foundational Skills: Phonology & Orthography (K-2 & Special Ed) Grade Level Workshops: • Tuesday, July 30: CKLA Skills Units for Kindergarten • Wednesday, July 31: CKLA Skills Units for 1st Grade • Thursday, August 1 CKLA Skills Units for 2nd Grade

28. Today’s Materials • www.e2ela.wikispaces.com • Primary Forum