Post on 22-Feb-2016
description
ELA: Foundational Knowledge for the CCLS
Foundational Standards
Amy BartellStaff Development Specialist
abartell@e2ccb.org
Why is listening to a student read not enough?
2 min…GO!
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
4https://www.kansasprojectsuccess.org/system/files/83/original/4%20Part%20Processor%20Poster.pdf?1306258404
http://www.centeroninstruction.org/files/Why%20Teach%20Spelling.pdf
*Phonology steps most supported by research to improve reading and spelling skills
The Hourglass Concept
http://www.centeroninstruction.org/files/Building%20the%20Foundation%2Epdf
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
http://homepage.ntlworld.com/vivian.c/Writings/Papers/TeachingSpelling..htm
Figure 2.2: Development of
Consonant Articulation(based on Sander, 1972)
Young Students Confuse Similar Sounds
efry for every voiceless for voiced fricative
inems for items nasal for a stop
gat for grade omission of /r/ from blend; voiceless for a voiced stop
bag for back voiced for a voiceless stop
md for bed nasal for a stop
Look at my mouth!
• Write the word “plosive” (not looking at me)• “closive”? • Covered mouth “plosive”• “Let me see your mouth!”• Uncovered mouth “plosive”
Read this to me…
Originally written as:I have on a mintin and a dess with spidrs
Syllabicate!
• 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
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??
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?
http://www.centeroninstruction.org/files/Building%20the%20Foundation%2Epdf
• FCRR: http://www.fcrr.org/assessment/ET/routines/routines.html
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