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

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Why is listening to a student read not enough? 2 minGO!

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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

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

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

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

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

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Back to our questionwhy isnt listening to a student read enough? Reading & writing are reciprocal in nature Listening to a student read Context Decoding pronunciation Observing (deconstructing) a students writing Devoid of context Must go to their grapheme/phoneme correspondences & knowledge of language Involves additional processing

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

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

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Young Students Confuse Similar Sounds efryfor every voiceless for voiced fricative inemsforitems nasal for a stop gatforgrade omission of /r/ from blend; voiceless for a voiced stop bagforback voiced for a voiceless stop mdforbed nasal for a stop

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

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

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Syllabicate!

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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

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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??

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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?

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

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

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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 1 st Grade Thursday, August 1 CKLA Skills Units for 2 nd Grade

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Todays Materials www.e2ela.wikispaces.com Primary Forum