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K-3 Literacy InstituteSession 3
January 2012
Phonics and Spelling
2
Curriculum and Professional Learning
Introduction/Grounding/Framing the Day
Curriculum and Professional Learning
3 Grounding- PA Lesson Reflection
1. See handout titled Grounding: Phonemic Awareness Lesson Reflection.
2. Use the 5 guiding questions to get you started.
Curriculum and Professional Learning
Objectives/Outcomes4
1. Develop a common understanding of the concept of differentiation and it’s relationship to assessment.
2. Identify, practice, and apply strategies for Phonics and Spelling instruction.
3. Develop learning progressions for instruction of Phonics or Spelling.
4. Develop a lesson to teach Phonics or Spelling.
Curriculum and Professional Learning
Agenda5
Introduction/Grounding/Framing the Day
Differentiation and Assessment
Content Review:Phonics and Spelling
Strategies and Philosophies
Learning Progressions:Phonics/ Spelling and Assessment Results
Lesson Planning: Phonics/ Spelling and Assessment
Results
Closure: Reflect and Facilitation Tools
6
Curriculum and Professional Learning
Differentiation and Assessment
Curriculum and Professional Learning
FUSD Tiered Levels of Support:
AcademicSupport
Social EmotionalSupport
Tier 3: Intensive InterventionsIntense, durable, assessment-based
support for individual students
Tier 2: Targeted Group Interventions
Rapid response and focused support for students identified as at-risk
Tier 1: Universal Support
Preventative, proactive support for all students,
by all staff, in all settings
5%
15%
80%
7
Curriculum and Professional Learning
8 Section Closure
Under outcome #1 on your Reflection Grid, answer the following question:
Using the new learning about DIBELS, what two things do you plan to do
differently in your classroom tomorrow?
Be prepared to share!
9
Curriculum and Professional Learning
Content Review: Phonics and Spelling
Curriculum and Professional Learning
10 Building Blocks of Reading Instruction
Comprehension
Fluency
Phonemic Awareness
Vocabulary
Phonics
Curriculum and Professional Learning11
Rh
ym
e &
A
llite
rati
on
12
Curriculum and Professional Learning
Grounding- Partner Talk
List all the different ways you know how to spell the sound /K/.
When do you use each of these spellings for /K/?
13
Phonemic Awareness
The ability to recognize that spoken words are made up of discrete sounds and that those sounds can be manipulated.
Alphabetic Knowledge
The knowledge of the shapes and names of letters.
The Alphabetic Principle
The principle that there is a relationship between sounds and the letters that represent them in alphabetic writing systems.
14
Curriculum and Professional Learning
Reading and Writing
“To teach reading and spelling, teachers must understand the indirect relationship between speech and print. Otherwise, they will have trouble guiding students through the sound-symbol learning process with explicit, accurate information about the spoken and written units that are being connected.”
L. Moats (2000)
Speech to Print
15 Preschool Learning Foundations
3.0 Children extend their recognition of letters of the alphabet. (Reading)
3.2 Name many uppercase and lowercase letters. (more than half of each.)
3.3 Recognize that letters have specific sounds.
16
Curriculum and Professional Learning
The English Language
English uses over 170 graphemes (letters and letter combinations) to spell 43 phonemes (sounds).
17
Teach the Sound-Spelling Connection
50% of English vocabulary can be spelled accurately on the basis of sound-symbol correspondence rules alone
36% can be spelled with one error on the basis of phoneme-grapheme correspondence
10% can be spelled accurately when word meaning, origin, and morphology are considered
LESS than 4 % are true oddities
18
Curriculum and Professional Learning
5 Principles of English Orthography
1. We spell with letters and letter combinations.2. We spell by the position of a sound in a word.3. We spell by letter patterns.4. We spell by meaning.5. Many English words come from other
languages.
Curriculum and Professional Learning
19 A Visual Tool
A visual tool for both teacher and student 43 SS cards 3 parts to the cards
Name of card (not the letter name) Sound Spelling (s)
Mnemonic devices Color coding Blank lines (position within a word or syllable)
The Strategy
Instruction should be explicit, intentional, consistent, and routine
Name-Sound- Spelling Use “Think Alouds” to
model the use of the cards during reading and spelling.
20
21 The Goal
Automaticity with the sound-spelling connection.
Independent student use during reading and writing.
22 Strategies for Blending
1. Continuous Blending2. Sound by Sound3. Vowel First- most support
for struggling students Small group preteaching
or reteaching
23 Strategies for Blending
1. Continuous Blending
2. Sound by Sound
3. Vowel First most support
mat
m-a-t
m-a-te
24
Curriculum and Professional Learning
Let’s Practice- K/1
With a partner, practice blending the following words using the Vowel First blending routine
Partner 1 will be the teacher while partner 2 will be the student.
Switch
slow late mark day
25
Curriculum and Professional Learning
Let’s Practice- 2/3
With a partner, practice blending the following words using the Vowel First blending routine
Partner 1 will be the teacher while partner 2 will be the student.
Switch
page sort night play
26
Curriculum and Professional Learning
Reading & Spelling Longer Words
Why Teach Syllables To “chunk” unfamiliar words
accurately and quickly To distinguish words that
look similar To remember spelling
conventionsturtle
27 Preschool Learning Foundations
2.0 Children develop age-appropriate phonological awareness (Reading).
2.1 Orally blend and delete words and syllables without the support of pictures or objects.
2.2 Orally blend the onsets, rimes, and phonemes of words and orally delete the onsets of words, with the support of pictures or objects.
28 What is a Syllable?
A unit of pronunciation that is organized around a vowel; it may or may not have consonants before or after the vowel.
Onset and Rime
Onset and rime is an easier way to teach blending for some children, especially those with auditory, sequential memory difficulties.
Wylie, R.E., and Durrell, D.D., 1970. Elementary English
500 Primary grade words can be derived from 37 rimes.
29
30
Curriculum and Professional Learning
4 Types of Syllabication
Syllable awareness Syllable types Syllable division
principles Schwa and Accents
rab*bit
31
Curriculum and Professional Learning
Six Types of Syllables
1. closed2. open3. r-controlled4. vowel team5. vowel-silent e6. consonant-le
32 Syllable Division Principles
Syllable Principle One two consonants between two vowels (vccv) giblet penny winsome
Syllable Principle Two one consonant between two vowels (vcv) pony recent dragon limit
Syllable Principle Three Consonant blends usually stick together; don’t
separate digraphs. ether spectrum sequin
33
Curriculum and Professional Learning
Strategy for Syllable Division VCCV
Identify and label the vowels Identify and label any consonants
between the vowels Look at the pattern and divide the word Identify the syllable types Blend each syllable and the read the
whole word
34 Strategy for Syllable Division VCV
Identify and label the vowels Identify and label any consonants between the
vowels Look at the pattern and divide the word Identify the first syllable type Blend each syllable and then read the whole word If you don’t recognize the word, divide it in a
different way
Curriculum and Professional Learning
35
Curriculum and Professional Learning
Let’s Practice- Partner Work
Classify the syllables in the words by recording them in the correct column.
Curriculum and Professional Learning
Give One, Take One, Move On
Using the take one give one sheet, list all of the strategies you currently use to teach Phonics and Spelling.
Now, give one strategy with a table mate, and take one strategy from your table mate.
36
Finally, you have 5-7 minutes to move around the room and Give One, Take One, and Move On.
Curriculum and Professional Learning
37 English Language Learners
Capitalize on sounds and spellings that transfer Explicitly teach sounds and spellings unique to
English Teach blending, segmenting, and manipulating
individual phonemes in syllables (for Spanish speakers)
Accept oral approximations; then teach sound articulation
Focus on words (pictures) students already know
Curriculum and Professional Learning
Routines and Procedures
Partner Share What are your expectations for
student behavior during phonics or spelling instruction? How do you communicate them to your students?
CHAMPS Voice level Eyes and ears Movement and participation
38
Curriculum and Professional Learning
HM Reading Tool Kit39
Why Syllabication?
The identification of syllables and how they join together becomes very important to
students in third grade, when they must independently decode
words of greater length. L. Moats (2003)
Adapted from LETRS
40
Curriculum and Professional Learning
Reflection Grid
X Complete the phonics and
spelling portion of the grid. What “aha’s” did you make? How might phonics or
spelling instruction look differently in your classroom?
41
42
Curriculum and Professional Learning
Learning Progressions
Written Curriculu
m
Taught Curriculu
m
Assessed Curriculu
m
The Learned
Curriculum
Aligned Instructional System
43
Curriculum and Professional Learning
43
The Lowdown On Learning Progressions
Read the identified section of the article, “The Lowdown on Learning Progressions,” by W. James Popham.
Underline or highlight key words or phrases that help you frame your understanding of the concept of Learning Progressions.
Learning Progressions ARE NOT…
A list of topics to be addressed. A list of activities or strategies students will use to
learn.
Example46
Orally blend words
without the support of pictures or
objects. (compound
words)
Orally blend
syllables without
the support
of pictures
or objects.
Delete words
without the support of pictures or
objects (compound
words)
2.1 Orally blend and delete words and syllables without the support of pictures or objects.
Learning Progressions47
Enabling Knowledg
e
Sub Skills
Conceptual
Understanding
Mastery of Grade-Level Standard
Curriculum and Professional Learning
48 Learning Progressions
“A learning progression is a sequenced set of subskills or bodies of enabling knowledge that, it is thought,
students must master en route to mastering a more remote target
curricular aim.”-Popham, 2008, p.24)
New to Learning Progressions?
1. There is no “one right way.”2. Less is More.3. Developing Learning Progressions is hard
work!
Articulated Learning Progressions
Reading Curriculum Timeline
Review your grade level. Review the previous grade
level. Review the grade following
yours.What did you notice about the instructional continuum?
50
Curriculum and Professional Learning
51 Learning Progression Development
Work with your grade-level colleagues. Use the curriculum guide and your
assessment data to determine which standard you are going to develop learning progressions for.
Curriculum and Professional Learning
52 Learning Progression Development
Use the worksheet to develop your learning progressions.
Scribe your standard and your learning progression on the poster paper provided.
Your learning progressions should: Be derived from the grade-level standard. Be written in objective language.
Thinking verbs + content.
Curriculum and Professional Learning
53 Gallery Walk
Curriculum and Professional Learning
Reflection Grid
X
How will Learning Progressions help you in your planning?
54
55
Curriculum and Professional Learning
Lesson Planning
Foundations for
Classrooms
Closure
Assessment
Objectives
Instruction Aligned to Objective
Curriculum and Professional Learning
57 Lesson Planning
Using the Learning Progressions that you just developed, begin planning lessons to address those objectives.
Use the strategies from today, or any other planning materials you have brought.
Go/Foundations
Curriculum and Professional Learning
58 Lesson Planning
Given that you are teaching for mastery, your lesson should answer the following questions aligned to Classroom Foundations… What will students know, understand, be able to do? (Objective) How do instructional activities align to objectives? (Instruction aligned
to objective) How do you close your lesson? (Closure) How do you determine if students are “getting it?” How do you
monitor and adjust? Other questions to consider in your lesson planning… Is this lesson aimed for whole group, small group, etc.? Is this lesson developed as a “first teach” or a “re-teach?”
Curriculum and Professional Learning
59 Lesson Sharing
In your collaborative groups, designate a representative to share a one-minute summary of your lesson.
Curriculum and Professional Learning
Reflection Grid
X
How did you incorporate today’s content in your lesson planning?
60
Curriculum and Professional Learning
61 Next Steps
Teach the lesson(s) you developed today. Be prepared to reflect on how it went in the next
session. Try the planning processes learned today in your
Accountable Communities.
Curriculum and Professional Learning
Agenda62
Introduction/Grounding/Framing the Day
Differentiation and Assessment
Content Review:Phonics and Spelling
Strategies and Philosophies
Learning Progressions:Phonics/ Spelling and Assessment Results
Lesson Planning: Phonics/ Spelling and Assessment
Results
Closure: Reflect and Facilitation Tools
Curriculum and Professional Learning
63 Language Arts K-6 Website
http://www.fresnounified.org/dept/CPL/langk6/default.aspx
Curriculum and Professional Learning
64 Closure
Complete the FUSD Professional Learning Feedback form.
Thank You!