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Implementing Common Core: A Focus on Early Literacy Module 3 – Foundational Skills II and Language Standards for Administrators Presenters: LaRae Blomquist,

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Presentation on theme: "Implementing Common Core: A Focus on Early Literacy Module 3 – Foundational Skills II and Language Standards for Administrators Presenters: LaRae Blomquist,"— Presentation transcript:

1 Implementing Common Core: A Focus on Early Literacy Module 3 – Foundational Skills II and Language Standards for Administrators Presenters: LaRae Blomquist, Susie Lapachet and, Patty Tong September 2013

2 Table Talk As a result of the last module, how did the information impact your actions? (e.g., read an article connected about CCSS, met with a colleague, shared information with site leadership) Topics covered: Recognize effective instruction of print concepts and phonemic awareness Intervention planning

3 Outcomes: Participants will: 1.Review foundation skills including blending lessons and fluency 2.Become familiar with the Language standards and recognize challenges for instruction

4 EGUSD Blog

5 Reading-Foundational Skills 1.Print Concepts 2.Phonological Awareness 3.Phonics and Word Recognition 4.Fluency

6 Foundational Skills RTI/ Intervention Co-op Meetings Allocation of Resources Student Performance Supporting Teachers SST/IEP Six Degrees

7 Phonics and Word Recognition 3. Know and apply grade-level phonics and word analysis skills in decoding words both in isolation and in text. a.Sound-spelling b.Decoding one syllable words c.Final e and common vowel team conventions d.Syllabication e.Decode two-syllable words f.Inflectional endings g.Sight words

8 Sound /Spelling Cards Features – Picture cue (Name of the Card) – Spellings – Green box, Yellow Box, Blue Box – Red Letters- Black letters – Blank line


10 Blending (Program Appendix pg. 16-17) The purpose of blending is to teach the students a strategy for figuring out unfamiliar words.

11 Blending Sound by Sound Whole Word Syllable Blending

12 Blending Sound by Sound: – Write, point, students say – Write the next sound – Blend through the vowel – Move your finger from left to right making a blending motion – Write the spelling for the last sound, blend – Read the word

13 Blending Examples First Grade Classroom Edited tape to reflect blending stages only (oral language routine edited out) Example is appropriate for 2 nd and 3 rd grade intervention, however, too slow for whole class instruction.

14 Elements of an Exemplary Blending Lesson Teacher is writing in front of the students Students are situated where they can see the board and the teacher can see them. Teacher refers to sound spelling cards Teacher uses visual cues Teacher signals students when to respond Teacher’s eyes are focused on the students during their response

15 Whole Word Blending (cvc, ccvc, cccvc, cvce) – Write the whole word to be blended. – Ask the students to blend the word as you point to them, following sound by sound procedure. – Have students say the whole word.

16 Table Talk What exemplary practices did you notice in the video clip? How would you coach this teacher?

17 Syllable Blending (cvc, ccvc, cccvc, cvce) – Write the first syllable of the word – Have the students blend the first syllable – Cover the first syllable with a card or your hand and blend the next syllable – Have the students blend the syllables together to read the word

18 Table Talk What exemplary practices did you notice in the video clip? How would you coach this teacher?

19 Syllable Blending “stick” “catastrophic” Break the word into syllables What sound/ spellings do students need to know to spell the word?

20 High Frequency Word Mastery Activity: Using the Grade 5 Unit 5 fluency provided and the list of first grade high frequency words, highlight as many high frequency words as you can find in the provided passage.

21 Where do decodables fit with CCSS? The purpose of decodables… 1.“To help students apply, review, and reinforce their expanding knowledge of sound/spelling correspondences.” 2.“To provide practice reading words.” 3.To practice fluency - Reading Foundational Skills Standard 4 (RFS4)

22 Using Decodables in the Classroom Effective Practices Re-reading for fluency Whole group instruction Circling high-frequency words Highlighting targeted sound spellings Practice at home Ineffective Practices Practicing/instructing comprehension Independent reading without first instruction Coloring (fine motor practice)

23 Big Ideas It is essential that students can access the Sound/Spelling Cards for reading and writing. Students need strategies for how to decode an unknown word. Students need to master high- frequency words

24 There is more to fluency than speed…

25 Dimensions of Fluency “Reading fluency has three important dimensions that build a bridge to comprehension.” 25 T. Rasinski (2004) Creating Fluent Readers Accuracy in Word Decoding Prosodic Reading Automatic Processing Fluency Module: Repeat from November 26, 2012 October 8 th 8:30-11:30 Room 117

26 How to Administer a Fluency Assessment 1.Place fluency passage in front of student. 2.Place the numbered copy in front of you. 3.Have the student put their finger on the first word. Start your stopwatch when the student says the first word. If the student fails to say the first word of the passage, after 3 seconds, say the word, mark it as incorrect and start your stopwatch. 26

27 How to Administer a Fluency Assessment: Marking Miscues 4.Follow along on your copy. Put a slash mark through words read incorrectly and write what the student said above the word. 5.If a student stops or struggles with a word for 3 seconds, say the word and mark it as incorrect. 6.At the end of 1 minute, place a bracket after the last word and say, “Stop.” 27

28 How to Administer a Fluency Assessment: Scoring Procedure Errors include: Words read incorrectly Words left out Words inserted Mispronounced words Dropped endings or sounds Reversals (Each word read out of order is counted as one error.) Proper nouns count as one error for the entire passage. 28

29 How to Mark the Fluency ExampleMarkingDefinition skunk sky incorrect word blue ^ ^inserted word omitted word or ending Sc sky SCself-correct T Juan TTeacher told word He studied art but he wanted to learn more. skipped a line 29 table

30 How to Administer a Fluency Assessment: Calculating WCPM (Words Correct Per Minute) On a one-minute reading: WCPM = Total words read minus errors (145 read minus 8 errors = 137 WCPM) Accuracy = (WCPM/Total words read) X 100 Ex: (137/145) X 100= 94% 30

31 Accuracy Independent Level: 97-100% accuracy Instructional Level: 90-96% accuracy Frustration Level: < 90% accuracy 31

32 Automaticity: Oral Fluency Norms 32

33 Prosody: Fluency Rubric 33

34 Practice 34 1.Look at the WCPM, according to the Fluency Norms sheet, in which performance band does the student fall? 2.What is the accuracy? 3.What do you notice about the miscues? 4.Is there evidence that prosody is an issue?

35 EL Considerations When analyzing fluency data for EL students consider that: a slower rate may just mean more processing time is needed. accuracy may be tied to language issues such as he/she or inflectional endings not present in primary language. particular instruction in prosody may be necessary.

36 Fluency Recommendation 2 nd -6 th Grade Give the first unit fluency to all students. If a student scores: Proficient or Advanced for EOY expectations (Unit 5) for rate 98% accuracy A “4” on the Prosody Rubric There is no need to continue monitoring student progress of fluency. 36

37 Fluency Recommendation If a student scores: Below the 50 th percentile: Use the Fluency Decision Making Tree to determine which assessments to give to gain more information and match practice and instruction to student needs. 37

38 Now What? 38

39 Fluency Resources Strategic Anthology Passages DIBELS OCR Intervention K-3 Decodables 1 st Grade Decodables Read Naturally (SpEd) Intensive 39

40 Additional Resources Syllable Speed Practice Six Way Syllable Sort Intonation Practice Reading Chunks Phrase Haste 40

41 Johnston Spelling Assess the student’s ability to: Encode Demonstrate ownership of spellings Indications for use of this assessment: Student’s fluency is below the 50 th percentile Student writing indicates a lack of application of spelling rules 41

42 Johnston Spelling 42 1.Score spelling test. 2.Highlight missed spellings on analysis sheet for 3.Look at where the spellings are on the continuum 4.Identify groups with common errors

43 Johnston Spelling Recommendation 1. Give the assessment whole class. 2. Score and analyze assessments for students who:  Have a fluency score below the 50 th percentile.  Turn in writing that indicates a lack of application of spelling rules. 43

44 Big Ideas There are three dimensions of fluency including accuracy, prosody, and automaticity. Assessments are meaningless without analysis. Assessment data should inform intervention plans.

45 Table Talk What implications does this morning’s information have for your school site?

46 Introducing Language Standards Conventions of Standard English: #1-3 1.Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 2.Demonstrate command of the conventions of stand English capitalization, punctuation, and spelling when writing. 3.Use knowledge of language and its conventions when writing, speaking, reading, or listening. Page 7

47 Introducing Language Standards Vocabulary Acquisition and Use: #4-6 4.Determine or clarify the meaning of unknown and multiple-meaning words and phrases…choosing flexibly from an array of strategies. 5.Demonstrate understanding of word relationships and nuances in word meanings. 6.Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using...(varies with grade level). Page 8

48 You May Be Thinking: Those standards seem straight-forward, so how does it affect me in my role as an administrator?

49 Current Materials Do Not All Align to CCSS

50 What standard/grade-level would this worksheet align to in CCSS?

51 Answer: L2j, 1 st grade Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. NOTE: The worksheet does not fully support the essence of the standard that asks students to do more than identify types of sentences.

52 What standard/grade-level would this worksheet align to in CCSS?

53 Answer: L2c, 2 nd Grade L2c: Use an apostrophe to form contractions and frequently occurring possessives.

54 What standard/grade-level would this worksheet align to in CCSS?

55 Answer: ??? While a number of standards refer to verbs, none of them require students to identify verb phrases.

56 What standard/grade-level would this worksheet align to in CCSS?

57 Answer: L1e, 1 st Grade L1e: Use verbs to convey a sense of past, present and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).

58 Implications for Instruction Critical consumers of resources Examine one’s grade-level standards Application of grammar skills to writing Other…

59 Big Ideas Language = Conventions + Vocabulary Acquisition and Use Vocabulary is heavily emphasized and should be woven into both reading and writing instruction. Misalignment exists with many O.C. worksheets—causes implications for instruction/planning.

60 Evaluations Please fill out the evaluation forms provided. Specific feedback is greatly appreciated in the comment section.

61 ELA Update 3 rd Grade Spelling New Hire Workshop, September 20 th, 8:00- 2:30, RM 117 Day 3 ELA training K-2 Possible Pilot of ELA Materials

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