Common Core ELA Foundational Skills Grade 1, Session 3 January 20, 2015 Please grab your index card from last session. Presented by: Cindy C. Kratzer, Ph.D.

AGENDA Overview and Grade-Level Check-In Phonemic Awareness and Phonics Review Fluency Pacing and fitting it all in – Sample lessons from Skills Unit 4 and Domain 5 Differentiating for English learners, struggling readers and advanced readers – Using formative assessment of phonics/phonemic awareness and supplemental resources to meet students and match standards When do you read the text to students? When do they read the text themselves? Grade-Level-Team Discussion and Commitments Closing and Evaluation Packet Page 1

Grade-Level Check-In 1.Review your notes or index card from Session 2 2.What did you try with your students in relation to the CCSS Foundational Skills? 3.How did it go? What suggestions do you have for your colleagues? 4.Discuss what you tried with your table. Jot notes from their suggestions. 5.If you have an unanswered question, concern, or particular strategy you would like modeled, please jot it on a post-it note and give to Cindy. Packet Page 2

Today’s Objectives You will leave with… A deeper knowledge of Gr. 1 standards for Common Core Foundational Skills Strategies for teaching and practicing fluency An awareness of priorities in early literacy instruction Strategies for formatively assessing and differentiating for the needs of your students A specific action plan before you return on March 25 Memories of collaborative work with colleagues

Norms for Collaborative Learning Listen to understand Watch (share) airtime Be fully present (start and end on time; silence electronics) Honor all voices; invite different perspectives Be open to new ideas Return to large group when signaled

Teaching English Language Arts (SSSR): Focus of our Sessions StructuresStandardsStrategiesResources

Concepts of Print Phonemic Awareness Alphabetic Knowledge/Phonics Decoding & Word Structure Vocabulary Fluency/Automaticity Comprehension

f Print to Speech StoriesWord Letter vs. Word Parts of a Book Direction - ality Purpose of Print Form--case, size, font, color Rhyming Beginning Sounds: Same/ Different Beginning Sound Isolation Ending Sound Isolation Sound Blending Sound Manipulation Phoneme Segmentation Letter Names- Uppercase Consonant Sounds Short Vowel Sounds Alphabetic Principle Letter Names- Lowercase Long Vowel Sounds CVC Word s R&L Controlled Vowels Long Vowel Words Multisyllabic Words Consonant Blend Words Sight Words Vowel Diphthongs Digraphs, Trigraphs Affixes Accuracy Rate Expression & Intonation Text Vocabulary Academic Language Syntactical Structures Background Knowledge Text Structure Comprehension Strategies Monitor Question Clarify Confusion Be metacognitive Use text clues InferSummarize Verify Predictions Synthesize Visualize CCSS Foundational Skills CCSS Foundational Skills

RF.1.2- Phonological Awareness Standards

With special vowels and consonant digraphs--Picture Sorts 5+3=8 /z/ /zh/

Sound Blending and Segmenting: Two Sides of the Coin Sound BlendingSound Segmenting PurposeConnecting isolated sounds to make a word (part to whole) Distinguishing the individual sounds that make up a word (whole to part) Critical Principle DO NOT SAY THE WHOLE WORD AHEAD OF TIME DO NOT SAY THE INDIVIDUAL SOUNDS AHEAD OF TIME Common Practice Strategy Shoulder-elbow-wrist: Teacher says each sound; students say the word Teacher says the whole word, elongating the vowel or voiced consonants. When cued, students say each sound, one at a time. Another Practice Strategy Teacher does a thumb- finger tap for each sound, makes a fist when finished; students say the word Teacher holds up fingers for the number of sounds, says the word. Teacher wiggles first finger, students say sound; continue for each sound Packet Page 3

Your Turn… RoundBe the TeacherBe the Student 1.Sound Blending Say the individual soundsSay the word 2. Sound Blending Switch Roles 3. Sound Segmenting Say the wordSay each sound 4. Sound Segmenting Switch Roles purse joint mound her

RF.1.3 – Phonics/Word Recognition

Two Purposes for Chaining: Two Sides of the Coin Decoding (CKLA Materials)Encoding (Observed in RUSD) Purpose Helping students read a new word by focusing on only one change of sound/letter Helping students spell a new word by focusing on only one change of sound/letter Critical Principle DO NOT SAY THE NEW WORD AHEAD OF TIME. Let students chorally read the new word when cued. DO NOT SAY THE LETTER CHANGE AHEAD OF TIME. Let students write the new spelling on their paper or whiteboard. Common Practice Strategy 1.Write “best” on the board, have students chorally read. 2.Change “b” to an “n.” 3.T-”If that is ‘best,’ what is this?” 4.Students chorally read “nest.” 1.T-”Write ‘clap’ on your paper. Students individually write. 2.T-”Change ‘clap’ to ‘clam.’ (Students write.) 3.T-”Change ‘clam’ to ‘cram.’ 4.T-”Change ‘cram’ to ‘ham.’ 5.T-”Change ‘ham’ to ‘him.’ Packet Page 4

Experiencing the Word Analysis Chart nomad xx xxx x no mad nomad Packet p. 5

Experiencing the Word Analysis Chart evergreen evergreen xxx x ever green evergreen

Word Analysis Chart. Print word Is it a compound word? Is there a prefix or suffix? Then bring down the rest. Divide into syllables (can leave a suffix intact). Read word fluently. Give brief definition.

RF.1.4 – CCSS Fluency Standards

Fluency-What Matters Most 1.Fluency is more than reading rate and word recognition—it includes automaticity, accuracy, expression, intonation (prosody) and phrasing. 2.“Excellent reading often is anything but fast.” 3.Most students acquire the ability to read fluently with little explicit instruction. 4.Wide reading and rereading of multiple texts each week (reading practice) is a major factor in becoming a more fluent reader. 5.Reading faster (reading rate) does not necessarily improve reading comprehension. 6.Oral reading fluency and reading comprehension are correlated (students who are weak in fluency are usually weak in comprehension). – They are most correlated for beginning readers and struggling readers. – There is no evidence that strong fluency causes better comprehension. – Older and stronger readers may demonstrate fluency but not strong comprehension. Packet p. 6

Fluency-Implications for instruction 1.Building students’ automaticity will help with fluency – Decoding – Tricky words 2.Students need to do wide reading of multiple texts – Choral or shared reading – Independent and paired reading – Decodable and leveled texts 3.Instructional time spent emphasizing reading with expression might be better spent reading decodable texts, and practicing tricky words to build automaticity. 4.Time spent assessing students’ reading rate might be better spent assessing which sound-spelling combinations students are having trouble decoding. 5.Our strongest readers do not need to spend instructional time on fluency. 6.Our weakest readers need to learn and practice the skills that are contributing to their lack of fluency. Packet p. 6 Turn and Talk – What will you do differently, if anything, based on this information about fluency?

CKLA Phonics Skills Scope & Sequence To build fluency, be strategic. Work on the phonics skills that individual students need during Guided Reading groups or 1-on-1 conferring. Have students practice reading decodable texts that match the skills they have mastered and are learning. Use Shared Reading to practice decodables and give attention to punctuation and phrasing Use Independent Reading and Paired Reading to build decoding stamina and fluency Packet p. 7-8

Building Decoding Stamina

Fluency Practice-Phrased Text Lesson (Tim Rasinski) Meet Vern My name is Vern, and I have the best job! My job is to take you kids in to see the Green Fern Zoo. We will see things with wings and things with scales, things that bite and things that sting, things that creep and things that swim. I have lots of fun facts and tales to share with you. So let’s see the zoo and have some fun! Skills Unit 4 Packet – 3 rd page from the end

Fluency Practice Meet Vern My name is Vern, and I have the best job! My job is to take you kids in to see the Green Fern Zoo. We will see things with wings and things with scales, things that bite and things that sting, things that creep and things that swim. I have lots of fun facts and tales to share with you. So let’s see the zoo and have some fun!

Fluency Practice Meet Vern My name is Vern, and I have the best job! My job is to take you kids in to see the Green Fern Zoo. We will see things with wings and things with scales, things that bite and things that sting, things that creep and things that swim. I have lots of fun facts and tales to share with you. So let’s see the zoo and have some fun! Practice the Phrased Text Lesson on “Things That Swim.” Use the first copy to mark the initial phrasing (more frequently), and the second copy to mark the natural phrasing.

Fitting It All In Pacing Packet p. 9

Sample Pacing Packet p. 10

Is this pacing possible? 1.Sample – Domain 5 (Early American Civilizations), Day 1 Extra Packets Back-to-Back/Face-to- Face: What did you notice? What do you wonder?

Is this pacing possible? 2. Sample Skills Unit 4, Lesson 3 Extra Packets

Differentiation English learners (repetition of sounds, vocabulary, opportunities to speak) 1.Coordinate ELD and ELA whenever possible 2.Hear and see the sounds and vocabulary (teacher model) 3.Frequent use of sentence frames 4.Idea Wave-repeat the sentence frame around the room (quickly) Struggling readers (sound-spelling combinations, frequent rereading of decodable text and sight words) Advanced readers (read more complex decodables and Leveled Readers; focus more on Reading Standards if Foundational Skills are mastered) Packet p. 11

Use the Skills Assessments in CKLA Every unit has Progress Monitoring opportunities for the skills emphasized in that unit.

Use the Skills Assessments in CKLA Use the End-of-Year Assessment to determine what your Advanced Readers do & do not need to work on:

Use the Skills Assessments in CKLA These are found in the Assessment books for each Skills Unit I placed the Skills Assessments in a special folder in Dropbox to make them easy for you to access by Unit

Discussion-To Read or Not to Read When do you read text aloud to students? When do students read text for themselves? When the vocabulary is not controlled or decodable at their current level Decodable – first read and subsequent reads When the focus is on comprehension Controlled vocabulary—when they can decode or have memorized most tricky words found in the text Listening and Learning DomainsSkills Unit Readers Teacher Read-aloud for entertainment or information Other Leveled Texts

Discussion-To Read or Not to Read When do you read text to students? When do students read text for themselves? When the vocabulary is not controlled or decodable at their current level Decodable – first read and subsequent reads When the focus is on comprehension Controlled vocabulary—when they can decode or have memorized most tricky words found in the text Listening and Learning DomainsSkills Unit Readers Teacher Read-aloud for entertainment or information Other Leveled Texts

Discussion-To Read or Not to Read When do you read text to students? When do students read text for themselves? When the vocabulary is not controlled or decodable at their current level Decodable – first read and subsequent reads When the focus is on comprehension Controlled vocabulary—when they can decode or have memorized most tricky words found in the text Listening and Learning DomainsSkills Unit Readers Teacher Read-aloud for entertainment or information Other Leveled Texts

Discussion-To Read or Not to Read When do you read text to students? When do students read text for themselves? When the vocabulary is not controlled or decodable at their current level Decodable – first read and subsequent reads When the focus is on comprehension Controlled vocabulary—when they can decode or have memorized most tricky words found in the text Listening and Learning DomainsSkills Unit Readers Teacher Read-aloud for entertainment or information Other Leveled Texts

Discussion-To Read or Not to Read When do you read text to students? When do students read text for themselves? When the vocabulary is not controlled or decodable at their current level Decodable – first read and subsequent reads When the focus is on comprehension Controlled vocabulary—when they can decode or have memorized most tricky words found in the text Listening and Learning DomainsSkills Unit Readers Teacher Read-aloud for entertainment or information Other Leveled Texts

Grade-Level-Team Work We have practiced Phonemic Awareness skills, Chaining, Multisyllabic Decoding skills, and Fluency skills. We have looked at strategies for pacing, assessment and differentiation. Review your packet. Share with people at your table: “One thing that stood out to me today was ______ because ______.” Discuss with your table: What is one skill or strategy I can commit to teaching or using before I return on March 25th? Packet Page 13

A specific action plan before you return in October 1.What will you try before March 25th? 2.What will you bring back to share with the group? 3.What support would you like from the District Program Specialists? 4.Write your School Name on the other side of the index card. I will ______ before March 25th. I will bring back ______. I would like help with ______. On back: School Name

Closure Please leave your index card on the table Please complete the individual Evaluation Form and leave on the table (include any questions or topics you would like addressed in future sessions). Thank you for coming. See you on March 25th! Packet Page 14