1. ELA: Foundational Knowledge for the CCLS Foundational Standards
Amy Bartell
Staff Development Specialist

2. Why is listening to a student read not enough?
2 min…GO!

3. Agenda Breaking the Code The Standards
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

4. https://www. kansasprojectsuccess

8. The Hourglass Concept
The completed hourglass figure represents skills needed to teach phonics; these skills are carefully expanded upon within LETRS Modules 3, 7, and 10.
While phonics is not the focus of Module 2, the hourglass shows the importance of phonology and its foundational support to decoding.
Page 17 of LETRS Module 2 has a completed hourglass figure; refer participants to this page to familiarize them with this graphic.
*Phonology steps most supported by research to improve reading and spelling skills

9. http://www. centeroninstruction

10. 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

11. http://homepage. ntlworld. com/vivian

15. Figure 2.2: Development of Consonant Articulation (based on Sander, 1972)
Review the average progression of when children articulate the individual speech sounds of the English language.
Sander, E.K. (1972). When are speech sounds learned? Journal of Speech and Hearing Disorders, 37, 55–63.

16. 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
Bring attention to student misspellings on the left. Point out what the student did in each word. Ask participants:
What is similar about /f/ and /v/?
About /n/ and /t/?
About /t/ and /d/?
About /g/ and /k/?
About /m/ and /b/?
Ask participants why they think that students might confuse each one of these pairs.
Research by Rebecca Treiman4 and others has shown that most children are trying to feel how sounds are made in the mouth when they begin to spell. They don’t always get all the features of the sound, and they will confuse sounds that feel similar. If we know what is confusing, we can more readily help the student. This will be explored in more detail within Module 2.
4 Treiman, R., & Bourassa, D. (2000). The development of spelling skill. Topics in Language Disorders, 20(3), 1–18.

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

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

20. Syllabicate!

21. First try: Second try: Third 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
Read this word to me (cover the letters and break up – Exs-
Third try:
exploring

22. 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??
Note that you might consider this slide to be optional at this time.
Review these teaching tips.
To make this point come alive, if needed, you can choose to “walk on the floor” between the processors you have organized for Acting Out the Brain, talking out loud about the steps a good reader’s brain typically takes in order to decode a word. You would begin with the bottom processors as you sound it out, and go back and forth between all processors as you check yourself with all processors, as necessary.
You could also choose to pair participants and have them role-play this script. The more frequent the practice, the more likely they will be to use this in their classrooms.

23. 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?

24. http://www. centeroninstruction

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

27. Dates to Remember! Common Core Foundations: Grade Level Workshops:
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

28. Today’s Materials
Primary Forum