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Implementing Common Core: A Focus on Early Literacy

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Title: Implementing Common Core: A Focus on Early Literacy


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
  • Review foundation skills including blending
    lessons and fluency
  • 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
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.
  • Sound-spelling
  • Decoding one syllable words
  • Final e and common vowel team conventions
  • Syllabication
  • Decode two-syllable words
  • Inflectional endings
  • 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

9
(No Transcript)
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 2nd and 3rd 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
  • Teachers 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
  • To help students apply, review, and reinforce
    their expanding knowledge of sound/spelling
    correspondences.
  • To provide practice reading words.
  • To practice fluency - Reading Foundational Skills
    Standard 4 (RFS4)

22
Using Decodables in the Classroom
  • Effective Practices
  • Ineffective Practices
  • Re-reading for fluency
  • Whole group instruction
  • Circling high-frequency words
  • Highlighting targeted sound spellings
  • Practice at home
  • 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.

Accuracy in Word Decoding
Prosodic Reading
Automatic Processing
T. Rasinski (2004) Creating Fluent Readers
26
How to Administer a Fluency Assessment
  • Place fluency passage in front of student.
  • Place the numbered copy in front of you.
  • 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.

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

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.

29
How to Mark the Fluency
Example Marking Definition
skunk sky incorrect word
blue inserted word
omitted word or ending
Sc sky SC self-correct
T Juan T Teacher told word
He studied art but he wanted to learn more. skipped a line
table
30
How to Administer a Fluency Assessment Calculatin
g 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

31
Accuracy
  • Independent Level 97-100 accuracy
  • Instructional Level 90-96 accuracy
  • Frustration Level lt 90 accuracy

32
Automaticity Oral Fluency Norms
33
Prosody Fluency Rubric
34
Practice
  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 2nd-6th 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.

37
Fluency Recommendation
  • If a student scores
  • Below the 50th 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.

38
  • Now What?

39
Fluency Resources
Strategic Anthology Passages DIBELS OCR Intervention K-3 Decodables 1st Grade Decodables Read Naturally (SpEd)
Intensive Anthology Passages DIBELS OCR Intervention K-3 Decodables 1st Grade Decodables Read Naturally (SpEd)
40
Additional Resources FCRR.org
  • Syllable Speed Practice
  • Six Way Syllable Sort
  • Intonation Practice
  • Reading Chunks
  • Phrase Haste

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

42
Johnston Spelling
  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 50th percentile.
  • Turn in writing that indicates a lack of
    application of spelling rules.
  • Turn in writing that indicates a lack of
    application of spelling rules.

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 mornings information
    have for your school site?

46
Introducing Language Standards
  • Conventions of Standard English 1-3
  • Demonstrate command of the conventions of
    standard English grammar and usage when writing
    or speaking.
  • Demonstrate command of the conventions of stand
    English capitalization, punctuation, and spelling
    when writing.
  • 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
  • Determine or clarify the meaning of unknown and
    multiple-meaning words and phraseschoosing
    flexibly from an array of strategies.
  • Demonstrate understanding of word relationships
    and nuances in word meanings.
  • 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, 1st 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, 2nd 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, 1st 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 ones 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.
    worksheetscauses 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
  • 3rd Grade Spelling
  • New Hire Workshop, September 20th, 800-230, RM
    117
  • Day 3 ELA training K-2
  • Possible Pilot of ELA Materials
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