Common Core State StandardsELA

Grades K-3Module 3

Oral Language Builds Code-Related Skill

“These oral language skills should be an integral part of reading instruction beginning in preschool and throughout elementary school. Not only are oral language abilities linked to the code-related skills that promote word-reading abilities, but early oral language abilities also provide the foundation for development of the advanced oral language skills necessary for successful comprehension in more skilled readers.”

Common Core Focus Reading:

RF. Know and apply grade-level phonics and word analysis skills in decoding words.

a. Identify and know the meaning of the most common prefixes and derivational suffixes.

b. Decode words with common Latin suffixes.c. Decode multi-syllable words.d. Read grade-appropriate irregularly spelled words.

Who Needs Phonics, and How Do We Know?

Students who:• Are stymied or guess wildly when they approach unfamiliar

words.• Cannot associate phonemes and graphemes with accuracy

and fluency.• Have trouble blending sounds into words.• Spell poorly.• Score low on a test of reading nonsense syllables.• Score low on a test of reading real words.Do you recognize any of these characteristics in your students?

Instructional Progression From Phonology to OrthographyPhonological Awareness

Orthography

(sentences)(words)syllables

onset-rimephonemes

digraphstrigraphs

vowel teamsblends

word familiesinflections

syllable typesroots/affixesword origin

1:1Teach letter namesConnect letters

and sounds

Warm Up: Hold Up Your Fingers to Respond

How many syllables in each word? 1. nationality2. enables3. overjoyed4. burst5. cleaned

How many phonemes in each word?1. straight2. brought3. lodged4. know5. write

Phonological Awareness Is the Link to Phonics

When students understand the sound to letters (phoneme to grapheme) relationships that create written language – they learn to read and spell more quickly and accurately.

/p/ /l/ /ā/ /n/

p l ai n

Will a Focus on Phonics Impede Comprehension?

• Read the article• Highlight important information.• Write down questions you have after reading.• Find someone else in the room to discuss your

questions.• Be prepared to share with the group.

What Are the Characteristics of Students Who Struggle Reading Long Words?

• They guess based on the first few letters.• They guess based on context.• They often leave off endings.• They take a long time to figure out words.• They insert and/or omit sounds.

Teacher: Let’s segment words into their sounds by touching our head, waist, and toes. Watch me (teacher says word and then segments word): mat. /m/ (head), /ă/ (waist), /t/ (toes). Your turn. Say bed.Student: bedTeacher: Segment bed by touching your head, waist, and toes.Student: bed. (Students touch and say) /b/ /ĕ/ /d/.Practice these words with a partner: sip, ride, kick, kite.

Student Activity 3.3:Head-Waist-Toes

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Pre-Reading Activity:Slash and Read Big Words Fluently

for/ev/er for/get cor/rect

sup/port im/por/tant his/tor/y

stor/y morn/ing

***********************************com/pare com/mand com/mon com/mit

com/mute com/plain

How We Teach Is ImportantExplicit and systematic instruction includes:• A clearly stated purpose.• An example instructional sequence.• Instructional routines.• Regular and cumulative review.• Engaging techniques, high student response.• Practice with corrective feedback.• Intensity to match student needs.

Explicit Instruction

Explicit Instruction: Teaching that includes clear explanations and demonstrations leaving no need for inference. Explicit instruction is direct instruction. Implicit Instruction: Teaching that leaves out the explanation. The learning is implied. Students have to fill in the blanks!

Explicit Instruction: Steps• Steps in explicit instruction always include:

– Modeling/demonstration I Do

– Guided practiceWe Do

– Independent practiceYou Do

What Is Your Plan?• What was new for you?• What is your plan for improving phonics and

spelling instruction?Form new pairs and discuss your plans with each other.

“What fires together, wires together”Engaging students in simultaneous visual, auditory, and kinesthetic activities helps to create neurological pathways or strong memory connections.

Multisensory Instruction

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SummaryBy teaching students systematically in phonics concepts, we can ensure they are prepared for reading more advanced text fluently and with comprehension.“There is no comprehension strategy powerful enough to compensate for the inability to read the words.” —Dr. Joseph Torgesen