k-3 literacy institute session 3 january 2012 phonics and spelling

K-3 Literacy InstituteSession 3

January 2012

Phonics and Spelling

2

Curriculum and Professional Learning

Introduction/Grounding/Framing the Day


3 Grounding- PA Lesson Reflection

1. See handout titled Grounding: Phonemic Awareness Lesson Reflection.

2. Use the 5 guiding questions to get you started.


Objectives/Outcomes4

1. Develop a common understanding of the concept of differentiation and it’s relationship to assessment.

2. Identify, practice, and apply strategies for Phonics and Spelling instruction.

3. Develop learning progressions for instruction of Phonics or Spelling.

4. Develop a lesson to teach Phonics or Spelling.


Agenda5


Differentiation and Assessment

Content Review:Phonics and Spelling

Strategies and Philosophies

Learning Progressions:Phonics/ Spelling and Assessment Results

Lesson Planning: Phonics/ Spelling and Assessment

Results

Closure: Reflect and Facilitation Tools

6




FUSD Tiered Levels of Support:

AcademicSupport

Social EmotionalSupport

Tier 3: Intensive InterventionsIntense, durable, assessment-based

support for individual students

Tier 2: Targeted Group Interventions

Rapid response and focused support for students identified as at-risk

Tier 1: Universal Support

Preventative, proactive support for all students,

by all staff, in all settings

5%

15%

80%

7


8 Section Closure

Under outcome #1 on your Reflection Grid, answer the following question:

Using the new learning about DIBELS, what two things do you plan to do

differently in your classroom tomorrow?

Be prepared to share!

9


Content Review: Phonics and Spelling


10 Building Blocks of Reading Instruction

Comprehension

Fluency

Phonemic Awareness

Vocabulary

Phonics

Curriculum and Professional Learning11

Rh

ym

e &

A

llite

rati

on

12


Grounding- Partner Talk

List all the different ways you know how to spell the sound /K/.

When do you use each of these spellings for /K/?

13

Phonemic Awareness

The ability to recognize that spoken words are made up of discrete sounds and that those sounds can be manipulated.

Alphabetic Knowledge

The knowledge of the shapes and names of letters.

The Alphabetic Principle

The principle that there is a relationship between sounds and the letters that represent them in alphabetic writing systems.

14


Reading and Writing

“To teach reading and spelling, teachers must understand the indirect relationship between speech and print. Otherwise, they will have trouble guiding students through the sound-symbol learning process with explicit, accurate information about the spoken and written units that are being connected.”

L. Moats (2000)

Speech to Print

15 Preschool Learning Foundations

3.0 Children extend their recognition of letters of the alphabet. (Reading)

3.2 Name many uppercase and lowercase letters. (more than half of each.)

3.3 Recognize that letters have specific sounds.

16


The English Language

English uses over 170 graphemes (letters and letter combinations) to spell 43 phonemes (sounds).

17

Teach the Sound-Spelling Connection

50% of English vocabulary can be spelled accurately on the basis of sound-symbol correspondence rules alone

36% can be spelled with one error on the basis of phoneme-grapheme correspondence

10% can be spelled accurately when word meaning, origin, and morphology are considered

LESS than 4 % are true oddities

18


5 Principles of English Orthography

1. We spell with letters and letter combinations.2. We spell by the position of a sound in a word.3. We spell by letter patterns.4. We spell by meaning.5. Many English words come from other

languages.


19 A Visual Tool

A visual tool for both teacher and student 43 SS cards 3 parts to the cards

Name of card (not the letter name) Sound Spelling (s)

Mnemonic devices Color coding Blank lines (position within a word or syllable)

The Strategy

Instruction should be explicit, intentional, consistent, and routine

Name-Sound- Spelling Use “Think Alouds” to

model the use of the cards during reading and spelling.

20

21 The Goal

Automaticity with the sound-spelling connection.

Independent student use during reading and writing.

22 Strategies for Blending

1. Continuous Blending2. Sound by Sound3. Vowel First- most support

for struggling students Small group preteaching

or reteaching

23 Strategies for Blending

1. Continuous Blending

2. Sound by Sound

3. Vowel First most support

mat

m-a-t

m-a-te

24


Let’s Practice- K/1

With a partner, practice blending the following words using the Vowel First blending routine

Partner 1 will be the teacher while partner 2 will be the student.

Switch

slow late mark day

25


Let’s Practice- 2/3

With a partner, practice blending the following words using the Vowel First blending routine

Partner 1 will be the teacher while partner 2 will be the student.

Switch

page sort night play

26


Reading & Spelling Longer Words

Why Teach Syllables To “chunk” unfamiliar words

accurately and quickly To distinguish words that

look similar To remember spelling

conventionsturtle

27 Preschool Learning Foundations

2.0 Children develop age-appropriate phonological awareness (Reading).

2.1 Orally blend and delete words and syllables without the support of pictures or objects.

2.2 Orally blend the onsets, rimes, and phonemes of words and orally delete the onsets of words, with the support of pictures or objects.

28 What is a Syllable?

A unit of pronunciation that is organized around a vowel; it may or may not have consonants before or after the vowel.

Onset and Rime

Onset and rime is an easier way to teach blending for some children, especially those with auditory, sequential memory difficulties.

Wylie, R.E., and Durrell, D.D., 1970. Elementary English

500 Primary grade words can be derived from 37 rimes.

29

30


4 Types of Syllabication

Syllable awareness Syllable types Syllable division

principles Schwa and Accents

rab*bit

31


Six Types of Syllables

1. closed2. open3. r-controlled4. vowel team5. vowel-silent e6. consonant-le

32 Syllable Division Principles

Syllable Principle One two consonants between two vowels (vccv) giblet penny winsome

Syllable Principle Two one consonant between two vowels (vcv) pony recent dragon limit

Syllable Principle Three Consonant blends usually stick together; don’t

separate digraphs. ether spectrum sequin

33


Strategy for Syllable Division VCCV

Identify and label the vowels Identify and label any consonants

between the vowels Look at the pattern and divide the word Identify the syllable types Blend each syllable and the read the

whole word

34 Strategy for Syllable Division VCV

Identify and label the vowels Identify and label any consonants between the

vowels Look at the pattern and divide the word Identify the first syllable type Blend each syllable and then read the whole word If you don’t recognize the word, divide it in a

different way


35


Let’s Practice- Partner Work

Classify the syllables in the words by recording them in the correct column.


Give One, Take One, Move On

Using the take one give one sheet, list all of the strategies you currently use to teach Phonics and Spelling.

Now, give one strategy with a table mate, and take one strategy from your table mate.

36

Finally, you have 5-7 minutes to move around the room and Give One, Take One, and Move On.


37 English Language Learners

Capitalize on sounds and spellings that transfer Explicitly teach sounds and spellings unique to

English Teach blending, segmenting, and manipulating

individual phonemes in syllables (for Spanish speakers)

Accept oral approximations; then teach sound articulation

Focus on words (pictures) students already know


Routines and Procedures

Partner Share What are your expectations for

student behavior during phonics or spelling instruction? How do you communicate them to your students?

CHAMPS Voice level Eyes and ears Movement and participation

38


HM Reading Tool Kit39

Why Syllabication?

The identification of syllables and how they join together becomes very important to

students in third grade, when they must independently decode

words of greater length. L. Moats (2003)

Adapted from LETRS

40


Reflection Grid

X Complete the phonics and

spelling portion of the grid. What “aha’s” did you make? How might phonics or

spelling instruction look differently in your classroom?

41

42


Learning Progressions

Written Curriculu

m

Taught Curriculu

m

Assessed Curriculu

m

The Learned

Curriculum

Aligned Instructional System

43


43

The Lowdown On Learning Progressions

Read the identified section of the article, “The Lowdown on Learning Progressions,” by W. James Popham.

Underline or highlight key words or phrases that help you frame your understanding of the concept of Learning Progressions.

Learning Progressions ARE NOT…

A list of topics to be addressed. A list of activities or strategies students will use to

learn.

Example46

Orally blend words

without the support of pictures or

objects. (compound

words)

Orally blend

syllables without

the support

of pictures

or objects.

Delete words

without the support of pictures or

objects (compound

words)

2.1 Orally blend and delete words and syllables without the support of pictures or objects.

Learning Progressions47

Enabling Knowledg

e

Sub Skills

Conceptual

Understanding

Mastery of Grade-Level Standard


48 Learning Progressions

“A learning progression is a sequenced set of subskills or bodies of enabling knowledge that, it is thought,

students must master en route to mastering a more remote target

curricular aim.”-Popham, 2008, p.24)

New to Learning Progressions?

1. There is no “one right way.”2. Less is More.3. Developing Learning Progressions is hard

work!

Articulated Learning Progressions

Reading Curriculum Timeline

Review your grade level. Review the previous grade

level. Review the grade following

yours.What did you notice about the instructional continuum?

50


51 Learning Progression Development

Work with your grade-level colleagues. Use the curriculum guide and your

assessment data to determine which standard you are going to develop learning progressions for.


52 Learning Progression Development

Use the worksheet to develop your learning progressions.

Scribe your standard and your learning progression on the poster paper provided.

Your learning progressions should: Be derived from the grade-level standard. Be written in objective language.

Thinking verbs + content.


53 Gallery Walk


Reflection Grid

X

How will Learning Progressions help you in your planning?

54

55


Lesson Planning

Foundations for

Classrooms

Closure

Assessment

Objectives

Instruction Aligned to Objective


57 Lesson Planning

Using the Learning Progressions that you just developed, begin planning lessons to address those objectives.

Use the strategies from today, or any other planning materials you have brought.

Go/Foundations


58 Lesson Planning

Given that you are teaching for mastery, your lesson should answer the following questions aligned to Classroom Foundations… What will students know, understand, be able to do? (Objective) How do instructional activities align to objectives? (Instruction aligned

to objective) How do you close your lesson? (Closure) How do you determine if students are “getting it?” How do you

monitor and adjust? Other questions to consider in your lesson planning… Is this lesson aimed for whole group, small group, etc.? Is this lesson developed as a “first teach” or a “re-teach?”


59 Lesson Sharing

In your collaborative groups, designate a representative to share a one-minute summary of your lesson.


Reflection Grid

X

How did you incorporate today’s content in your lesson planning?

60


61 Next Steps

Teach the lesson(s) you developed today. Be prepared to reflect on how it went in the next

session. Try the planning processes learned today in your

Accountable Communities.


Agenda62



Content Review:Phonics and Spelling

Strategies and Philosophies

Learning Progressions:Phonics/ Spelling and Assessment Results

Lesson Planning: Phonics/ Spelling and Assessment

Results

Closure: Reflect and Facilitation Tools


63 Language Arts K-6 Website

http://www.fresnounified.org/dept/CPL/langk6/default.aspx


64 Closure

Complete the FUSD Professional Learning Feedback form.

Thank You!

k-3 literacy institute session 3 january 2012 phonics and spelling

Documents

professional learning

spelling slide

new learning

phonics spelling

preschool learning foundations

spelling instruction

facilitation tools slide

instruction of phonics