common core ela foundational skills grade 2, session 2 october 22, 2014 presented by: amanda h.k....
TRANSCRIPT
Common Core ELA Foundational Skills
Grade 2, Session 2October 22, 2014
Presented by:Amanda H.K. Steiman, Ed.D
AGENDA• Overview and Grade-Level Check In • Phonological Awareness, Part 2 (beyond consonants,
short and long vowel sounds) • Phonics/Decoding, Part 2 – Special vowel and
consonant sounds • Multi-syllabic decoding – word analysis chart • Syllable types (Part 1)• Using the Word Analysis Chart• Compound words and beyond• Dictation and Spelling Teaching Tricky Words • 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 12. 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 Danielle.
Packet Page 2
Today’s ObjectivesYou will leave with…• A deeper knowledge of Gr. 2 standards for Common
Core Foundational Skills• Strategies for teaching special vowel sounds and
consonant spellings• A strategy for teaching students to decode multisyllabic
words• An awareness of how to use dictation for building
spelling fluency• Strategies for teaching “Tricky” and “Sight” Words• A specific action plan before you return on Jan. 28• 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
Structures Standards Strategies Resources
Concepts of Print
Phonemic Awareness
Alphabetic Knowledge/Phonics
Decoding & Word Structure
Vocabulary
Fluency/Automaticity
Comprehension
f
Print to Speech Stories Word
Letter vs. Word
Parts of a Book
Direction-ality
Purpose of Print
Form--case, size, font, color
Rhyming
Beginning Sounds: Same/ Different Beginning Sound
IsolationEnding Sound
IsolationSound
Blending Sound Manipulation
Phoneme Segmentation
Letter Names-
Uppercase
Consonant Sounds
Short Vowel Sounds
Alphabetic Principle
Letter Names-
Lowercase
Long Vowel Sounds
CVC
Wor
ds
R&L Controlled
Vowels
Long Vowel Words
Multisyllabic
Words
Consonant Blend Words
Sight Words
Vowel Diphthongs
Digraphs, Trigraphs
Affixes
Accuracy RateExpression &
Intonation
Text
Voca
bula
ryAcadem
ic
Language
Syntactical Structures
Background Knowledge
Text Structure
Comprehension Strategies
Monitor
Question
ClarifyConfusion
Be
metacognitive
Use text clues
Infer Summarize
Verify Predictions
Synthesize
Visualize
CCSS
Foun
dation
al Sk
ills
CCSS
Foundational Skills
RF.1.2- Phonological Awareness Standards
(1st grade standard)
Phonological and Phonemic AwarenessWhat is it?
• Syllable Segmentation (clap, count)
• Rhyme (oral cloze)• Beginning, middle, ending
sounds (same/different)• Beginning, middle, ending
sound isolation• Sound blending• Sound segmenting• Sound manipulation• Sound substitution
Phonological
Awareness
Phonemic Awareness
Building sound-spelling connections
From Pinterest
Packet Pages 3-4
Phonemic Awareness with Special Sounds
Special Vowel Sounds Consonant Digraphs
Moon Ch – cheese, whichBook Sh- ship, fishHouse, brown Th- think, teeth (Voiceless)Paws, Faucet, salt, wall Th – the, bathe (voiced)Boy, coin Wh – whistlePark Ng – ringCork Nk – sinkHer, bird, turn, word Ph – photoFew, cube /zh/ - treasure
Packet Page 5
With long and special vowels…
Apples and BananasI like to eatI like to eat, eat apples and bananas.I like to eatI like to eat, eat apples and bananas.
With special vowels and consonant digraphs
Stand up when you hear this sound, hear this sound, hear this sound…Stand up when you hear this sound, /ch/ /ch/ /ch/ /ch/ /ch//aw/ /aw//aw//aw//aw/
To the tune of: Mary had a little lamb
With special vowels and consonant digraphs--Picture Sorts
5+3=8
z /zh/
What sounds are difficult for your students?What activities can you do/do you do to help them hear and
say the sounds?
Special Vowel Sounds Consonant Digraphs
Moon Ch – cheese, whichBook Sh- ship, fishHouse, brown Th- think, teeth (Voiceless)Paws, Faucet, salt, wall Th – the, bathe (voiced)Boy, coin Wh – whistlePark Ng – ringCork Nk – sinkHer, bird, turn, word Ph – photoFew, cube /zh/ - treasure
Word Work Strategies At A GlanceLast Session Today’s Session
1. Phonemic Awareness 5. Compound Words
2. Sound/Symbol Combinations
6. Syllabication
3. Word Blending 7. Prefixes and Suffixes
4. Chaining 8. Multisyllabic Decoding
9. Dictation/ Spelling
Packet p. 6
Two Kinds of Word SortsBy Spelling By Sound
hair bear chair careSpare where pear very
Moon book soon clue food screw stood goose foot
Packet p. 7
Building Decoding StaminaSue and Luke decided to take flute lessons so they could play jazz tunes. They sold fruit baskets to make money for the flute lessons. The prunes were not too good, and some of the fruit got bruised. But they made cute melon cubes and had fresh juice too. So lots of surfer dudes bought the fruit and juice. It’s true that they sold more on sunny days in June when the sky was blue. They wore swimsuits and made a huge sign to attract people in suits and the surfer dudes too. When they had enough money, the fruit stand closed and the flute lessons started, right on cue. (110 words)
Multisyllabic Decoding, Part 1
un der pack ing
space ship
RF2.3 Know and apply grade-level phonics and word analysis skills in decoding words. 2.3c Decode regularly spelled two-syllable words with long vowels.2.3d Decode words with common prefixes and suffixes.
The Multisyllabic Stool
1. Structural Analysis- Endings, Contractions,
Possessives, Plurals, Compounds,
Abbreviations
2. Morphemic Analysis—the
meaning of the word parts.
3. Syllabication Patterns—knowing the common places where syllables
divide helps me pronounce unfamiliar
words.
4. Schwa—Schwa is the most common sound in English.
Sounds like a short u—uh. Schwa appears
in almost every multisyllabic word.
Packet p. 8
Type Syllable Description ExamplesClosed These syllables end in a consonant. The vowel
sound is generally short. rabbit, napkin
Open These syllables end in a vowel. The vowel sound is generally long.
tiger, pilot
R-controlled
When a vowel is followed by r, the letter affects the sound of the vowel. The vowel and the r appear in the same syllable.
bird, turtle
Vowel team
Many vowel sounds are spelled with vowel digraphs such as ai, ay, ea, ee, oa, ow, oo, oi, oy, ou, ie, and ei. The vowel digraphs appear in the same syllable.
boat, explain
Vowel-silent e
These generally represent long-vowel sounds. compete, decide
Consonant-le
Usually when -le appears at the end of a word and is preceded by a consonant, the consonant plus -le form the final syllable.
table, little
Packet p. 9
Teaching Syllable Generalizations
1. Closed syllablesrabbitrab/bitrab*bit
Open or Closed ?
• Write cabin on the board, but do not read the word aloud or ask students to say the word at this time.
• Write ca | bin and cab | in underneath cabin. Explain that both of these are ways students might try chunking the letters into syllables.
• Tell students, “I am going to say a sentence using this word. I want you to listen carefully and then decide how to read and say this word.”
• Say “My family and I are going camping in the woods this weekend and we are going to stay in a .”
• Point to the syllables of the first word and model how to sound out each syllable as it is divided. Ca | bin is pronounced /kae/ /bin/, with the (long vowel) /ae/ sound.
• Now point to the syllables in the second word cab in and model sounding out the word as it is divided /kab/ /in/ with the /a/ sound.
• Ask students which pronunciation makes sense. (cab | in) Circle cab | in. • Review the spelling patterns of the long /ae/ versus the short /a/ sound, i.e., ‘a’ is
pronounced /ae/ at the end of the syllable and /a/ if there are consonants on either side.
Unit 3 Lesson 4, p. 35
cabinca / bin cab / in
Experiencing the Word Analysis Chart
inhospitable
x xin ablehospitin ablehos pit
hos•pit
inhospitable
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.
Decoding phonetically-regular two-syllable words
• Use the Word Analysis Chart to practice teaching the following multi-syllable words that are part of the EngageNY/Amplify reading materials
– driveway– training– explained– mistakes
Remember: Choose just two words or spend 5 minutes
per day to practice multi-syllabic words that students will encounter in text.
Soon, students will begin to use the strategy on their own, and you can eventually
minimize or eliminate this piece.
Dictation and Spelling• L.2.2. Demonstrate command of the
conventions of standard English capitalization, punctuation, and spelling when writing.
• c. Use an apostrophe to form contractions and frequently occurring possessives.
• d. Generalize learned spelling patterns when writing words (e.g., cagebadge; boyboil).
Dictation with Common Spelling Patterns
1. Basic Code – most common spellings– Sound by sound (hold up one finger per sound)– Students count the sounds and draw that
number of lines– If a sound is represented by two letters, remind
students of that code– It’s NOT a test – you can help students, but you
want them to ask if they’re not sure (this helps students internalize the correct spelling, rather than writing an incorrect spelling repeatedly)
Example: Dictation with Words
Unit 1, Lesson 30
Example: Dictation with Phrases/ Sentences
• Expand from individual words to phrases and sentences
• Every word in the phrase or sentence should either be phonetically regular or a tricky/sight word that has been previously taught
• Same rules of dictation apply
Independent Practice
• Look at the Pausing Point activities selected from Unit 2
• Think about your students and their needs• Select one activity to try out at your table• Also, think about how you could adapt the
activities to be done independently or in small groups (centers)
Teaching “Tricky” and “Sight” Words
• Tricky words—not completely phonetically regular (e.g., of, have, the, two, once, one, was)
• Sight words—may be phonetically regular using an Advanced Code (e.g., he, be, she, I), but should be taught before the Advanced Code has been learned
Teaching Tricky Words
• would• could• should
These words are phonetically irregular – their vowel sound is the same as in “look”
Woulda, coulda, shoulda
“I wish I could go to the beach,” whined Ann. “I would
really like to go!”
“If you want to go,” said Mom, “you should stop
whining and finish your work. Then maybe we will have
time to go.”
“Okay,” said Ann. “If I could just play music while I
work, it would be more fun!”
“That should be okay,” said Mom. “I think Pam would
like to go too. You should go ask her after you finish your
work.”
“Now if we could just stop for ice cream on the way, it
would be a perfect day!” Ann said.
Woulda, coulda, shoulda
“I wish I could go to the beach,” whined Ann. “I would
really like to go!”
“If you want to go,” said Mom, “you should stop
whining and finish your work. Then maybe we will have
time to go.”
“Okay,” said Ann. “If I could just play music while I
work, it would be more fun!”
“That should be okay,” said Mom. “I think Pam would
like to go too. You should go ask her after you finish your
work.”
“Now if we could just stop for ice cream on the way, it
would be a perfect day!” Ann said.
Woulda, coulda, shoulda
“I wish I could go to the beach,” whined Ann. “I would
really like to go!”
“If you want to go,” said Mom, “you should stop
whining and finish your work. Then maybe we will have
time to go.”
“Okay,” said Ann. “If I could just play music while I
work, it would be more fun!”
“That should be okay,” said Mom. “I think Pam would
like to go too. You should go ask her after you finish your
work.”
“Now if we could just stop for ice cream on the way, it
would be a perfect day!” Ann said.
Woulda, coulda, shoulda
“I wish I could go to the beach,” whined Ann. “I would
really like to go!”
“If you want to go,” said Mom, “you should stop
whining and finish your work. Then maybe we will have
time to go.”
“Okay,” said Ann. “If I could just play music while I
work, it would be more fun!”
“That should be okay,” said Mom. “I think Pam would
like to go too. You should go ask her after you finish your
work.”
“Now if we could just stop for ice cream on the way, it
would be a perfect day!” Ann said.
Woulda, coulda, shoulda
“I wish I could go to the beach,” whined Ann. “I would
really like to go!”
“If you want to go,” said Mom, “you should stop
whining and finish your work. Then maybe we will have
time to go.”
“Okay,” said Ann. “If I could just play music while I
work, it would be more fun!”
“That should be okay,” said Mom. “I think Pam would
like to go too. You should go ask her after you finish your
work.”
“Now if we could just stop for ice cream on the way, it
would be a perfect day!” Ann said.
Woulda, coulda, shoulda
“I wish I could go to the beach,” whined Ann. “I would
really like to go!”
“If you want to go,” said Mom, “you should stop
whining and finish your work. Then maybe we will have
time to go.”
“Okay,” said Ann. “If I could just play music while I
work, it would be more fun!”
“That should be okay,” said Mom. “I think Pam would
like to go too. You should go ask her after you finish your
work.”
“Now if we could just stop for ice cream on the way, it
would be a perfect day!” Ann said.
Woulda, coulda, shoulda
“I wish I could go to the beach,” whined Ann. “I would
really like to go!”
“If you want to go,” said Mom, “you should stop
whining and finish your work. Then maybe we will have
time to go.”
“Okay,” said Ann. “If I could just play music while I
work, it would be more fun!”
“That should be okay,” said Mom. “I think Pam would
like to go too. You should go ask her after you finish your
work.”
“Now if we could just stop for ice cream on the way, it
would be a perfect day!” Ann said.
Woulda, coulda, shoulda
“I wish I could go to the beach,” whined Ann. “I would
really like to go!”
“If you want to go,” said Mom, “you should stop
whining and finish your work. Then maybe we will have
time to go.”
“Okay,” said Ann. “If I could just play music while I
work, it would be more fun!”
“That should be okay,” said Mom. “I think Pam would
like to go too. You should go ask her after you finish your
work.”
“Now if we could just stop for ice cream on the way, it
would be a perfect day!” Ann said.
Woulda, coulda, shoulda
“I wish I could go to the beach,” whined Ann. “I would
really like to go!”
“If you want to go,” said Mom, “you should stop
whining and finish your work. Then maybe we will have
time to go.”
“Okay,” said Ann. “If I could just play music while I
work, it would be more fun!”
“That should be okay,” said Mom. “I think Pam would
like to go too. You should go ask her after you finish your
work.”
“Now if we could just stop for ice cream on the way, it
would be a perfect day!” Ann said.
Woulda, coulda, shoulda
“I wish I could go to the beach,” whined Ann. “I would
really like to go!”
“If you want to go,” said Mom, “you should stop
whining and finish your work. Then maybe we will have
time to go.”
“Okay,” said Ann. “If I could just play music while I
work, it would be more fun!”
“That should be okay,” said Mom. “I think Pam would
like to go too. You should go ask her after you finish your
work.”
“Now if we could just stop for ice cream on the way, it
would be a perfect day!” Ann said.
Woulda, coulda, shoulda
“I wish I could go to the beach,” whined Ann. “I would
really like to go!”
“If you want to go,” said Mom, “you should stop whining
and finish your work. Then maybe we will have time to go.”
“Okay,” said Ann. “If I could just play music while I
work, it would be more fun!”
“That should be okay,” said Mom. “I think Pam would
like to go too. You should go ask her after you finish your
work.”
“Now if we could just stop for ice cream on the way, it
would be a perfect day!” Ann said.
Grade-Level-Team Work
• We have practiced Phonemic Awareness skills, Multisyllabic Decoding skills and Tricky Word skills.
• 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 January 20th?
Packet Page 23
A specific action plan before you return in October
1. What will you try before Jan. 20th?
2. What will you bring back to share with the group?
3. What support would you like from the District ELA Coach?
4. Write your name and School Name on the other side of the index card.
I will ______ before Jan. 20th.I will bring back ______.I would like help with ______.
On back: Name and School
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 Jan. 28th!Happy Holidays (all of
them)!Packet Page 24