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

Table TalkAs 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

Outcomes:

Participants will:

1.Review foundation skills including blending lessons and fluency

2.Become familiar with the Language standards and recognize challenges for instruction

EGUSD Blog

Reading-Foundational Skills

1. Print Concepts

2. Phonological Awareness

3. Phonics and Word Recognition

4. Fluency

Six Degrees

Phonics and Word Recognition

3. Know and apply grade-level phonics and word analysis skills in decoding words both in isolation and in text.

a. Sound-spellingb. Decoding one syllable wordsc. Final e and common vowel team conventionsd. Syllabicatione. Decode two-syllable wordsf. Inflectional endingsg. Sight words

Sound /Spelling Cards

• Features – Picture cue (Name of the Card)– Spellings– Green box, Yellow Box, Blue Box– Red Letters- Black letters– Blank line

Blending (Program Appendix pg. 16-17)

The purpose of blending is to teach the students a strategy for figuring out unfamiliar words.

Blending

• Sound by Sound• Whole Word• Syllable Blending

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

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.

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• Teacher’s eyes are focused on the students

during their response

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.

Table Talk

What exemplary practices did you notice in the video clip?

How would you coach this teacher?

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

Table Talk

What exemplary practices did you notice in the video clip?

How would you coach this teacher?

Syllable Blending

“stick” “catastrophic”• Break the word into syllables• What sound/ spellings do students need to

know to spell the word?

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.

Where do decodables fit with CCSS?

The purpose of decodables…1.“To help students apply, review, and

reinforce their expanding knowledge of sound/spelling correspondences.”

2.“To provide practice reading words.”3.To practice fluency - Reading

Foundational Skills Standard 4 (RFS4)

Using Decodables in the Classroom

Effective Practices

•Re-reading for fluency•Whole group instruction•Circling high-frequency words•Highlighting targeted sound spellings•Practice at home

Ineffective Practices

• Practicing/instructing comprehension

• Independent reading without first instruction

• Coloring (fine motor practice)

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

There is more to fluency than speed…

Dimensions of Fluency

“Reading fluency has three important dimensions that build a bridge to comprehension.”

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T. Rasinski (2004)

Creating Fluent Readers

Accuracy in Word Decoding

ProsodicReading

Automatic Processing

Fluency Module: Repeat from November 26, 2012

October 8th

8:30-11:30Room 117

How to Administer a Fluency Assessment

1. Place fluency passage in front of student.

2. Place the numbered copy in front of you.

3. 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.

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How to Administer a Fluency Assessment:Marking Miscues

4. Follow along on your copy. Put a slash mark through words read incorrectly and write what the student said above the word.

5. If a student stops or struggles with a word for 3 seconds, say the word and mark it as incorrect.

6. At the end of 1 minute, place a bracket after the last word and say, “Stop.”

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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. 28

How to Mark the Fluency

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table

How to Administer a Fluency Assessment:Calculating 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%

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Accuracy

Independent Level: 97-100% accuracy

Instructional Level: 90-96% accuracy

Frustration Level: < 90% accuracy

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Automaticity: Oral Fluency Norms

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Prosody: Fluency Rubric

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Practice

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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?

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.

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 RubricThere is no need to continue monitoring student

progress of fluency.

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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.

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Now What?38

Fluency Resources

Strategic •Anthology Passages•DIBELS•OCR Intervention• K-3 Decodables•1st Grade Decodables•Read Naturally (SpEd)

Intensive

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Additional Resources FCRR.org

• Syllable Speed Practice• Six Way Syllable Sort• Intonation Practice• Reading Chunks• Phrase Haste

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Johnston Spelling

Assess the student’s ability to:• Encode• Demonstrate ownership of spellings

Indications for use of this assessment:• Student’s fluency is below the 50th percentile• Student writing indicates a lack of application

of spelling rules41

Johnston Spelling

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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

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.

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Big Ideas There are three dimensions of fluency including accuracy, prosody, and automaticity.

Assessments are meaningless without analysis.

Assessment data should inform intervention plans.

Table Talk

What implications does this morning’s information have for your school site?

Introducing Language Standards

Conventions of Standard English: #1-31.Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

2.Demonstrate command of the conventions of stand English capitalization, punctuation, and spelling when writing.

3.Use knowledge of language and its conventions when writing, speaking, reading, or listening.Page

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Introducing Language Standards

Vocabulary Acquisition and Use: #4-6

4.Determine or clarify the meaning of unknown and multiple-meaning words and phrases…choosing flexibly from an array of strategies.

5.Demonstrate understanding of word relationships and nuances in word meanings.

6.Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using...(varies with grade level).

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You May Be Thinking:

Those standards seem straight-forward, so how does it affect me in my

role as an administrator?

Current Materials Do Not All Align to CCSS

What standard/grade-level would this worksheet align to in CCSS?

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.

What standard/grade-level would this worksheet align to in CCSS?

Answer: L2c, 2nd Grade

L2c: Use an apostrophe to form contractions and frequently occurring possessives.

What standard/grade-level would this worksheet align to in CCSS?

Answer: ???

• While a number of standards refer to verbs, none of them require students to identify verb phrases.

What standard/grade-level would this worksheet align to in CCSS?

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).

Implications for Instruction

• Critical consumers of resources• Examine one’s grade-level standards• Application of grammar skills to writing• Other…

Big IdeasLanguage = 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. worksheets—causes implications for instruction/planning.

Evaluations

•Please fill out the evaluation forms provided.

•Specific feedback is greatly appreciated in the comment section.

ELA Update

• 3rd Grade Spelling• New Hire Workshop, September 20th, 8:00-

2:30, RM 117• Day 3 ELA training K-2• Possible Pilot of ELA Materials