K-3 Literacy Institute Session 3 January 2012 Phonics and Spelling

Introduction/Grounding/ Framing the Day Curriculum and Professional Learning

Grounding- PA Lesson Reflection See handout titled Grounding: Phonemic Awareness Lesson Reflection. Use the 5 guiding questions to get you started. Curriculum and Professional Learning

Curriculum and Professional Learning Objectives/Outcomes Develop a common understanding of the concept of differentiation and it’s relationship to assessment. Identify, practice, and apply strategies for Phonics and Spelling instruction. Develop learning progressions for instruction of Phonics or Spelling. Develop a lesson to teach Phonics or Spelling. Curriculum and Professional Learning

Agenda Introduction/Grounding/Framing the Day 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 As you review the agenda for the day. Point out that all sessions will follow the same format: Introduction Differentiation Content Review Learning Progression Development Lesson Planning Closure The content will change for each session, but format will and some of the processing will remain the same. You may also wish to point out how this is aligned to classroom foundations: There are objectives, instruction and learning activities aligned to the objective, there is closure, and there is assessment and processing built in throughout the day. Closure: Reflect and Facilitation Tools Curriculum and Professional Learning

Differentiation and Assessment Sequence of Activities for this section:   Curriculum and Professional Learning

FUSD Tiered Levels of Support: 5% Tier 3: Intensive Interventions Intense, durable, assessment-based support for individual students 15% Tier 2: Targeted Group Interventions Rapid response and focused support for students identified as at-risk 80% Tier 1: Universal Support Preventative, proactive support for all students, by all staff, in all settings Our district uses a tiered system of support for academic needs, and a parallel system for addressing social emotional needs Our academic interventions address the academic needs of students to ensure that they are successful. Positive Behavior Supports is a research based system of support and intervention that addresses the behavioral needs of our students. This system will provide the framework for the work we do to establish environments at every site where students will excel academically and socially.   Tier 1 is considered universal support where we can meet the needs of approximately 80% of the students by providing school wide positive behavior and academic supports. These include procedures, practices, and programs that are enforced consistently by an entire site or district. Tier 2 targets the identified needs of approximately 15% of the student population. When a student is having difficulty in spite of Tier 1 supports, site level interventions need to be provided. Data related to the concerns and a process like a Student Success Team help to identify appropriate supports for the student. Tier 3 is again for intensive, individual interventions but is now focused on the behavioral needs of the student. Approximately 5% of the students will require additional supports where the school perhaps coordinates with mental health professionals for wrap around services or alternatives to suspension and expulsion. Emphasize that in our work in the Lit Institute, we are studying the work done in the green area. This is what we do for all students. It is good first teaching. Social Emotional Support Academic Support Curriculum and Professional Learning 7

Curriculum and Professional Learning 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! After participants write, allow them an opportunity to share with their table mates. Ask each table to prepare to share one commitment based on everyone’s ideas. Use the whip around method to facilitate group sharing of the information. Reiterate that we are all learning to clarify and understand differentiation. This is just the first of many opportunities to study and develop our understanding. Today we will keep our new insight about differentiation in mind as we study content and plan lessons. Curriculum and Professional Learning

Content Review: Phonics and Spelling Curriculum and Professional Learning

Building Blocks of Reading Instruction Comprehension Fluency Phonemic Awareness Vocabulary Phonics To close this section, summarize that there are five building blocks of reading instruction. As the arrow flies in, reiterate that we will be emphasizing phonics today. Connecting to the “big” picture of reading. What is phonics….. Curriculum and Professional Learning

Nevada Reading Academy (Phonological Awareness) Rhyme & Alliteration In a sense, phonological awareness is the “umbrella” above the ways language can be divided. As you can see, phonemic awareness falls under the larger “umbrella” of phonological awareness. [1 minute] Onset and Rime Sentences into Words Syllable awareness Individual Phonemes Curriculum and Professional Learning Working Copy July 29, 2004

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/? See handout for answers … Curriculum and Professional Learning

The Alphabetic Principle 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. /f/ (what we hear) can be spelled f or _gh or ph_ (what we see)

Curriculum and Professional Learning 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 Curriculum and Professional Learning

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.

Curriculum and Professional Learning The English Language English uses over 170 graphemes (letters and letter combinations) to spell 43 phonemes (sounds). Curriculum and Professional Learning

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 If multiple layers of language organization are taken into account, English is a predictable and rule-based spelling system.

5 Principles of English Orthography We spell with letters and letter combinations. We spell by the position of a sound in a word. We spell by letter patterns. We spell by meaning. Many English words come from other languages. When you come to a word you don’t know, what do YOU do? We will visit Principle 4 and 5 on session 4: -We spell by meaning. - Many English words come from other languages. Curriculum and Professional Learning

Curriculum and Professional Learning 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) SS cards help with principles 1-3. On the spot decision making- if a word is decodable, reference the cards. If non-decodable, tell and spell. Curriculum and Professional Learning

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.

The Goal Automaticity with the sound-spelling connection. Independent student use during reading and writing.

Strategies for Blending Continuous Blending Sound by Sound Vowel First- most support for struggling students Small group preteaching or reteaching Strategies for blending single syllable words: See Handout on routine Model each routine once: Continuous Blending- with mat Sound by Sound- with mat Vowel First- with mate then do a “we do” with the group with the word….toad

Strategies for Blending Continuous Blending Sound by Sound Vowel First most support mat m-a-t m-a-te Strategies for blending single syllable words: can use slide or hide and use chart paper. Model each routine once: Continuous Blending- with mat Sound by Sound- with mat Vowel First- with mate then do a “we do” with the group with the word….toad

Curriculum and Professional Learning 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 Curriculum and Professional Learning

Curriculum and Professional Learning 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 Curriculum and Professional Learning

Reading & Spelling Longer Words Why Teach Syllables To “chunk” unfamiliar words accurately and quickly To distinguish words that look similar To remember spelling conventions turtle Curriculum and Professional Learning

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. What is developmentally appropriate is largely contingent on prior opportunities to learn.” National Mathematics Advisory panel.

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. Examples: egg- no consonant before Lay-no consonant after Understanding of onset/rime is a foundation skill for this…

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. See handouts: List of rimes List of possible words Flashcards of rimes Available online- ppt of rimes, one per page

4 Types of Syllabication Syllable awareness Syllable types Syllable division principles Schwa and Accents See handout- the next few slides are all on a handout together. Syllable awareness- K-3- connection back to foundation skills in Phonological awareness (K/1- include syllable deletion, syllable blending, syllable segmentation) Syllable types- K-3 Syllable division principles -2/3 Schwa and Accents – will revisit next time rab*bit Curriculum and Professional Learning

Curriculum and Professional Learning Six Types of Syllables closed open r-controlled vowel team vowel-silent e consonant-le Curriculum and Professional Learning

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

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 See Syllable division routines in Ready Reference book. Model with a “think aloud” the word napkin. Curriculum and Professional Learning

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 See Syllable division routines in Ready Reference book. Model with a “think aloud” the words moment and finish. Curriculum and Professional Learning

Let’s Practice- Partner Work Classify the syllables in the words by recording them in the correct column. Model with shepherd. Do a We do with teacher, if necessary. Assign a column of words to each table. Curriculum and Professional Learning

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. Finally, you have 5-7 minutes to move around the room and Give One, Take One, and Move On. For larger groups, it may take 10 minutes or more. Check in with the group to see how much longer they need. This is their opportunity to share their knowledge. Don’t cut it short. They need the processing time and the validation for the already hard work going on for kids. Curriculum and Professional Learning

English Language Learners Nevada Reading Academy (Phonological Awareness) 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 ELL students may have phonological awareness in heir native language. Those skills can be applied to learning English as well. Children may borrow sounds from their native language that closely match the sounds of English. Explicitly teach sounds and spellings students do not hear or are leaving off in their spelling. Make sure the vocabulary is known to the students. Use read alouds, poems, or stories to connect phonological awareness instruction to things students already know. [1 minute] Curriculum and Professional Learning Working Copy July 29, 2004

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 Curriculum and Professional Learning

Curriculum and Professional Learning HM Reading Tool Kit In the Tool Kit, there is a binder for more support on phonics. Curriculum and Professional Learning

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

Curriculum and Professional Learning Reflection Grid 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? X Curriculum and Professional Learning

Learning Progressions Session Process 2. Examine grade-level learning progressions. Answer guiding questions about how the phonics or spelling standards progress over the grade-levels. 3. Facilitator will model a process for developing learning progressions. 4. Participants work in table teams to identify a standard to develop learning progressions around. They should use the curriculum map and their assessment data to make this decision. After a few minutes to decide, the facilitator will whip around the room and ask each group to share the standard they are going to develop learning progressions for. 5. Teachers will develop learning progressions using the worksheet and the poster paper. 6. Once the progressions are developed, participants will post them on the wall. 7. The facilitator will engage the participants in a gallery walk. Curriculum and Professional Learning

Aligned Instructional System 43 Written Curriculum Taught Curriculum Assessed Curriculum The Learned Curriculum Curriculum and Professional Learning

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.

Orally blend syllables without the support of pictures or objects. Example 2.1 Orally blend and delete words and syllables without the support of pictures or objects. Orally blend syllables without the support of pictures or objects. Delete words without the support of pictures or objects (compound words) Orally blend words without the support of pictures or objects. (compound words) Explain how this standard (from pre-school standards) has been broken into three progressions. Point out that these progressions serve as lesson objectives. So, this will take three lessons to teach.

Learning Progressions Mastery of Grade-Level Standard Sub Skills Conceptual Understanding Enabling Knowledge Explain that learning progressions are objectives that scope the enabling knowledge, sub-skills, or conceptual understanding that is absolutely necessary to mastering the grade-level standard.

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) After participants read the excerpt. Allow some time to process their notes with a neighbor. Curriculum and Professional Learning

New to Learning Progressions? There is no “one right way.” Less is More. 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. Phonics and Spelling standards will be available. What did you notice about the instructional continuum?

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. Give participants 5 minutes to decide on a standard. Whip around the room to see which standard they are working on. Pg. 3 of Curriculum guide was handed out in session 2. Curriculum and Professional Learning

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. See handout on Costas and Blooms for Verbs. Curriculum and Professional Learning

Curriculum and Professional Learning Gallery Walk Allow participants to rove around the room and review the learning progressions of the other participants. In closing, remind participants that this is work they can engage in during Accountable Community time. This answers the question, “What do we want students to learn?” Curriculum and Professional Learning

Curriculum and Professional Learning Reflection Grid How will Learning Progressions help you in your planning? X Curriculum and Professional Learning

Curriculum and Professional Learning Lesson Planning Curriculum and Professional Learning

Foundations for Classrooms Objectives Assessment Foundations for Classrooms Instruction Aligned to Objective Provide the one page handout that has the foundations elements with the questions for each of the elements with the materials. On the handout in your back up materials, you can see that the elements for classroom foundations are not new. The questions in italics below the element give you a sense of the kinds of questions a teacher is considering when developing a lesson. They are in direct alignment with the CSTPs and have been components of every initiative that has focused on the design and delivery of instruction. There are very few elements identified as “tight” and many more actions and strategies that are considered “loose”. Elements identified as tight are those that are expectations for every lesson in every classroom – they are the “givens” It is the “what” of what is being taught. Elements identified as loose are those that tap into a teacher’s expertise and creativity – they are going to be the strategies, the instructional decisions, the materials, the groupings, etc. that you decide will best lead students to the learning objective. They are the “how” of what is being taught. There are four elements to the Foundations for Classroom. They are what teachers plan for and deliver within each lesson regardless of the grade level or content. These elements are the agreed upon expected components of each lesson but are certainly not all that goes in to teaching. This is where a teacher’s expertise and creativity comes in – they develop the strategies that are best suited for the specific objective. Objectives that are in kid friendly, academic language What will students know, understand, and be able to do as a result of this lesson? Instruction aligned to Objectives How do instructional activities align to objectives? What materials, strategies, groupings… does a teacher decide are going to be the most likely to leading to students learning what they are supposed to learn? Closure How do you close your lesson? It can be as simple as talking about what was learned, identifying where we are going next. Assessment How do you determine if students are “getting it?” And although it is listed as the final element, it should not imply that it is always last. It could be checking for understanding throughout a lesson. By the end of 2 years, we should be able to see this in every classroom in our district – it will become “the Fresno way” of looking at instruction. Closure

Curriculum and Professional Learning 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 Point out that we have included the Foundations Lesson Planner, but it is up to them whether or not they wan to use it. They can use regular paper, their own template, etc. The key is that the four tight elements of lesson Foundations MUST be present in their lesson plan. You may also point out that they can take this lesson back to their accountable communities and add it to their bank of lessons to be shared. Curriculum and Professional Learning

Curriculum and Professional Learning 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?” Curriculum and Professional Learning

Curriculum and Professional Learning Lesson Sharing In your collaborative groups, designate a representative to share a one-minute summary of your lesson. Curriculum and Professional Learning

Curriculum and Professional Learning Reflection Grid How did you incorporate today’s content in your lesson planning? X Curriculum and Professional Learning

Curriculum and Professional Learning 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. Curriculum and Professional Learning

Agenda Introduction/Grounding/Framing the Day 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 As you review the agenda for the day. Point out that all sessions will follow the same format: Introduction Differentiation Content Review Learning Progression Development Lesson Planning Closure The content will change for each session, but format will and some of the processing will remain the same. You may also wish to point out how this is aligned to classroom foundations: There are objectives, instruction and learning activities aligned to the objective, there is closure, and there is assessment and processing built in throughout the day. Closure: Reflect and Facilitation Tools Curriculum and Professional Learning

Language Arts K-6 Website http://www.fresnounified.org/dept/CPL/langk6/de fault.aspx Curriculum and Professional Learning

Curriculum and Professional Learning Closure Complete the FUSD Professional Learning Feedback form. Curriculum and Professional Learning

Thank You!