What Matters Most In Early Literacy Foundational Reading What Matters Most In Early Literacy April 15, 2013 Adela Flores-Bertrand, K-6 Language Arts Instructional Services Specialist

Agenda 1. Review Common Core Standards 2. Foundational Reading 3. The National Reading Panel- 5 Pillars of Reading 4. Put Reading First and Foundational Reading 5. Let’s Look at the Common Core Standards 6. Reflections 7. Questions

Common Core Standards for English Language Arts & Literacy in History/Social Studies, Science and Technical Subjects Reading 10 Anchor Standards Writing 10 Anchor Standards Speaking & Listening 6 Anchor Standards Language 6 Anchor Standards Literature Informational Text Key Ideas and Details Text Types and Purposes Comprehension and Collaboration Conventions Craft and Structure Production and Distribution Knowledge of Language Integration of Knowledge and Ideas Research and Presentation Presentation of Knowledge and Ideas Vocabulary Acquisition and Use Range of Reading and Text Complexity Range of Writing Foundational Reading (K-5) Writing for Literacy in HSS, Sci/Tech (Gr 6) Reading for Literacy in HSS (Gr 6) Reading for Literacy in Sci/Tech (Gr 6) AFB

The Research Building Blocks for Teaching Reading

The National Reading Panel Five Pillars of Reading Text Comprehension Vocabulary Fluency Phonics Phonemic Awareness AFB

Foundational Skills Foundational Skills Focus on the development of student understanding and the working knowledge of four key areas. Foundational Skills Print Concepts Phonological Awareness Involves orally working with sentences, words, rhyme, syllables, and sound Phonics & Word Recognition -Associates the sounds of words to the spelling -Applies phonics to word identification Fluency Able to read accurately, quickly, effortlessly, and with appropriate expression and meaning Understanding of what print represents and how it works

Differences in Foundational Reading Text Comprehension Found in Informational and Literary Reading Vocabulary found in Language AFB

Key Design for Foundational Reading AFB

Foundational Skills In order for proper scaffolding, Foundational Skills must be firmly taught. Without Foundational Skills in place, students will have difficulty comprehending the increasingly more rigorous text and vocabulary. Students begin working on comprehension and vocabulary through listening to complex text as they are learning to read. AFB

Print Concepts Understand the necessary foundational skills that facilitate learning to read and write at an independent level Understand that the print (not the picture) tells the story Includes Directionality Differences between letter, word and sentence Voice-Print matching Punctuation AFB

A closer look at the California Common Core Standards. Open your standards and highlight some of the differences. AFB

Foundational Skills - Print Concepts Kindergartners: Grade 1 students: 1. Demonstrate understanding of the organization and basic features of print. Follow words from left to right, top to bottom, and page by page. Recognize that spoken words are represented in written language by specific sequences of letters. Understand that words are separated by spaces in print. Recognize and name all upper- and lowercase letters of the alphabet. Demonstrate understanding of the organization and basic features of print. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). Page 5 AFB

Phonological Awareness Phonological Awareness, the ability to identify different sounds and then to connect those sounds to the letters of the alphabet, is the key to learning to read Phonological Awareness is an umbrella term that involves working with sentences, words, rhyme, syllables and sounds The objective is for students to be able to manipulate words, word parts, and sounds AFB

Foundational Skills- Phonological Awareness Kindergarteners Grade 1 Students: 2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). Recognize and produce rhyming words. Count, pronounce, blend, and segment syllables in spoken words. Blend and segment onsets and rimes of single-syllable spoken words. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.* (This does not include CVCs ending with /l/, /r/, or /x/.) Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. Blend two to three phonemes into recognizable words. 2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). Distinguish long from short vowel sounds in spoken single-syllable words. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). Page 5 AFB

Phonics and Word Recognition Phonics instruction teaches students the association between sounds of the language and the written symbols The written symbols are a visual representation of speech sounds that we use to communicate The application of phonics leads to word recognition AFB

Foundational Skills- Phonics and word recognition Grade 1 Students Grade 2 Students Kindergarteners 3. Know and apply grade-level phonics and word analysis skills in decoding words both in isolation and in text. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant. Associate the long and short sounds with common spellings (graphemes) for the five major vowels.* Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). Distinguish between similarly spelled words by identifying the sounds of the letters that differ. 3. Know and apply grade-level phonics and word analysis skills in decoding words both in isolation and in text. . Know the spelling-sound correspondences for common consonant digraphs. Decode regularly spelled one-syllable words. Know final -e and common vowel team conventions for representing long vowel sounds. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. Decode two-syllable words following basic patterns by breaking the words into syllables. Read words with inflectional endings. Recognize and read grade-appropriate irregularly spelled words. 3. Know and apply grade-level phonics and word analysis skills in decoding words both in isolation and in text.. Distinguish long and short vowels when reading regularly spelled one-syllable words. Know spelling-sound correspondences for additional common vowel teams. Decode regularly spelled two-syllable words with long vowels. Decode words with common prefixes and suffixes. Identify words with inconsistent but common spelling-sound correspondences. * Words, syllables, or phonemes written in/slashes/refer to their pronunciation or phonology Thus, /CVC/ is a word with three phonemes regardless of the number of letters in the spelling of the word. * Identify which letters represent the five major vowels (Aa, Ee, Ii, Oo, Uu) and know the long and short sound of each vowel. More complex long vowel graphemes and spellings are targeted in the grade 1 phonics standards. Page 5 AFB

Foundational Skills- Phonics and word recognition Grade 3 Students Grade 4 Students Grade Five Students 3. Know and apply grade-level phonics and word analysis skills in decoding words both in isolation and in text. Identify and know the meaning of the most common prefixes and derivational suffixes. Decode words with common Latin suffixes. Decode multi-syllable words. Read grade-appropriate irregularly spelled words. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. Know and apply grade-level phonics and word analysis skills in decoding words both in isolation and in text. Page 6 AFB

Fluency Fluency is the ability to read or access words accurately and quickly. Fluency provides a bridge between word recognition and comprehension. Fluent readers read aloud effortlessly and with expression. This frees students to understand what they read. Repeated and monitored oral reading improves reading fluency and overall reading achievement. Monitor students progress in reading fluency. Put Reading First AFB

Foundational Skills- Fluency Kindergarteners Grade 1 Students Grade 2 Students 4. Read emergent-reader texts with purpose and understanding. 4. Read with sufficient accuracy and fluency to support comprehension. Read grade-level text with purpose and understanding. Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Page 5 AFB

Foundational Skills- Fluency Grade 3 Students: Grade 4 Students: Grade 5 Students: 4. Read with sufficient accuracy and fluency to support comprehension. Read grade-level text with purpose and understanding. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. 4. Read with sufficient accuracy and fluency to support comprehension. Page 6 AFB

The Teacher as the Expert Teachers themselves must have a better understanding of the English language. Teachers must know what precedes and follows the scope and sequence of phonics and spelling instruction at their grade levels in order to differentiate instruction. Older students still need to engage in the study of words (morphemes, derivational suffixes). AFB

3 2 1 Reflection New concepts that will impact instruction Concepts that are similar to your current instruction 1 Topic that might require additional professional development AFB