1. 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

2. 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

3. 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)
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4. The Research Building Blocks for Teaching Reading

5. The National Reading Panel Five Pillars of Reading
Text Comprehension
Vocabulary
Fluency
Phonics
Phonemic Awareness
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6. 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

7. Differences in Foundational Reading
Text Comprehension
Found in Informational and Literary Reading
Vocabulary found in Language
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8. Key Design for Foundational Reading
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9. 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.
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10. 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
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11. A closer look at the California Common Core Standards.
Open your standards and highlight some of the differences.
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12. 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).
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13. 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
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14. 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).
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15. 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
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16. 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.
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17. 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.
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18. 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
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19. 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.
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20. 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.
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21. 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).
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22. 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
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