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

Foundational ReadingWhat Matters Most In Early Literacy

April 15, 2013 Adela Flores-Bertrand, K-6 Language Arts Instructional Services Specialist

AgendaO 1. Review Common Core StandardsO 2. Foundational ReadingO 3. The National Reading Panel- 5 Pillars

of ReadingO 4. Put Reading First and Foundational

ReadingO 5. Let’s Look at the Common Core

StandardsO 6. Reflections O 7. Questions

Reading10 Anchor

StandardsWriting10 AnchorStandards

Speaking & Listening

6 AnchorStandards

Language6 AnchorStandards

Foundational Reading (K-5)

Key Ideas and Details

Presentation of Knowledge and

Ideas

Text Types and Purposes

Production and Distribution

Comprehension and Collaboration

Conventions

Knowledge ofLanguageResearch and

PresentationVocabulary Acquisition

and Use

Common Core Standards for English Language Arts & Literacy in History/Social Studies, Science and Technical Subjects

Reading for Literacy in HSS (Gr 6)

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Reading for Literacy in Sci/Tech (Gr 6)

Writing for Literacy in HSS, Sci/Tech

(Gr 6)

Craft and Structure

Integration of Knowledge and Ideas

Range of Reading and Text Complexity Range of Writing

Literature Informational Text

The Research Building Blocks for Teaching Reading

The National Reading Panel Five Pillars of Reading

Phonemic Awareness

Vocabulary

PhonicsFluency

Text Comprehension

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Foundational Skills

Phonics &Word

Recognition-Associates the

sounds of words to the spelling

-Applies phonics to word identification

Fluency Able to

read accurately, quickly,

effortlessly, andwith appropriate expression and

meaning

PrintConcepts

Understanding of what print

represents and how it works

PhonologicalAwarenessInvolves orally

workingwith sentences,words, rhyme,syllables, and

sound

Foundational SkillsFocus on the development of student

understanding and the working knowledge of four key areas.

Differences in Foundational Reading

Vocabulary found in

Language

Text Comprehension

Found in Informational and Literary

Reading

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Key Design for Foundational Reading

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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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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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A closer look at the California Common

Core Standards.

Open your standards and highlight some of the differences.

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Foundational Skills - Print Concepts

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Kindergartners: Grade 1 students:

1. Demonstrate understanding of the organization and basic features of print.a. Follow words from left to

right, top to bottom, and page by page.

b. Recognize that spoken words are represented in written language by specific sequences of letters.

c. Understand that words are separated by spaces in print.

d. Recognize and name all upper- and lowercase letters of the alphabet.

1. Demonstrate understanding of the organization and basic features of print.a. Recognize the distinguishing

features of a sentence (e.g., first word, capitalization, ending punctuation).

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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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Foundational Skills- Phonological AwarenessKindergarteners Grade 1 Students:

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2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).a. Recognize and produce rhyming

words.b. Count, pronounce, blend, and

segment syllables in spoken words.

c. Blend and segment onsets and rimes of single-syllable spoken words.

d. 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/.)

e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

f. Blend two to three phonemes into recognizable words.

2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).a. Distinguish long from short

vowel sounds in spoken single-syllable words.

b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

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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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Foundational Skills- Phonics and word recognition Kindergarteners Grade 1 Students Grade 2 Students

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

b. Associate the long and short sounds with common spellings (graphemes) for the five major vowels.*

c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

d. 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. .a. Know the spelling-sound

correspondences for common consonant digraphs.

b. Decode regularly spelled one-syllable words.

c. Know final -e and common vowel team conventions for representing long vowel sounds.

d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

e. Decode two-syllable words following basic patterns by breaking the words into syllables.

f. Read words with inflectional endings.

g. 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..a. Distinguish long and short

vowels when reading regularly spelled one-syllable words.

b. Know spelling-sound correspondences for additional common vowel teams.

c. Decode regularly spelled two-syllable words with long vowels.

d. Decode words with common prefixes and suffixes.

e. Identify words with inconsistent but common spelling-sound correspondences.

f. Recognize and read grade-appropriate irregularly spelled words.* 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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Foundational Skills- Phonics and word recognition Grade 3 Students Grade Five StudentsGrade 4 Students

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

know the meaning of the most common prefixes and derivational suffixes.

b. Decode words with common Latin suffixes.

c. Decode multi-syllable words.

d. 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.a. 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.

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

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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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Foundational Skills- Fluency Kindergarteners Grade 2 StudentsGrade 1 Students

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4. Read emergent-reader texts with purpose and understanding.

4. Read with sufficient accuracy and fluency to support comprehension.a. Read grade-level

text with purpose and understanding.

b. Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

4. Read with sufficient accuracy and fluency to support comprehension.a. Read grade-level

text with purpose and understanding.

b. Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

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Foundational Skills- Fluency

Grade 3 Students: Grade 4 Students: Grade 5 Students:

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4. Read with sufficient accuracy and fluency to support comprehension.a. Read grade-level text

with purpose and understanding.

b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

4. Read with sufficient accuracy and fluency to support comprehension.a. Read grade-level text

with purpose and understanding.

b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

4. Read with sufficient accuracy and fluency to support comprehension.a. Read grade-level text

with purpose and understanding.

b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

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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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Reflection

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New concepts that will impact instruction

Concepts that are similar to your current instruction

Topic that might require additional professional development

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