K-2 ELA Scope and Sequence - PBworksgrade1filecabinet.pbworks.com/w/file/fetch/58407615... · Web viewK-2 ELA Scope and Sequence. Respectfully shared by Jennifer Mattes and Kimberly

K-2 Scope and SequenceSummer 2011

Respectfully Submitted byJennifer MattesKimberly Minier

K-2 ELA Scope and Sequence

Respectfully shared by Jennifer Mattes and Kimberly MinierAugust 2011

Purpose: To provide teachers with a resource to use as a guide for providing rigorous and relevant instruction to actively engage students, while building foundational literacy skills along a developmental continuum.

Before a student can put the work and effort into decoding, one must build the necessary foundation with items such as language, phonological awareness, and print concepts. Some students will develop some of the essential skills naturally if given the right environment. Yet, as with any learning objective, if you can recognize what needs to be learned, you can emphasize those formal and informal learning opportunities, and maximize the learning outcome.

As just a single example, phonological awareness has been shown to be a crucial predictor of reading success, and the lack of this skill has been linked to reading delays. It begins prior to a child learning the alphabet and is developed without ever looking at a printed word. Yet, it is a skill that can be taught, if a teacher purposefully takes the time.

The Common Core Standards (CCS) set requirements for English Language Arts. They lay out a broad vision for what it means to be a literate person and represent the overall goals for every language arts curriculum (National Governors Association Center for Best Practices and Council of Chief State School Officers, 2010). They are listed in the left hand column of this document for your ease and awareness.

The focus of this work will be on CCS Reading Standard Three: Foundational Skills. The emphasis is directed toward fostering a student’s understanding and working knowledge of concepts about print, the alphabetic principles and other basic conventions of the English writing system. These foundational skills are not an end in and of themselves; rather, they are necessary and important components of an

effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend text across a range of types and disciplines. Instruction should be differentiated: good readers will need much less practice with these concepts than struggling readers will. The point is to teach students what they need to learn and not what they already know - to discern when particular children or activities warrant more or less attention (Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects / K-5).

In this document, we attempted to include approximate grade levels, broad goals supported with detailed examples and specific statements of behaviors and understandings for print concepts, phonological awareness and phonics/word study. Every effort was made to consider Common Core Standard Three – Foundational Skills. The expectations from the New York State ELA Performance Indicators, Penfield Central School District’s Early Literacy Profile (ELP), district curriculum maps, & NWEA skills were also considered. The areas of learning focused upon in the following document include:

Early Literacy Concepts Phonological Awareness Letter Identification Letter Sound Knowledge Spelling Patterns / Phonograms High-Frequency Word Recognition

Reading Foundational Skills

Print Concepts


Print Concepts

Common Core Standard (CCS)The Kindergarten reader will develop

concepts about print to

The Kindergarten reader will demonstrate competence in concepts

of print by

Possible resources, explanations and instructional strategies include

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 lower case letters of the alphabet.

Distinguishing between print and pictures

Understanding the purpose of print in reading and writing

Reading left-to-right, top-to-bottom and return sweep (return to the left in reading and writing)

Using one-to-one correspondence when reading

During shared reading – increase awareness that print carries the meaning /message along with supporting pictures

Sort pictures, letters and words

Interactive Writing – the teacher and the students create a text together about a shared experience (for example: thank you note after a field trip and retelling field trip events) This text can then be used for future rereading

Morning Message teaches students about spacing, punctuation, and directionality. Seeing the teacher write the words helps the student understand that words are separated by spaces and that when writing you must go to the beginning of the next line when you run out of space (return sweep.) This strategy


Print Concepts




of print by


Understanding the concepts of first and last in written language (first/last letter of a word and first/last word in a sentence)

Distinguishing between letters and words

Identifying parts of a book and their functions

reinforces the concepts of one-to-one word matching, thebeginning and ending of words/sentences, and distinguish the difference between letters/words/sentences.

Talk about first/last letter of one’s name

Create a sentence using the student’s name. Model framing the first/last word in the sentence

Sort letter and picture cards

During shared reading – increase awareness about the functions of a book (front of book, title, author, etc. depending on genre)

Reading Foundational Skill

Print Concepts




of print by


Recognizing word boundaries when reading and using spacing between letters and words when writing

Recognizing one’s name

Recognizing upper case letters Recognizing lower case letters

Use spaceman or popsicle stick to count or make spaces between words

Handwriting Without Tears (HWT) – Rock, Rap, Tap, and Learn CD –“Sentence Song”

Model writing a sentence with and without spacing – Ask, “Which is easier to read?”

Use of students’ names (ex: name wall)

Reinforcers for name recognition: name poems, name puzzles, tissue paper names, and making names using tactile materials (sand/salt tray)

Upper case/lower case match Magnetic letters – sort upper vs.

lower letter formation features Words Their Way (WTW), Letter

and Picture Sorts for Emergent Spellers, Letter sorts (p. 57-70)

Reading Foundational SkillsPrint Concepts

Common Core Standard (CCS)The First Grade reader will develop

concepts about print skills to

The First Grade reader will demonstrate competence with

concepts about print byPossible resources, explanations and

instructional strategies include1. 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).

Recognizing one’s first and last name in isolation and in continuous text

Using one’s name to learn about words and make connections to words.

ABC books – published and student created.

The students say the name of the letter; name the picture and then the sound of the letter. For example: A a, apple /a/

Go Fish, Memory and “I Have, Who Has”

Alphabet and Font Sorts – by features

Alphabet charts

Find their own names on charts (name walls, helper charts and attendance charts)

Magnetic Letters – write student’s name on a card and have him/her use magnetic letters to make his/her name

Notice one of “their” letters in their name in another word during interactive writing

Teacher made easy patterned books using the student’s name (Joe’s cat. Joe’s dog.)






instructional strategies include Demonstrating one-to-one

correspondence while reading and writing

Consistently incorporating spaces between words when writing

Understanding the concepts of first and last in written language (first/last letter of a word and first/last word in a sentence) in continuous text

Teacher models 1-to-1 pointing during shared reading

Write a sentence on a strip & cut each word apart. Child reassembles the sentence & points to each word as he/she reads the sentence.

Use the white space to show readers each word in the sentence. Make white space concrete using a popsicle stick or bingo chip. “Feel the white space with your finger.”

Morning Message - invite students to use a spaceman or object to model writing a word and leaving a space

Cut-up sentence – written words on cards and blank cards to represent spaces

Talk about first/last letter of their name

Talk about first/last word in a sentence





concepts about print by


Automatically distinguish between a letter and a word

Understanding the concept of sentence (as a group of words with ending punctuation)

Providing the meaning of a period

Providing the meaning of an exclamation mark

Have students “frame” one/two letters and one/two words in continuous text

Sort cards with letters and words

Create and reread simple sentences about their lives using cut-up sentences to reinforce that a sentence is a group of words that make sense

Interactive Read Aloud - vary your intonation to interpret the author’s use of punctuation in reading with expression (Robin Pulver’s Punctuation Takes a Vacation)

Guided Writing Groups – teach mechanics strategically

Period – use punctuation magnets or create a stop sign

Exclamation Mark – write simple sentences together and talk about the meaning of punctuation mark (I love cats!)






instructional strategies include Providing meaning of quotation

marks

Providing the meaning of a comma

Quotation Marks – use elbow macaroni to bring to their attention “talking marks” in text rich in dialogue

Comma – rubber stamps represent comma’s to separate long lists of things


Phonological Awareness

Reading Foundational SkillsPhonological Awareness

Common Core Standards (CCS)The Kindergarten reader will develop

phonological awareness skills to

The Kindergarten reader will demonstrate competence in

phonological and phonemic awareness by


1. 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 onset 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/. Words, syllables, or phonemes written in /slashes/ refer to their pronunciation.

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

Phonological Awareness – an awareness of language/ words “Readiness Skills”

Distinguishing individual words in spoken sentences (hear and recognize words boundaries)

Identifying syllables in a word

Move a chip to stand for each word in a spoken sentence. For example: The dog barks. (3), The black dog barks. (4), The black dog barks loudly. (5)

Take a step for each word in this sentence. The cat climbs. (1st step and say The, 2nd step and say cat, 3rd step and say climbs.)

A spoken syllable is a unit of speech organized around a vowel sound. Say the word, say each syllable, and feel the jaw drop on the vowel sound: park (1), paper (2), yesterday (3)

Clap for each syllable of a student’s name, for example: Jasmine ~Jas (clap) mine (clap) – (2 claps), Nicholas ~ Nich


Common Core Standards (CCS)The Kindergarten reader will develop


The Kindergarten reader will demonstrate a competence in



(clap) o (clap) las (clap)- (3 claps) –Words Their Way Syllables in child’s names (pg. 124)

Syllable Graph – create a graph using the number of syllables in each person’s name

Words Their Way Letter and Picture Sorts for Emergent Spellers Word Sorts (pg. 38 & 39 and 53 & 54)

Phonics Lessons, Letters, Words, and How They Work, Fountas and Pinnell, pg 125:

Suggestions for recognizing syllables in spoken words:

1. Syllable “cheerleader” – model using compound words (cup/cake), put your right hand up and say “cup”, put your left hand up and say “cake.” Then say the whole word “cupcake.”







2. Sentence strip name cards – Say the child’s name and have the class or child say it back while clapping the syllables. The teacher makes the name card and cuts it into syllables for reassembly.

3. Clap, tap, stomp, or take steps for the syllables in your favorite nursery rhyme or song.

4. Use objects such as unifix cubes, coins and counters to represent each syllable. Say each word slowly, putting down or pushing a manipulative for each syllable. Then count how many objects were used to see how many syllables were in the word.

5. Cut out pictures from magazines and have students group the pictures by the number of syllables heard in the words.







Determining whether two spoken words rhyme

Producing spoken words that rhyme

Rhyme Recognition during Word Play – Say “yes” if the words have the same last sound(rhyme). Say “no” if they do not have the same sound at the end. For example: clock/dock (yes), red/said (yes), down/boy (no).

Daily read alouds, Shared readings, Nursery Rhymes and Songs

When reading nursery rhymes or singing songs containing rhyming words, exaggerate the words that rhymes. See if students can tell you which words rhyme.

Leave out the rhyming words and let the student fill in the blanks. For example: say “Humpty Dumpty sat on a ___.”

Read Dr. Seuss books and other books with multiple examples of rhyming words.


The Kindergarten reader will



demonstrate competence in phonological and phonemic awareness

byPossible resources, explanations and

instructional strategies include

Onset and Rime/Rhyming

Connect words by the sounds (fat, fun)

help students listen, find, or highlight rhyming words.

Help students think of words that rhyme with his/her name, days of the week, pets/animals etc.

Detect, say, connect and generate rhyming words (fly/sky/by/pie)

Within a single syllable, onset is the consonant sound or sounds that may precede the vowel; rime, is the vowel and all other consonant sounds that may follow the vowel. (sit – onset - /s/; rime - /it/, bit – onset - /b/; rime /it/

Repetition and Creation of Alliteration during Word Play – For example: Nice, neat Nancy





demonstrate competence in phonological and phonemic awareness


instructional strategies includePhonemes- are individual speech sounds that are combined to create words in a language system. Phoneme Awareness- requires progressive differentiation of spoken words and the ability to think about and manipulate those sounds. Activities should lead to the pairing of phonemes (speech combinations that represent those sounds) for the purposes of word recognition and spelling.

Isolating an individual sound in a word; initial, final and medial sounds

What is the first sound in the word “sat?” /s/

What sound do you hear at the end of the word “sat” /t/

What sound do you hear in the middle of the word “sat” /a/

Suggested activities for isolating initial sounds.

Start collecting objects that begin with the same sound and store them in bags or bins. For example: For the sounds of “F”


Common Core Standard (CCS)The Kindergarten reader will demonstrate competence in

The Kindergarten reader will develop phonological awareness skills to



Indentifying that a target sound is the same in different words

Categorizing - recognizing that words in a set belong together and sometimes identifying which one doesn’t fit it the category

you may have football, fence, frog, fish, and phone.

Say short words, emphasizing the last sound heard. Ask the student what the last sound is. For example: “hat,” ask what do you hear at the end of the word hat? The student should answer with the sound of “t” NOT the letter name, pronounced “tee.”

What is the first sound in these words? (fast, fat, phone) /f/

Words Their Way, Picture sort (p.331-345)

Words Their Way, Letter and Picture Sorts for Emergent Spellers (p. 129-147)

Which word doesn’t belong based on initial sound: dig, dirt, cat, dog? cat because it starts with the /c/ and the other words start with /d/.




phonological and phonemic awareness Possible resources, explanations and

phonological awareness skills to by instructional strategies include Combining/Blending phonemes

to make a word

Segmenting /Orally breaking a word into individual phonemes

Deleting a phoneme from a word

What word is /ch/ /a/ /t/? chat

What are the sounds in slam? /s/ /l/ /a/ /m/ (manipulatives or counters can be used with this task)

Picture sorts by the number of phonemes in words. For example: Two phoneme picture cards (bee, hay, egg), Three phoneme picture cards (bat, cup, boat), Four phoneme picture cards (tent, plane, baby), Five phoneme picture cards (plant, candy, rainbow)

Words Their Way, Sound boxes (Elkonin Boxes) p. 123

Say “cab” without the /c/? ab Say “smart” without the /s/?

mart







Adding a sound to a word

Substituting /Creating a new word by changing one of the phonemes of an existing word

Recognize with one’s ear, a few easy phonograms with a VC (vowel consonant) pattern

Recognize with one’s ear, a few CVC (consonant vowel consonant) patterns

What do you have if you add /f/ to the beginning of in? fin

What do you have if you add /s/ to the beginning of mile? smile

Say “fun” – change /f/ to /s/. What is the new word? sun

Say “bug” - change the /g/ to /n/. What is the new word? bun

Examples: -ad, -ag, -an, -at, -ig, -in, -it, -ut, -og, -op, -ot, -ed, -en, -et

Examples: tab, mad, sap

Teaching the Concept of SortingWords Their Way (WTW) Letter and Picture Sorts for Emergent Spellers, pgs.7-30







Concept Sort

1. Begin with “people” sorts. For example: boy/girl, hair color, eye color and clothes.

2. Progress to “real object” sorts. For example: sort by size, color, shape. Use buttons, keys, pasta, pattern blocks, unifix cubes, rocks etc.

3. Progress to “picture” sorts. For example farm/zoo animals, animals that fly/swim/walk, night/day, fruits/vegetables, happy/sad letter/number/word

Word families using pictures:a. –at /–anb. –ad / –ab / –agc. –op / –ot / –ogd. –et / -eg / -ene. –ug /- ut / -un

Words Their Way, Sorting rhyming patterns (p. 104, 119-122)







Phonics Lessons, Letters,

Words, and How They Work, Grade K, Fountas and Pinnell, pgs. 105-113


Common Core Standards (CCS)The First Grade reader will develop


The First Grade reader will demonstrate phonological awareness


instructional strategies include2. Demonstrate understanding of

spoken words, syllables, and Phonological Awareness – an awareness of language/ words

sounds (phonemes).a. Distinguish long from short

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).

Distinguishing individual words in spoken sentences (hear and recognize words boundaries)

Identifying syllables in a word

Move a chip or marker to stand for each word in a spoken sentence. For example: The dog barks. (3), The black dog barks. (4), The black dog barks loudly. (5)

A spoken syllable is a unit of speech organized around a vowel sound. Repeat the word, say each syllable, and feel the jaw drop on the vowel sound: park (1), paper (2), yesterday (3)

Take a step for each word in this sentence. The cat climbs. (1st step and say The, 2nd step and say cat, 3rd step and say climbs.)

Clap for each syllable of a student’s name, for example: Jasmine ~ Jas (clap) mine (clap) – (2 claps), Nicholas ~ Nich (clap) o (clap) las (clap) -






instructional strategies include(3 claps) Words Their Way, Syllables in children’s names (p.

Determining whether two spoken words rhyme

Producing spoken words that rhyme

124) Hopping & tapping - to the

syllables in nursery rhymes or songs

Picture Sorts representing words with varying numbers ofsyllables

Phonics Lessons, Teaching Resources, Grade 1, (binder) Fountas, and Pinnell, pgs. 553-563 for words cards to use orally with students.

Letter and Picture Sorts for Emergent SpellersSyllable Activities (p. 38&39, 53&54)

Rhyme Recognition during Word Play – Say “yes” if the words have the same last sound(rhyme). Say “no” if they do not have the same sound at the end. For example: clock/dock (yes), red/said (yes), down/boy (no).






instructional strategies include Daily read alouds, Shared

readings, Nursery Rhymes and

Onset and Rime/Rhyming (blending /s/ and the rime /it/ sit, /s/ and the rime /at/ sat

Connect words by the beginning sounds and ending sounds

Songs

Detect, say, connect and generate rhyming words (fly/sky/by/pie)

Within a single syllable, onset is the consonant sound or sounds that may precede the vowel; rime, is the vowel and all other consonant sounds that may follow the vowel. (sit – onset - /s/; rime - /it/, bit – onset - /b/; rime /it/

Example: fat/fun Example: get/sit






instructional strategies includePhonemes- are individual speech sounds that are combined to create

words in a language system. Phoneme Awareness- requires progressive differentiation of spoken words and the ability to think about and manipulate those sounds. Activities should lead to the pairing of phonemes (speech combinations that represent those sounds) for the purposes of word recognition and spelling.

Using one’s ear to distinguish long from short vowel sounds in spoken one syllable words

Blending 2 to 4 phonemes to make a one syllable word

Segmenting /Orally breaking single syllable words into 2 to 5 phonemes

Picture sorts: long versus short vowel sounds

What word is /ch/ /a/ /t/? chat

What are the sounds in slam? /s/ /l/ /a/ /m/ (manipulatives or counters can be used with this task)

What are the sounds in the word raccoon? /r/ /a/ /c/ /oo/ /n/

Elkonin / Sound Boxes

“For many decades and in many different programs teachers have taught children to distinguish between letters and to link sounds to those letters. The children who succeeded in those programs were able to do just that. However, some children find it extraordinarily difficult to hear the sounds that go to make up words. For children who cannot hear the order of sounds in words the teacher can act as analyzer of the words. She articulates the words slowly, but naturally, and develops the same skill in her pupils.” Reading Recovery, pg 32, Marie Clay.

Procedures

Place a picture card for a simple word, such as “cat” before the child.

Step 1. Establish the Task of Slowly Articulating Words:

Slowly and deliberately articulate the word for the child. Let him/her hear the sounds separated but in a natural way.

Ask the child to articulate the word aloud, to say it slowly.

Ask the child to watch your mouth while you say it, and to copy you.

Use a mirror if it helps the child to be more aware of what his/her lips and tongue are doing.

Use stress in your own voice to emphasize any sound you want the child to notice.

Step 2. Using the boxes for hearing the sounds in the words you want to write (phonemic awareness)

Prepare some cards on which you draw a square for each sound segment in words of two, three and four sounds, as shown: (you need a square for every sound in the aural task, NOT for every letter.)

Model the task for the child. Articulate the word very slowly and push counters into the boxes, sound by sound. You can do with the picture in front of the child, and then shift to doing it without the picture present.

Get the child to try it. The coordination of saying the word slowly and pushing the counters may be difficult at first. Help the child as needed.

As soon as possible, have the child complete the whole task for himself.

Step 3. Application to writing in a group setting.

Example: If several children in the class want to write the word “jump” in their stories but aren’t sure how, the teacher could put a rectangle with four boxes on the board, say the word slowly, and push her finger into each box as she does so. She could then elicit from the children what letters make those sounds. The children can learn to use the “pushing finger” on their own to help them hear sounds in words they want to write independently.

Suggested Resources for Classroom Teachers

Bear, Invernizzi, Templeton, and Johnston (2004). Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction (Third Editon), Upper Saddle Brook, New Jersey: Pearson Education, Inc.

Bear, Invernizzi, Templeton, and Johnston (2006). Words Their Way Letter and Picture Sorts for Emergent Spellers (First Edition), Upper Saddle Brook, New Jersey: Pearson Education, Inc.

Blachman, Tangel, Ball, Black, and Wynne (2000). Road To The Code: A Phonological Awareness Program for Young Children, Baltimore, MD: Paul Brookes Publishing Company

Blevins, W. (1997). Phonemic Awareness Activities for Early Reading Success, New York, NY: Scholastic.

Fitzpatrick, J. (1997). Phonemic Awareness: Playing with Sounds to Strengthen Beginning Reading Skills, Huntington, CA: Creative Teaching Press.

Fitzpatrick, J. (2002). Getting Ready to Read: Impendent Phonemic Awareness Centers for Emergent, Huntington, CA: Creative Teaching Press.

Fountas and Pinnell, (2003). Phonics Lessons, Letters, Words and How They Work: Kindergarten (Book and Blue Resource Binder), Portsmouth, NH: Heinemann.

Fountas and Pinnell, (2003). Phonics Lessons, Letters, Words and How They Work: First Grade (Book and Blue Resource Binder) Portsmouth, NH: Heinemann.

Jager Adams, M. (1997). Phonemic Awareness in Young Children: A Classroom Curriculum, Baltimore, MD: Brookes Publishing Company.


Word Recognition andPhonics

Reading Foundational SkillsWord Recognition and Phonics

The Kindergarten reader will develop phonics and word recognition skills to

The Kindergarten reader will demonstrate phonics-based

knowledge and word recognition skills Possible resources, explanations and


by3. Know and apply grade-level

phonics and word analysis skills in decoding words.

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.

d. Distinguish between similarly spelled words by indentifying the sounds of the letters that differ.

Recognizing and using beginning consonant sounds and the letters that represent them to read and write wordsTwo suggested approaches to

introduce consonant sounds in a logical order:

Phonovisual Method1. unvoiced consonants

(whisper/”quiet sounds”) p, f, th, t, s (c), sh, ch (tch), k (c,ck), h

2. voiced consonants (“noisy sounds”) b, w (wh), v, th, d, z, j (g), g

3. nasal consonants (nosey sounds) m, n, -ng

4. others qu, l, r, y, -xWords Their Way

1. b/m2. r/s3. t/g4. n/p5. c/h6. f/d7. l/k8. j/w/q9. y/z/v

Word Work (Letter/Sound Recognition) Embedded in

Reading and WritingClassroom Routines

Name Work – search for words / labels that start like names; with certain letter clusters, or with a particular number of sounds.

Wall words work Sorting - Consonant Sorts –

Pictures that sound like ___at the beginning (examples & non-examples) or Pictures that sound the same at the beginning (comparing 2 consonants into separate categories)

Hunting – (“I Spy”) search for sounds according to particular clues.

Read alouds (charts, rhymes, songs, alphabet books, patterned charts)

Shared Reading - lead a group of students in reading a big book or an enlarged text on the SMARTboard in order to bring


The Kindergarten reader will develop The Kindergarten reader will demonstrate phonics-based Possible resources, explanations and

phonics and word recognition skills to knowledge and word recognition skills by


Morning Message – real reading and purposeful writing instruction teaches children to listen for and hear sounds in words that they want to use in their writing.

Morning Message / Shared Writing: For example: test. Say the word slowly. Stretch it out. What do you hear first? What do you hear next? What else do you hear? What do you hear last?

attention to specific letters/sounds.

Shared Writing – lead group of students in composing a coherent text together b ringing attention to certain letter/sound combinations.

Interactive Writing – design an instructional context in which the teacher and student jointly plan, compose, and write a group text. “Share the Pen” to encode focused upon letter/sound associations.Teaching Strategies

Thinking –Aloud Prompting Sound-Stretching

Sound BINGO Object Sort - sort objects that

start with the same initial letter sounds

Picture Sorts – contrasting two or more letters WTW, Letter and Picture Sorts for Emergent Spellers, pgs. 103-147




demonstrate phonics-based knowledge and word recognition skills

by


Understanding alphabetical order

Words Their Way (3rd Edition)o Soundline (p. 132)

Phonics Lessons, Letters, Words, and How They Work, Kindergarten,

Fountas and Pinnell:o Beginning Consonant

Letters and Sounds (Pocket Chart Match pg. 309)

o Connecting Beginning Sounds and Letters (Picture-Word Match pg. 313)

o Beginning Letters and Sounds (Picture Sort pg. 317)

o Beginning Consonant Letters and Sounds (Picture Lotto pg. 321)

o Beginning Consonant Letters and Sounds (Finding Words in Print pg. 325)

o Learning Letters and Beginning Sounds (Class Alphabet Book pg. 329)




knowledge and word recognition skills by


Understanding that there is a relationship between sounds and letters. It is suggested that short vowels are taught first since they occur more frequently in primary level text than long vowels. A recommended sequence from simple to complex includes:-a, -i, -u, -o, -e

Reading a core of 25 high frequency words (Refer to Penfield’s Early Literacy Profile (ELP) for the list of required 25 Kindergarten sight words)

o Learning Letter Names and Sounds (ABC Board pg. 333)

Choosing the Best Memory Devices-Carefully Selecting Key Picture / Words (Blevins, 2006)

/a/ as in cat /e/ as in bed /i/ as in fish /o/ as in lock /u/ as in duck

Simple “Word Walls” – a display of the alphabet with words that begin with each of the letters. Start with childrens’ names, easy words, environmental print (ex. cereal boxes), and various classroom labels.

An approach to presenting core sight words is by grouping rhyming words with consistent spelling patterns:

o go, so, noReading Foundational Skills

Word Recognition and Phonics





o me, we, heo to, doo by, my

Practice Locating Words The real challenge to the

emerging / beginning reader is not solely memorizing a word in isolation, but reading it within continuous text while keeping the meaning in mind.

Locating known words rapidly at their independent / instructional level

Locating unknown words – predicting the beginning letter and remembering other visual details about a word. (Clay, 1993)

Teacher says: “What letter would you expect to see at the beginning of the word make? Child says: “m”Teacher says: “Can you find that word make on this page? Can you find the word make on another page?”






Recognizing simple CVC (consonant vowel consonant) words

Word Hunts – Scan previously read text and / or student writing that have a certain pattern or feature.

Attempting to write words by writing one letter for each sound heard

By teaching short vowels and consonants in combination, you can create decodable, connected text so that children can apply their knowledge of learned sound-spelling relationships. (Blevins, 2006)

Word Families / Phonograms – Once children can make words rhyme and know some consonant letters, you can quickly increase the number of words they can decode by showing them how word families work. (Cunningham, 1995)

Establish a weekly word study routine with these instructional techniques:

o Teacher – Modeled Sorto Daily Student Sortingo Writing Sort o Word Hunts

Elkonin / Letter Boxes – See comprehensive explanation at

the end of the section of the document with visuals.






Writing a core of 20-25 high frequency words including the child’s first and last name

Phonics Lessons, Letters, Words, and How They Work, Kindergarten, Fountas and Pinnell:

o Using Letter / Sound Analysis pg. 455

It is important for students to be able to write high frequency words automatically from beginning to end. (the, see, go) This task is like a screen for the child to project what he knows about letter sounds and words (Clay, 2002). Think aloud while writing some high frequency words with these prompts:

o “Watch me write this word fast.”

o “Do you know a word that starts like that?”

o “Say the word aloud slowly and write down

what you hear.”o “Write your name, names

of any of your family members or friends.”


The First Grade reader will develop phonics and word recognition skills to

The First Grade reader will demonstrate phonics-based



1. Know and apply grade-level phonics and word analysis skills in decoding words.

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 level

Understanding Letter Sound Correspondence

Short Vowels – CVC patterns (Initial, Final and Medial)

Digraphs – are letter clusters that stand for one sound.

Consonant Digraphs (sh, ch, th, wh, ph, gh and ng)

Consonant Clusters – two consonants that appear together in a word, with each retaining its sound when blended. The sounds that each cluster stands for is called a blend. Therefore, the term cluster refers to the written form and the term blend refers to the spoken form. (Blevins, 2006)

appropriate irregularly spelled words.






Blends/Consonant Clusters

There are three major categories of consonant clusters

r-blends (br, cr, dr, fr, gr, pr, tr) s-blends (sc, sk, sl, sm, sn, sp,

st, sw) l-blends (bl, cl, fl, gl, pl) tw, qu Three letter consonant clusters

(str, spr, thr, chr, phr, shr etc.) Teach the consonant

clusters after children have learned the single consonant sound –spellings.

Long Vowel silent –e markers CVCe patterns (a_e, e_e, i_e, o_e, u_e)

Long Vowels with multiple spellings (ai, ay, ee, ea, oa, ow, etc)






Variant Vowels – (oo, au, aw, ou, ow, oi, oy)

Inflectional Endings (-ed, -s, -ing), plurals, contractions, compound words

Plurals - adding -s like in dogs and apples

Contractions – understanding contractions with am (I’m), is (he’s)

Compound Words - cupcake and homework


The Second Grade reader will develop phonics and word recognition skills to

The Second Grade reader will demonstrate phonics-based



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

a. Distinguish long and short vowels when reading regularly spelled one-syllable words

b. Know spelling-sound correspondences for additional common vowels 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.

Complex Vowels Predictable Vowel Teams Unpredictable Vowel

Teams Vowel –r

Complex Consonants Trigraphs (A trigraph is a

phoneme which consists of three letters.

chr, which makes the /chr/ sound as in chrome

dge, which makes the /g/ sound as in dodge

tch, which makes the /tch/ sound as in catch

Silent Letters Hard and Soft c & g


The Second Grade reader will develop phonics and word recognition skills to

The Second Grade reader will demonstrate phonics-based



Elkonin/ Letter Boxes

“For many decades and in many different programs teachers have taught children to distinguish between letters and to link sounds to those letters. The children who succeeded in those programs were able to do just that. However, some children find it extraordinarily difficult to hear the sounds that go to make up words. For children who cannot hear the order of sounds in words the teacher can act as analyzer of the words. She articulates the words slowly, but naturally, and develops the same skill in her pupils.” Reading Recovery, pg 32, Marie Clay.

Sound boxes are used as a phonological awareness skill helping students be able to hear the sounds in words before they are asked to represent each sound with a letter. Clay says that an intermediate step is to move the student into letter boxes. When using letter boxes, there is a box for every letter in the word; helping students move to the correct spelling of words. (Clay, 1993)

Procedures

Use words that students want to write in their sentences or stories.

Step 1. Establish the Task of Slowly Articulating Words:

Students should be able to move into this intermediate task easily after becoming familiar and comfortable with sound boxes.

Articulate the word slowly for the child, emphasizing the sounds.

Draw boxes for each sound segment. Clay suggests that this be done on the work page in the students writing book.

Encourage the child to say the word slowly and push counters into the boxes you have drawn. Later he will not need counters: he will only need to point to each box as he easily says the word slowly.

Step 2. Using letter boxes for hearing and recording sounds in the words you want to write (phonics)

The teacher always draws the boxes. Ask the student “What can you hear?” Accept any sound that the child can hear clearly but cannot write and write it in the box for him as he watches.

Ask “Where will you put it?” Let the child record any sound for which he knows the letter but ensure that it goes in the correct box (ie. for a time the teacher will need to show the child where to put it.) Encourage the child to write all the letters he knows.

Use these questions to help the child locate the other letters:

o “What else can you hear?”o “What do you hear at the beginning?”o “What do you hear at the end?”o “What do you hear in the middle?”

Accept what the child can hear in any order. Do not insist on a beginning to end approach. This will come later, as the child gains control of the task. As soon as possible, have the child complete the whole task for himself. Some examples are:

a m

g o t

l i k e

Suggested Resources for Classroom Teachers

Bear, Invernizzi, Templeton & Johnston (2006). Words Their Way Word Study Letter and Picture Sorts for Emergent Spellers. Upper Saddle Brook, New Jersey: Pearson Education, Inc.

Bear, Invernizzi, Templeton & Johnston (2004). Words Their Way Word Study for Phonics, Vocabulary, and Spelling Instruction, Third Edition. Upper Saddle Brook, New Jersey: Pearson Education, Inc.

Beck, I. (2006). Making Sense of Phonics: The Hows and Whys. New York, NY: Guilford Press.

Blevins, W. (2006). Phonics From A To Z A Practical Guide. New York, NY: Scholastic.

Cunningham, P. (1995). Phonics They Use Words for Reading and Writing, Second Edition. New York, NY: Harper Collins College Publishers.

Cunningham, P. (2000). Systematic Sequential Phonics They Use: For Beginning Readers of Any Age. Greensboro, NC: Carson – Dellosa Publishing Company, Inc.

Cunningham and Hall. (2008). Making Words Kindergarten – 50 Interactive Lessons That Build Phonemic Awareness, Phonics, and Spelling Skills. Boston, MS: Allyn and Bacon

Cunningham and Hall. (2008). Making Words First Grade – 100 Hands-On Lessons for Phonemic Awareness, Phonics, and Spelling. Boston, MS: Allyn and Bacon

Cunningham and Hall. (2008). Making Words Second Grade – 100 Hands-On Lessons for Phonemic Awareness, Phonics, and Spelling. Boston, MS: Allyn and Bacon

Cunningham and Hall. (2008). Month – By – Month Reading, Writing, and Phonics for Kindergarten – Second Edition. Greensboro, NC: Four Blocks.

Cunningham and Hall. (2008). Month – By – Month Phonics for First Grade – Second Edition. Greensboro, NC: Four Blocks.

Cunningham and Hall. (2008). Month – By – Month Phonics for Second Grade – Second Edition. Greensboro, NC: Four Blocks.

DaCruz-Pyne and Browning-Schulman. (1989) Getting the Most Out of Morning Message and Other Shared Writing Lessons. New York, NY: Scholastic.

Dufrense, M. (2002). Word Solvers – Making Sense of Letters and Sounds. Portsmouth, NH: Heinemann.

Fountas and Pinnell. (2003). Phonics Lessons Letter, Words, and How They Work (Kindergarten). Portsmouth, NH: Heinemann.

Fountas and Pinnell. (2003). Phonics Lessons Letter, Words, and How They Work (First Grade). Portsmouth, NH: Heinemann.

Fountas and Pinnell. (2003). Phonics Lessons Letter, Words, and How They Work (Second Grade). Portsmouth, NH: Heinemann.

Fountas and Pinnell. (1998). Word Matters – Teaching Phonics and Spelling in the Reading / Writing Classroom. Portsmouth, NH: Heinemann.

Ganske, K. (2000). Word Journeys Assessment –Guided Phonics, Spelling and Vocabulary Instruction. New York, NY: Guilford Press.

Hill, S. (1999). Phonics. York, Maine: Stenhouse Publishers.

Bibliography

95% Group Inc. (2007-2008). Using Dibels Data to Inform Intervention Instruction, Kindergarten – Grade 1, Version 3.1. Buffalo Grove, IL.

95% Group Inc. (2007-2008). Using Dibels Data to Inform Intervention Instruction, Grades 2-3, Version 3.1. Buffalo Grove, IL.

Bear, Invernizzi, Templeton & Johnston (2004). Words Their Way Word Study for Phonics, Vocabulary, and Spelling Instruction, Third Edition. Upper Saddle Brook, New Jersey: Pearson Education, Inc.

Bear, Invernizzi, Templeton & Johnston (2006). Words Their Way Word Study Letter and Picture Sorts for Emergent Spellers. Upper Saddle Brook, New Jersey: Pearson Education, Inc.

Blevins, W. (2006). Phonics From A To Z A Practical Guide. New York, NY: Scholastic.

Burrows-Smith, E. (1978). How to Teach the Phonovisual Method – A Textbook for Teachers. Germantown, MD: Phonovisual Products, Inc.

Clay, M. (1993). Reading Recovery A Guidebook for Teachers in Training. Portsmouth, NH: Heinemann.

Clay, M. (2002). An Observation Survey of Early Literacy Achievement, Second Edition. Portsmouth, NH: Heinemann.

Cunningham, P. (1995). Phonics They Use Words for Reading and Writing, Second Edition. New York, NY: Harper Collins College Publishers.

Fountas and Pinnell. (2011). The Continuum of Literacy Learning Grades PreK – 8 A Guide for Teaching. Portsmouth, NH: Heinemann.

Fountas and Pinnell. (2011). The Common Core Standards for Language and Literacy and the Continuum of Literacy Learning, Grades PreK-8: A Guide to Teaching and National Governors Association Center for the Best Practices and Council of Chief State School Officers. (2010). Portsmouth, NH: Heinemann.

Fountas and Pinnell. (2003). Phonics Lessons Letter, Words, and How They Work (Kindergarten). Portsmouth, NH: Heinemann.

Fountas and Pinnell. (2003). Phonics Lessons Letter, Words, and How They Work (First Grade). Portsmouth, NH: Heinemann.

Fountas and Pinnell. (2003). Phonics Lessons Letter, Words, and How They Work (Second Grade). Portsmouth, NH: Heinemann.

Monroe 2 –Orleans BOCES Office of Curriculum, Instruction, and Professional Development. (2011). Implementing The Common Core Learning Standards ELA – Grades K – 5. Spencerport, NY.

NYSED.gov, Curriculum and Instruction. (2011). New York State P-12 Common Core Literacy Standards for English Language Arts and Literacy.

K-2 ELA Scope and Sequence - PBworksgrade1filecabinet.pbworks.com/w/file/fetch/58407615... · Web viewK-2 ELA Scope and Sequence. Respectfully shared by Jennifer Mattes and Kimberly

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