6/4/19

1

Welcome

Learning TargetIncrease our ability to teach/support early literacy instruction

6/4/19

2

Success Criteria

1. I can deliver/observe the foundational skills routines with automaticity, accuracy and efficiency.

2. I understand the purpose of each routine and how it relates to the four part processor in the brain.

3. I understand how to efficiently provide additional repetitions/adjustments in either core instruction or supplemental intervention.

4. I understand what should be included in a reading block for early literacy

How we will work together…–Collaboratively– Improvement Mindset–Asset based approach

6/4/19

3

Which picture most reflects what you hope for this summer?

Mindset for

today’s work

• Consider early literacy in your classroom, school or district

• Consider your place of influence– District: materials, instructional

practices, professional development, support

– School leader: instructional expectations, informal observations, professional development, formal observations

– Teachers: instructional practices, precision with instructional routines

6/4/19

4

Discuss recent successes in your classroom, school or district with early literacy...

6/4/19

5

ASLI Learning Guide Pg 1-2

Do a few things well…

6/4/19

6

Early Literacy Foundational Skills Instruction

Core Instruction• Responsible for strong base

instruction for all students

• Core materials typically designed for 4-12 repetitions

• Intervention can never close that which is not provided in core instruction

Intervention• Be clear of identity of

Intervention design– Pre-teach or re-teach

OR– Reach back to close gaps

• Tier II Intervention– Use same routines as used in

Core Instruction to minimize cognitive demand on “how” student is supposed to demonstrate task…

– Strive to increase repetitions between 20-200+

The Value of PracticeStudies of the repetitions needed for students to automatize new phonics elements help us to understand the importance of sounding out words, building words, and reading decodable text with the phonics features we have taught.

Type of Learner Average # of Repetitions Needed

Most Capable 1 or 2

Average 4 to 12

Least Capable 20+

6/4/19

7

Foundational Skills in the Alaska English Language Arts

Standards• Phonological Awareness:

– The ability to hear and manipulate sounds within language

– Critical for students when they are spelling• Phonics:

– The ability to map sounds onto letter/spelling patterns in words

• Fluency: – The ability to read smoothly, with expression and

with a sufficient rate to support comprehension

6/4/19

8

Foundational Skills Lesson Progression Tree

IES Recommendation #2

IES Recommendation #3

IES Recommendation #4

Early Literacy

ASLI Learning Guide Pg 3

6/4/19

9

MAP DataFoundational Skills

6/4/19

10

Phonological Awareness

Core Instruction5-7 minutes

Teach 12 Phonological Awareness skills in Alaska State Standards

Typically Whole Group

Auditory only/NO print

Mastery of Phoneme Segmentation and Phoneme Blending are essential

Intervention• 5-7 minutes

• Teach 12 Phonological Awareness skills in Alaska State Standards

• Mastery of Phoneme Segmentation and Phoneme Blending are essential

• Small Group (in class or pull out)

• Using Elkonin boxes for segmenting assists with struggling readers

– It is the push of the chip that does the neurological work for struggling readers

6/4/19

11

Foundational Skills Checklist

ASLI Learning Guide Pg 4-5

6/4/19

12

Video clips

• Use Phonological Awareness section of Foundational Skills Lesson Checklist– Preview the checklist items– Discuss areas where you are successful or see

success with instruction in your school/classroom– Observe video

• Take notes or indicate when you see something noted on the checklist

• If you see something missing, indicate that somehow on your checklist

Practice the routines

#1’s teach Phoneme Segmentation words in box #1#2’s teach Phoneme Segmentation words in box #2

What might you like me to model again before you

begin?

6/4/19

13

Words to practice phoneme segmentation

#1hop fast skip after

#2

sit crack flip monkey

6/4/19

14

Phonological Awareness

(Sentences)(Words)Syllables

Onset-rimePhonemes

1:1

DigraphsTrigraphs

Long & Short VowelsR controlledVowel teams

BlendsWord families

InflectionsSyllable typesMorphemesRoots/affixesWord origin

Teach Letter NamesConnect letters and sounds (alphabetic

principle)

Phonics

Instructional Progression

Sound Spelling Examples

• Digraphs (ch, sh, th, ck, ph)• Trigraphs (dge, tch)• Vowel teams (ai, igh, ough, ay, oi, aw, au)• Blends (br, st, fl, pl, tr)• Word families (Last, past, cast, blast)• Inflections (ed, ing, s, es) (change tense

of the word)

6/4/19

15

Phonics Instruction

Core Instruction• Move through phonics and

decoding activities in a single chunk of time– Whole Group

• Goal is 4-12 repetitions of each skill, in each lesson, for all students

• Lesson starts with Sound Spelling cards and ends with High Frequency words– Decodable Text may need to be

small group due to the number of books

Intervention• Should include each of these

phonics activities within the 25-30 minute intervention lesson– High Frequency words– Sound Spelling Review– Blending

• Continuous• Sound by Sound • Vowel First

– Dictation– Decodable Text

• Goal is to reach 20-30 repetitions of hearing, saying, or reading the skill per session

Foundational Skills Lesson Progression Tree

IES Recommendation #2

IES Recommendation #3

IES Recommendation #4

Early Literacy

ASLI Learning Guide Pg 3Adapted from CTL, U of O ECRI lesson progression

6/4/19

16

Video clips

• Use Phonics section of Foundational Skills Lesson Checklist– Preview the checklist items– Discuss areas where you are successful or see

success with instruction in your school/classroom– Observe video

• Take notes or indicate when you see something noted on the checklist

• If you see something missing, indicate that somehow on your checklist

6/4/19

17

Sound Spelling Card and Sound by Sound Blending

• Sound Spelling Card– The picture is…..– The sound is….– The spelling is/are….

• Sound by Sound Spelling– Write first sound…..Tap….sound?– Write second sound…tap….sound?– Blend…– Write next sound….tap…sound?– Blend…. – Word?

Words to Practice: sun, fast, crack

Practice the routines

• Divide into Quads at your table• Each person practices both

routines

Are there any parts of the routine you would like me to model again before you

begin?

6/4/19

18

Continuous Blending Routine

Focus: Finger to the left of the word

Cue: blend

Signal: swoop finger under each sound of the word

Focus: Finger to the left of the word

Wait Time: none

Signal: slide under the word

Continuous Blending Routine

part fort slurp corn

firm hurt turn smart

first arm bird torn

6/4/19

19

Continuous Blending Progression

• cvc (all continuous sounds – example: man)

• cvc (with a stop sound at the end – example: mop)

• cvc (with a stop sound at the beginning – example: pan)

• ccvc (words with a blend at the beginning that includes a stop sound – example: spun)

• ccvc (words with a blend at the beginning that includes a stop sound and a stop sound at the end – example: step)

Video clips

• Use Phonics section of Foundational Skills Lesson Checklist– Preview the checklist items– Discuss areas where you are successful or see

success with instruction in your school/classroom– Observe video

• Take notes or indicate when you see something noted on the checklist

• If you see something missing, indicate that somehow on your checklist

6/4/19

20

Practice the routines

#1’s teach first#2’s teach second

Are there any routines you would like me to model again before you begin?

6/4/19

21

Video clips

• Use Dictation section of Foundational Skills Lesson Checklist– Preview the checklist items– Discuss areas that you are successful or see

success with instruction in your school/classroom– Observe video

• Take notes or indicate when you see something noted on the checklist

• If you see something missing, indicate that somehow on your checklist

6/4/19

22

Practice the routines

#2’s teach first#1’s teach second

Are there any parts of the routines you would like me to model again before you

begin?

6/4/19

23

MAP DataFoundational Skills

6/4/19

24

Foundational Skills Lesson Progression Tree

IES Recommendation #2

IES Recommendation #3

IES Recommendation #4

Early Literacy

ASLI Learning Guide Pg 3Adapted from CTL, U of O ECRI lesson progression

Foundational Skills Checklist

ASLI Learning Guide Pg 4-5

6/4/19

25

6/4/19

26

ASLI Learning Guide Pg 1-2

Success Criteria

1. I can deliver/observe the foundational skills routines with automaticity, accuracy and efficiency.

2. I understand the purpose of each routine and how it relates to the four part processor in the brain.

3. I understand how to efficiently provide additional repetitions/adjustments in either core instruction or supplemental intervention.

4. I understand what should be included in a reading block for early literacy

6/4/19

27

Closing