Before we get started…topics for later

LexileOutside Reading ProgramsAssessment/Intervention ResourcesRecommended Beginning of Year

AssessmentsParent Resources

Implementing Common Core:

A Focus on Early LiteracyModule 2 – Print Concepts and

Phonemic Awareness forElementary Administrators

Presenters:

LaRae Blomquist, Geri Keskeys, and Susie Lapachet

June 7th and 12th 2013

Making Connections

Module One OutcomesParticipants will understand the:

1.Connection between reading-foundational skills and reading comprehension

2.Foundation of speaking/listening standards3.Reading-literature and reading-informational

text standards4.Connection between reading and writing

Table TalkAs a result of the last module, did

the information impact your actions?

(e.g., read an article connected about CCSS, met with a colleague, shared information with site leadership)

Outcomes for Module 2Participants will be able to:

• Recognize effective instruction of print concepts and phonemic awareness

• Identify next steps based on observations

• Begin planning for intervention

Expectations and Opportunities

Identifying Expectations and Providing Opportunities- An Administrator’s Lens

Reading-Foundational Skills

1. Print Concepts

2. Phonological Awareness

3. Phonics and Word Recognition

4. Fluency

Reading Standards: Foundational SkillsPage

3

Print Concepts

• Follow words, left to right, top to bottom, page to page

• Sequence of letters represent spoken language

• Words separated by spaces• Letter Recognition

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Print ConceptsBy the end of first grade, students should recognize distinguishing features of text such as:

• First word• Capitalization• Ending punctuation

When and where should we address print concepts?

• Every big book, every trade book

• Skills -directly taught and assessed

• Open Court- instruction for print concepts

So, what would this look like?

Kindergarten Benchmark Assessment and Bookmark

Letter RecognitionInstruction that supports

letter recognition mastery

• Emphasize the name with the sound/spelling card…an opportunity for a “two-fer”

• Practice automaticity

Table TalkObserving print concepts instruction:– Where are the students? Who is responding?– What is the proportion of student to teacher

talk?– Who is tracking with the pointer?– What distinguishing features are called out?

“Big Ideas”

Print concepts should be mastered by the end of Kindergarten.

Letter recognition must be mastered in Kindergarten and is located in CCSS print concepts.

Print concepts should be directly taught with every book read to students.

Reading-Foundational Skills

1. Print Concepts

2. Phonological Awareness

3. Phonics and Word Recognition

4. Fluency

After children become aware of the alphabetic principle, they develop the ability to manipulate letters and sounds. This helps them to decode new words they encounter in books and to create temporary spellings in their writing.

(Reutzel and Cooter, 1999)

Reading Standards: Foundational SkillsPage

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Phonemic Awareness & Phoneme

Phonemic Awareness:

The ability to hear, identify, and manipulate the individual sounds – phonemes – in spoken words

Phoneme:

The smallest unit of spoken language

Elkonin BoxesActivity

Instruction in Phonological Awareness

Instruction should be:

• Engaging• Pacing that is succinct and crisp• Consistent (daily, short periods of time over

the year)• Planned and prepared

“Look and Listen For”

• Oral activities• Every student involved• Daily routine• Appropriate wait time• Signal (hand, teacher signal, etc.)

Video/DemoThis is a new teacher on your staff, what would

your feedback be?

Table Talk: Share with your table the steps you would take with this teacher.

Share Out

Video/DemoThis is a new teacher on your staff, what would your

feedback be?

Table Talk: Share with your table the steps you would take with this teacher.

Share Out

How can I apply my knowledge?

In your everyday interactions with students, how can you provide them with informal practice in phonemic awareness?

Benchmark Assessments K/1

• Recognizes and Produces Rhymes (K only)• Oral Blending• Isolates First Sound• Isolates Last Sound• Syllable Counting (K only)• Segmenting• Isolates Medial Sounds (1st grade assessment)

Table Practice

Using the Kindergarten and First Grade Benchmark assessments:

1. Use the DFA to take turns administering one item from each of the Benchmark Assessments related to phonemic awareness.

2. The rest of the group should become the students.

Brainstorm Opportunities for RFS Student Interaction

• When else?• Who else might you include?

– Cafeteria– Front office staff– Librarian– Volunteers

Outcome #2 – “Big Ideas”

Phonemic Awareness is the ability to hear sounds in spoken words.

Proper first instruction and multiple opportunities for practice ensure mastery.

Identifying Expectations and Providing Opportunities- An Administrator’s Lens

• Review the questions• What are your next steps?

Evaluations•Please fill out the evaluation forms provided.

•Specific feedback is greatly appreciated in the comment section to better address the needs of administrators.

Let’s Talk About… LexileAccelerated Reader, Scholastic Reading CountsAssessment/Intervention ResourcesRecommended Beginning of Year AssessmentsParent Resources

Lexile

Outside Reading ProgramsThese programs have specific and limited uses.

SPECIFIC USES:Volume matters!

For use as an incentive

CAUTIONS: Lexile levels = one aspect provide literal reading

comprehension data

Flawed Zone of Proximal Development (AR)

Intervention

Recommended Beginning of Year Assessments

• Fluency- Reading Lions Unit 6 from previous year (unit not assessed from previous year)

• BPST – 2nd grade (all students); 3rd grade (those with low fluency)

• Johnston Spelling – 1st through 6th

• Writing Sample- Grade level choice (Letter of introduction- primary and intermediate version. Kindergarten- self-portrait.)

Intervention Resources

Parent Resources

A Power Point is on its way!(Thanks, Anne. )

CCSS Vimeo Resource (3 minutes)