Early Literacy Phonics and Fluency - Standards Institute · Typhoid, measles, topsails, aisles. ... weaknesses and observations on flip chart paper. ... Early Literacy Phonics and

EarlyLiteracyPhonicsandFluency1

EarlyLiteracyPhonicsandFluencySummer2016GradesP-3Day2



TableofContents

TheChaosbyGerardNolstTrenité..................................................................................................................4CodeChart........................................................................................................................................................5CodeLoad.........................................................................................................................................................6ProgramEvaluation:.........................................................................................................................................7GeneralNotes...................................................................................................................................................7

InstructionalMaterialsEvaluationTool...........................................................................................................8

AlignmentCriteria7..........................................................................................................................................93-2-1andReflection.......................................................................................................................................11TheReadingSystem.......................................................................................................................................12LexileLevels....................................................................................................................................................13AssessingFluency...........................................................................................................................................14FluencyDevelopmentChart...........................................................................................................................15JabberwockybyLewisCarroll.........................................................................................................................16


TheChaosbyGerardNolstTrenitéDearestcreatureincreationStudyingEnglishpronunciation,IwillteachyouinmyverseSoundslikecorpse,corps,horseandworse

Iwillkeepyou,Susy,busy,Makeyourheadwithheatgrowdizzy.Tearineyeyourdressyou'lltear,SoshallI!Oh,hearmyprayer,

Pray,consoleyourlovingpoet,Makemycoatlooknew,dear,sewit!Justcompareheart,beardandheard,Diesanddiet,lordandword,

Swordandsward,retainandBritain.(Mindthelatter,howit'swritten).Madehasnotthesoundofbade,Saysaid,pay-paid,laid,butplaid.

NowIsurelywillnotplagueyouWithsuchwordsasvagueandague,Butbecarefulhowyouspeak,Saybreak,steak,butbleakandstreak.

Previous,precious,fuchsia,via,Pipe,snipe,recipeandchoir,Cloven,oven,howandlow,Script,receipt,shoe,poem,toe.

Hearmesay,devoidoftrickery:Daughter,laughterandTerpsichore,Typhoid,measles,topsails,aisles.Exiles,similes,reviles.

Wholly,holly,signal,signing.Thames,examining,combiningScholar,vicar,andcigar,Solar,mica,war,andfar.

From"desire":desirable--admirablefrom"admire."Lumber,plumber,bier,butbrier.Chatham,brougham,renown,butknown.Knowledge,done,butgoneandtone,

One,anemone.Balmoral.Kitchen,lichen,laundry,laurel,Gertrude,German,wind,andmind.Scene,Melpomene,mankind,

Tortoise,turquoise,chamois-leather,Reading,reading,heathen,heather.ThisphoneticlabyrinthGivesmoss,gross,brook,brooch,ninth,plinth.

Billetdoesnotendlikeballet;Bouquet,wallet,mallet,chalet;Bloodandfloodarenotlikefood,Norismouldlikeshouldandwould.

Banquetisnotnearlyparquet,Whichissaidtorimewith"darky."Viscous,Viscount,load,andbroad.Toward,toforward,toreward.

Andyourpronunciation'sO.K.,Whenyousaycorrectly:croquet.Rounded,wounded,grieve,andsieve,Friendandfiend,alive,andlive,

Liberty,library,heave,andheaven,Rachel,ache,moustache,eleven,Wesayhallowed,butallowed,People,leopard,towed,butvowed.

….

Finally:whichrimeswith"enough"Though,through,plough,cough,hough,ortough?Hiccoughhasthesoundof"cup."Myadviceis--giveitup!


CodeChart


CodeLoad

EarlyLiteracyPhonicsandFluency 7

ProgramEvaluation:ActivityGoal:Todevelopasharedperspectiveoftheoverallstructureandcomponentsofavarietyoffoundationalskillsreadingprograms.

Directions:Withyourteam,reviewthesamplematerials.

Discusstheguidingquestionsbelowand/orusetheIMETmetricsonthefollowingpagestoframeandgatherevidenceforyourassignedfoundationalskillsreadingprogram.

Inordertodevelopasharedsenseoftheoverallfeaturesofeachprogram,pleasechartstrengths,weaknessesandobservationsonflipchartpaper.Everyonewillbenefitfromyourinsightsandevidenceduringthedebriefsession.

YouareNOTexpectedtousetheIMETtocompleteafullreviewofthecurriculumonthebasisofthisexposure.Giventhesmallsampleyouhaveinfrontofyou,youwillprobablyNOTbeabletoascertaineveryquestionandmetricwithcertainty.

Considerthefollowingguidingquestionswhilereviewingthesamplematerials:Dothematerials:

• introducestudentstospelling/soundrelationsseparately,explicitlyandgraduallywhilefollowingaclearsequence?

• provideguidanceandinstructionstoteachersforhowtointroducestudentstospellingsoundrelationsusingresearchbasedtechniques?

• provideguidance,instructionsandmaterialstosupportphonology(howtopronouncewords),orthography(howtospellwords),andmorphology(whatprefixes,roots,andsuffixesmakewords)?

• includeprimarilydecodabletextsforstudentstopracticereadingwordsthatcontainthespelling/soundpatternsbeingtaughtandthosealreadylearned?

• includeregularandfrequentassessmentstohelpteachersmoreeasilytellwhichstudentshavemasteredwhichpatterns?

• provideguidanceandinstructionsforteacherstointerpretassessmentdatatoaddressstudentneeds?

• provideabundantandeasilyaccessibleadditionalmaterials(includingsomestudentscandoindependently),andtoaddressre-teachingorextensionactivities?


GeneralNotes/Responses:

ParticularStrengthsNoted:

Whatotherartifactsormaterialswouldweneedtodeterminetheprogram’sstrengths,gaps,andalignmenttothestandardsandshifts?


InstructionalMaterialsEvaluationTool(IMET)

AlignmentCriteria4FoundationalSkills:Materialsprovideexplicitandsystematicinstructionanddiagnosticsupportinconceptsofprint,letterrecognition,phonemicawareness,wordawareness,vocabularydevelopment,syntax,andfluency.Thesefoundationalskillsarenecessaryandcentralcomponentsofaneffective,comprehensiveearlyreadingprogramdesignedtodevelopproficientreaderswiththecapacitytocomprehendtextsacrossarangeoftypesanddisciplines.

ConsiderwhethertheprogramMeets,PartiallyMeets,orDoesNotMeettheIMETCriteria

Meets PartiallyMeets DoesNotMeet

ACMetric4A:Submissionsaddressgrade-levelCCSSforfoundationalskillsbyprovidinginstructioninconceptsofprint,letterrecognition,phonemicawareness,phonics,wordawareness,vocabularydevelopment,syntax,andreadingfluencyinaresearch-basedandtransparentprogression.

ACMetric4B:Submissionsincludeavarietyofstudentreadingmaterialthatallowsforsystematic,regular,andfrequentpracticeofallfoundationalskills.

ACMetric4C:Materialsprovideregularpracticeinencoding(spelling)anddecoding(reading)thesound-symbolrelationshipsofEnglish.

ACMetric4D:Materialsguidestudentstoreadwithpurposeandunderstandingandtomakefrequentconnectionsbetweenacquisitionoffoundationalskillsandmakingmeaningfromreading.

Evidence:


AlignmentCriteria7AccesstotheStandardsforAllStudents:Materialsmustprovidethoughtfulsupports/scaffoldstosupportallstudentsinaccessingtheCCSS.

ConsiderwhethertheprogramMeets,PartiallyMeets,orDoesNotMeettheIMETCriteria

Meets PartiallyMeets DoesNotMeet

ACMetric7A:Dothematerialsregularlyprovideallstudents,includingthosewhoread,write,speak,orlistenbelowgradelevel,withextensiveopportunitiestoworkwithandmeetgradelevelstandards?

ACMetric7B:Domaterialsregularlyincludeextensionsand/ormoreadvancedopportunitiesforstudentswhoread,write,speak,orlistenabovegradelevel?

ACMetric7C:Aretheresuggestionsandmaterialsforadaptinginstructionforvaryingstudentneeds(eg.alternateteachingapproaches,pacing,instructionaldeliveryoptions,suggestionsforaddressingcommonstudentdifficulties,remediationstrategies.)

ACMetric7D:Domaterialsregularlyandsystematicallybuildinthetimeandresourcesrequiredtoallowteacherstoguideallstudentstomeetgradelevelstandards?

ACMetric7E:Dothematerialsregularlyandsystematicallyofferassessmentopportunitiesthatgenuinelymeasureprogress?Doesthisprogressincludegradualreleaseofsupportingscaffoldsforstudentstomeasuretheirindependentabilities?

Evidence:


3-2-1ThreethingsIlearned:TwothingsIwillputtouse:OnequestionIstillhave:

Reflection

• IsthereasystematicK-2phonicsprograminplace?

– Isthescopeandsequencespecificenoughtodemonstratethesequenceandgradelevelofpresentationforeachofthe150soundspellings?

– IsthesamephonicsprogramusedbyallK-2teachers?

• ArematerialsusedforremediationalignedtotheinstructionalapproachoftheprimaryELAprogram?

– Doestheremediationprogramreteach,reinforce,andprovideadditionalpracticebasedonwhatiscoveredintheELAclass?

– Ifneeded,istherearemediationschedulethatoccursinadditionto,andnotattheexpenseoftimestudentswouldspendworkingwithgrade-leveltexts?


TheReadingSystem1. Whyisphonemicawarenesscritical?

2. Whyisitdifficultforareadertobecomefluentwithoutastrongphoundaschoninphonics?What’sthealternativetophonics?

3. Whydosomereadersrecognizewordsinisolationbutstrugglewhentheyareencounteredinconnectedtext?

4. Whyisbeingafluentreadergoodforcomprehension?

5. Whymightfluentreadingnotresultingoodcomprehension?

6. Wheredoesvocabularyknowledgeenterintothismodel?

7. Whydoesthetextmatterwhenitcomestofluentreading?

8. Howdoesfluentreadingcreatecognitive“bandwidth?”Whyisthisbandwidthimportanttoreading?


LexileLevels

320L94words11.75w

ords/sentenceFK1.289%

narrativity95%SS

Sunlightcom

esthroughmy

window

.Itwakesm

eup.Mym

omsays

“Justin,breakfastisready!”Igetdressedforschool.Theschoolbuspicksm

eupatthecorner.AtschoolIgettoseem

yfriends.Inscienceclasswelearnaboutbugs.

Inthem

orningwegooutsideto

play.Thesunishighandbrightandfeelsw

arm.Ilikeplayingkickballw

ithmyfriends.O

urteamisverygoodand

wew

inalot.

Laterweeatlunch.Todayw

ehadhotdogs,theyarem

yfavorite!Ilikethecarrotstoo.Iw

ashitalldownw

ithmilk.

Therestofthedaygoesbyfast.

AfterschoolIplaywithm

yfriends.Thesunisgettinglow

erinthesky.LaterIeatdinnerw

ithmyfam

ily.

Thesunisallthewaydow

nnow

andit’sdarkoutside.Icanseethemoonoutsidem

ywindow

.Itistimefor

bed.

320L94words11.75w

ords/sentenceFK1.289%

narrativity95%SS

Sunlightcom

esthroughmyw

indow.It

wakesm

eup.Mym

omsays“Justin,breakfast

isready!”Igetdressedforschool.Theschoolbuspicksm

eupatthecorner.AtschoolIgettoseem

yfriends.Inscienceclasswelearn

aboutbugs.

Inthemorningw

egooutsidetoplay.Thesunishighandbrightandfeelsw

arm.I

likeplayingkickballwithm

yfriends.Ourteam

isverygoodandw

ewinalot.

Laterw

eeatlunch.Todaywehadhot

dogs,theyaremyfavorite!Ilikethecarrots

too.Iwashitalldow

nwithm

ilk.

Therestofthedaygoesbyfast.AfterschoolIplayw

ithmyfriends.Thesunis

gettinglowerinthesky.LaterIeatdinner

withm

yfamily.

Thesunisallthew

aydownnow

andit’sdarkoutside.Icanseethem

oonoutsidemy

window

.Itistimeforbed.


AssessingFluencyMDFS 1 2 3 4

ExpressionandVolume

Readsinaquietvoiceasiftogetwordsout.Thereadingdoesnotsoundnaturalliketalkingtoafriend.

Readsinaquietvoice.Thereadingsoundsnaturalinpartofthetext,butthereaderdoesnotalwayssoundliketheyaretalkingtoafriend.

Readswithvolumeandexpression.However,sometimesthereaderslipsintoexpressionlessreadinganddoesnotsoundliketheyaretalkingtoafriend.

Readswithvariedvolumeandexpression.Thereadersoundsliketheyaretalkingtoafriendwiththeirvoicematchingtheinterpretationofthepassage.

PhrasingReadsword-by-wordinamonotonevoice.

Readsintwoorthreewordphrases,notadheringtopunctuation,stressandintonation.

Readsoccasionallywithamixtureofrun-ons,mid-sentencepausesforbreath,and/orsomechoppiness.Thereisreasonablestressandintonation.

Readswithverygoodphrasing;adheringtopunctuation,stressandintonationtopreservethemeaningofthetext.

Smoothness

Frequentlyhesitateswhilereading,soundsoutwords,andrepeatswordsorphrases.Thereadermakesmultipleattemptstoreadthesamepassage.

Readswithextendedpausesorhesitations.Thereaderhasmany“roughspots.”

Readswithoccasionalbreaksinrhythm.Readerhasdifficultywithspecificwordsand/orsentencestructures.

Readssmoothlywithveryfewbreaks,butself-correctswithdifficultwordsand/orsentencestructures.

PaceReadsslowlyandlaboriously.

Readsmoderatelyslowlyorexcessivelyfast;notnaturallikespeakingtoafriend.

Occasionallybreaksfromaconversationalpace.

Readsataconversationalpacethroughoutthereading.


FluencyDevelopmentChartFluencyDevelopmentChart–Dr.DavidPaige

DevelopmentalCriteria

GradeLevel LexileRange MinimumAccumaticity Minimum

Prosody(MDFS)

1st -100Lto450L

Fall NoneSpecified None --

Winter 250L–350L 20 5-6

Spring 350L–450L 40 7-8

2nd 420Lto650L

Fall 450L-525L 40 8-9

Winter 525L-600L 70 9-10

Spring 550L–650L 75 10-11

3rd 575Lto750L

Fall 575L–675L 72 11-12

Winter 600L–700L 80 12

Spring 650L–750L 95 12

4th 750Lto850L

Fall 700L–800L 80 12

Winter 750L–825L 100 12

Spring 775L–850L 110 12

5th 850Lto975L

Fall 825L–900L 100 12

Winter 850L–925L 115 12

Spring 900L–975L 125 12


JabberwockybyLewisCarroll‘Twasbrillig,andtheslithytovesDidgyreandgimbleinthewabe;Allmimsyweretheborogoves,Andthemomerathsoutgrabe."BewaretheJabberwock,myson!Thejawsthatbite,theclawsthatcatch!BewaretheJubjubbird,andshunThefrumiousBandersnatch!"Hetookhisvorpalswordinhand:Longtimethemanxomefoehesought--SorestedhebytheTumtumtree,Andstoodawhileinthought.And,asinuffishthoughthestood,TheJabberwock,witheyesofflame,Camewhifflingthroughthetulgeywood,Andburbledasitcame!One,two!One,two!AndthroughandthroughThevorpalbladewentsnicker-snack!Heleftitdead,andwithitsheadHewentgalumphingback."And,hasthouslaintheJabberwock?Cometomyarms,mybeamishboy!Ofrabjousday!Callooh!Callay!'Hechortledinhisjoy.`Twasbrillig,andtheslithytovesDidgyreandgimbleinthewabe;Allmimsyweretheborogoves,Andthemomerathsoutgrabe.

Documents

Early Literacy Phonics and Fluency - Standards Institute · Typhoid, measles, topsails, aisles. ... weaknesses and observations on flip chart paper. ... Early Literacy Phonics and