Firing ahead to First Grade Presentation Handoutsars-professional-development.wikispaces.com/file/view/Grade-1... · Firing ahead to First Grade ... Your Letterland Teacher’s Guides

Firing ahead to First Grade

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Letterland Step-by-stepfor Grade One

Firing Ahead to 1st Grade

Handout 1

Child-friendly phonics

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● Overview ● Letterland express ● Weekly units

Placement

5 day unit plan

Assessment & intervention ● Review and refl ection

Grade One session agenda


Handout 2


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Goals / notes

oals for my students

otes


Handout 3


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Step-by-step Grade 1 Phonics Inventory

3

3 fish tin

job 3

neat

weed yes

truck rocks

Child’s name ____________________________

Date ___________________________________

Teacher ________________________________

School _________________________________


Handout 5


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Five Day Unit Plan: Grade OneEach unit follows this same Five Day plan. The page number after each item below leads you to instructions on using the activity with your children and an explanation of the purpose. You may also want to print out the Daily Instruction Guide Cards for Daily Activities from the Teacher’s Guide CD.

Overview of Day 1Whole Class

● Review phonic concepts, p21 ● Introduce new concepts on the pocket chart,

p21 ● Beyond ABC & Far Beyond ABC books (for

some lessons) ● Live Reading, p22 ● Word Detectives, p23 ● Read Word Cards, p23

Small Group ● Teacher builds words for reading, p24 ● New Tricky Words and Story Words, p24 ● Read the Student List, p26

Independent/Partner ● Write New Words and sentences, highlight and

read to partner, p27


● Quick Dash, (review), p27 ● Letterland Songs/Beyond ABC & Far Beyond

ABC books (for some lessons), p28 ● Live Spelling, p28

Small Group ● Children build words, p29 ● Tricky Words, p30 ● Read Review Sentences, p30

Independent/Partner ● Read Review Sentences, p31 ● Write words for Game of Week, p31


● Guess Who? p32 ● Word Card Sort, p33 ● Read Decodable Story to the children, p34

Small Group ● Dictate Tricky Words, p34 ● Dictate 1 or 2 Review Sentences, p35 ● Children read the Decodable Story, p35

Independent/Partner ● Written Word Sort, p35 ● Read Word Sort with partner, p36


● Quick Dash, p36 ● Red Robot’s Reading Race, p36 ● Play the Game of the Week, p37

Small Group ● Share homework sentences, p37 ● Reread the Decodable Story, p37 ● Spelling Sort, p38 ● New sentence dictation, p38

Independent/Partner ● Written practice test with a partner, p38 ● Fluency practice with a partner, p38


● Spelling test, p39 ● Fluency Check, p40

Small Group ● Choose from optional activities, p41

Independent/Partner ● Illustrate and picture code words, p41 ● Read Decodable Story to 2 partners, p42


Handout 6


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Live reading checklistTeacher

Distribute the Picture Code Cards

Teacher

Say each sound in the word. (Options: say character names or letter names)

Teacher

Place your hand above each ‘letter’

Teacher

Sweep your hand over the ‘word’.

Teacher

Use the word in a brief sentence

Say who needs to sit down and what sounds/letters are needed for the next word.

Children (optional)

Introduce your character and sound

Children with letters

Line up to form the word

Audience children

Finger tap the sounds

Audience children

Blend the sounds as you put all your fi ngers together

Group practice:Picture Code Cards needed: d, ĕ, ĭ, l, ŏ, p, s, t, llWords to build: spot, stop, step, sled, stillRoles: Switch roles after each word or two Teacher: Line up children, guide them in fi nger sounding the word Students in the word: Hold picture cards, do not fi nger sound Audience students: Finger sound the word Coach: Support teacher and students in following the checklist

I am Uppy Umbrella and I

say /ŭ/.

ĕ ĭ ŏ

Let one child be the ‘blending leader,’ finger sounding the word. Then the class follows her lead by doing the same.

Teachers try out Live Reading in a Letterland workshop.


Handout 7


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Level 1 Unit 11: Student List


Handout 8


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Live spelling checklistTeacher

Distribute the Picture Code Cards

Say the word

Say a sentence with the word

Say the word again

Children

Repeat the word

Finger tap the sounds

Children name the Letterlanders (or letters) needed

Children with Picture Code Cards line up to form the word

Teacher & Audience children

Finger tap the word to check the spelling

Teacher

Say the next word, a sentence and say the word again

Group practice:Picture Code Cards needed: ă, ĕ, ĭ, l, m, p, s, llWords to build: slip, slam, spell, spill, slimRoles: Everyone should take a turn in each role Teacher: Say the word and guide children in fi nger sounding, spelling and checking Audience students: Finger sound and check Students with PCCs: Make the word Coach: Support teacher and students in following the steps on the checklist

ă ĕ ĭ

This teacher lets one child be ‘tapping leader.’ The child finger taps to segment the word.

The whole class then ‘follows the leader’.

They tap to segment the word and help

choose the Letterlanders needed

to spell it.

The children with Picture Code Cards line up to make the word.

Teachers ‘get a kick’ out of their Letterland workshop.


Handout 9


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Unit 11


Handout 10


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www.letterland.com

OverviewOverview• Systematic instruction• Interactive lessons• Multi-sensory learning• Decodable stories• Fluency focus• Assessment to ensure mastery• Proven intervention plan

Teaching ScopeTeaching ScopeWord Familiesad, am, ell, et, ick, etc.

Consonant Blendssk, gr, bl, -nd, -st, etc.

Magic ea-e, e-e, i-e, o-e, u-e

Soft c and Soft g

Long Vowel Teamsai, ay, ee, igh, etc.

r-controlled Vowelsar, er, ir, or, ore, oor, etc.

Diphthongs and ooou, ow, oi, oy

Contractions/apostrophes

Prefi xes and Suffi xesre-, un-, -ed, -ing, -ful, ly

Comparative Endingser, est

Grade One

NEW!Letterland Grade One PackThis pack contains resources for teaching major spelling patterns in a Grade One classroom, including the Step-by-Step Grade One Teacher’s Guide containing systematic spelling and phonics instruction for major spelling patterns. All products come in a bright box for easy storage. Available March 2013.

Pack includes:• Grade One Teacher’s Guide

(and resource CD)• Grade One Word Cards• Beyond ABC (paperback)• Far Beyond ABC (paperback)• Picture Code Cards – Straight• Picture Code Cards – Advanced• Living Code Cards Software• Handwriting Songs CD• Blends & Digraphs Songs CD• Class Train Frieze• Vowel Scene Posters

Code: TE37 Price: $450.00

The Letterland Grade One program enables you to follow the systematic Letterland sequence, or match the sequence of your curriculum, it’s that fl exible! It also reduces your planning time with specifi c day-by-day lesson plans and will help to bring your at-risk readers up to grade level while meeting the needs of all your students.

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hug6

cubs17

Preparing your classroom

rops & costumesChildren are quickly drawn to learning new phonic facts when you use a few props or costumes representing the Letterlanders, a hairy hat or a Magic e wand. Get parents on the lookout for items around the house or at yard sales to add to your classroom collection. See page 275 in your Teacher’s Guide for specifi c suggestions for each Letterlander.

repare materialsCut up Word Cards and store by Units in small plastic bags or envelopes. You may also want to make booklets for each child of the Decodable Unit Stories for the fi rst half of the year. This will make them available for rereading with a partner or alone.

ocket chartsOne pocket chart with ten rows of pockets is an excellent place to keep your Picture Code Cards in alphabetical order. You will have easy access to them for Pocket Chart Reading and Spelling. This pocket chart will work best on a slanting easel or fi rmly attached to a wall. If on a stand, secure the edges of the pocket chart to the frame to keep it taut to avoid drooping. You will need a second pocket chart for sorting the Unit Word Cards.

ost your Reading Direction signMake a reading direction sign and post it where you plan to do Order Please, Live Reading and Live Spelling.

review your Teacher’s Guides and CDsBecoming familiar with Letterland story logic, the interactive lessons and available resources will help you provide your children with a positive learning experience right from the start.

eading irection


Handout 11


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Ensuring effective implementationThe Letterland program is based on scientifi c research, knowledge of how children learn best, and the experience of thousands of teachers. To ensure the full benefi t of the program to young learners, it is important to implement the lessons, the assessments and classroom organizational plans as they are intended. The following suggestions will help you and your school provide a successful start in literacy for all your children.

1. Follow the Teacher’s Guides They provide step-by-step guidance designed to provide learning activities for children on multiple levels. The Guides also contain assessments that help you fi nd out what children know and what they need to learn. The plans for Whole Group, Small Group and Intervention guide you in the most effi cient ways to meet the needs of all your students.

2. Observe Children Closely In addition to specifi c assessments, daily observation of children’s participation in lessons will help you fi ne tune your teaching. Allowing various children to take turns as Blending Leader, Stretching Leader or to answer questions individually will inform your teaching from minute to minute as well as day to day.

3. Download Fidelity Checks Print out the ‘Fidelity Checks’ from your Teacher’s Guide CD. These forms provide checklists for the various types of lessons. They can be used to check yourself to see if you are including all the important steps in your teaching. You can share the fi delity checks with fellow teachers and support each other by observing in each other’s classrooms. Literacy coaches will also fi nd them useful to insure that effective instruction is consistently applied across the school.

4. Plan for Whole Group and Small Group Teaching Whole group instruction is an effi cient way to provide information to children and to let them develop their skills through practice. It should include lots of multisensory responses and input from the children. Small group teaching lets you observe individual children closely and provide vital corrective and supportive feedback.

5. Co-ordinate Letterland Assessments and other Measures Assessment is a very important part of insuring that your children are learning, but if teachers are unable to use all the information from overlapping assessments, then they can be a waste of time. Your Letterland Teacher’s Guides assessments closely align with what you are teaching. You may have other assessments that are either required by your school or that you fi nd helpful. Do not feel that you must use every Letterland assessment with every child. Use only those that help you document progress and make instructional decisions .

6. Develop a Grade Level Intervention Plan In every classroom there are children who need additional teaching time to catch up and keep up with learning expectations. The Response to Instruction (RTI) model is widely recommended. Your Teacher’s Guides provide an in depth program for small group intervention and for monitoring that instruction. Coordinating your groups with other teachers at your grade level can help make intervention manageable and effective.

7. Have fun! One of Letterland’s unique features is that it makes learning fun for both children and teachers. When children are fully engaged in what they are doing, learning occurs faster and stays with them. Sharing the songs, the stories, the drama and the laughs of Letterland are vital to your children becoming successful readers and writers. Enjoy!


Handout 12


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GRADE ONE STANDARDS LETTERLAND CURRICULUM1. PRINT CONCEPTS Demonstrate understanding of the organization and basic features of print.a. Recognize the distinguishing features of

a sentence (e.g., fi rst word, capitalization, ending punctuation).

Children write dictated sentences and original sentences with words from each Unit. They receive feedback on conventions from peers and the teacher, and they correct as needed.

2. PHONOLOGICAL AWARENESS Demonstrate understanding of spoken words, syllables & sounds (phonemes).a. Distinguish long from short vowel sounds in

spoken single-syllable words. Children segment words to identify vowel sounds and match them to short vowel Letterlanders or to long vowels, represented by fi ve Vowel Men.

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

Children blend sounds in Pocket Chart Reading activities and in Live Reading. They use multi-sensory ‘fi nger-sounding’ in these exercises and when they encounter an unknown word.

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

Children use multi-sensory fi nger sounding to segment words into phonemes in various word building reading and spelling activities daily.

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

In Live Spelling, individual word building and various spelling activities, children segment words of two to fi ve sounds every day.

3. PHONICS AND WORD RECOGNITION Know and apply grade-level phonics and word analysis skills in decoding words.a. Know the spelling-sound correspondences

for common consonant digraphs. Children learn the sounds and spellings of consonant digraphs with Letterland story logic, songs and pictograms. To ensure mastery they practice the sounds in isolation and in words.

b. Decode regularly spelled one-syllable words.

Children learn to decode regular one-syllable words in a systematic sequence supported by assessments that help teachers pace instruction for maximum success.

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

Appealing and memorable stories, songs, and pictograms engage children in active involvement in learning these vowel patterns. Varied practice activities ensure retention and application in reading and spelling.

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Correlation of Letterland withCommon Core State StandardsGrade One – Reading Standards: Foundational Skills

www.letterland.com

Nate said,“Where didyou go?”

Writing Sentences Identifying Vowel Sounds Finger SoundingS Live Spelling


Handout 13


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GRADE ONE STANDARDS LETTERLAND CURRICULUM3. PHONICS AND WORD RECOGNITION Know and apply grade-level phonics and word analysis skills in decoding words.d. Use knowledge that every syllable must

have a vowel sound to determine the number of syllables in a printed word.

Limited practice with two syllable words is begun in Grade One and expanded in Grade Two.

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

Common two syllable patterns such as fi nal er and fi nal y with the long e sound are taught in Grade One. For most two-syllable words, the teacher indicates the syllable division and children decode and combine the syllables. Extensive study of multi-syllable words is continued throughout Grade Two.

f. Read words with infl ectional endings. Infl exion endings (-s, -ing, -ed) are learned with Letterland story logic and engaging practice activities for reading and spelling. Children learn to read and spell the words by recognizing the base word and adding the suffi x.

g. Recognize and read grade-appropriate irregularly spelled words

Each weekly Unit introduces 2-4 irregular, high-frequency words along with 20-30 decodable words. These words are learned with the multi-sensory ‘3-by-3 Strategy.’

4. FLUENCY Read with suffi cient accuracy and fl uency to support comprehension.a. Read on-level text with purpose and

understanding Each of the 45 Units includes an engaging decodable story that can by copied for each student. Teachers guide children in comprehension activities with each story.

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

Children reread the stories with choral reading and partner reading, building rate, accuracy and expression. They also build automatic word recognition through varied activities including charting their rate on reading weekly word lists.

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

Unit stories provide a rich context for coaching word recognition strategies and for practicing self-correction and reading for meaning.

As of April 2011 the Common Core Standards for English Language Arts have been adopted by 42 of the 50 United States. The full listing of the standards and more information can be found at www.corestandards.org/. Letterland is designed primarily for the teaching of Foundational Skills as described in the section of the standards listed above. In addition much of the literature that accompanies the Letterland program is suitable as a part of the teaching and practice of the standards for comprehension entitled, “Reading Standards Literature K-5.”

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Correlation of Letterland withCommon Core State StandardsGrade One – Reading Standards: Foundational Skills

www.letterland.com

High-frequency Words

Two-syllable Words Infl exion Endings DecodSt


Handout 14


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Documents

Firing ahead to First Grade Presentation Handoutsars-professional-development.wikispaces.com/file/view/Grade-1... · Firing ahead to First Grade ... Your Letterland Teacher’s Guides