session 8: the design of ckla skills

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Session 8: The Design of CKLA SkillsA Synthetic Phonics Approach

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DESIGN PRINCIPLE 1

CKLA Skills explicitly teaches children the distinction between sounds and spellings.

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Design Principle

CKLA Skills explicitly teaches children the distinction between sounds and spellings.

1. SHOCK CUSSED TOE (person)

2. MOW BEAD HICK (book)

3. AISLE OH VIEW (saying)

4. DOCKED HEARSE WHOSE (person)

5. THESE HOUNDE DOVE MOO SICK (movie)

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Let’s Distinguish Sounds and Spellings

• How many sounds? at tip cape slip

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Let’s Distinguish Sounds and Spellings

• How many sounds…. pluck brush thinner

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Distinguishing Sounds and Spellings: Another

WayS-L-I-P

B-R-U-SH

THINNER

CLUSTER

CLUSTER DIGRAPH

DIGRAPH DIGRAPH

CKLA explicitly teaches digraphs, but not clusters, as a spelling pattern

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Distinguishing Digraphs from Consonant Clusters

• then• milk• grin• hand• quilts• trap• lunch• twig• club• drum• quiz• shut

Consonant Cluster• milk• grin• hand• trap• twig• club• drum

Digraph• then• quilts• lunch• quiz• shut

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The Instruction of Sound vs. Spellings

The instructional language in CKLA requires you to be very clear:• Are you talking about something you hear with

your ear (e.g., sounds)?

-or- • Are you talking about something you see with

your eyes (e.g., symbols, spellings)?

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CKLA Instruction in Sounds and Spellings

Consider the language of instruction: what evidence is there of a sound or spelling focus?

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CKLA Instructs in Sounds

• /sh/ not ‘sh’ . Note the markings in the text. Also note how to say this. We often want to add a sound at the end. Its particularly hard for

sounds like /b/ and /p/.

It’s important to have them try to hear sounds in different word

positions. Where a sound is in a word makes it sound different.

Taught earlier.

Children’s sensitivity with sounds changes can help with word retrieval. These are good activities for

sound sensitivity and word retrieval.

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CKLA Instructs in Spelling

Consider the language of instruction: what evidence is there of a sound or spelling focus?

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CKLA Instructs in Spelling

•

Language is very precise for sound versus spelling

Focus on the visual

Focus on the visual

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Language and Goals of Instruction

Things You Hearspeechsoundsvowelsconsonants/m//ie//ee/phonemes

Things You See

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Language and Goals of Instruction

Things You Hearspeechsoundsvowelsconsonants/m//ie//ee/phonemes

Things You Seewritinglettersvowel spellingsconsonant spellings‘m’‘i_e’‘e_e’graphemes

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DESIGN PRINCIPLE 2

CKLA teaches children the most frequent and least ambiguous sounds first.

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Basic Code Spellings

• The basic code spelling for a sound is the most common, or the least ambiguous, spelling for that sound.

• It is also the spelling we teach first in CKLA.

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Consider These Spellings:

• ‘o’ (hop)• ‘a’ (hat)• ‘e’ (pet)• ‘i’ (it)• ‘u’ (but)• ‘a_e’ (cake)• ‘ee’ (bee) • ‘i_e’ (bite)• ‘o_e’ (home)• ‘u_e’ (cute)

• ‘oo’ (soon)• ‘oo’ (look)• ‘ou’ (shout)• ‘oi’ (oil)• ‘aw’ (law)• ‘er’ (her)• ‘ar’ (car)• ‘or’ (for)

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Basic Code: Vowels

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The Value of Most Frequent, Least

Ambiguous Sound• Write down as many words as you can think of that have the ‘a_e’ spelling pattern.

• Write down as many words as you can think of that have the letter a in them.

How many of these are long ‘a’ sounds?• Write down as many words as you can think of

that have the long /a/ sound spelled “eight”

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CKLA Links Sounds and Spellings Explicitly

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KINDERGARTENFIRST GRADE

SECOND GRADE

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DESIGN PRINCIPLE 3

CKLA gives intensive practice in distinguishing sounds and spellings whose characteristics may make them confusing.

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Grouping Sound-Spellings

Many children are apt to confuse the listed spellings. These are also among the trickiest letters/sounds for English Language Learners. Why? • ‘s’, ‘z’• ‘t’, ‘d’• ‘c’, ‘g’• ‘ch’, ‘sh’• ‘p’, ‘b’

Visually similar

All consonants, not vowels

Sounds articulated similarly

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Consonants

• Consonants are not as loud as vowels.• Many consonants cannot be stretched out and

occur very ‘quickly.’• The acoustic property of consonants shifts

depending upon the sounds around it.

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Place, Manner, Voicing

Every sound is defined by three things. Where your lips, tongue and teeth are (place), How the air flows (like a burst or a flow; manner), Whether your voicebox is on (voiced) or off

(voiceless). • /s/, /z/• /c/, /g/• /p/, /b/• /m/, /n/

Minimal pairs only differ in one dimension: place, manner, voicing.

All of these are minimal pairs.

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Practice in Making Distinctions

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Activity: Examine a Reader

Seth’s Finch th Seth

ch Finch

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DESIGN PRINCIPLE 4

CKLA directly instructs in those oral language skills that underlie and parallel reading and writing skills.

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hydrocarbonaceous

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Reading and Spelling

• Spelling requires you to take a word, segment it into individual sounds, and determine how those sounds are represented (i.e, what spelling pattern to use).

• Reading requires you to break apart text into known spelling patterns, translate those spelling patterns into sounds and blend those sounds.

In your own words, describe the relationship between blending and reading/ segmenting and spelling.

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CKLA Blending and Segmenting

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CKLA Chaining

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You Try It

• Get with a partner.• Take turns teaching from the chaining. • Pretend that your ‘student’ makes a mistake in

the chaining. • How can you pull from the instructional

language/skills of the segmenting activity to help?

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In Your Own Words…

• CKLA Skills explicitly teaches children the distinction between sounds and spellings.

• CKLA teaches children the most frequent and least ambiguous sounds first.

• CKLA gives intensive practice in distinguishing sounds and spellings whose characteristics may make them confusing.

• CKLA directly instructs in those oral language skills that underlie and parallel reading and writing skills.

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