early literacy phonics and fluency - standards institute · typhoid, measles, topsails, aisles. ......
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EarlyLiteracyPhonicsandFluency1
EarlyLiteracyPhonicsandFluencySummer2016GradesP-3Day2
EarlyLiteracyPhonicsandFluency2
EarlyLiteracyPhonicsandFluency3
TableofContents
TheChaosbyGerardNolstTrenité..................................................................................................................4CodeChart........................................................................................................................................................5CodeLoad.........................................................................................................................................................6ProgramEvaluation:.........................................................................................................................................7GeneralNotes...................................................................................................................................................7
InstructionalMaterialsEvaluationTool...........................................................................................................8
AlignmentCriteria7..........................................................................................................................................93-2-1andReflection.......................................................................................................................................11TheReadingSystem.......................................................................................................................................12LexileLevels....................................................................................................................................................13AssessingFluency...........................................................................................................................................14FluencyDevelopmentChart...........................................................................................................................15JabberwockybyLewisCarroll.........................................................................................................................16
EarlyLiteracyPhonicsandFluency4
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!
EarlyLiteracyPhonicsandFluency5
CodeChart
EarlyLiteracyPhonicsandFluency6
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?
EarlyLiteracyPhonicsandFluency 8
GeneralNotes/Responses:
ParticularStrengthsNoted:
Whatotherartifactsormaterialswouldweneedtodeterminetheprogram’sstrengths,gaps,andalignmenttothestandardsandshifts?
EarlyLiteracyPhonicsandFluency 9
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:
EarlyLiteracyPhonicsandFluency 10
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:
EarlyLiteracyPhonicsandFluency 11
3-2-1ThreethingsIlearned:TwothingsIwillputtouse:OnequestionIstillhave:
Reflection
• IsthereasystematicK-2phonicsprograminplace?
– Isthescopeandsequencespecificenoughtodemonstratethesequenceandgradelevelofpresentationforeachofthe150soundspellings?
– IsthesamephonicsprogramusedbyallK-2teachers?
• ArematerialsusedforremediationalignedtotheinstructionalapproachoftheprimaryELAprogram?
– Doestheremediationprogramreteach,reinforce,andprovideadditionalpracticebasedonwhatiscoveredintheELAclass?
– Ifneeded,istherearemediationschedulethatoccursinadditionto,andnotattheexpenseoftimestudentswouldspendworkingwithgrade-leveltexts?
EarlyLiteracyPhonicsandFluency 12
TheReadingSystem1. Whyisphonemicawarenesscritical?
2. Whyisitdifficultforareadertobecomefluentwithoutastrongphoundaschoninphonics?What’sthealternativetophonics?
3. Whydosomereadersrecognizewordsinisolationbutstrugglewhentheyareencounteredinconnectedtext?
4. Whyisbeingafluentreadergoodforcomprehension?
5. Whymightfluentreadingnotresultingoodcomprehension?
6. Wheredoesvocabularyknowledgeenterintothismodel?
7. Whydoesthetextmatterwhenitcomestofluentreading?
8. Howdoesfluentreadingcreatecognitive“bandwidth?”Whyisthisbandwidthimportanttoreading?
EarlyLiteracyPhonicsandFluency 13
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.
EarlyLiteracyPhonicsandFluency 14
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.
EarlyLiteracyPhonicsandFluency 15
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
EarlyLiteracyPhonicsandFluency 16
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.