Session 8: The Design of
CKLA Skills
A Synthetic Phonics Approach
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CKLA Skills explicitly teaches children the distinction between
sounds and spellings.
DESIGN PRINCIPLE 1
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Design Principle
CKLA Skills explicitly teaches children the
distinction between sounds and spellings.
1.
2.
3.
4.
5.
SHOCK CUSSED TOE (person)
MOW BEAD HICK (book)
AISLE OH VIEW (saying)
DOCKED HEARSE WHOSE (person)
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 Way
S-L-I-P
CKLA explicitly
teaches
digraphs, but
not clusters, as
a spelling
pattern
CLUSTER
B-R-U-SH
CLUSTER
DIGRAPH
THINNER
DIGRAPH
DIGRAPH
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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
•
Focus on the visual
Language is very precise for
sound versus spelling
Focus on the visual
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Language and Goals of
Instruction
Things You Hear
speech
sounds
vowels
consonants
/m/
/ie/
/ee/
phonemes
Things You See
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Language and Goals of
Instruction
Things You Hear
speech
sounds
vowels
consonants
/m/
/ie/
/ee/
phonemes
Things You See
writing
letters
vowel spellings
consonant spellings
‘m’
‘i_e’
‘e_e’
graphemes
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CKLA teaches children the most frequent and least
ambiguous sounds first.
DESIGN PRINCIPLE 2
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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
KINDERGARTEN
FIRST GRADE
SECOND GRADE
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CKLA gives intensive practice in distinguishing sounds and
spellings whose characteristics may make them confusing.
DESIGN PRINCIPLE 3
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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?
Visually similar
• ‘s’, ‘z’
• ‘t’, ‘d’
All consonants, not vowels
• ‘c’, ‘g’
• ‘ch’, ‘sh’
Sounds articulated similarly
• ‘p’, ‘b’
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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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CKLA directly instructs in those oral language skills that
underlie and parallel reading and writing skills.
DESIGN PRINCIPLE 4
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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.
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/
EngageNY.org
35