ELA K-3
Common Core State Standards Module 4
Facilitator’s Notes
MATERIALS:
 Copies of the CCSS for K-5
EQUIPMENT NEEDED:
 Projector and laptop
 Module 3 PowerPoint
 PowerPoint notes
PREPARATION FOR FACILITATION:
 Review Module 4 PowerPoint and notes
MATERIALS TO BE COPIED FOR PARTICIPANTS:
 CCSS for K – 5

OVERVIEW OF THE MODULE:
 Teachers will deepen their understanding of the Language Comprehension domain and the
Simple View of Reading
 Teachers will review the Developmental Sequence
 Teachers will review explicit instruction
TOTAL TIMING OF THE MODULE IS
 50 minutes
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Key Ideas: Discuss this scenario.
Directions: Ask participants to share their responses to the scenario on the slide. There
are some possible responses to the first question under Talking Points.
Talking Points:
•How would you react if you noticed that several students in your classroom were
having difficulty reading complex text with multisyllabic words?
–You might use phoneme-grapheme boxes in small groups with the students who are
having difficulty with multisyllabic words.
–You may give the students a syllable sort assignment in pairs or small groups.
–You could use a syllable types table to sort words from an upcoming lesson.
–You might use the six common syllable spelling patterns as a word sort for words from
an upcoming student text.
–You could teach the students the six patterns and then have them practice the sort with
a partner.
Key Idea: Review the Simple View of Reading
Directions: This slide is animated to fill in the three blue boxes as you discuss them.
Talking Points:
•We introduced the Simple View of Reading in Unit 1, discussed aspects of instruction
(vocabulary and oral language) that build language comprehension in Unit 2, and
addressed phonological and phonemic awareness in Unit 3. Now in Unit 4, we will
address aspects of instruction that build decoding: Phonological and phonemic
awareness, Phonics/Word Analysis/Spelling, and Fluency. This unit focuses on the role
of phonological awareness (PA), specifically phonemic awareness, phonics and word
recognition, syllable instruction, inflectional endings, irregular word reading, and fluency.
•The desired end result of reading is reading comprehension or gaining access to
meaning.
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Key Ideas: Learn about irregular words.
Directions: Read the slide.
Talking Points:
•We are going to take a quick look at word origins.
Key Idea: Activities for print awareness and understanding print concepts are most
necessary at the beginning of Grade 1.
Talking Points:
•Look at how the Standards are taught across the year; compare Weeks 1–5 with
Weeks 26–30.
Key Idea: In the beginning of Grade 1, teach the language of instruction directly.
Directions: Refer to the “Developmental Sequence” (THE PREVIOUS SLIDE IF
NEEDED)
Talking Points:
•Most of the student activities in this unit will connect to a stage of development on the
“Developmental Sequence” chart. This activity should be completed at the beginning of
first grade.
•First, teach each term directly. Then, play this game to reinforce understanding of the
language of instruction.
Key Idea: Texts that students are reading can be used to reinforce awareness of
punctuation.
Directions: Briefly talk through the activity. (The actual activity is on the next slide)
This activity links back to Stage Four in the Developmental Sequence. This punctuation
activity is typical of the middle of first grade.
Key Idea: Simple texts can be used to reinforce attention to punctuation’s effect on
intonation and meaning.
Directions: Briefly model the activity by reading this passage and having participants
supply the missing punctuation.
Talking Points:
•The capital letters in this text are cues to the beginnings of new sentences.
•As I read, let me know what punctuation is needed at the end of each sentence.
•For an alternative version of this activity, you can mix up the punctuation and see how it
changes the meaning of the passage.
Key Ideas: The English language is primarily made up of words from four different
languages.
Directions: Each participant will raise their hands when the word belongs in their
language category. fork (AS), convention (L), bouquet (F), dyslexia (G), mythology (G),
subtraction (L), character (G), backpack (AS), chamois (F).
Talking Points:
•This slide shows the defining sound-spellings and other characteristics of each
language of origin.
•Anglo-Saxon words have been in our language the longest. These are the most
common, everyday words that we first learn to speak. They are the words we find on the
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Dolch basic sight word list.
•Latin words make up the largest portion of our language at close to 60 percent. These
words are formed using the structure of prefix, root word, suffix.
•A small portion of French words began to enter our language hundreds of years ago
when William the Conqueror invaded England. These words have odd spelling patterns
and pronunciations.
Greek words are higher-level terms found in medicine, science, and many of the arts.
There are consistent patterns that make these words easy to identify as Greek. Notice
the consistent spellings for different, particular sounds in these Greek words. When we
know the spellings associated with sounds and are given the word's origin, it helps us
know how to spell the word! These words are not irregular at all!
Key Ideas: Discuss the importance of word origin or etymology.
Talking Points:
•Why do contestants in a spelling bee almost always ask about the origin of the word?
–Knowing the word origin gives them useful information regarding the word’s spelling.
Key Ideas: The progression of study of word parts (morphemes).
Talking Points:
•All students are involved in learning morphology.
–Kindergarten and Grade 1 students learn whole words, which are meaning based.
They learn inflectional endings that are morphemes. For example, -ed for past tense
and -s for plurals.
–Students in grades 2 and 3 learn prefixes and suffixes.
–Students in grades 3 and 4 begin to learn Latin roots.
–Students in grades 5 through 9 continue to deepen their vocabularies in content areas,
which also includes learning many Greek roots.
Key Ideas: Some students move into the Consolidated Alphabetic phase of reading as
late as second or third grade.
Directions: Remind teachers that they learned about Ehri’s Phases of Word Reading in
Unit 1. This slide is animated to show the phases of reading one at a time. Have
participants use highlighters to link the name of the phase with the relevant skills.
Talking Points:
•This graphic shows us Ehri’s phases of word reading alongside the word decoding
instructional continuum.
•Most third grade students are in the Consolidated Alphabetic phase. Students at the
Consolidated Alphabetic stage of reading transition to accurate and fluent reading and
writing. In this stage:
–Students recognize longer words.
–The learning process includes words with unusual spellings and analysis of base
words, endings, prefixes, compounds, contractions, and other constructions. Teachers
must be explicit when introducing these advanced concepts of phonics and word study.
–Students who grasp the skills at this level easily will begin to make many connections
on their own.
–Students who struggle to compare words and figure out sound-symbol
correspondences will need continuous instruction in the entire example instructional
sequence of instruction laid out in Units 2 and 3.
–Most children benefit from systematic teaching of the code.
•Meaningful parts of words (morphemes) and syllable conventions are also part of the
spelling system. Parts of words from Latin and Greek are common in multisyllable
content words most often found in books.
•There is an approximate order in which students learn these orthographic elements.
–Note that not all core curricula have the exact same skills sequence. There is a general
sense of a logical sequence, but no exact science behind which vowel to introduce first.
–Due to the complexity of reading, the process cannot be item-level analyzed. Children
acquire skills at different paces and sometimes in a slightly different order, which is
dependent upon prior knowledge and exposure. Skills should be presented in a logical
sequence within an organization as described in this chart.
–We will look at a few skills sequences that present an order in which the sounds and
letters can be introduced and practiced.
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Key Ideas: Explain the meanings of terms related to morphology.
Directions: Read through each bullet. This slide is animated to show each definition
individually.
Talking Points:
•A morpheme is the smallest unit of a word that has meaning in language. One or
several morphemes may compose a word. It is vital for a student to be aware of this fact
and be able to analyze morphemes within a word to determine its meaning. This skill
becomes even more important as students begin to delve into more complex text with
multisyllabic words.
–A free morpheme can stand alone as a word. Examples include elephant, ground,
room, and eat.
–A bound morpheme cannot stand alone. It needs a prefix, suffix, and/or another bound
morpheme to create a word—for example, re-, ject, and -s.
•As we begin to look at affixes (prefixes, suffixes), base words, and roots, we will not
only look at their structure, but their meaning as well. For example: re- (again) + open
(to release from a closed position) = reopen (to release from a closed position again)
Key Ideas: Use the Word Wheel to build sentences.
Directions: Have participants work together in groups of three to follow the directions
on the slide.
Talking Points:
•This activity extends work with single-word reading to add comprehension at the oral
and written language levels.
•Scaffold the activity for students by initially providing the words and inner-circle phrase.
•Use words from your word study, from the texts students are reading, and from texts
that you read to students.
•Eventually, students will be able to fill in the circles with their vocabulary and spelling
terms independently, with partners, or with small groups to create meaningful
sentences.
Key Ideas: Explain the concept of prefixes.
Directions: Read the slide. As needed, discuss the other examples under Talking
Points.
Talking Points:
•Prefixes are morphemes, which are word parts that have meaning.
•The base word does not usually change when adding prefixes.
•Examples:
–The prefix re- means “again.” When re- is added to the word open, the new word is
reopen, which means “to open again.”
–The prefix re- means “again.” When re- is added to the word work, the new word is
rework, which means “to work again.”
–The prefix un- means “not.” When un- is added to the word opened, the new word is
unopened, which means “not opened.”
–The prefix un- means “not.” When un- is added to the word paid, the new word is
unpaid, which means “not paid.”
–The prefix pre- means “before in time, place, order, or importance.” When pre- is
added to the word wash, the new word is prewash, which means “before washing.”
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The prefix pre- means “before in time, place, order, or importance.” When pre- is added
to the word historic, the new word is prehistoric, which means “before history (was
recorded)
Key Ideas: Practice identifying prefixed words.
Directions: Have participants find this activity in their materials and circle the prefixed
words. This slide is animated to show the answers.
Talking Points:
•You could use an activity like this to help students identify prefixed words.
•Note that the word retina does not have a prefix. It is derived from the Latin root retia,
meaning “net.”
Key Ideas: Learn an activity to move students into reading multisyllable words with
prefixes and suffixes. This is the “I Do” portion of the activity.
Directions: Model the steps on the slide. The slide is animated to show the example
after discussing the steps. Then, repeat modeling with the words refreshing and
recovering.
Key Ideas: This is the “We Do” portion of Student Activity
Talking Points:
•At the beginning of this unit, we discussed the history of the English language. This
decoding strategy for multisyllable words helps students recognize common prefixes,
roots, and suffixes. Latin-based prefixes, roots, and derivational suffixes are found in
more than 60 percent of words in content-area texts.
•Prefixes, roots, and derivational suffixes are often spelled consistently even though
their pronunciation may change within their word family. For example, compare uniform,
formation, informative; press, pressure, impressive; and medic, medicine, medical.
•Suffixes often determine the word’s part of speech.
Key Ideas: Why is fluency so important?
Directions: Read through the bullets.
Talking Points:
•The ability to read with accuracy and understanding is the bridge to comprehension.
•Fluency does not “cause” comprehension; however, it is a necessary component of
successful reading.
•Students who are not fluent do not read, and a cycle of frightening continuing effects
occurs: lack of vocabulary, comprehension, and exposure.
•Automaticity and accuracy are key elements of fluent reading.
•We will briefly look at phrase-cued reading, partner reading, and repeated reading.
Key Ideas: Review the Hasbrouck and Tindal norms developed with students in grades
1–8.
Directions: Help teachers who use a screener such as DIBELS understand why the
Hasbrouck and Tindal norms do not perfectly align with DIBELS norms. These two sets
of data cannot be directly compared. They use different reading passages and report
different percentiles. DIBELS bases its benchmarks on the 40th percentile, while
Hasbrouck and Tindal note the 10th, 25th, 50th, 75th, and 90th percentiles.
Talking Points:
•Third-grade goals are:
–Beginning of year (Fall): Orally read grade-appropriate connected text with
demonstrated comprehension at 71 words correct per minute.
–Middle of year (Winter): Orally read grade-appropriate connected text with accuracy
and demonstrated comprehension at 92 words correct per minute.
–End of year (Spring): Orally read grade-appropriate connected text with
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Key Idea: Discuss simultaneous oral reading.
Directions: Review the process for Simultaneous Oral Reading.
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Key Ideas: Discuss the advantages of partner reading.
Directions: Read through the bullets on the slide.
Talking Points:
•Partner reading is a great way to provide reading opportunities for all students.
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Key Ideas: Focus on the Teach and Practice with Students portions of the lesson.
Talking Points:
•Phonics instruction that takes place through this kind of systematic process can help to
solidify phonics patterns for students.
•The parts of the lesson that engage students with seeing, hearing, reading, and unison
responses strengthen the development of skills. This is called multisensory instruction:
see it, say it, hear it, and write it too! Students move their fists, say the syllables, say the
words, move parts of the words around, and write the syllables.
•Use Explicit Instruction when teaching