Common Core ELA Foundational
Skills
Grade 1, Session 2
October 15, 2014
Presented by:
Cindy C. Kratzer, Ph.D.
cindy@sierraed.com
AGENDA
• Overview and Grade-Level Check In
• Phonological Awareness, Part 2 (beyond consonants,
short and long vowel sounds)
• Phonics/Decoding, Part 2 – Special vowel and
consonant sounds
• Multi-syllabic decoding – word analysis chart
•
Syllable types (Part 1)
•
Using the Word Analysis Chart
•
Compound words and beyond
• Dictation and Spelling – CVC, CVCC, CCVC
• Teaching Tricky Words
• Grade-Level-Team Discussion and Commitments
• Closing and Evaluation
Packet Page 1
Grade-Level Check-In
1. Review your notes or index card from Session 1
2. What did you try with your students in relation to
the CCSS Foundational Skills?
3. How did it go? What suggestions do you have for
your colleagues?
4. Discuss what you tried with your table. Jot notes
from their suggestions.
5. If you have an unanswered question, concern, or
particular strategy you would like modeled, please
jot it on a post-it note and give to Cindy.
Packet Page 2
Today’s Objectives
You will leave with…
• A deeper knowledge of Gr. 1 standards for Common
Core Foundational Skills
• Strategies for teaching special vowel sounds and
consonant spellings
• A strategy for teaching students to decode multisyllabic
words
• An awareness of how to use dictation for building
spelling fluency
• Strategies for teaching “Tricky” and “Sight” Words
• A specific action plan before you return on Jan. 20
• Memories of collaborative work with colleagues
Norms for Collaborative Learning
• Listen to understand
• Watch (share) airtime
• Be fully present (start and end on
time; silence electronics)
• Honor all voices; invite different
perspectives
• Be open to new ideas
• Return to large group when
signaled
Teaching English Language Arts (SSSR):
Focus of our Sessions
Structures
Standards
Strategies
Resources
Comprehension
Vocabulary
Fluency/Automaticity
Decoding & Word Structure
Alphabetic Knowledge/Phonics
Phonemic Awareness
Concepts of Print
f
Comprehension Strategies
Background
Knowledge
Text Structure
Use text clues
Visualize
Verify
Predictions
Monitor
Infer
Clarify
Confusion
Be
metacognitive
Summarize
Question
Synthesize
Syntactical
Structures
Accuracy
Digraphs,
Trigraphs
Expression &
Intonation
Rate
Consonant
Blend
Words
Long
Vowel
Words
Sight Words
Letter
NamesUppercase
Alphabetic
Principle
Beginning Sound
Isolation
Consonant
Sounds
Form--case, size,
font, color
Print to
Speech
Short Vowel
Sounds
Ending Sound Isolation Sound
Blending
Rhyming
Purpose of Print
R&L
Controlled
Vowels
Affixes
Letter NamesLowercase
Beginning Sounds:
Same/ Different
Vowel
Diphthongs
Stories
Word
Long Vowel
Sounds
Phoneme
Segmentation
Letter vs.
Word
Sound
Manipulation
Parts of a
Book
Direction ality
RF.1.2- Phonological Awareness Standards
Phonological and Phonemic Awareness
What is it?
• Syllable Segmentation (clap,
count)
• Rhyme (oral cloze)
• Beginning, middle, ending
sounds (same/different)
• Beginning, middle, ending
sound isolation
• Sound blending
• Sound segmenting
• Sound manipulation
• Sound substitution
Phonological
Awareness
Phonemic
Awareness
Building sound-spelling
connections
From
Pinterest
Packet Pages 3-4
Phonemic Awareness with Special Sounds
Special Vowel Sounds
Consonant Digraphs
Moon
Ch – cheese, which
Book
Sh- ship, fish
House, brown
Th- think, teeth (Voiceless)
Paws, Faucet, salt, wall
Th – the, bathe (voiced)
Boy, coin
Wh – whistle
Park
Ng – ring
Cork
Nk – sink
Her, bird, turn, word
Ph – photo
Few, cube
/zh/ - treasure
With long and special vowels…
Apples and Bananas
I like to eat
I like to eat, eat apples and bananas.
I like to eat
I like to eat, eat apples and bananas.
With special vowels and consonant
digraphs
Stand up when you hear this sound, hear this
sound, hear this sound…
Stand up when you hear this sound, /ch/ /ch/
/ch/ /ch/ /ch/
/aw/ /aw//aw//aw//aw/
To the tune of: Mary had a little lamb
With special vowels and consonant
digraphs--Picture Sorts
/zh/
/z/
5+3=8
Your Turn…
Special Vowel Sounds
Consonant Digraphs
Moon
Ch – cheese, which
Book
Sh- ship, fish
House, brown
Th- think, teeth (Voiceless)
Paws, Faucet, salt, wall
Th – the, bathe (voiced)
Boy, coin
Wh – whistle
Park
Ng – ring
Cork
Nk – sink
Her, bird, turn, word
Ph – photo
Few, cube
/zh/ - treasure
Packet p. 5
RF.1.3 – Phonics/Word Recognition
Ch, sh, th, wh, ng, nk
Word Work Strategies At A Glance
Last Session
Today’s Session
1. Phonemic Awareness 5. Compound Words
2. Sound/Symbol
Combinations
6. Syllabication
3. Word Blending
7. Prefixes and Suffixes
4. Chaining
8. Multisyllabic Decoding
9. Dictation/ Spelling
Packet p. 6
Two Kinds of Word Sorts
By Spelling
hair bear chair care
Spare where pear very
By Sound
Moon book soon clue food
screw stood goose foot
Packet p. 7
Building Decoding Stamina
Building Decoding Stamina
Sue and Luke decided to take flute lessons so they
could play jazz tunes. They sold fruit baskets to
make money for the flute lessons. The prunes
were not too good, and some of the fruit got
bruised. But they made cute melon cubes and had
fresh juice too. So lots of surfer dudes bought the
fruit and juice. It’s true that they sold more on
sunny days in June when the sky was blue. They
wore swimsuits and made a huge sign to attract
people in suits and the surfer dudes too. When
they had enough money, the fruit stand closed and
the flute lessons started, right on cue. (110 words)
Building Decoding Stamina
Sue and Luke decided to take flute lessons so they
could play jazz tunes. They sold fruit baskets to
make money for the flute lessons. The prunes
were not too good, and some of the fruit got
bruised. But they made cute melon cubes and had
fresh juice too. So lots of surfer dudes bought the
fruit and juice. It’s true that they sold more on
sunny days in June when the sky was blue. They
wore swimsuits and made a huge sign to attract
people in suits and the surfer dudes too. When
they had enough money, the fruit stand closed and
the flute lessons started, right on cue. (110 words)
Multisyllabic Decoding, Part 1
RF.1.3d. Use knowledge that every syllable must
have a vowel sound to determine the number of
syllables in a printed word.
RF.1.3e. Decode two-syllable words following basic
patterns by breaking the words into syllables.
RF.1.3f. Read words with inflectional endings.
un der
pack ing
space ship
Packet p. 8
The Multisyllabic Stool
2. Morphemic
Analysis—the
meaning of the
word parts.
1. Structural AnalysisEndings, Contractions,
Possessives, Plurals,
Compounds,
Abbreviations
4. Schwa—Schwa is
the most common
sound in English.
Sounds like a short
u—uh. Schwa
appears in almost
every multisyllabic
word.
3. Syllabication
Patterns—knowing the
common places where
syllables divide helps me
pronounce unfamiliar
Packet p. 8
words.
Type
Syllable Description
Closed
These syllables end in a consonant. The vowel
rabbit,
sound is generally short.
napkin
These syllables end in a vowel. The vowel sound tiger, pilot
is generally long.
Open
Examples
RWhen a vowel is followed by r, the letter affects bird,
controlled the sound of the vowel. The vowel and the r
turtle
appear in the same syllable.
Vowel
Many vowel sounds are spelled with vowel
boat,
team
digraphs such as ai, ay, ea, ee, oa, ow, oo, oi, oy, explain
ou, ie, and ei. The vowel digraphs appear in the
same syllable.
VowelThese generally represent long-vowel sounds.
compete,
silent e
decide
Consonant Usually when -le appears at the end of a word
table,
-le
and is preceded by a consonant, the consonant little
plus -le form the final syllable.
Packet p. 9
Teaching Syllable Generalizations
1. Closed syllables
rabbit
rab/bit
rab*bit
Experiencing the Word Analysis Chart
inhospitable
x
in
in
x
hos
hospit
•pit
able
pit able
hos
inhospitable
Packet p. 13
Word Analysis Chart
Print
word
Is it a
compound
word?
Is there a prefix
or suffix? Then
bring down the
rest.
Divide into syllables
(can leave a suffix
intact).
Read word
fluently. Give
brief definition.
Packet p. 11-12, 14
Decoding compound words
bathtub
• You can use the Word Analysis Chart for
compound words, but you may not need to.
• See CKLA Unit 4, Lesson 7, for an introduction to
bath*tub
teaching compound words.
• Experience this as a student
• Practice with a partner: choose one of these
words from the Listening and Learning texts:
–
–
–
–
without
spaceship
seashell
notebook
Packet pp. 17-21
Additional Resources
• Need more help with
teaching syllabication?
Packet p. 22-27
Decoding phonetically-regular twosyllable words
• Use the Word Analysis Chart or the Fist and
Chin method to practice teaching the
following two-syllable words that are part of
the EngageNY/Amplify reading materials
– temples
– faithful
– records
– Sunday
– Friday
-dwelling
-grateful
-setting
-clever
Word Analysis Chart
faithful
Print
word
Is it a
compound
word?
Is there a prefix
or suffix? Then
bring down the
rest.
x
x
faith
ful
Divide into syllables
(can leave a suffix
intact).
Read word
fluently. Give
brief definition.
faithful
Packet p.
11-12, 14
Decoding phonetically-regular twosyllable words
• Use the Word Analysis Chart or the Fist and
Remember:
Chin method to practice
teaching the
Choose just two words or spend 5 minutes
following
words that
per daytwo-syllable
to practice multi-syllabic
wordsare
thatpart of
students will encounter
in text.
the EngageNY/Amplify
reading
materials
Soon, students will begin to use the strategy
on their own, and-dwelling
you can eventually
– temples
minimize or eliminate this piece.
– faithful
– records
– Sunday
– Friday
-grateful
-setting
-clever
Dictation and Spelling
• L.1.2. Demonstrate command of the
conventions of standard English capitalization,
punctuation, and spelling when writing.
– L.1.2d. Use conventional spelling for words with
common spelling patterns and for frequentlySpelling patterns;
occurring irregular words.
tricky words
– L.1.2e. Spell untaught words phonetically,
drawing on phonemic awareness and spelling
conventions.
because
bekuz
Invented spelling,
phonemically
plausible spelling
Dictation with Common Spelling
Patterns
1. Basic Code – most common spellings
– Sound by sound (hold up one finger per sound)
– Students count the sounds and draw that
number of lines
– If a sound is represented by two letters, remind
students of that code
– It’s NOT a test – you can help students, but you
want them to ask if they’re not sure (this helps
students internalize the correct spelling, rather
than writing an incorrect spelling repeatedly)
Packet pp. 28-30
Example: Dictation with Words
will
Unit 1,
Lesson 30
Example: Dictation with Phrases/
Sentences
• Expand from individual words to phrases and
sentences
• Every word in the phrase or sentence should
either be phonetically regular or a tricky/sight
word that has been previously taught
• Same rules of dictation apply
a green leaf
Unit 1,
Pausing
Point
Teaching “Tricky” and “Sight” Words
• Tricky words—not completely
phonetically regular (e.g., of, have,
the, two, once, one, was)
• Sight words—may be phonetically
regular using an Advanced Code (e.g.,
he, be, she, I), but should be taught
before the Advanced Code has been
learned
Teaching Tricky Words
CKLA Unit 3
• would
• could
• should
These words are phonetically irregular – their
vowel sound is the same as in “look”
Woulda, coulda, shoulda
“I wish I could go to the beach,” whined Ann. “I would
really like to go!”
“If you want to go,” said Mom, “you should stop whining
and finish your work. Then maybe we will have time to go.”
“Okay,” said Ann. “If I could just play music while I
work, it would be more fun!”
“That should be okay,” said Mom. “I think Pam would
like to go too. You should go ask her after you finish your
work.”
“Now if we could just stop for ice cream on the way, it
would be a perfect day!” Ann said.
Woulda, coulda, shoulda
“I wish I could go to the beach,” whined Ann. “I would
really like to go!”
“If you want to go,” said Mom, “you should stop whining
and finish your work. Then maybe we will have time to go.”
“Okay,” said Ann. “If I could just play music while I
work, it would be more fun!”
“That should be okay,” said Mom. “I think Pam would
like to go too. You should go ask her after you finish your
work.”
“Now if we could just stop for ice cream on the way, it
would be a perfect day!” Ann said.
Woulda, coulda, shoulda
“I wish I could go to the beach,” whined Ann. “I would
really like to go!”
“If you want to go,” said Mom, “you should stop whining
and finish your work. Then maybe we will have time to go.”
“Okay,” said Ann. “If I could just play music while I
work, it would be more fun!”
“That should be okay,” said Mom. “I think Pam would
like to go too. You should go ask her after you finish your
work.”
“Now if we could just stop for ice cream on the way, it
would be a perfect day!” Ann said.
Woulda, coulda, shoulda
“I wish I could go to the beach,” whined Ann. “I would
really like to go!”
“If you want to go,” said Mom, “you should stop whining
and finish your work. Then maybe we will have time to go.”
“Okay,” said Ann. “If I could just play music while I
work, it would be more fun!”
“That should be okay,” said Mom. “I think Pam would
like to go too. You should go ask her after you finish your
work.”
“Now if we could just stop for ice cream on the way, it
would be a perfect day!” Ann said.
Woulda, coulda, shoulda
“I wish I could go to the beach,” whined Ann. “I would
really like to go!”
“If you want to go,” said Mom, “you should stop whining
and finish your work. Then maybe we will have time to go.”
“Okay,” said Ann. “If I could just play music while I
work, it would be more fun!”
“That should be okay,” said Mom. “I think Pam would
like to go too. You should go ask her after you finish your
work.”
“Now if we could just stop for ice cream on the way, it
would be a perfect day!” Ann said.
Woulda, coulda, shoulda
“I wish I could go to the beach,” whined Ann. “I would
really like to go!”
“If you want to go,” said Mom, “you should stop whining
and finish your work. Then maybe we will have time to go.”
“Okay,” said Ann. “If I could just play music while I
work, it would be more fun!”
“That should be okay,” said Mom. “I think Pam would
like to go too. You should go ask her after you finish your
work.”
“Now if we could just stop for ice cream on the way, it
would be a perfect day!” Ann said.
Woulda, coulda, shoulda
“I wish I could go to the beach,” whined Ann. “I would
really like to go!”
“If you want to go,” said Mom, “you should stop whining
and finish your work. Then maybe we will have time to go.”
“Okay,” said Ann. “If I could just play music while I
work, it would be more fun!”
“That should be okay,” said Mom. “I think Pam would
like to go too. You should go ask her after you finish your
work.”
“Now if we could just stop for ice cream on the way, it
would be a perfect day!” Ann said.
Woulda, coulda, shoulda
“I wish I could go to the beach,” whined Ann. “I would
really like to go!”
“If you want to go,” said Mom, “you should stop whining
and finish your work. Then maybe we will have time to go.”
“Okay,” said Ann. “If I could just play music while I
work, it would be more fun!”
“That should be okay,” said Mom. “I think Pam would
like to go too. You should go ask her after you finish your
work.”
“Now if we could just stop for ice cream on the way, it
would be a perfect day!” Ann said.
Woulda, coulda, shoulda
“I wish I could go to the beach,” whined Ann. “I would
really like to go!”
“If you want to go,” said Mom, “you should stop whining
and finish your work. Then maybe we will have time to go.”
“Okay,” said Ann. “If I could just play music while I
work, it would be more fun!”
“That should be okay,” said Mom. “I think Pam would
like to go too. You should go ask her after you finish your
work.”
“Now if we could just stop for ice cream on the way, it
would be a perfect day!” Ann said.
Woulda, coulda, shoulda
“I wish I could go to the beach,” whined Ann. “I would
really like to go!”
“If you want to go,” said Mom, “you should stop whining
and finish your work. Then maybe we will have time to go.”
“Okay,” said Ann. “If I could just play music while I
work, it would be more fun!”
“That should be okay,” said Mom. “I think Pam would
like to go too. You should go ask her after you finish your
work.”
“Now if we could just stop for ice cream on the way, it
would be a perfect day!” Ann said.
Woulda, coulda, shoulda
“I wish I could go to the beach,” whined Ann. “I would
really like to go!”
“If you want to go,” said Mom, “you should stop whining
and finish your work. Then maybe we will have time to go.”
“Okay,” said Ann. “If I could just play music while I
work, it would be more fun!”
“That should be okay,” said Mom. “I think Pam would
like to go too. You should go ask her after you finish your
work.”
“Now if we could just stop for ice cream on the way, it
would be a perfect day!” Ann said.
Packet pp. 31-32
Grade-Level-Team Work
• We have practiced Phonemic Awareness skills,
Multisyllabic Decoding skills, Dictation and
Tricky Word skills.
• Review your packet. Share with people at
your table: “One thing that stood out to me
today was ______ because ______.”
• Discuss with your table: What is one skill or
strategy I can commit to teaching or using
before I return on January 20th?
Packet Page 33
A specific action plan before you
return in October
1. What will you try before
Jan. 20th?
2. What will you bring back
to share with the group?
3. What support would you
like from the District ELA
Coach?
4. Write your name and
School Name on the
other side of the index
card.
I will ______ before Jan. 20th.
I will bring back ______.
I would like help with ______.
On back: Name and School
Closure
• Please leave your index card on the table
• Please complete the individual Evaluation Form and
leave on the table (include any questions or topics
you would like addressed in future sessions).
Thank you for coming.
See you on Jan. 20th!
Happy Holidays (all of them)!
Packet Page 34