Session 8: The Design of CKLA Skills

EngageNY.org

©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/

Session 8: The Design of CKLA SkillsA Synthetic Phonics Approach

2

http://www.creativecommons.org/licenses/by-nc-sa/3.0/

EngageNY.org


DESIGN PRINCIPLE 1

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

3


EngageNY.org


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)

4


EngageNY.org


Let’s Distinguish Sounds and Spellings

• How many sounds? at tip cape slip

5


EngageNY.org


Let’s Distinguish Sounds and Spellings

• How many sounds…. pluck brush thinner

6


EngageNY.org


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

7


EngageNY.org


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• drumDigraph• then• quilts• lunch• quiz• shut

8


EngageNY.org


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)?

9


EngageNY.org


CKLA Instruction in Sounds and Spellings

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

10


EngageNY.org


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.

11


EngageNY.org


CKLA Instructs in Spelling

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

12


EngageNY.org


CKLA Instructs in Spelling

•

Language is very precise for sound versus spelling

Focus on the visual

Focus on the visual

13


EngageNY.org


Language and Goals of Instruction

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

Things You See

14


EngageNY.org


Language and Goals of Instruction

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

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

15


EngageNY.org


DESIGN PRINCIPLE 2

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

16


EngageNY.org


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.

17


EngageNY.org


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)

18


EngageNY.org


Basic Code: Vowels

19


EngageNY.org


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”

20


EngageNY.org


CKLA Links Sounds and Spellings Explicitly

22

KINDERGARTENFIRST GRADE SECOND GRADE


EngageNY.org


DESIGN PRINCIPLE 3

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

23


EngageNY.org


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

24


EngageNY.org


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.

25


EngageNY.org


Place, Manner, VoicingEvery 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.

26


EngageNY.org


Practice in Making Distinctions

27


EngageNY.org


Activity: Examine a Reader

Seth’s Finch th Sethch Finch

28


EngageNY.org


DESIGN PRINCIPLE 4

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

29


EngageNY.org


hydrocarbonaceous

30


EngageNY.org


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.

31


EngageNY.org


CKLA Blending and Segmenting

32


EngageNY.org


CKLA Chaining

33


EngageNY.org


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?

34


EngageNY.org


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.

35


Session 8: The Design of CKLA Skills

Documents

Transcript of Session 8: The Design of CKLA Skills