Iowa Core Building a Strong Foundation of Literacy

Iowa Core: Building a Strong Foundation of Literacy Skills Iowa ASCD Conference Des Moines, Iowa June 22 & 23, 2015 Sandy Nelson, Iowa Department of Education Consultant Rhonda Ketels, Iowa Department of Education Consultant

Introductions • Rhonda Ketels, Ed. S. – Iowa Department of Education, Bureau of Educator Quality Literacy Consultant, Consultant for Special Education Innovation & Improvement, Local LETRS and Iowa Reading Foundations Certified Trainer and Coordinator, certified Explicit Instruction trainer, trained in Orton-Gillingham method. Former teacher, professor, and school administrator. • Sandra Nelson, Ed. M. – Iowa Department of Education, Bureau of Learner Strategies and Supports Literacy Consultant , Consultant for Special Education Innovation & Improvement , Local LETRS and Iowa Reading Foundations Certified Trainer and Coordinator, certified Explicit Instruction trainer, trained in Orton. Gillingham method. Former teacher, AEA Consultant, and Supervisor of Consultants.

Objectives For This Presentation • Identify the Purpose of the Common Core State Standards • Explore What Research Tells Us About How Students Learn • Reconciling the Standards with Learning for All Students • Issues to Consider

Each Participant Will Leave Able to Share: • A clear definition of the foundational skills of reading • Research-based models that illustrate the general progression of how learners develop these foundational skills • Resources that illustrate what teachers need to know and be able to do in order for learners to develop these foundational skills

What is it going to take to build a strong foundation of reading skills for every child Pre K – 3 rd grade in Iowa? Ø Each person take a yellow handout from the center of the table. Ø There are four quadrants – all are important. Ø You have 3 minutes as an individual to write at least 3 key points in each quadrant. Ø The one we are going to focus on today is School & Classroom.

Building a Strong Foundation for Literacy in Iowa’s Classrooms • Turn to a shoulder partner. Share with each other what you had in your School and Classroom quadrant. • What should we : ü See and hear educators doing? ü Observe that our teachers know? ü See and hear learners doing? You have 3 -5 minutes to discuss this.

Here are some things we saw and heard from you : • Explicit vocabulary instruction Pre. K- 3 and beyond • Explicit instruction of basic decoding skills Kdg. -2 • Explicit instruction of phonological and phonemic awareness skills Pre K – 1 ( beyond as needed) • Learners who have mastered their Basic Decoding skills By end of – 2 nd grade • Explicit instruction with advanced decoding / word work 3 rd gr. -6 th • Explicit instruction with morphemes (meaningful parts of words) 1 st – HS • Learners that are hitting the Benchmarks on the Universal Screener at each window Pre K- 6 • Learners that are able to summarize what they have read either orally or in print Kdg. –HS

How do we know this is what we need to hear and see in our early literacy classrooms? • The last 15 Plus years of scientific study • Access to high quality resources ! • Models that explain the Reading Process • Research on the Reading Brain

What is the Purpose of the ELA Iowa Core Standards • Provide clear and rigorous set of expectations • Provide consistency for all students and focus on depth and mastery – not coverage! • Prepare all students for college and/or the work force

Comprehension is the Ultimate Goal! ELA Core Standards Focus on 3 Key Shifts: 1) Complexity – strong emphasis on text complexity and close reading 2) Knowledge – importance is on teaching vocabulary that really matters 3) Evidence – goal is to be able to find evidence to support understandings

Where Do We Begin to Meet this Goal? “The ability to read words, quickly, accurately, and effortlessly, is critical to skillful reading comprehension…. unless the processes involved in individual word recognition operate properly, nothing else in the system can either. ” Marilyn Jager Adams (1990, p. 3) Beginning to Read: Thinking and Learning About Print

How Do We Learn to Read? Simple View of Reading by Gough and Tunmer (1986) Word Recognition Or Decoding Language Comprehension X = Reading Fluency Phonemic awareness Phonics Vocabulary Recognition Reading Comprehension

Breaking It Down Further – The Rope Model by Hollis Scarborough Language Comprehension fluency throughout! Background knowledge Language structures Vocabulary Verbal Reasoning Literacy Knowledge Skilled Reading Word Recognition Decoding Phonological awareness Decoding Sight word knowledge fluency throughout!

Breaking Down the Word Recognition Process • Phonological Awareness ü sentences ü words ü syllables ü phonemic awareness • Decoding ü alphabetic principle ü spelling (sound – symbol) • Sight Word Recognition (familiar words)

Scope and Sequence Words Syllables Sounds Phonology Alphabetic Principle Orthography: Spelling and Writing System Phonics Morphology Semantics and Syntax History of Languages • Arrows indicate the order of instruction

Where Do We Begin to Meet this Goal of Comprehension? “The ability to read words, quickly, accurately, and effortlessly, is critical to skillful reading comprehension…. unless the processes involved in individual word recognition operate properly, nothing else in the system can either. ” Marilyn Jager Adams (1990, p. 3) Beginning to Read: Thinking and Learning About Print

Skilled Reading: Four Processing Systems for Word Recognition Selects appropriate meaning based on context Activates all possible meanings of a word • Activates phonological image of word “hearing the word in your head” Phonological Processor Context Processor Meaning Processor s Phonic • Receives visual information from print Orthographic Processor (Seidenburg and Mc. Clelland, 1989) (Berninger & Richards, 2002; Eden & Moats, 2002; Shaywitz, 2003) • Recognizes familiar patterns of letters 2005 • Moats, Processes every letter

Skilled Reading: How the Brain Works Frontal Lobe Front Parietal Lobe Temporal Lobe Occipital Lobe Sounds Speech Input Speech Output Richards, Aylward, Raskind, et. al, 2006 word analysissound symbol connection Back letter/word recognition Language Comprehension

Ehri’s Phases of Word-Reading Development incidental visual cues Prealphabetic letter knowledge partial phoneme awareness early sightword learning phonemegrapheme correspondence Early Alphabetic complete phoneme awareness reading fluently by sound, syllable, morpheme, whole word, families, and analogies Later Alphabetic Consolidated Alphabetic

Scope and Sequence Words Pre. Alphabetic Syllables Sounds Phonology Early Alphabetic Principle Later Alphabetic Orthography: Spelling and Writing System Phonics Morphology Semantics and Syntax Consolidated History of Languages • Arrows indicate the order of instruction

What Is It Going to Take to Get Readers to Proficiency? • What does the research tell us? • How does the reading brain develop? • How do the models guide us? • How do the standards play a part? Turn to your partner and summarize what you have heard and understand thus far.

We Think:

What Are Effective Instructional Practices? 3 Bodies of Research: 1) Research in Cognitive Science 2) Research on Classroom Practices of Master Teachers 3) Research on Cognitive Supports to Help Students Learn Complex Tasks

What Does the Research Say? They all point to instructional practices that lead to effective instruction in the classroom for all students. Barak Rosenshine, American Educator, 2012

Effective Instruction Explicit Instructional Routines Teacher Modeling Guided Practice Scaffolding Gradual Release – I do, we do, you do Ø Independent Practice Ø Ø Ø Including: Ø Corrective Feedback Ø Continuous Monitoring Ø Appropriate Pacing Ø Teacher/Student Signaling

Resources and Research ? Who? Center On Instruction What? Building the Foundation – A Suggested Progression of Sub-skills to Achieve the Reading Standards: Foundational Skills in the Common Core State Standards When? 2012 Where? www. centeroninstruction. org

What is meant by – Foundational Skills? 1. They foster a student’s understanding and working knowledge of the concepts of print, the alphabetic principle(decoding), and other basic conventions of the English writing system. 2. They do not represent an endpoint- but rather are COMPONENTS of an effective , comprehensive reading program. 3. They define end-of-year expectations.

Foundational Skills The foundational skills describe the concepts children must acquire to become proficient in decoding text. Foundational skills lead to being an independent reader.

Building the Foundation – COI • Researchers have determined a general progression of how reading skills develop. (1995 -2015) • Conducted an analysis that determined the – sub-skills that students need to achieve each foundational skill.

What is a sub-skill ? A sub-skill is a concept or behavior in which a student needs to be proficient in order to master the foundational skills.

Instructional Examples Included • Instructional examples are provided that are aligned to the sub-skills • The examples give teachers samples of activity types that lead to mastery of the subskills, which then lead to attainment of the Iowa Core ELA standards.

Take a Look at Foundations – COI • Take a copy of the COI Document from center of table. • Turn to pages 126 - 27 – Phonological Awareness Gr. K-1 • Choose a grade level, look down through the subskills, and notice the instructional examples. • Discuss with a partner where these fall on the scope and sequence illustration.

Scope and Sequence Subskill Words Pre. Alphabetic Subskill Syllables Sounds Phonology Early Alphabetic Principle Later Alphabetic Consolidated Orthography: Spelling and Writing System Phonics Morphology Semantics and Syntax History of Languages • Arrows indicate the order of instruction Subskill

Let’s Do It Again! • Use your copy of the “Building The Foundation” from COI. • Turn to page 41 – Phonics & Word Recognition Gr. 1 -2 -3 • Choose a different grade level, look down through the subskills, and notice the instructional examples. • Discuss with a partner where these fall on the scope and sequence illustration.

Scope and Sequence Words Pre. Alphabetic Syllables Sounds Phonology Early Alphabetic Principle Later Alphabetic Consolidated Orthography: Spelling and Writing System Phonics Morphology Semantics and Syntax History of Languages • Arrows indicate the order of instruction Subskill

Let’s Dig Deeper Into Foundational Skills and Subskills Standard: Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (PA 2. ) Skill: Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). (2 d Grade 1) 1) Find Subskills 2) See Instructional Examples All subskills in Kindergarten for Standard 2 lead up to this skill in 1 st Grade!

Instructional Examples: Ø Segment spoken VC or CVC words into phonemes. am on ox bat tax Ø Segment spoken CVCe words into phonemes. gave rake have sale Ø Segment spoken VCC words into phonemes. ask and elk ill Ø Segment spoken CVCC words into phonemes. list wish sick talk

Let’s Dig Deeper Into Foundational Skills and Subskills Standard: Know and apply grade-level phonics and word analysis skills in decoding words. (Phonics and WR 3. ) Skill: Know the spelling-sound correspondences for common consonant digraphs (two letters that represent one sound. (3 a Gr 1) 1) Find Subskills 2) See Instructional Examples

Instructional Examples: Ø Identify the letter-sound correspondence for common consonant digraphs: shirt path chair phone Ø Write the spelling correspondences for the sounds of common consonant digraphs Say: wish this couch chip

Research Supporting Foundational Skills Ø Phonological awareness is critical for learning to read any alphabetic writing system. (Ehri, 2004; Rath, 2001; Troia, 2004) Ø Phoneme awareness is necessary, but not sufficient, for learning and using the alphabetic code. (Liberman, Shankweiler, & Liberman, 1989; Troia, 2004) Ø Phoneme awareness predicts later outcomes in reading and spelling. ( Good, Simmons, and Kame’ennui, 2001; Torgesen, 1998, 2004)

Ø The majority of poor readers have relative difficulty with phoneme awareness and other phonological skills. Readers with phonological processing weaknesses also tend to be the poorest spellers. (Cassar, Treiman, Moats, Pollo, & Kessler, 2005) Ø Instruction in phoneme awareness is beneficial for novice readers and spellers. Teaching speech sounds explicitly and directly accelerates learning of the alphabetic code. ( Adams, Foorman, Lundberg, & Beeler, 1998; Gillon, 2004; NICHD, 2000; Rath, 2001)

Ø Phonological awareness interacts with and facilitates the development of vocabulary and word consciousness. (Moats, 2009) We must build a strong foundation for all students in order for them to become proficient readers!