CCLS Foundational Skills: Phonology & Orthography I

1. CCLS Foundational Skills:Phonology & Orthography I

2. Agenda • Intro & I Can… • Understanding & examining the processing systems • CCLS Foundational organization • History of the alphabetic system & synthetic encoding & decoding • Auditory/oral processing & errors in coding • Identifying & correcting phonological coding errors • Bringing it back to CCLS, processing systems & instruction • Next steps

3. I Can… • …describe how the phonological, orthographic, meaning and context processing systems interact for reading comprehension. • …describe the organization of the Foundational standards in the Common Core Learning Standards. • …identify and correct common phonological error patterns by applying phonemic (auditory/oral) input & output strategies

4. What process are you using? Tricking your fluent brain!

5. https://www.kansasprojectsuccess.org/system/files/83/original/4%20Part%20Processor%20Poster.pdf?1306258404https://www.kansasprojectsuccess.org/system/files/83/original/4%20Part%20Processor%20Poster.pdf?1306258404

6. ?

7. Do you recognize this?

8. What sound does this make?

9. How about now?

10. Directions: • Read the next slide quickly…you will have 10 seconds…

11. The first half of February is often the fastest freezing and most frigid time of the year.

12. Now… • You will have 10 seconds to count all the….

13. The first halfof February is often the fastest freezing and most frigid time of the year.

14. What does this say? LUMRING TQ GQNGIUSIONS

15. What did your brain do? LUMRING TQ GQNGIUSIONS

16. Read this quickly from left to right…

17. NOW, just call the colors of each word from left to right…

18. ख़क़कधचल • धलe ख़क़कधचल wक़s wलiधe. • धलe sख़क़कधचल wक़s wलiधe क़nd puffy. • धलe sख़क़कधचल wक़s wलiधe क़nd puffy क़ndचoख़d धo धलe धouचल. • धलe sख़क़कचल wक़s wलiधe, puffy, क़ndचoख़d धo धलe धouचल, क़nd meख़धed in my लक़nd.

19. Slartch

20. Slartch • धलe Slartch wक़s wलiधe. • धलe Slartch wक़s wलiधe क़nd puffy. • धलe Slartch wक़s wलiधe क़nd puffy क़nd puffy क़ndचoख़d धo धलe धouचल. • धलe Slartch wक़s wलiधe, puffy क़ndचoख़d, क़nd meख़धed in my लक़nd.

21. Slartch • धलe Slartchwas wलiधe. • धलe Slartch was wलiधe क़nd puffy. • धलe Slartchwas wलiधe क़nd puffy क़nd puffy क़ndचoख़d धo धलe धouचल. • धलe Slartch was wलiधe, puffy क़ndचoख़d, क़nd meख़धed in my लक़nd.

22. Slartch • The Slartchwas wलiधe. • The Slartch was wलiधe क़nd puffy. • The Slartchwas wलiधe क़nd puffy क़nd puffy क़ndचoख़d धo धलe धouचल. • The Slartch was wलiधe, puffy क़ndचoख़d, क़nd meख़धed in my लक़nd.

23. Slartch • The Slartchwas white. • The Slartch was white क़nd puffy. • The Slartchwas white क़nd puffy क़nd puffy क़ndचoख़d धo धलe धouचल. • The Slartch was white, puffy क़ndचoख़d, क़nd meख़धed in my लक़nd.

24. Slartch • The Slartchwas white. • The Slartch was white and puffy. • The Slartchwas white and puffy and puffy चoख़d धo धलe धouचल. • The Slartch was white, puffy and चoख़d, क़nd meख़धed in my लक़nd.

25. Slartch • The Slartchwas white. • The Slartch was white and puffy. • The Slartchwas white and puffy and cold धo धलe धouचल. • The Slartch was white, puffy and cold, क़nd meख़धed in my लक़nd.

26. Slartch • The Slartchwas white. • The Slartch was white and puffy. • The Slartchwas white and puffy and cold to the धouचल. • The Slartch was white, puffy and cold, and meख़धed in my लक़nd.

27. Slartch • The Slartchwas white. • The Slartch was white and puffy. • The Slartchwas white and puffy and cold to the touch. • The Slartch was white, puffy and cold, and melted in my hand.

28. Slartch

29. Please read this aloud… "ocdAgrncito a sheeeracat an lihEngsinueryvtis, it etosn‘dtrtaemin awthrredothe tteserlin a ordware, the ylonaprtmoitnpihntgis taththe trisfand ltsatlreteis at the gthircleap. The tsercan be a otlatssmeand you can ilsltadreit owtuthiany oprbeml. hTsiis cusebeawe do not dare yrveertetelby it flsebut the rwdoas a leohw."

30. One more time…any easier? "Aoccdrnig to a rseearchr at an Elingshuinervtisy, it deosn'tmttaer in wahtoredr the ltteersin a wrod are, the olnyiprmoetnttihng is taht the frist and lsatltteeris at the rghitpclae. The rset can be a toatlmsesand you can sitllraed it wouthit any porbelm. Tihs is bcuseae we do not raederveylteterby it slefbut the wrod as a wlohe."

31. Last time… "Aoccdrnig to a fulgegrat an Elingshugrbiitloy, it deosn'tmttaer in wahtoredr the ltteersin a wrod are, the olnyiprmoetnttihng is taht the frist and lsatltteeris at the rghitpclae. The rset can be a toatlmsesand you can sitllraed it wouthit any porbelm. Tihs is bcuseae we do not raederveylteterby it slefbut the wrod as a wlohe."

32. Answer the following questions… • The nuggerwas flinp. • The nuggerwas flinp and wugnet. • The nuggerwas flinp, wugnetand manple in my waslet. • What was flinp? • How else does the author describe the nugger? • What does the nugger do? • What is a nugger?

33. Read the Story p. 26

34. Evidence That Alphabetic Reading Is Not “Natural” • Alphabetic reading is a relatively new human capability, invented about 3500 B.C. • We’re not biologically “wired” to read and writeas we are for oral language. • Many people don’t learn: 14 percent of the U.S. adult population has not learned to read. Another 29 percent are very poor readers. • A child learns to speak at age one; reading is learned beginning at age five or six and takes several years.

35. Speaking Is Natural; Reading and Writing Are Not! • Can you guess what percentage of the world’s oral languages also invented a reading and writing system? • If you guessed 10 percent you were correct! • Our brains are not hard-wired to read!

37. Listening versus Reading Comprehension T. G. Sticht, 1974, 1984

38. https://www.kansasprojectsuccess.org/system/files/83/original/4%20Part%20Processor%20Poster.pdf?1306258404https://www.kansasprojectsuccess.org/system/files/83/original/4%20Part%20Processor%20Poster.pdf?1306258404

39. NYS Common Core Learning Standards Foundational Skills

43. History of Oral to Written Language www.childrenofthecode.org

44. http://www.childrenofthecode.org/Tour/c3b/beginning.htm • http://www.childrenofthecode.org/Tour/c3b/language.htm

45. Exercise 2.1: Comparing Spoken and Written Language p. 11

46. Exercise 2.1: Comparing Spoken and Written Language pp. 11-13

47. Exercise 2.1: Comparing Spoken and Written Language

48. Evolution of Writing Systems • Pictograms are drawings that directly represent meaning (hieroglyphics). • Logographic uses symbols to directly represent concepts (Chinese radicals).

49. Evolution of Writing Systems • Syllabic uses symbols for vowel-consonant or consonant-vowel combinations (Cherokee). • Alphabetic uses letters for single speech sounds, has consonant and vowel letters (Greek, Russian).

50. What Is Special About an Alphabet?Figure 2.1: Flowchart of the Evolution of Alphabetic Writing