Welcome to the EL Education Flex Curriculum: 2020-21! Zip; This resource includes the PowerPoint lessons for EL Education's Foundational Skills Block - Kindergarten Module 4, Cycle 24, Lessons 121-125. CALL. RF.K.1: Demonstrate understanding of the organization and basic features of print. More .More Play all. Determine which cycle to begin instruction based on the conversion chart in the Skills Block Manual for each small group. These are the letters/sounds used in the Fundations syllabus for kindergarten. This conversion chart will help teachers determine high leverage goals and instructional practices to work on with teacher led small groups and independent small group activities. After students complete their benchmark assessments, it is imperative that teachers analyze the data. RF.K.3: Know and apply grade-level phonics and word analysis skills in decoding words. Group students based on results (see Assessment Conversion chart) to prepare for differentiated small group instruction. If students test at the early partial level administer letter name and sound identification assessment found in the Kindergarten assessment path. . 0000001381 00000 n Count, pronounce, blend, and segment syllables in spoken words. Materials should be assembled for the following work stations where appropriate: accountable independent reading (AIR), fluency, writing, and word work. EL Education Skills Block Kindergarten Module 3 Cycle 14 Bundle. Across EL Education's curriculum, there is a specific focus on students building habits of character. Now watch the Behind the Practice video on Planning the K-2 Skills Block. (written by EL Education for instructional purposes) (Cycle 10), "My Camera" (written by EL Education for instructional purposes) (Cycle 11). As you watch, think about how teachers prepare and plan for the Skills Block and how this aligns with or pushes your current practice. The teacher for the next grade level will start the benchmark assessment cycle again when school resumes the following year starting with the BOY assessment. 2022 SCHO Please note that these files are NOT editable. Poems (no purchase necessary; included in the module materials). EL Education inspires and empowers teachers to unleash the potential of their students. Students work on these skills during the Phonemic Blending and Segmentation and Chaining instructional practices. Beginning in Module 3, at the end of each cycle, students are also assessed on decoding (reading) and encoding (spelling) words made up of taught graphemes and phonemes as well as taught high-frequency words. Read common high-frequency words by sight (e.g. B. Order printed materials, teacher guides and more. K-2 Reading Foundations Skills Block (60 minutes of daily instruction): . kindergarten music curriculum. MOY Benchmark Assessments should be administered. If the majority of students have become comfortable with the routine and skills in Getting to Know the Letters and Rhyme Time, consider accelerating. Students complete Benchmark Assessments at the start of the year, mid-year, and at the end of the year. Letter identification (including name, sound, and formation) and phonological awareness (the ability to focus on the sounds of speech) are established through recurring instructional practices. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. Blend and segment onsets and rimes of single-syllable spoken words.D. D. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. Word search puzzles help develop word recognition, a building block for fluency in reading. C. Write a letter or letters for most consonant and short-vowel sounds (phonemes).D. To demonstrate proficiency of letter-sound identification, , students should recognize at least forty-two out of fifty-two correct letter-sound correlations. EL Education's Skills Block explicitly addresses the CCSS Reading Standards for Foundational Skills (RF) as well as some Language standards associated with spelling and letter formation (L2 and L1a). The lessons and assessments explicitly address the Reading Foundations standards, as well as some Language standards associated with spelling and letter formation. Given individually to each student (provides in depth analysis of phonemic skills). C. Write a letter or letters for most consonant and short-vowel sounds (phonemes). As such, the Skills Block is meant to ensure that, by the end of grade 2, students acquire the depth of skills they need in the Reading Foundations standards to navigate grade-level text independently. Therefore, the guidance above is given to reflect that a student knows at least 80% of the skills being assessed. G1M2, C5-6:acontinued review of phonemes taught inKindergarten, C5: "o," "b," "j," "w," "x" in words with three or four phonemes, C6: /e/ words in words with three or four phonemes, G1M2, C7-11: initial and final consonant clusters, "y"as /i/, C10: "bl-," "cl-," "fl-," "gl-," "pl-," "sl-," "sp-," "spl-", C11: "-lt," "-ft," "-nd," "-nk," "-ng," "-nt"; "-ed" as /id/, G1M3, C12-17: syllable types: closed- syllable, open- syllable, and CVCe syllable-type words, C13: repeat C12 with double consonants in middle and compound words, G1M3, C18: two-syllable, CVCe syllable-type words, C18: CVCe (two-syllable and with suffixes "-ing," "-s," and "-ed"), G1M4, C19-20: introduction r-controlled vowel sounds, G1M4,C25: two-syllable words with long vowel patterns, G2M1,C1-5: review vowel patterns by learning spelling generalizations, syllable types, and r-controlled vowels from Grade 1, G2M2, C6-C12: new vowel teams and spelling generalizations, contractions, affixes: "-ed" suffix (three ways), "-tion" and "-sion", G2M3, C13-C19: consonant-le (C-le) word endings, other word endings, new vowel teams, and contractions, C17: "-ch" vs. "-tch"; "not" contractions, G2M4, C20-C26: "y" generalizations with plural endings, schwa, homophones, compound words, new word endings, and contractions, C20: "y" generalizations with plural endings. Video:Analyzing Data in the K-2 Skills Block, Developing mnemonic strategies with letters, Developing articulatory gestures and positioning of mouth and tongue, Beginning multi-sensory integration (skywriting, horizontal, vertical, and curved lines to for letters), Developing fine motor skills (turning individual pages in a book, holding a pencil), Identifying letters in name out of context, Speaking sentences with more complexity (4-6 words), Using language to communicate needs and wants, Beginning to understand and identify letters, Understanding concepts about print: one-to-one matching, understanding letters come together to make words, Understanding that words are separated by spaces in print, Understanding directionality of words left to right, top to bottom, and page by page, Identifying the beginning and ending sounds of a word, Segmenting initial sounds in the pronunciations of words, Recognizing how letters symbolize initial sounds in words, Segmenting initial sounds in the pronunciation of words, Beginning to decode and spell CVC and VC words, Recognizing consonant digraphsch, th, sh, Manipulating individual phonemes in one-syllable words, Isolating and pronouncing the beginning, medial and ending sounds in CVC words, Blending and segmenting beginning and ending sounds, Decoding and encoding words with double final consonants, Increasing grapho-phonemic correspondences, Producing r-controlled vowels in spoken words, Decoding and spelling words with initial and final consonant blends, Decoding and spelling short /e/ words with three and four phonemes, Decoding and spelling words with y as /i/, Recognizing sight words at an emerging level, Continuing to master and apply vowel usage and knowledge, Decoding and spelling words with VC and VCC final blends, Decoding and spelling words with initial blends, Decoding and spelling double consonant words (rabbit words), Decoding and spelling one- and two-syllable closed-syllable words, Decoding and spelling long vowels spelled CVCe, Reading and spelling words with -s suffix, Increasing sight word knowledge combined with decoding, Decoding and spelling open syllable words, Decoding and spelling long vowel patterns, Decoding and spelling r-controlled vowels, Decoding and spelling two-syllable words with suffixes, Differentiating sight words and known words, Decoding and spelling words with r-controlled vowels, Decoding and spelling words with vowel teams, Decoding and spelling closed and open syllables, Decoding and spelling words with -y suffix, Spelling sight words and committing them to memory, Increasing knowledge of spelling patterns, Understanding and forming contractions and affixes, Decoding and spelling words with long vowel patterns, Decoding and spelling words with contractions, Doubling with suffixes (e.g., slip to slipping), Spelling and developing sound patterns across multiple words, Spelling and decoding consonant -le words, Spelling and decoding words with prefixes and suffixes, Chunking letter patterns with ease into units to form larger words, Spelling, decoding, and understanding the meaning of homophones. 0000005930 00000 n The District is incredibly thankful to StandardsWork, EL Education, and the Skillman Foundation for supporting the District with this . A. If they are administered between Modules 2 and 3, consider using a few Flex Days from each module to make up for this time, if necessary. While this focus is consistent across many structured phonics programs, two things make ours unique: Structured phonics programs have long been shown to be highly effective in teaching the foundational skills necessary (though not sufficient) for reading comprehension. When time permits, administering the benchmark assessment in a shorter interval will be helpful to determine movement. While there is guidance around the microphase that students place in based on the results of the assessment; it is up to the teacher to determine the cycle that most aligns with the area of need. Print many upper- and lowercase letters. They can read common high frequency words with automaticity. A blog post touching on how the Skills Block is grounded in reading science can be found here. NYC Emergency Management's podcast, "Prep Talk," discusses all things emergency management. E. Print many upper- and lowercase letters. $25.00 $32.00 Save $7.00. If you require a larger order or if you don't see what you're looking for, please review our How to Order information and we'll connect you with . By the end of the module, students will be familiar with the name, formation, and sound for many letters (consonants and vowels) of the alphabet. We would like to show you a description here but the site won't allow us. Across EL Education's curriculum, there is a specific focus on students building habits of character. B. Spell simple words phonetically, drawing on knowledge of sound-letter relationships. 0000004417 00000 n It is suggested that the teacher scores the assessment and reviews the results with each individual student to facilitate a goal-setting conversation. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. The skills learned while working on these projects will be taken out of the classroom and get them excited about STEM and future careers. If they are administered between Modules 2 and 3, consider using a few Flex Days from each module to make up for this time, if necessary. . Beginning-of-the-year activities also help . Students complete Benchmark Assessments at the start of the year, mid-year, and at the end of the year. By the end of the module, students will be familiar with the name, formation, and sound for each letter of the alphabet. Scientific Method Activity PdfScientific Method: The Roly Poly Experiment | 6th. For users of the EL Education K-5 Language Arts Curriculum content: Unless otherwise indicated, all work is licensed under the Creative Commons Attribution 4.0 International License (CC BY). A. After administering the EOY assessment it is helpful for teachers to analyze the growth over the course of the year as measured by the BOY assessment. RF.3 Know and apply grade-level phonics and word analysis skills in decoding words. What about guided reading? Teacher to read sentences to accompany words. or "How did you collaborate with someone today to help you both become proficient readers?" See each Cycle Overview for more details, including information about what to prepare in advance, and extension opportunities. Print the full set of alphabet letters from A to Z below. How does the design of the Skills block reflects grade level reading and language standards? Jean Hurst (Coach) and Daisy Spencer (2nd Grade Teacher) at the Genesee Community Charter School in Rochester, NY, analyze student data together to make informed decisions for ongoing instruction, and to reflect on results. Additional days might be needed to teach routines and rotations for independent group work. High-frequency word:N/A (introductory cycle). There are two forms of assessment in the K-2 Reading Foundations Skills Block curriculum. Search by type, topic, grade or discipline, Our standards-aligned Language Arts curriculum for grades K-5, Models of high-quality student work and related tools for teachers, Resources grouped by theme for deeper study, Designed for self-study, small-group or large-group PD, Best-selling publications from EL Education authors, Teaching techniques alive in real classrooms with EL experts, We Are Crew: A Teamwork Approach to School Culture, EL Education Announces Second Edition Of Acclaimed 6-8 ELA Curriculum, Use ESSER Funds to Partner with EL Education. EL Education's Skills Block explicitly addresses the CCSS Reading Standards for Foundational Skills (RF) as well as some Language standards associated with spelling and letter formation (L2 and L1a). Copyright 2013-2023 by EL Education, New York, NY. For users of our Grades 6-8 ELA Curriculum content: Unless otherwise indicated, all work is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike (CC BY-NC-SA). Lessons in this module also begin a reflection routine where students identify specific knowledge or a skill they learned that day and consider how it might help them and their peers become proficient readers and writers. Creative Commons Attribution-NonCommercial-ShareAlike (CC BY-NC-SA). Creative Commons Attribution 4.0 International License (CC BY). These children are curious, they persevere, they learn, and they feel the responsibility to communicate to others the wonder and joy of what they have learned. We have designed several screencasts for our K-5 Language Arts Curriculum to serve as an introductory overview for our K-2 and 3-5 content-based curriculum as well as our phonics program, the K-2 Reading Foundations Skills Block. "Alligator and Tern" (written by EL Education for instructional purposes) (Cycle 1), "The Search for Names" (Parts 1, 2, and 3) (written by EL Education for instructional purposes) (Cycle 1), Poem: "A Pink Parrot Took My Hat!" It is suggested that the assessments be administered before the teaching of Module 1. Katie Benton (2nd Grade Teacher) and Brenna Schneider (Kindergarten Teacher) from Lead Academy in Greenville, South Carolina share the . Now, what do I do? EL Educations grades K2 comprehensive literacy curriculum is 3 hours per day of content-based literacy: Please download this document to continue reading. 0000000016 00000 n All you need is a few household things to boost his math skills. Registration for Better World Day is now open! D. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. Guidance is provided to differentiate the assessments based on each student's Phase of Reading Development. We have designed several screencasts for our K-5 Language Arts Curriculum to serve as an introductory overview for our K-2 and 3-5 content-based curriculum as well as our phonics program, the K-2 Reading Foundations Skills Block. Count, pronounce, blend, and segment syllables in spoken words. D. Recognize and name all upper- and lowercase letters of the alphabet. Jean Hurst (Coach) and Daisy Spencer (2nd Grade Teacher) at the Genesee Community Charter School in Rochester, NY, analyze student data together to make informed decisions for ongoing instruction, and to reflect on results.Using key resources such as Benchmark Assessments (both spelling and decoding), the Assessment Conversion Chart, and resources from the Differentiation Pack, these educators are thoughtfully harnessing the power of the EL Education K-2 Reading Foundations Skills Block to ensure success for all students. Registration for Better World Day is now open! EOY Assessments should be conducted with at least two weeks left in the school year to group students in the final microphase and pass on any information to other teachers and parents to close out the academic year. BOY Benchmark Assessments should be administered during the first two weeks of school. Everyone Kindergarten student will be given the letter name and sound identification assessment UNLESS students mastered this in the beginning of the year assessment or middle of the year assessment.