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Implementing the K–2 Reading Foundations Skills Block Implementing the K–2 Reading Foundations Skills Block Reading and writing are ultimately about understanding. In order to gain and show that understanding independently, students need to be able to “crack the code” of written language. In the primary years, they need systematic and specific instruction in the basics of reading and writing—so that they acquire strong and automatic knowledge of letters and sounds. Because of this widely recognized need, EL Education has created the K-2 Reading Foundations Skills Block (K-2 Skills Block). The intent is to ensure that, by the end of Grade 2, students acquire the depth of skills they need in the Reading Foundations standards in order to be able to navigate grade-level text independently. The lessons and assessments explicitly address the CCSS Reading Foundations standards as well as some Language standards associated with spelling and letter formation. At the primary grades, EL Education’s comprehensive language arts curriculum consists of three hours per day of instruction: the K-2 module lessons, the K-2 Labs, and the K-2 Reading Foundations Skills Block. Three hours for literacy is a lot of time—and well worth it. Building strong literacy skills and knowledge in the primary years is key to ongoing success in school and life. All three hours address the fundamental needs of primary learners for learning and joy. This document helps teachers understand the why, as well as the concrete what and how, of the K-2 Skills Block. Specifically: How did research inform the design of the K-2 Skills Block? What is the overall structure of the K-2 Skills Block? How is time used within the hour of instruction? What do students do during whole group instruction? What do students do during differentiated small group instruction and independent work? How does the design of the K-2 Skills Block reflect grade-level reading and language standards? What do assessments look like in the K-2 Skills Block? How is the K-2 Skills Block related to the two hours of content-based literacy in EL Education’s K-2 curriculum (module lessons and Labs)? What does a day in the K-2 Skills Block look like? What are some frequently asked questions about the K-2 Skills Block? Know that many of the topics addressed here are also addressed in greater detail in the K-2 Skills Block Resource Manual. | Language Arts Curriculum 1 How did research inform the design of the K-2 Skills Block? The K-2 Skills Block uses a structured phonics approach, grounded in the Phase Theory of Dr. Linnea Ehri, which describes behaviors related to the types of letter-sound connections students are able to make as they learn to read and write. (See the Phases and Microphases section of the K-2 Skills Block Resource Manual for more details.) Phases of Reading and Spelling Development (abridged) Pre-Alphabetic Partial-Alphabetic Full Alphabetic Consolidated Alphabetic (Pre-A) (PA) (FA) (CA) Able to identify very few letters, Able to identify many upper Able to identify all upper and Able to identify all upper and if any and lower case letters lower case letters and their lower case letters and their associated sounds associated sounds Not yet able to identify letter Able to identify some letter sounds sounds Able to blend and segment Has built a large bank of sight sounds in a word words, including multisyllabic Able to identify some Has limited phonemic words; learns words more environmental print awareness Has memorized a growing quickly number of sight words (mostly If tries to spell words; may use Has limited decoding ability; shorter words) Able to use context to confirm a random string of letters or predicts unknown words by reading of a word in a text shapes identifying beginning sound Growing ability to decode words and non-words Has proficient memory for Able to produce some invented correct spelling; able to draw spelling; weak memory for Has a growing memory for from alphabetic principles to correct spelling correct spelling, some invented spell new words spelling Able to use context to confirm reading of a word in a text Growing memory for correct spelling, some invented spelling Metsala, J. and Ehri, L. (1998); Word Recognition in Beginning Literacy; Mahwah, NJ; Erlbaum | Language Arts Curriculum 2 What is the overall structure of the K-2 Skills Block? The K-2 Skills Block, like the K-2 module lessons and K-2 Labs, is divided into four eight-week-long1 modules that span a full year. In the K-2 Skills Block, each module is broken into seven five-day “cycles” of instruction. These cycles include an intentional sequence of Instructional Practices (simple routines such as Chaining or Spelling to Complement Reading), each of which builds on the learning from the previous lesson and connects to the next lesson’s learning. Every eight-week module includes a flex week of five days. These days can be used at the teacher’s discretion at any time throughout the cycle for such things as reteaching or making up for a short school week. Each Module Overview includes suggestions for these days based on the content of the module. The table that follows shows the breakdown of an eight-week K-2 Skills Block module. Eight-Week K-2 Skills Block Module Cycle 1 Each five-day cycle includes: • Four days: Repeated Instructional Practices (one per day) Cycle 2 • One day: Assessment and Goal Setting (end of cycle) Cycle 3 Cycle 4 Cycle 5 Cycle 6 Cycle 7 Flex week The days in this flex “week” should be used throughout the module at the teacher’s discretion How is time used during the one hour of instruction? The K-2 Skills Block is one hour long, divided into two major chunks: 15-20 minutes of whole group instruction 40-45 minutes of differentiated small group instruction (including independent work time) 1 Note: Module 1 of each grade level is only six weeks long, with five weeks of instruction and one flex week. | Language Arts Curriculum 3 The table that follows summarizes the full hour of the K-2 Skills Block with approximately 15–20 minutes spent in whole group instruction and 40–45 minutes spent in differentiated small group instruction. Whole group and differentiated small group instruction are described in greater detail following the table. Grouping Instruction WHOLE GROUP Opening (3–5 minutes): Students engage in a brief and familiar instructional practice that provides INSTRUCTION connections to prior learning and/or warms students up for the Work Time instructional practice. Work Time (10–15 minutes): Students engage in a familiar instructional practice routine through which they practice newly introduced phonemes, graphemes, spelling patterns, or skills. Reflection and Goal Setting (2–3 minutes): Each module includes a character focus (e.g., collaboration). Students make and/or reflect on personal goals connected to their growth as readers and the current character focus of the module. DIFFERENTIATED SMALL Teacher meets with two or three differentiated small groups, based on phase. Each group meets with the GROUP INSTRUCTION teacher for 10–12 minutes while other students do purposeful independent work. What do students do during whole group instruction? In the K-2 Skills Block, whole group instruction is broken into three parts: Opening, Work Time, and Reflection and Goal Setting. During the Opening, students engage in a familiar instructional practice that connects to prior learning or warms them up for the Work Time. In the K-2 Skills Block, an instructional practice is a routine used consistently over one or more modules that addresses grade-level standards, ensuring that all students have access to grade-level instruction as a whole group. Work Time is the heart of whole group instruction. This is where students use instructional practice routines to practice newly introduced graphemes (letters), phonemes (sounds), spelling patterns, or skills. For example, in both kindergarten and Grade 1, there is an instructional practice called Phonemic Blending and Segmentation. It’s a simple routine in which students use thumb tapping as they segment a word into its phonemes, and then slide their fingers to blend the phonemes back into a complete word. Students learn this instructional practice early in the year, practice it, and then apply it every time they learn new phonemes or words. So in a cycle early in first grade, they might be tapping out the phonemes in the word nut: “n/u/t” and then blending it back together to pronounce nut. By the middle of first grade, they might be using this same instructional practice with more difficult words likeshut and gasp. What follows are just a few of the many other examples of instructional practices in the K-2 Skills Block: The Mystery Word instructional practice is a fun way to introduce new high-frequency words. The practice engages students by providing clues, such as the number of letters, in a new word and encouraging inquiry as they work together to guess the new word(s). The Silly Sentences instructional practice in Grade 2 encourages students to use their imagination to come up with the silliest sentence they can, using words that include the spelling pattern(s) taught in that cycle. The Cycle Assessment review activities include an instructional practice called Spelling with Style. Students practice spelling words aloud that follow the taught spelling patterns of the cycle, but they do it “with style.” For example, they might do it “opera style” and sing with a silly opera voice or “ketchup style,” pounding one hand into the other (as if they are trying to get ketchup out of a bottle) as they spell the words.
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