DESIGNING THE DIFFERENCE
MEETING Objectives:
ACT 438
GOAL OF ACT 438
ACT 438
REPORTING REQUIREMENTS
REPORTING REQUIREMENTS
What is skills and knowledge?
2024-25
CKLA Skills lessons are designed to teach the most common English spelling for a sound. The Skills units move from simplest to most frequently occurring sounds in kindergarten to least frequent and more complex spellings in Grade 2. All foundational reading skills are taught during the Skills lessons.
CKLA Knowledge lessons are created to build vocabulary, background knowledge, fluency stamina, and creative thinking skills around literature. The units cover a wide range of fiction and nonfiction topics including literature, science, and social studies topics.
What is LETRS:
LETRS provides a professional learning course of study based in the science of reading for elementary educators. The course teaches the how, what, and why of how children learn to read. It helps teachers improve instructional practice and achieve long-term benefits in literacy instruction.
Phonological awareness is all about the sounds that letters make. Children that can recognize the sounds in words and do activities like rhyming, counting syllables, adding, deleting, or changing sounds in words, and picking out specific sounds in words have strong phonological awareness skills.
Sound Segmentation:
Sound Count: Do the above activity except with sounds. Say a word, make sure to make each sound
clearly, and let your child count how many sounds are in the word. Example: cat (/c/a/t/ = 3 sounds)
mouse (/m/ou/s/ = 3 sounds) stick (/s/t/i/ck/ = 4 sounds)
Syllable Count: All words are made up of syllables so you can count the syllables in family members’
names, animal names, or any other word. Here’s a helpful hint - The number of vowel sounds in a word =
the number of syllables! Example: black = 1 syllable (1 vowel sound - short a), basket = 2 syllables (2 vowel
sounds - short a and short e), sunflower = 3 syllables (3 vowel sounds - short u, /ow/ and /er/)
Word blending refers to the ability to use letter-sound relationships to make words. As children become
proficient in their knowledge of letter-sound relationships, you can begin introducing short words that
include only the letter sounds or spelling patterns that they know. Give them many opportunities to practice
word blending. With ample practice, children will begin to be able to read words “by sight” without having
to sound out each word. They should be able to sound out the words in order to achieve sight recognition.
Tell your child to listen to the sounds you will say and then blend those sounds together to form a
word. Say each of the following words sound-by-sound and then give your child an opportunity to
blend the sounds:
cat, hop, frog, jump, chips, flake, dug, smile, steer, free.
Syllable Slide: Write single-syllable words on index cards or use words from their favorite children’s book. Encourage your child to say each sound in the word and then put the sounds together to make (blend) the word. Have them slide their fingers under the sounds and words as they read them. Sample words include:
run, top, hit, bat, cap, sit, dip, rat, cot, bed, hat, art, car, fur, chop.
LITERACY INTERVENTION Action Plan
-in the classroom
-30-minute designated time in daily schedule
What is in the packet?
Before going outside
For more information: