LAUSD OCISS: Office of Curriculum, Instruction & School Support
Transition Curriculum
SLA-ELA Grades 2 & 3-5
¡Bienvenidos de vuelta!
Welcome back!
Facilitators
- Alison Pickering, Catrisa Booker, Debra
Conejo
Specialists, Literacy/Language Arts
Recap - Day One
 Linguistics & Terminology
 Transferable Skills between Spanish &
English via the standards
 Sentence Extension Routine
 Sound Spelling cards
 Materials Preview
 Phonemic Awareness Lessons
 Blending-Dictation-OLD Lessons
Day 2 Objectives
(See Agenda)
 Blending lessons, Spelling and Dictation last
words
 Overview Planner
 Tricky Words - Non-decodable sight words
 Word Knowledge - Reading 1.0 Vocabulary
 24-Week Planner
 Connected Text - Supports phonics, word knowledge,
grammar, genre
 Writing instruction WRITING and WOELC domains
 English at Your Command & Communication
Projects
 Grammar Usage & Mechanics - Non-transferable
Spanish-English
Decoding & Spelling
Blending & Dictation lessons teach
the patterns and rules of Standard
English…
…to help students anticipate and
recognize those patterns and rules.
English has a “deep orthography” (Moats)
Blending & Dictation lessons teach Layer
1
Overview Planner
Trace the green strand - what was
covered?
What other lessons are in the green
strand?
“TRICKY WORDS”
Reading 1.0, WOELC
Teacher and students co-construct a
„Tricky‟ Word Wall with students to
display spellings of:
 Common, irregular, non-decodable
high frequency words
 Words that you can’t blend
(i.e., spellings don’t match spellings on cards)
 Organized by vowel sound
“TRICKY WORDS”
Reading 1.0, WOELC
Moats: Speech to Print
PHONEMES & GRAPHEMES
O
of
off
over
ooze
out
oil
“TRICKY WORDS”
Reading 1.0, WOELC
The ‘Tricky’ Word Wall

shift in practice from „alphabet‟ wall

system - categorize sight words by vowel sound heard

useful for English Language Learners

vehicle to teach children spellings of irregular words

construction begins after students have mastered
spellings on cards

advanced level of Reading 1.0 assessed on the CST
“TRICKY WORDS”
Reading 1.0, WOELC
APPLICATION
 Read the words and organize them
by their vowel sound
 Think of ways students could learn
to spell these words
Overview Planner
Trace the green strand - what was
covered?
What other types of lessons are in the green
strand?
Blending
„Tricky Words‟ (non-decodable sight
words)
WORD KNOWLEDGE
Reading 1.0 - Vocabulary Development
•
What types of vocabulary are
referenced in the Reading 1.0
Vocabulary Development
Standards?
WORD KNOWLEDGE
Reading 1.0
•
•
•
•
•
•
•
•
Compounds
Synonyms
Antonyms
Homophones
Homographs (multiple meaning words)
Affixes (prefixes, suffixes)
Base & Root Words
How would you describe the types of
vocabulary addressed in the standards?
WORD KNOWLEDGE
Reading 1.0
•
What is the purpose of the
Word Knowledge lessons?
•
How do these lessons differ from
Blending?
Intent
Delivery
WORD KNOWLEDGE
Reading 1.0
Lesson
As you observe:
1. Note:
Academic language-terminologyscaffolds
2. Think about:
Implications for vocabulary development
3. Imagine: a Vocabulary Building
Notebook for multiple exposures
WORD KNOWLEDGE
Reading 1.0
Suffixes: 2 categories:
• Inflectional
• Derivational
WORD KNOWLEDGE
Reading 1.0 Suffixes
INFLECTIONAL
-s, -es, -er, -est, -ing, -ed, en e.g. hats, wishes, bigger,
biggest, falling, hoped, taken
Part of speech doesn‟t change.
e.g. hat-hats, wish-wishes (N)
big-bigger-biggest (ADJ)
fall-falling, hope-hoped (V)
take-taken (V)
DERIVATIONAL
-tion, -y, -ly, -er*, -less
e.g. vacation, funny, slowly,
teacher, flawless
Part of speech usually
changes.
e.g. vacate (V)-vacation (N)
fun (N) - funny (ADJ)
teach (V) - teacher (N)
slow (ADJ) - slowly (ADV)
Grades 1-2-3
Anglo-Saxon/German derived
Grades 3-4-5
Latin & Greek derived
*Spelling changes predominate*
*Lots of Cognates*
*Majority Transferable*
Blending-Dictation (PHONICS)
& Word Knowledge
Reading 1.0
Grade 2
Phonics
65 lessons - Wks 3-15
Word Knowledge
35 lessons - Wks 16-22
Grades 3-4-5
Phonics
57 lessons - Wks 3-20
Word Knowledge
25 lessons - Wks 3-20
Tricky Words introduced
after all sound-spellings
taught
Tricky Words introduced in
last lesson for each of the
vowel sound-spellings
Sequential
Interwoven
First Phonics (12 wks)
then Word Knowledge
(7 wks)
M-W-F Phonics
T-Th Word Knowledge
24-Week LESSON PLANNER
Grade-specific Groups
Answer the following questions
Thank you!
24-Week LESSON PLANNER
Examine the Lesson Planner grids
(Green Section)
for the 24 weeks of instruction.

What is the role of English at Your Command®?

What is the pattern for scope & sequence of sounds?

When does Blending & Dictation take place?

When is Word Knowledge taught?

When are the Tricky Words introduced?

Questions?
CONNECTED TEXT
Reading 1.0, Reading 3.0, WOELC
 APPLICATION OF SOUNDS & SPELLINGS
• for fluency building
• Word attack skills
• Phonics/Word Knowledge elements in context
• Includes “tricky words” or sight words
 READING & RESPONDING
• To model genre
 G.U.M.S.
• (Grammar, Usage & Mechanics)
 Follow-up activities - Independent work
CONNECTED TEXT
Reading 1.0, Reading 3.0, WOELC
DEMO - “Saved by a Wave”
What type of lesson does this
connected text support?
CONNECTED TEXT
Reading 1.0, Reading 3.0, WOELC
DEMO - “Digging Up Dinosaurs”
What type of lesson does this
connected text support?
CONNECTED TEXT
Reading 1.0, Reading 3.0, WOELC
DEMO - “How the Tiger Got His Stripes”
What type of lesson does this connected
text support?
Remember this to return
to when looking at
Reading 3.0 - Genre
CONNECTED TEXT
Reading 1.0, Reading 3.0, WOELC
Routine Cards for Connected Text
CT Student set
CT Key
Divider tab between
Student Copy & Answer Key
CONNECTED TEXT
Reading 1.0, Reading 3.0, WOELC
VOCABULARY BUILDING
NOTEBOOK
Students keep vocabulary &
grammar work
Marzano - Academic Vocabulary
WRITING
1. Based on the Language Arts
Framework, what are the
three components of writing
instruction?
WRITING
Writing
1.0
Strategies
2.0
Applications
WOELC
1.0
Conventions
WRITING
Connection to writing rubrics
Writing 2.0
Applications
Genre
Writing 1.0
Strategies
Traits
WOELC
Written and Oral
English Language
Conventions
Genres & their Organization
Sentence
characteristics
Concrete
sensory details
Descriptive
words
structure
Grammar
Punctuation
Capitalization
Spelling
Format
Focus
Transitions
Details
Penmanship
WRITING 2.0
1. At tables, examine scope and sequence
of
Writing Applications K-5
(genres & their characteristics)
2. Connect to sequence and choices for
English at Your Command®
Communication Projects (weeks 1-18)
WRITING 2.0
English at Your Command®
RECAP
Uses for EYC:
1. Introduction to Word Knowledge lessons
2. Writing models for Communication
Projects
3. Grammar connection lessons & pages
4. Resource pages
WRITING - WOELC
1. Analyze the WOELC standards
K-5 with an eye to transferability what does NOT transfer?
2. At your table, note the skills that do
not transfer in each standard.
WRITING - WOELC
 Gr. 3 WOELC 1.5 - Punctuate dates, city
and state, and titles of books correctly.
 Spanish-English connection -
example
Cien años de soledad
vs.
One Hundred Years of Solitude
Grammar, Usage, Mechanics
GUMs
Building Background Knowledge

-ed past tense marker - pronunciation

Plurals

Pronouns

Comparatives & Superlatives

Apostrophes: Contractions, Possessives

Figurative Speech: Similes & Idioms

Base & Root Words + Affixes BINGO
GUMs
Building Background Knowledge
-ed past tense marker
GUMs
Building Background Knowledge
 Plurals
 Sorting activity
GUMs
Building Background Knowledge
 Pronouns
GUMs
Building Background Knowledge
 Comparatives &
Superlatives
GUMs
Building Background Knowledge
 Apostrophes:
Contractions,
Possessives
Recap - Day Two
 Tricky Words & Word Knowledge - Reading
1.0
 Connected Text
- Phonics, Word Knowledge, Genre, Grammar
 Writing instruction
- WRITING & WOELC domains
 EYC Communication Projects
- Writing and grammar connection
 GUMs and non-transferable Spanish-English +
Reflection Day Two
Reflection &
feedback form
Thank you!
¡Gracias!