Published on March 22, 2014
The CKLA Instructional Path www.todaysmeet.com/RCSDskills Adapted from Core Knowledge by Stephanie Bizzigotti, Ashlee Rhodes & Pamela Tellier
Lesson Review Activity • Choose a grade level (K, 1, 2) – Read through the lesson at that grade level – Work to answer the following questions • What types of lessons are included? • What do you need to prepare in advance? • What do the students already need to know? • What is the objective of the lesson and how will you know that they met the objective? • How are you going to help your struggling students? • What can you do to challenge the higher students? • Record your responses on chart paper. – Choose one person from your group to share to your table about your lesson . • Discuss with your group how the K, 1 & 2 lessons you heard about are aligned.
The CKLA Instructional Path • Data-based • Explicit and Systematic • Individualized Support through Teacher Interactions, Small Groups, Centers EngageNY.org 3
Sample Instructional Path EngageNY.org 4 12 3
Getting to Know Your Students: Initial Assessments and Procedures EngageNY.org 5
Kindergarten Kindergarten (Group based on trend of data across first 5 Units) Letter Name/Letter Sound Unit 2 Optional Pretest Writing Strokes Test End of Unit 2 Given to all students Word Recognition/Word Reading Unit 3, 4, 5 Given to all students; Expands to Word Reading if child doesn’t pass benchmark on Recognition Story Comprehension NA for initial test battery Pseudo Word Reading OPTIONAL assessment from Unit 8 For probing placement of incoming K students with very strong contextual reading skills Code Diagnostic Test NA for initial test battery
Letter Sound EngageNY.org 8 Sample Score sheet Sample Protocol (for students)
Letter Name EngageNY.org 9 Sample Score sheet Sample Protocol (for students)
Writing Strokes EngageNY.org 10 Sample Protocol (for students)Sample Protocol (for students)
Writing Strokes EngageNY.org 11 Scoring Guidelines Score 0 Score .5 Score 1 Sample Scoring Guidelines Sample Scoring Sheet
Word Recognition Assessment (K) EngageNY.org 12
Word Recognition Assessment (K) EngageNY.org 13 Scoring/Interpretation
Word Reading Assessment (K) EngageNY.org 14
1st Grade First Grade (Group based on Formal Placement Assessment) Letter Name/Letter Sound Unit 1 Placement Assessment For those children who fall below benchmarks on all other Unit 1 Assessments Writing Strokes Test NA Word Recognition/Word Reading Unit 1 Placement Assessment Word Recognition given to all students; no Word Reading Story Comprehension Unit 1 Placement Assessment Only for those children who score AT OR ABOVE benchmark on Word Recognition Pseudo Word Reading Unit 1 Placement Assessment Only given for those who score BELOW benchmark on Word Recognition Code Diagnostic Test Unit 1 Placement Assessment Only for those falling below benchmark on Word Recognition and Pseudoword reading
Word Recognition Assessment EngageNY.org 18 Sample items, G1 Placement Assessment
Word Recognition Assessment EngageNY.org 19
Story Comprehension Assessment EngageNY.org 20 First Grade Story Comprehension Assessment
Story Comprehension Assessment EngageNY.org 21
Pseudoword Assessment EngageNY.org 22
Pseudoword Assessment EngageNY.org 23
Code Diagnostic Test
Code Diagnostic Test
2nd Grade Second Grade (Group based on Formal Placement Assessment) Letter Name/Letter Sound NA Writing Strokes Test NA Word Recognition/Word Reading Unit 1 Placement Assessment Word Reading for students who fall below benchmarks on story reading assessments Story Comprehension Unit 1 Placement Assessment All Students Pseudo Word Reading Unit 1 Assessment Only given to those who score BELOW benchmark on Word Recognition Code Diagnostic Test NA
Story Comprehension Assessment EngageNY.org 28 Second Grade Story Samples
Story Comprehension Assessment EngageNY.org 29 Second Grade Sample Scoring
Word Reading Assessment
Grouping and Placement: Making Classrooms Work EngageNY.org 3131
• 1 classroom teachers – Start all students Grade __, Unit 1 – Teach unit as manual states – Provide individualized remediation in small groups using pausing point activities or A & R guide • 2 classroom teachers – Teacher #1 provides instruction starting at Grade __, Unit 1 – Teacher #2 pulls small group using A & R guide • 3 or more classroom teachers – Divide students into smaller groups based on needs as determined from assessments
“Road Blocks” • Discuss with your group any road blocks that may make it difficult for you/your school to implement the skills strand. • Record your “Road Blocks” onto a post it note.
Road Blocks • Read the road block on your index card • Brainstorm ways to solve this road block • Record your ideas on chart paper • Share your ideas with the group
“If you're trying to achieve, there will be roadblocks. I've had them; everybody has had them. But obstacles don't have to stop you. If you run into a wall, don't turn around and give up. Figure out how to climb it, go through it, or work around it.” Michael Jordan
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