Published on March 22, 2014
The CKLA Instructional Path www.todaysmeet.com/RCSDskills Adapted from Core Knowledge by Stephanie Bizzigotti, Ashlee Rhodes & Pamela Tellier
The CKLA Instructional Path • Data-based • Explicit and Systematic • Individualized Support through Teacher Interactions, Small Groups, Centers EngageNY.org 2
Sample Instructional Path EngageNY.org 3 12 3
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.
How Does CKLA–NY Support the Writing Process? A Familiar Approach 5
Three-Step Writing Process • Various text types are taught across the grades. • For any one text type (e.g., fictional narrative), the writing process for that text type occurs over consecutive lessons. 6
Planning • Introduction of text type. • Connection to previous text types. • Teacher models planning of piece with class. 7
Planning: Fictional Narratives As a class: • Review of story elements; • Brainstorm ideas; and • Observe teacher modeling. 8
Drafting: Fictional Narrative As a class: • review of what was done in planning stage; • students share ideas verbally; and • teacher serves as scribe writing down the student’s ideas. 9
Plan and Draft a Fictional Narrative Independently 10 Students: • Apply what they’ve learned. • Write another version of the story on their own. • Are reminded of the three- step writing process. • Can refer to brainstorming ideas. • Use Story Elements template for planning • Receive teacher support if they are not ready to write independently
Editing • Students volunteer to have their piece edited by the class. • Peers offer suggestions. • Teacher conferences with student. • Student self-assesses using checklist specific to text type. 11
Editing • Students are taught how to edit. • Editing is practiced as a class. • Mr. Mowse asks for help. • Students contribute to make his piece better. • Students are taught editing conventions. 12
Five Features of Teaching Writing in CKLA 1. Carefully sequenced progression of skills that are scaffolded, modeled, and taught in steps. 2. Opportunities for instruction in group or partner setting prior to independent application. 3. Instruction is consistent, building automaticity. 4. Each lesson builds on previously taught skills. 5. Oral activities take place before written activities. 13
CKLA, Writing, and the Common Core Standards Examining Alignment 14
Common Core Writing Standards • Look at your grade level standards • Use the following questions to guide your thinking . . . – What should students be able to do when leaving your grade level? – What should students already be able to do when coming to your grade level?
Kindergarten • Dictation • Tracing, Copying • Shared writing (class charts, class stories and letters, class books, timelines, etc.) • Free writing • Drawing • Labeling 16
I Do: What Standards are Addressed? 17
Grade One • Drawing with Sentence Writing • Word and Sentence Dictation • Instructional Writing (How to write instructions) • Descriptive Writing (How to write descriptions) • Fictional Narrative • Personal Narrative • Friendly letter • Opinion Paragraph/Persuasive Writing 18
We Do: What Writing Standards Are Addressed? 19
Grade Two • Drawing and describing or labeling • Writing prompts • Fictional narrative • Narrative book report • Personal narratives • Friendly letter • Instructional writing • Descriptive paragraphs • Persuasive writing • Note-taking 20
You Do: What Standards are Addressed? 21
Getting to Know Your Students: Initial Assessments and Procedures EngageNY.org 22
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 25 Sample Score sheet Sample Protocol (for students)
Letter Name EngageNY.org 26 Sample Score sheet Sample Protocol (for students)
Writing Strokes EngageNY.org 27 Sample Protocol (for students)Sample Protocol (for students)
Writing Strokes EngageNY.org 28 Scoring Guidelines Score 0 Score .5 Score 1 Sample Scoring Guidelines Sample Scoring Sheet
Word Recognition Assessment (K) EngageNY.org 29
Word Recognition Assessment (K) EngageNY.org 30 Scoring/Interpretation
Word Reading Assessment (K) EngageNY.org 31
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 35 Sample items, G1 Placement Assessment
Word Recognition Assessment EngageNY.org 36
Story Comprehension Assessment EngageNY.org 37 First Grade Story Comprehension Assessment
Story Comprehension Assessment EngageNY.org 38
Pseudoword Assessment EngageNY.org 39
Pseudoword Assessment EngageNY.org 40
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 45 Second Grade Story Samples
Story Comprehension Assessment EngageNY.org 46 Second Grade Sample Scoring
Word Reading Assessment
Grouping and Placement: Making Classrooms Work EngageNY.org 4848
• 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 • 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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