Day 1 presentation skills strand
- 1. Core Knowledge Language Arts Skills Strand Adapted from Core Knowledge
- 2. Introductions • Name, school, grade level
- 3. • Today’s Meet – http://todaysmeet.com/812 • Parking Lot • EngageNY.org
- 4. Long Term Learning Targets • Overview of critical materials and routines that need to be in place prior to the school year to support implementation of CKLA • What key adjustments can be made to the use of existing materials, routines, and classroom setup to support high-quality implementation of the Skills strand EngageNY.org 4
- 6. Overview of Skills Materials EngageNY.org 6 Teacher Guides Student Workbooks Student Decodable Readers Chaining Boards Assessment & Remediation Guides 6
- 7. Teacher Guide The purpose of the Teacher Guide is to provide lesson plans for Skills strand lessons. • How – Outlines lessons for each unit – To guide your lesson presentation • When – Beginning in Unit 1 • Where – Rug area – Small group instruction area • Tips – Become familiar with unit objectives. – Preview each unit for materials needed to prepare for lessons. – Read Unit Introduction and Unit Appendices. – Use “At a Glance” chart to plan. EngageNY.org 7 K 1 2
- 8. Big Books The purpose of the Big Books is for the teacher to model reading for students. • How – Teacher will model best reading practices for students. • When – During Demonstration Story lessons – 5 titles in kindergarten – 3 titles in grade 1 • Where – Rug area (on an easel) • Tips o Students have matching student readers for most units. EngageNY.org 8 K 1
- 9. Blending Picture Cards The purpose of the Blending Picture Cards is to support blending activities by using images to serve as a visual cue for blending a word. • How – One set per teacher – Supports blending on one side and matching segmented word on other side • When – Used for various activities in kindergarten • Where – Rug area – Small group instruction area • Tips – The names consist of 2–3 sounds and are suitable for early blending practice. EngageNY.org 9 K
- 10. Sound Posters & Cards The purpose of the Sound Posters & Sound Cards is to provide a visual reminder of the code knowledge students have been taught. • How – Posters are mounted when a sound is taught for the first time; sound cards are added as each spelling and alternative spelling is taught. • When – Begins in Kindergarten Unit 3, Lesson 5 – 10 vowel posters, 25 consonant posters • Where o Around the room • Tips – Create a sound wall. – Display vowel sound cards separately from consonant sound cards. EngageNY.org 10 K
- 11. The Large Card Letters are used for teaching and reviewing sounds and spellings and chaining activities. • How – Teacher leads student through sounds and spellings review. – Students use cards to engage in spelling/chaining activities. • When – Warm-up activities – Large card chaining activities • Where – Rug area • Tips – Prepare for chaining activities in advance. – Note that vowel cards are shaded. – Line drawn at bottom at of card indicates directionality. EngageNY.org 11 Large Card Letters K 1
- 12. Student Workbooks The purpose of the Student Workbook is provide practice and reinforcement for students after a lesson. • How – One copy per student, per unit • When – After each lesson, during “Pausing Points,” centers • Where o Keep in individual student desk or in workbook bins for each table. • Tips – Workbook copies and answer key are located in the Teacher Guide. – Enlarge or project a copy of the worksheet to model for students. – Keep laminated copies of worksheets for “Pausing Point Activities” and centers. EngageNY.org 12 K 1 2
- 13. Student Readers The purpose of the Student Readers is to provide practice on recently taught spellings through 100% decodable text. • How – One per student, per unit beginning with Kindergarten Unit 6. • When – Demonstration story lessons – Partner reading, close reading, read-aloud lessons • Where – Rug area: whole group – At desks: partner read – Keep previous readers in the classroom library or in student book baggies. • Tips – New spellings in each unit are printed in bold throughout reader. EngageNY.org 13 K 1 2
- 14. The purpose of the Student Chaining Folder & Small Letter Cards is to allow students to practice sound spellings taught. EngageNY.org 14 Chaining Folders & Small Letter Cards• How – One per student – Teacher calls out chains; students control cards to make words • When – Introduced in Kindergarten Unit 5 – Used for chaining activities • Where – At desks – Small group instruction area • Tips – Set up letter cards in advance. – To scaffold student chaining, chain along in a pocket chart. – Store cards in folder. Exchange cards as needed per lesson. K
- 15. The purpose of the Code Flip Book and Cards is to provide students with a visual guide of sounds and spellings taught. • How – Set of two Flip Books (one for vowels, one for consonants) – Contains both basic and alternative spellings • When – As new sounds are introduced during instruction • Where – Rug area (on an easel) – Small group instruction area • Tips – Keep letter cards with Flip Books. – Use Velcro tabs or putty to affix cards to their sound page. EngageNY.org 15 Code Flip Books & Large Letter Cards 1 2
- 16. The purpose of the Individual Code Charts is to provide aid to students to use when writing and spelling. • How – One per student – Lists all of the sounds and spellings students will learn that year • When – Reviewing – Writing • Where – Student desks – Small group instruction area • Tips – Keep one in class, send one home for review. EngageNY.org 16 Individual Code Charts 1 2
- 17. Classroom Set-Up Tips • Have a rug area • Set up a “Tricky Word Wall” • Set up a “Sound Wall”—sounds will be posted as they are taught • Prepare for chaining activities in advance—vowels are shaded; line on bottom shows directionality • Set up individual reading bags (GRAIR time) • Laminate worksheets from workbooks for center activities • Chaining folder (K)—needs to be prepared in advance • Code Flip Books and Cards (1st/2nd)—velcro tabs/putty needed to affix cards • Index cards—Green –Decodable, Yellow—Tricky • Key rings or baggies for student tricky words
- 18. Zone Areas • Zone 1: Around The Room—artifacts posted, word walls, etc. • Zone 2: Whole Group/Rug Area • Zone 3: Small Group Instruction • Zone 4: Skills Center—word work, centers • Zone 5: Student Communities/Independent Work—desks/tables, etc.
- 19. Zone Notes Zone 1—Around the Room *Sound Wall—Kindergarten (consonant/vowel)—close to whole group instruction 8-10 sounds per unit. Transfer if space is needed. Spelling Trees—1st/2nd –one tree for each vowel/vowel pair *Tricky Word Walls—non-decodable words—can be set up by sound, or word family *Listening and Learning artifacts *Shared Writing *Student Work Zone 2—Whole Group *Rug Area—near smartboard *Assign seats so that partners can be available for partner reading and think/pair /share *Display materials for flip books or big books to easily manipulate *Pocket charts and easel for handwriting *Material bin to keep sound cards, teachers guides, texts—off limits for students *Student library—previously read readers
- 20. Zone Notes Zone 3—Small Group *Small Group/Assessment area *Kidney table *View of whole room –children at table are facing teacher; backs to rest of class *Bookcase behind table for easy access *Data binder *Assessment/Remediation Guides— online only to be used as needed to “boost” Zone 4— Skills Center *Center work *Center bins –differentiated activities— pa/phonics *Fine motor—K *Pocket charts/easel to practice handwriting *Writing center—chain and copy or practice of writing genres being taught *Listening Center Zone 5—Student communities—tables/desks , separate location for core knowledge materials , seat sacks, bins for each table-table captain gets materials, teacher may keep workbooks because assessments are in workbooks
- 23. Check In Activity • Think about what you have heard so far about the Skills Strand materials • Use the Zone Notes page to begin an outline of your classroom environment – You may use the blank diagram to begin your design
- 24. • Sample Classroom Design
- 25. Tools for Working with Parents in the Core Knowledge Language Arts Program EngageNY.org 25
- 26. What is Reading? 26 D x C = R EngageNY.org 26 Decoding Comprehension Reading
- 27. CKLA = Two Keys to Reading Success EngageNY.org 27
- 28. • Phonics • Grammar • Spelling • Handwriting • Writing Process • Reading EngageNY.org 28 What Will My Child Learn from the Skills Strand?
- 29. What Will My Child Learn in the Listening & Learning Strand? • Fiction and nonfiction, informational read-aloud selections • Focus on listening comprehension • Text-based discussions • Vocabulary • Extension activities that incorporate drawing, dictation, and writing EngageNY.org 29
- 30. THE SKILLS STRAND Systematic Instruction in the Sound Structure of Language EngageNY.org 30
- 31. Learning to Read is a Complex Endeavor • 26 Letters A B C D E F G H I J K L M N O P Q R S T … • 52 Total with Upper- and Lowercase a b c d e f g h i j k l m n o p q r s t u v w x … • 16 Distinctly Different Uppercase A B D E F G H I J K L M N Q R T • 44 Sounds 26 consonant, 18 vowel • 150 Spellings /ie/ = ie | i_e | igh | y | ye | y_e • Directionality 31EngageNY.org 31
- 32. Key Aspects of the Skills Strand • Focus on sounds, or phonemes • Teaches the most common or least ambiguous spellings first • Reading and writing are taught in tandem • Students read and write only what they have been taught • 100% decodable readers Leave Nothing Out So We Leave No One Behind EngageNY.org 32
- 35. CKLA Links Sounds and Spellings Explicitly 35 KINDERGARTEN FIRST GRADE SECOND GRADE EngageNY.org
- 36. The Value of Most Frequent, Least Ambiguous Sound EngageNY.org 36
- 37. What Will Students Read? 37EngageNY.org 37
- 38. 100% Decodable Readers • Summarizes previously taught spellings used in the Student Reader • Lists new spellings added during unit • Shows previously taught tricky words used in the reader • Shows code load EngageNY.org 38
- 39. Reading at Home EngageNY.org 39
- 40. Also in the Skills Strand EngageNY.org 40 Grammar Handwriting
- 41. LISTENING & LEARNING Content-Rich Read-Alouds EngageNY.org 41
- 42. Questions?
Editor's Notes
- #5: Introductions- we are giving an overview of the skills strandPam- Introduce Today’s Meet and Parking LotKey Points:To get ready to use of the Skills strand in this session, we will orient teachers to the materials that are needed to prepare and organize prior to the school year.
- #6: Grady Video
- #7: PamKey Points:CKLA provides one teacher set of various components needed to present Skills strand lessons.It is crucial to become familiar with these components. Understanding the purpose of each component, how to use them, when to use them, and the best way to prepare, organize and store them will help with the most effective implementation of CKLA.The best thing we have done to prepare for the implementation has been to spend time actually looking at the teacher’s guide and workbooks. The materials are going to be shipped directly to the buildings, so please contact your principal to find out when your materials will be available. A class set of materials will be shipped for each grade level classroom- not to each teacher, to each classroom. So if there is more than one teacher in a classroom, or a support person working with the classroom, they will have to reference the guide on Engageny. Key Point:Provide an overview of the components of the Skills strand, which includes the Teacher Guide, the Student Workbook and Readers, a Chaining Folder and Cards, and an Assessment & Remediation Guide.The assessment and remediation guide is a 1,000 page document that will be available online only. The website address is listed at the beginning of each unit teacher’s guide book. It has not yet been released.
- #8: AllKey Points:There is one Teacher Guide for the Skills strand per unit in Grades K, 1, and 2.The Teacher Guide for the Skills strand outlines the lessons for each unit.The unit introduction and unit appendices will be useful in understanding objectives, preparation and planning needs.
- #9: Stephanie and AshleeKey Points:Big Books are provided for 5 titles in kindergarten and 3 titles in first grade as a way for teachers to model reading for studentsThe Big Books are large format replicas of some of the Student Re
- #10: StephanieKey Points:Blending Picture Cards are provided as visual cues to help students blend names of objects and items. These names consist of either 2–3 sounds and are therefore suitable for early blending practice.The set consists of 40 color pictures of objects and items.
- #11: StephanieKey Points:The Sound Posters are used to display code knowledge on the classroom wall as each sound is taught. The posters are mounted when a sound is taught for the first time, and the Sound Cards are added as each spelling and alternative spelling is taught.
- #12: StephanieKey Points:Large Letter Cards are full paged sized cards with the spellings of each Skills strand sound spellings.Vowels are shaded.The cards are used for teaching and reviewing sounds and spellings and for activities like chaining
- #13: AllKey Points:The Skills strand Student Workbooks contain activity and practice pages for the lessons taught. The workbooks also contain take-home copies of each story contained in the Student Readers for further reading practice.Answer keys and copies of these practice sheets are included in the “Teacher Resources” section of the Teacher Guide.
- #14: AllKey Points:The Skills strand readers contain 100% decodable text designed to provide practice on recently taught spellings. New spellings taught in each unit are printed in bold throughout the unit’s reader to help students master new material.SHOW TROPHY SYMBOL ABOUT NUMBER OF WORDS3 big ideasThe context in which children practice the code is important.It’s critical that these readers not only offer systematic practice for automaticity but also represent interesting material to support learning and engagement.And its important that there are lots of stories to provide a variety of contexts for learning
- #15: StephanieKey Points:Students use the Chaining Folders to practice building words with the small letter cards. Each student should have his or her own folder.The folder has pockets so the small cards can be stored between lessons.
- #16: Ashlee and PamKey Points:The set of two large format Flip Books (one for vowels and one for consonants) contains both basic and alternative spellings.The Flip Books are used when new sounds are introduced during instruction.Spelling Cards are used with the Code Flip Books. The cards for previously taught spelling of a particular sound are affixed to a poster.
- #17: Ashlee and PamKey Point:Individual Code Sheets for students provide aid for students to use when writing and spelling.
- #19: Stephanie- explain that the program has labeled the room as having different zones- it is just a way to organize your room to make sure you have all of the components readily available in an efficient way to cut down on lost time.
- #20: Stephanie- Explain zones and tell teachers to start to think about how they are going to change their rooms – we understand that there is a lot to go on the walls including artifacts for math.
- #22: StephanieKey Points:In the kindergarten Skills strand there are 35 Sound Cards: 10 vowel cards and 25 consonant cards.The sound wall is an important focal point for kindergarten. The sound wall should be visible during whole group instruction near rug area.
- #23: AshleeKey Points:CKLA suggests creating a separate wall for the tricky words displayed on yellow cards.The yellow cards will serve as a reminder to students that these words will have a part that is tricky.Tricky words are added to the wall as they are taught.
- #27: StephanieKey Points:Reading is more than just sounding out words.In addition to sounding out, or “decoding” the reader has to comprehend the language of the text.Thus reading is comprised of both “decoding” skills and language “comprehension40 minutes for Listening and Learning50 Minutes for skills30—GRAIR*Give fewer examples, but do not skip any sections or entire lessons
- #28: StephanieKey Points:CKLA is comprised of two strands to address these two “keys” of reading.The Skills strand addresses the first key, decoding.The Listening & Learning strand addresses the second key, language comprehension
- #29: StephanieKey Point:The Skills strand addresses:PhonicsGrammarSpellingHandwritingThe writing processAnd of course, reading
- #30: StephanieKey Point:The Listening & Learning Strand uses read-alouds, paired with discussion, vocabulary work, and extension activities to build children’s knowledge and language skills.
- #31: Key Point:Let’s take a closer look at the skills strand
- #32: PamKey Points:There are 270+ pieces of “code” that make up written English language.These include various letters, sounds, spellings, and rules of directionality and grammar.
- #33: PamKey Points:Key aspects of the skills strand are:A focus on sounds, or phonemes.That it teaches the most common or least ambiguous spellings first.That reading and writing taught in tandem.That students read and write only what they have been taught.That there are 100% decodable readers.That the program is explicit, leaving nothing out to leave no one behind.
- #34: PamKey Points:The relationships between sounds and spellings in the English language are complex.There are not one-to-one correspondences between spellings and sounds.Some sounds have more than one spelling – consider wait and state.Some spellings make more than one sound – consider cough and through.
- #36: PamKey Points:Every relationship (between a sound and spelling) is made to be explicit and is introduced gradually to help children achieve mastery in some spelling patterns before others are introduced explicitly. The sound becomes the anchor of instruction and this is what is meant by a ‘sound-first’ approach. The instructional language when discussing sounds and spellings is very precise and helps children keep the idea of sounds and spellings as distinct but related things. At this point Instructor may wish to engage parents in some opportunities to practice in a way that mimics CKLA skills instruction. Perhaps,Pronouncing sounds with a hand mirrorOral blending and segmenting, ChainingOr walk parents through one sound lesson, demonstrating where it occurs in the workbook practice and readers as well.
- #37: PamKey Point:Participants consider the way that the least ambiguous, most frequent spelling pattern creates many words children can read and minimizes confusion by examining the readers.
- #38: AshleeKey Points:Students will read a variety of texts that represent increasing complexity, rich content, diverse characters, and continuing story lines.
- #39: AshleeKey Points:Because we know what spellings have been taught, the readers focus on those spellings.Children get many opportunities to practice reading words without the distraction of spellings that have not yet been taught.This helps to build the automaticity that is required for reliable, fluent reading.
- #40: AshleeKey Points:Copies of stories will accompany a parent letter from each unit. In the classroom, we focus on these stories, but your child should engage in a volume of reading outside of the classroom when possible.Help your child choose books that are challenging, but not too difficult for him or her to read.Note: You may wish to add more guidelines here for parents regarding book selection and independent reading.
- #41: AshleeKey Points:Spelling patterns are taught as each sound is addressed in the program.The program also includes grammar and handwriting lessons.