Day 2 presentation skills strand

Editor's Notes

• #3: PamKey Points:Some lesson types repeat across grades and are critical. A cornerstone of all lesson types is the basic code. Will be taught approximately 40 times in kindergarten, less in first grade. Only in review in second grade, but it has many critical parts that become the basis for alter lesson types. Want to review it.
• #4: StephanieKey Point:The purpose of this lesson type is to teach students to hear a particular sound, and to write a “picture” of that sound using the most common (or least ambiguous) spelling for the sound.
• #5: StephanieKey Points:A basic code lesson is dedicated to a single sound and will usually contain the following elements:(Warm-up/review)Introduction of Sound (orally)Oral Language ExercisesTeacher ModelingWorksheet (Additional reading and writing activities)
• #6: StephanieKey Points:The Basic Code Lesson is not meant to be done in bits and pieces, or selectively.It has a sequence, with one part leaning on the previous part.It will be less effective if subdivided.Same is true of other lessons.Please try to do all the exercises, but with fewer examples if necessary.NOT TO SKIP ANY LESSONS- THEY ALL NEED TO BE TAUGHT- DON’T SKIP TO CATCH UP WITH OTHER GRADE LEVEL TEACHERS
• #12: Stephanie- teach lesson
• #13: AshleeKey Points:Review previously taught tricky words from first grade units 1–3.New tricky word lessons start in unit 4.
• #14: AshleeKey Points:Sight word is an ambiguous term; it can mean two things:A high-frequency word students need to see a lot and learn to recognize speedily.A word that does not “play by the rules” — that is not spelled or pronounced as you would expect.
• #15: AshleeKey Points:Some site words are high-frequency words that CAN be decoded (right side of Venn diagram)Some site words are high frequency words that CANNOT be decoded (Center/Overlap of Venn Diagram)Tricky words are words that cannot be decoded based on what has been taught regardless of whether they are high-frequency or not (Left side of Venn diagram)
• #16: AshleeKey Points:Regular high-frequency words like in, on, this, & atdo not require special treatment; students can read these words via blendingHigh-frequency words that also qualify as tricky words (I, a, of, one, was, two) do need special attention.
• #17: AshleeKey Points:Some words are taught initially as tricky words but, later on, students learn they are part of a spelling pattern. Examples: he, she, we, be, me; no & so; my & by.Other tricky words are never absorbed into the spelling patterns: Examples: one, of, two, could.
• #18: AshleeKey Points:Some words are taught initially as tricky words but, later on, students learn they are part of a spelling pattern. Examples: he, she, we, be, me; no & so; my & by.Other tricky words are never absorbed into the spelling patterns: Examples: one, of, two, could.
• #19: AshleeKey Points:Most words are not 100% tricky; they have tricky parts.Strategy: Instead of teaching the whole word as something tricky that needs to be memorized as a whole, draw attention to regular parts and tricky parts within the word. (Break it down!)
• #20: AshleeKey Point:Tricky word lessons will be encountered approximately:15 times in K10 times in G111 Times in G2
• #22: Ashlee teaches tricky word lesson
• #23: PamKey Point:The purpose of this lesson type is to introduce one or more additional spellings for a sound, beyond the basic code spelling students have already learned.
• #24: PamKey Points:The basic code spelling for the /ae/ sound is a__eThis spelling is taught at the end of Kindergarten and again in Grade 1.This spelling is reviewed in Grade 2
• #25: PamKey Points:There are other “alternatives” for spelling /ae/.It can be spelled “a” as in “baby.”It can be spelled “ai” as in “paint.”It can be spelled “ay” as in “hay.”These spelling alternatives are taught in Grades 1 and 2.
• #26: PamKey Point:In Grade 2 we also teach some additional alternative spellings:“eigh” as in “freight.”“ey” as in “greyhounds.”“ea” as in “steak.”
• #27: PamKey Points:Alternative Spellings are part of the Advanced CodeIn introducing: Just as we can draw a picture of a flower two ways, so we can draw a picture of a sound two ways.
• #28: PamKey Points:Spelling alternatives are taught using the following process:Introduce the sound orally.Remind the students they’ve already learned one way to spell this sound (the basic code spelling).Remind them of other spellings they may have learned (if applicable). Introduce new spellings with example words.Have students complete a word sort.
• #29: PamKey Points:Word sorts are a key aspect of the program, especially for teaching spelling alternatives.When teaching spelling alternatives, the words in the sort will all contain the target sound (e.g., /ae/), but they have it written with different spellings (e.g. wait, say, cake). Students sort the words by spelling.
• #30: Pam and StephanieKey Points:When there are only 2 or 3 spelling alternatives for a sound, we usually use the short treatment.When there are 4 or more spelling alternatives, we usually use the long treatment.
• #31: Pam and StephanieKey Points:Short treatment of spelling alternatives typically lasts one day and follows the following process:Introduce the sound.Introduce the new spellings.Do a word sort where words containing the sound are sorted by spelling.New spelling or spellings begin to appear in readers and on worksheets.Wall display optional.
• #32: Pam and StephanieKey Points:Long treatment of spelling alternatives, used when there are 4+ spelling alternatives for a sound.Typically stretches over several lessons and follows the following process:Begins with an oral language activity and set up of a “Spelling Tree.”Ends with a Spelling Chart or other culminating activity.Has a wall display.
• #33: Pam and StephanieKey Points:Step 1: Spelling Tree displays are used so students can see the relationships between the spellings (i.e., that they all address the same sound) and sample words that use each spellingTo create the tree:Add selected words from board sort to a “spelling tree” for the sound (e.g., /ae/) on classroom wall or board.Continue to add words to the spelling tree during next several days of work on the sound (and possibly beyond).Spelling Tree is a focal point of successive lessons.
• #34: Pam and StephanieKey Point:Here is a sample spelling tree.
• #35: Pam and StephanieKey Points:Step 2 in the long treatment for the spelling is a series of word sorts.Students sort words with a subset of taught spellings of the sound and add words to the spelling tree.
• #36: Pam and StephanieKey Point:Step 3 in the long treatment for the spelling is a culminating activity that includes all of the spellings introduced for the sound
• #37: Pam and StephanieKey Points:One creative way to sort is a “brick” sort, with words posted on tissue boxes.Another way to sort is with cards in a pocket chart.It is helpful for the sorts if students can write the words on the cards for additional practice writing and spelling the sound.
• #38: Pam and StephanieKey Point:Here is an example of a word wall with alternative spellings for /ie/.
• #39: PamKey Point:The purpose of a Tricky Spelling Lesson is to explicitly call students’ attention to a spelling that can be pronounced and read more than one way.
• #40: PamKey Point:Tricky spellings present a challenge for students when reading unfamiliar words because they can be pronounced in multiple ways.
• #41: PamKey Points:Starts end of unit 3–unit 4.Tricky spelling is when a spelling can be sounded different ways: snow vs. how.
• #42: PamKey Points:Within each Tricky Spelling Lesson the teacher will follow the same procedure to call students’ attention to the different pronunciations of spellings using many word examples.Children are taught to try different pronunciations until they can recognize a pronunciation in a word that sounds familiar and within context.
• #44: Pam teaches lesson
• #46: There are many types of writing, or text types, that are explicitly taught within CKLA–NY.Woven into teaching children about the various text types and the relevant grammar, content, and form needed to support those text types, is the writing process.The series of lessons that would occur around any particular text type is typically the same.CKLA calls it the Three-Step Writing Process Framework. The approach and tools used are introduced in first grade, and continue on through the end of second.
• #47: Say:CKLAguides students through a three-stage writing process.When a writing text type is introduced, it is done so over the course of back-to-back lessons. For instance, when learning about fictional narratives, students do so over the course of seven consecutive sessions of 40 minutes each.The amount of time devoted to this text type is typical of the way CKLAintroduces all of the text types; the process allows time for step-by-step instruction with plenty of modeling and oral and whole group practice, before actual independent writing.The process of the lessons is consistent. First, the text type is introduced and defined by analyzing the elements present within that type of text. This is done by looking at a related writing piece or story that they are familiar with—either from a student reader or a story that they have heard read aloud.Then, as a class, they move on to planning to do a piece together as a class while the teacher models.
• #48: Say:The writing process begins by the teacher defining the text type to be worked on. She may connect it to previous text types the students have worked on, so that they can make and bring any connections to the new piece.The teacher will model for the class by planning their piece together.The planning stage is treated in great detail. Teachers encourage students to brainstorm, explaining that brainstorming is an important part of planning.Students are exposed to good and bad examples of each text type.They have the opportunity to work orally before setting their ideas down on paper. With the introduction to fictional narrative, the first lesson is spent on introducing the story elements of “Goldilocks and the Three Bears."
• #49: Say:Let’s continue to examine the series of lessons related to fictional narrative. Again, remember that the same process is followed for most every text type, but we are using fictional narrative as a familiar example to illustrate the process.In the first of the six consecutive lessons on fictional narrative, students are introduced to the elements of a fictional story: title, characters, setting, and plots, using this story elements template. The students will be told that a fictional story is a made-up, imaginary story. Fictional stories have several elements: title, characters, setting, and plot, that can be divided into beginning, middle, and end.In the second lesson, students review elements of a fictional story, and students are told they will fill out the template again, but this time for “Goldilocks and the Three Bears.” In the third lesson, students review the story elements in “Goldilocks and the Three Bears,” and they are told that as a class, they will come up with a different version of the story. This is a way of scaffolding their creation of a fictional narrative. Rather than having to start from scratch, they use Goldilocks as a familiar model. This provides children practice with the general pattern and schema of a fictional narrative.During the planning stage, the students are taught that they first need to plan their story by brainstorming ideas.As the class is planning the teacher will summarize each student’s ideas. The teacher may also talk about personification and dialog within the fictional narrative.
• #50: Say:In this fourth lesson, of six consecutive lessons on fictional narrative writing, students review what they have done in the planning stages of their new version of “Goldilocks and the Three Bears.”They are told that now that the story has been planned, the next step is to write a draft of it. They will do this as a class. The teacher will write the story as the students tell it orally.As the teacher transcribes the sentences, she is modeling and discussing grammar, spelling, handwriting, and content.The teacher continues to reinforce the template of fictional narrative, as well as the particulars around grammar, spelling, handwriting and content.Again, embedded within the writing process is a very deliberate use of language. The teacher uses specific and consistent terms to introduce and summarize the writing process, so as to provide children a means of talking through the writing process themselves.For example, related to the Goldilocks assignment, the teacher will summarize the drafting lesson in this way: “In today’s lesson we wrote a draft of our story about the three bears visiting Goldilocks based on the plan we made earlier. Drafting is the second step in the writing process. In our draft as a class, we wrote a starting sentence that introduces characters and setting, the next sentences outline the plot, and an ending sentence that wraps up the story. The draft is written in paragraph format.”
• #51: Say:In the fifth lesson, students get to apply what they have learned. The modeling, support, and review has created a chance for students to strike out on their own—they are ready!There will be students who can do this on their own and they should be allowed to. If there is a second group of students who may have difficulty planning individually, then they can retell the version that the class made, and then attempt to write it down in their own words.In this individual planning stage, students are reminded of the three-step writing process.It is suggested that they look back to the brainstorming chart that was done as a class to see if there are ideas they may want to use.They are then given a story elements template to plan out their stories.At this point, teachers will write comments to the student helping them with next steps.If students have not done enough planning to successfully write a piece, then teachers must plan to spend time with those students.
• #52: Say:When it is time to edit, students have the opportunity to sign up to be author of the day.Students who are chosen can read their work to the classPeers can offer suggestions on what to add or change.All students will conference with the teacher regardless of having the opportunity to share with peers.The teacher will edit each piece, and then have a conference with eachstudent, using the editing checklist.Checklists are available in the teacher's guide and are available at the end of the editing lesson of the text type featured, as well as in the student workbook.Editing checklists included are specific to the text type being taught.
• #53: Say:In addition to editing in the three-step writing process, CKLA includes explicit lessons on the skill of editing writing. In this lesson, friendly little magical character named Mr. Mowse, leaves pieces of writing in the classroom from time to time to share with the students. Here he is requesting their help to edit this story.Using the editing checklist, the teacher guides the students in using the checklist to check off what they see in Mr. Mowse’s writing. They also make valid contributions about how they think the writing piece can be made better.Students are taught editing conventions when correcting their draft. It is explained that this is how professional writers edit their work.Students they will use these very same corrections when they edit their own work:Cross out punctuation mistakes and write the correct punctuation mark above the wrong one.Cross out capitalization mistakes and write the correct uppercase/lowercase letter above the wrong one.Write a carat (^) where a word or punctuation mark needs to be inserted.Write the word or punctuation mark above the carat.Correct spelling mistakes if your students notice or question.
• #54: Say:We covered a lot of material in the morning related to writing. We focused on the ways that grammar, spelling, handwriting, and content are targeted. We focused on how lessons are specifically geared to teach the plan, write, edit process.Some of this may seem new and some of it may seem familiar.I want to sum up where we have been thus far by talking about many of the ideas we mentioned ad hoc, in a more concrete way.Much of what we have been mentioning throughout the morning was trying to emphasize features of writing instruction within CKLA. I want to talk to these directly.Feature #1:Our young writers are given the time to learn the skills they need to learn before they move on to complex writing tasks.By introducing each step mindfully, these writers literally learn the process of writing as a process.Learn to use graphic organizers as a class before they are introduced to independent writing.Feature #2:When a new genre of writing is introduced for the first time, the teacher will model exactly how to make a plan and make a draft with the class as a whole. Students are then encouraged to independently make a plan and draft.Order of writing genre introduction:Writing a Friendly Letter as a Class: Making a PlanWriting a Friendly Letter as a Class: Making a DraftWriting a Friendly Letter Independently: Making a PlanWriting a Friendly Letter Independently: Making a DraftFeature #3When learning a new text type, the teacher will refer to strategies already taught or may include familiar terminology or organizers.Students become familiar because they have seen the teacher model or they themselves have used the item. (The story elements planning template, editing checklist tools used over and over through the grades to help organize the writing.)Feature #4As new strategies, terminology, or activities are introduced, teachers will refer to or point out that previous lessons have included a basis for the new skill.Helping students to make connections to strategies that have already been tested with just a different spin to it, help them to feel comfortable to try out something new(connecting narrative types).Interactive illustrations give way to being able to edit a peers work.Learning how to write a caption or label a diagram will be useful when doing book report.Feature #5When approaching a new text type, students are able to share or practice their responses with the class in a group or with a partner before trying it independently putting ideas onto paper. In this way they can be sure that how they respond is what is being asked of them. They can focus on the content of what they want to say, formulating what they want to say first verbally, as that is a less difficult process than having to think about grammar, handwriting, and spelling all at once.
• #56: Time: Now, we are going to take a deeper look into the writing standards for grades K-2. Trainer’s Notes:Say:Now we are going to switch gears a bit.
• #57: Say:In Listening and Learning, students are introduced to elements of writing through extensions to read-alouds, activities that support what was heard. Some of these activities include writing. Class charts expose children to a variety of graphic organizers—like K-W-L charts, T-Charts, and Venn Diagrams—where teachers illicit responses from students and validate their ideas while modeling how to write them on paper. While many of their writing experiences are done as a class, like building the timeline of the life of Helen Keller or adding their illustration to a large class book of their favorite fables, there are opportunities to write independently. In the extensions part of the read-aloud, there will often be an independent writing activity. They may draw their favorite scenes from read-alouds, create personal booklets filled with illustrations documenting what they have learned in a domain, or label a diagram such as “plant parts.”In the CKLA kindergarten Skills strand, students begin their writing lives with pre-writing skills activities. They are very explicitly taught to hold a pencil and form a tripod grip and how to assume the proper desk-writing position. They learn to track left to right on paper. Their first activities involve drawing various types of strokes and shapes. Their fine-motor-skills are strengthened by making shapes with play dough, sand, or rice. Early on they recognize names in print and can trace and later write them.By the middle of the year, students engage in dictation exercises. They copy or try to spell decodable words, phrases, and then sentences from dictation. By the end of kindergarten, students have learned how to form all lowercase and uppercase letters using handwriting worksheets in a workbook.They can write tricky words, respond to and answer story questions in writing, and use correct punctuation marks period, question mark, and exclamation point.
• #58: Say:Let’s take a look at a kindergarten writing sample.Considering this work, I see evidence of the following Common Core standard being addressed:W.K.2 Draw, dictate, and write informative/explanatory texts; andThe words at the top of the page provide the “prompting” and “support” that students need to label the parts of the plant.
• #59: Say:In first grade, we continue with the same types of activities that were introduced in kindergarten. Students do copying work, practice handwriting, do chaining dictation, then dictation with words, and then dictation with phrases.In the Skills strand, each unit is accompanied by a student reader. Each story in the reader has a story question worksheet. Some of the worksheets contain questions; others contain illustrations from the reader. The students are asked to read the questions on the worksheet and write their answers to the questions using complete sentences. Worksheets with illustrations provide an opportunity to differentiate instruction. Students who are able to retell the part of the story shown in the illustration can do so, or they can use the prompt for writing listed in the teacher guide. Other students can copy the text that goes with the illustrations to practice handwriting.Once students have learned most of the basic code, grammar, handwriting, and punctuation, they are ready to begin more complex text types of writing. Ideally, students should know one way to write most sounds in the language before we require them to do paragraph-length writing tasks of this sort; In first grade, students are introduced to six different genre or “text types”. They include:instructional writing;descriptive writing;fictional narrative; personal narrative;friendly letter; andopinion paragraph/persuasive writing.The introduction of the writing process is also introduced through a mix of writing exercises, reading exercises, and grammar exercises.
• #60: Say:Let’s take a look at a grade one writing sample.Considering this work, what evidence of Common Core standards being addressed do you see? Have participants assist in identifying the following:W.1.1 Write opinion pieces with reasons and basic structure–This student is expressing her opinion about her favorite of the “Kate” stories. Kate is a character in one of the grade 1 readers. She hasn’t yet provided reasons, but she is providing and sequencing key details from the story.W.1.3Write narratives using sequencing, details, temporal words, and a closing–Kate went on TV, then Roger Fletcher placed the microphone under Max’s nose.W.1.5 WPS, add details to strengthen writing on a topic–The student has included some nice details about the story she likes.W.1.8 WPS, recall information to answer a question–The student has recalled information from the story to answer the question, “What was your favorite ‘Kate’ story?”It is also worth taking a moment to consider the anchor standards with which each of these are associated.Writing an opinion piece with reasons and structure is a step on the path to “Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.” Here we are building students’ capacity to distinguish key details, which in later grades will support “valid reasoning” and “relevant evidence.”Details are an important aspect of anchor standard 3 as well. Choosing and sequencing story details in grade 1 writing is a step on the path to “3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.”Adding details is also an important part of the writing process articulated in anchor 5: “Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.”Finally, “recalling information from the text” is a precursor to writing anchor 8: “Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.”Although this progression, which focuses on details before “evidence” may seem slow, the standards—and the CKLA program—are designed to ensure that students can identify then distinguish key and relevant details. Asking students to provide evidence, before they have a fluent ability to recognize key details may result in weak evidence based on irrelevant or minor details rather than evidence based in key details from the texts.
• #61: Say:When students enter second grade, time is spent on reviewing the basics of sentence building, punctuation and capitalization and practicing writing complete sentences when answering questions.They review: tricky spellings, spelling alternatives, quotations, and fictional narratives.The text types covered in second grade include:narrative book report;personal narrative;friendly letter;instructional writing;descriptive paragraph; and persuasive writingLet’s take a look at one more piece of student work.
• #62: Time:Trainer’s Notes:Say:This is a grade two writing sample from the Civil War domain. This is one of the domains that will be posted in June.Considering this work, what evidence of Common Core standards being addressed do you see? As a table, I want you to discuss and record the standards you see evidenced in the work.Have participants work to identify these on their own; walk around the room facilitating their work, looking for the following standards:W.2.1 Write opinion pieces with an introduction, reasons—using linking words—and a conclusion;W.2.5 WPS, strengthen topical writing as needed by revising and editing; and W.2.8 Recall information to answer a question.
• #65: Key Points: PREPARE participants for the principles that are reflected in their “Instructional Pathway” handout.Data-based: Meaning children’s instructional path is determined by data ‘trends’ using curricular based assessments (end of unit assessments) and formal placement tests in 1st and 2ndExplicit: Meaning the emphasis is on mastery and filling holes explicitly to support successful acquisition.Individualized: Meaning all along the instructional path is an ongoing dialogue about how to support and enrich the experiences so children can use the materials in the ways that are best suited to their skills.
• #66: Key Points: INTRODUCE the “Instructional Path” handout:Help participants orient to this document. The middle column is the instructional pathway, meaning key decision points are highlighted as you move children through the curricular materials.The left side reflects the ‘ongoing conversation’ that occurs between the curricular path and the strategies CKLA has built in for added support to struggling or vulnerable students.The right side reflects the ‘ongoing conversation’ that occurs between the curricular path and the approaches to extension that you may consider for stronger students.We recommend you start with the middle column and read through, then read the Support column, then read the Enrichment column. HANDOUT: Provide the [grade-level] Instructional and Assessment Pathway handout. We recommend giving participants their own grade’s pathway for examination. Ask administrators to choose a grade.
• #71: *********** Change Slides!!!!!!!!!!!Key Point:Prepare participants for this activity by dividing into grade level teams of 3 teachers (but by moving tables to work with someone new), plus 1 administrator (does not have to be ‘their’ administrator).
• #72: Key Points:ROLE PLAY: Round 1Have on teacher present the “Introduction” to the lesson while other participants watch using their checklist.Have participants conduct the conversation protocol.It will be helpful to display the next slide (the protocol) during the conversation.
• #73: Key Points:Introduce the three part conversation protocol:Observer: Identify 1–2 behavioral/objective elements of the lesson implementation that demonstrate high-quality fidelity implementation as defined by the checklist.Observer: Pose a question to the “teacher” about an area of the lesson implementation that was missing or confusing.Teacher: State and idea for refining, adding to, or building upon the lesson implementation.Model this conversation in relation to a demonstration lesson before having participants use the protocol.Handouts used: Checklists from previous session – for example Checklist_TrickyWordLesson.pdf, ChecklistBasicCodeLesson.pdf, etc.
• #74: Key Points:ROLE PLAY: Round 2Follow the process laid out previously to guide them through the next round. Be sure a new person presents and this time someone else can ‘play’ the administrator. Have on teacher present the “Practice / Support” part of the lesson while other participants watch using their checklist.Have participants conduct the conversation protocol.It will be helpful to display the next slide (the protocol) during the conversation.
• #75: Key Points:Display to guide the conversation.Remind them that this activity is to help them dig into the lesson and practice the ‘process’ of engaging in conversations around practice. You may not have all the material and, of course, you aren’t going to be able to do everything just right. That is not the goal. Rather the goal is to provide practice with the process of identifying and having conversations about critical elements of instruction.It is helpful in this first round to guide them.Step 1: Take a few minutes to plan for the lesson. Groups should be three or four people. Decide who will be the first to demonstrate and what part of the lesson.Step 2: Have everyone take time to examine that part of the lesson. Those observing will use the checklist to help them consider what “expectations” they may have/be looking for around the critical behaviors. The person presenting will get familiar with the lesson in specifics and gather needed materials (or have a plan for ‘working around’ the lack of materials)Step 3: Tell them to go through the first demonstration and observation. Stop them after about 5 minutes.Step 4: Ask them to now go into the three part conversational protocol.Step 5: Ask them to write down some questions, comments, or any “ah-has,” regarding the conversation process or their lesson practice.
• #76: Key Points:ROLE PLAY: Round 3Follow the process laid out previously to guide them through the next round. Be sure a new person presents and this time someone else can ‘play’ the Observer. Have on teacher present the “Practice / Support” part of the lesson while other participants watch using their checklist.Have participants conduct the conversation protocol.It will be helpful to display the next slide (the protocol) during the conversation.
• #77: Key Point:Display to guide the conversation.