Core Knowledge

1. Core Knowledge Listening and Learning in Action Adapted by Colleen Ferrone & Anne Pallischeck

2. The Core Knowledge Foundation • Since 1986, Core Knowledge has been the leading national voice for content-rich literacy. • Core Knowledge Founder E.D. Hirsch, Jr. provided the “intellectual DNA” of CCSS. • Core Knowledge Foundation served as a consultant to the authors of CCSS ELA standards. • Successful Pilot of K-2 Literacy Program in NYC Schools.

3. Core Knowledge: Kindergarten – 2nd Grade For reading success, we must address: • Foundational Skills • Development of Academic Language: Vocabulary • Background Knowledge • Engaged Reading

4. Two Essential Keys to Literacy • Students must be able to read or decode the written symbols (letters) and they must understand and make sense of what they decode. One without the other is ineffective. • The Core Knowledge Language Arts program addresses both keys in two separate instructional strands, each of which represent 1‐hour of instruction daily.

5. Core Knowledge • Originally: Two Strands • Skills Strand: Addresses Foundational Skills • (60 minutes per day) • Listening and Learning Strand: Read Alouds to build knowledge and vocabulary within and across disciplines • (60 minutes per day)

6. Core Knowledge on Engage NY • http://engageny.org/resource/grades-k-2-core-knowledge-language-arts-listening-and-learning-files • All materials are free to download. Costs include printing and paper. NYSED is allowing Districts to use textbook funds for this expense.

7. Concerns from the field after August presentation • Skills Strand: (Not rolling out until 2013-14) • Practices not always based on current reading research • Only decodable text in hands for K-2; lack of authentic literature in the hands of all students • All inclusive program, no room for practices such as guided reading, Reader’s and Writer’s Workshop, etc. • Need for common language (terms). What are leveled texts? What are tricky words? • What about ESL, ELL students? • What about RtI? • The Writing Component • Trade books out of print • Order of the Domains/Alignment to Content required at each grade level • The components of the program being a bit disconnected

8. Adapt, • Adopt, • Ignore

9. Liben White Paper- (Response to some concerns)

10. Listening and Learning Strand

11. Listening and Learning Lessons • The Read-Aloud (35–40 minutes) • Introducing the Read-Aloud (10 min) • Presenting the Read-Aloud (10–15 min) • Discussing the Read-Aloud (15 min) • Comprehension Questions (10 min) • Word Work (5 min) • Extension Activities (15–20 min) These can be conducted later during the same day

12. Listening and Learning Lessons Content Objectives ELA Objectives

13. Listening and Learning Lessons Core Vocabulary

14. Listening and Learning Lessons Lesson Component Pacing

15. Listening and Learning Lessons Review of Prior Knowledge Making Predictions Purpose for Listening

16. Introducing a Read-Aloud • Know-Wonder-Learn Chart • What Do We Know? • What Have We Already Learned? • Where are We? • Essential Background Information or Terms • Brainstorming Links • Making Predictions About the Read-Aloud • Personal Connections

17. Listening and Learning Lessons Story Text Image to Display Guided Listening Support

18. Presenting the Read Aloud • Read with animation; use character voices. • Show illustrations when indicated. • Use the margin guided listening supports (GLS) to provide clarification about core vocabulary words and/or key parts of the read-aloud.

19. Listening and Learning Lessons Comprehension Questions

20. Comprehension Questions • Explicit Questions: • Who? • What? • Where? • When? • Implicit Questions: • Why? • What would happen if? • How? • Evaluative Questions • Compare and Contrast Questions • Narrative/Descriptive Questions • Think-Pair-Share: • Who? Pair-Share • What? Pair-Share • When? Pair-Share • Why? Pair-Share • When? Pair-Share

21. Listening and Learning Lessons Word Work

22. Steps for Word Work • Provide the context in which the word was used in the story. • Ask the children to repeat the word. • Provide an explanationof the word. • Provide examples of the word in contexts other than the one used in the story. • Ask children to provide their own examplesof the new word. • Ask the children to say the word again. • (Beck, McKeown, & Kucan, 2002)

23. Listening and Learning Lessons Extension Activity

24. Extension Activities • On Stage (Act Out) • Drawing / Retelling a Read-Aloud or Sequence of Events • Image Review • Which Happened First? • Interactive Illustrations • Characters, Setting, and Plot Using a Three Circle Map • Making Comparisons and Connections • Personification • Brainstorming Links • Personal Stories • Know-Wonder-Learn Chart • Timelines / Lifelines • Student Choice (Re-Read) / Related Trade Book

25. Planning ConsiderationsCore Knowledge worked through Reviewing and Planning for a Domain

26. Still To Come

27. Supplemental Guide

28. Modified Read-Alouds • Same core content as the Tell It Again! Read-Aloud Anthologies • More accessible vocabulary • Shorter in length • Less dense in peripheral information • Spread over 2 days • Day 1: Scaffolded Presentation of Core Content • Day 2: Dialogic and Interactive Presentation

29. Pre-Kindergarten Curriculum

30. Concerns from the field after August presentation • Skills Strand: (Not rolling out until 2013-14) • Practices not always based on current reading research • Only decodable text in hands for K-2; lack of authentic literature in the hands of all students • All inclusive program, no room for practices such as guided reading, Reader’s and Writer’s Workshop, etc. • Need for common language (terms). What are leveled texts? What are tricky words? • What about ESL, ELL students? • What about RtI? • The Writing Component • Trade books out of print • Order of the Domains/Alignment to Content required at each grade level

31. Proceed with Caution • Don’t throw the baby out with the bath water, • no perfect vendor product!

32. Questions, • Comments, • Concerns