How CKLA Relates to the Three pillar model

1. Session 2: Overview of Core Knowledge Language Arts (CKLA) How CKLA Relates to the Three pillar model EngageNY.org 2

2. What is Reading? Decoding Comprehension Reading D xC =R EngageNY.org 3

3. What is the Significance of this Number? 270 EngageNY.org 4

4. Pillar 1: Explicit Instruction in the Code • 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  EngageNY.org 5

5. Overview of Skills Materials Student Decodable Readers Teacher Guides Assessment & Remediation Guides Chaining Boards Student Workbooks EngageNY.org 6

6. Accessing the Skills Materials on EngageNY Step Step Step  Step  Step • Kindergarten CKLA-NY revised Core Knowledge Curriculum - Skills Strand EngageNY.org

7. What Will Students Read? EngageNY.org 8

8. What Will Students Read? A Carousel Walk • On 4 sides of the room are posted a “Trajectory of Reading” gallery • Line up and peruse the gallery closest to where you are sitting. • Be sure to review from K – 2 (left to right) EngageNY.org 9

9. Let’s Take a Closer Look Materials • G1 U1 Review Lesson • Snap Shots Stories • Snap Shots Code Load Pages Use the Stories to Look for: • Evidence of lesson content in the reader text • Tricky words “where” and “who” • Quotation marks • Vocabulary “posh” • Evidence of Previously Taught Spellings in the reader text • /i/ as in skim; /e/ as in bed; /a/ as in tap; /u/ as in up; /o/ as in flop • /m/ as in swim; /n/ as in run; /t/ as in bat; etc. EngageNY.org 10

10. Reflect • I used to think… • Now I think… • Now I wonder… EngageNY.org 11

11. What Will Students Write? EngageNY.org 12

12. What evidence do you seeof the following? Early Asian Civilizations Grammar Spelling Handwriting Content What Will Students Write? EngageNY.org 13

13. Summary of the Writing Process Genre Introduction As a Class Plan for a Shared Writing in the Genre As a Class Draft a Shared Writing in the Genre Students Individually Plan their Own Writing Students Individually Draft their Own Writing Students Edit their Writing Students Publish their Writing (sometimes) EngageNY.org 14

14. Genre Writing Descriptive Writing Fictional Narrative Personal Narrative Friendly Letter Opinion Piece Persuasive Writing “What if…” Writing Taking Notes Report Writing EngageNY.org 15

15. Activity: Personal Narrative EngageNY.org 16

16. Writing Content: Skills Strand EngageNY.org 17

17. Pillar 2: The Listening & Learning Strand Supporting Language and Knowledge Development through Shared Interactive Reading EngageNY.org 18

18. Anchor Standards for Reading and Writing • If you are sitting on the RIGHT side of the room, write one word or phrase that comes to mind when you consider what the Common Core writing standards call for. • If you are sitting on the LEFTside of the room, write one word or phrase that comes to mind when you consider what the Common Core reading standards call for. EngageNY.org 19

19. Anchor Reading Standards EngageNY.org 20

20. Kindergarten Reading Standards EngageNY.org 21

21. Grade 1 Reading Standards EngageNY.org 22

22. Grade 2 Reading Standards EngageNY.org 23

23. Anchor Writing Standards EngageNY.org 24

24. Kindergarten Writing Standards EngageNY.org 25

25. Grade 1 Writing Standards EngageNY.org 26

26. Grade 2 Writing Standards EngageNY.org 27

27. Liben & Liben, 2013 Expanding students’vocabulary and developing the vocabulary of all students cannot be done from texts early readers are able to read themselves in these younger grades. It must come from rich texts read aloud.Exposure to varied and sophisticated syntax – the other ingredient of academic language – must also come from excellent works heard read aloud. Though both syntax and word work can and should also be addressed in other ways, high quality and diverse texts read aloud, enjoyed, discussed and analyzed, are the richest pathway to develop robust language capacity in all students. EngageNY.org 28

28. CKLA Materials Teacher Anthology Flip Book Supplemental Guide Image Cards EngageNY.org 29

29. Accessing the Skills Materials on EngageNY Step Step Step  Step  Step • Kindergarten CKLA-NY revised Core Knowledge Curriculum – Listening and Learning Strand EngageNY.org

30. Listening and Learning Lessons Review of Prior Knowledge Prediction Purpose for Listening EngageNY.org 31

31. Listening and Learning Lessons Image to display Story Text Guided Listening Support EngageNY.org 32

32. Listening and Learning Lessons Comprehension Questions EngageNY.org 33

33. Listening and Learning Lessons Word Work EngageNY.org 34

34. Listening and Learning Lessons Extension Activities EngageNY.org 35

35. Learning to Read: The 6 Shifts for K - 2 Students HEAR read aloud a balance of informational and fictional texts Read-alouds address cross-curricular domain-specific texts on science, history, & the arts Phonemic & syntactic complexity (SKILLS) Read-aloud text complexity (L&L) Oral conversations around a common text draw students attention to key details Drawing and dictating, leading to short written works with increasing details. Oral exposure, through read-alouds to academic and domain-specific vocabulary PLUS explicit, sequential, phonics instruction that begins orally EngageNY.org EngageNY.org 36 36

36. Activity: Annotated Lesson 6 Shifts In your handouts, fill in each call out box to indicate the Common Core Shift demonstrated by the text referenced by the call out box. e.g., Core Content Objectives demonstrate Shift 2 EngageNY.org 37