PRE-K THROUGH SECOND GRADE NEW YORK STATE LANGUAGE ARTS

1. PRE-K THROUGH SECOND GRADE NEW YORK STATE LANGUAGE ARTS dliben@studentsachieve.net Student Achievement Partners

2. WHAT DOES IT TAKE TO ALIGN WITH THE CCSS AND MINIMIZE THE ACHIEVEMENT GAP? First and foremost it won’t happen without a successful K-2 program. Hernandez, D.J. (2011) Why is this and what can we do about it?

3. TWO PARENTS IN THE SUPERMARKET Decoding Fluency Syntax Vocabulary Background Knowledge Engagement and Choice

4. CORE KNOWLEDGE LANGUAGE ARTS NEW YORK EDITION (CKLA - NY) NY Program does all of this Purpose of these two days is to learn as much as possible about this Nothing works unless teachers believe it and understand it Purpose is not to debate this compared to your existing program

5. COMPONENTS OF COMPREHENSIVE ELA PROGRAM“The Three Pillars”

6. CCSS FOUNDATIONAL SKILLS - The First “Pillar” Standards raise the bar by increasing complexity in second and third grade texts. Increased complexity means longer sentences, more multisyllabic words, more uncommon words. This presents more obstacles to students who struggle with decoding and/or fluency.

7. FLUENCY Work going back to Chall show as many as 40% students not fluent. Confirmed by Rasinski and others Although this varies somewhat with methods and programs students with fluency problems at these rates are found in all of them. Why?

8. WHY SOME STUDENTS NEED MORE TIME AND ATTENTION Rapid Naming Phonological Processing Both

9. HOW CKLA - NY ADDRESSES FLUENCY What fluency is and is not Fluency Research Relation to comprehension Fluency Packets

10. SUMMING UP CKLA - NY FOUNDATIONS STRAND: Provides abundant, readily available, easily implemented opportunities to provide the necessary time and attention for all students to decode with automaticity Does so with a variety of activities as well as engaging leveled readers Addresses fluency directly, carefully, and with lots of fun All of these activities are grounded in research

11. ACADEMIC LANGUAGE THROUGH LISTENING AND LEARNING – The Second “Pillar” Decoding and fluency is necessary but not sufficient What is academic language? What is its connection to reading proficiency?

12. HOW CKLA - NY ADDRESSES ACADEMIC LANGUAGE Listening and Learning provides academic vocabulary and exposure to complex syntax through rich text shared and read interactively Informational text tends to have more complex syntax and more academic vocabulary

13. TO LEARN ACADEMIC LANGUAGE, ALL TEXTS ARE NOT “CREATED EQUAL” Series of coherent texts that develop knowledge within a topic is far superior. This is exactly what is called for on page 33 of the Common Core ELA Standards, and Is exactly what CKLA -NY does.

14. BACKGROUND KNOWLEDGE Fluency, vocabulary, ability to process complex syntax still not enough Need to know something about the world Listening and Learning does this through read-alouds and discussion. GRAIR does this by increasing volume of reading Need both!

15. Guided Reading/Accountable Independent Reading (GRAIR) – The Third “Pillar” Not the time where most reading instruction takes place Encourage and support more text selections based on choice rather than ability Focused time with teacher with the grade level complex text for students who need it most (CK Readers) Teachers can spend some time discussing what students are reading independently

16. What to do during GRAIR? Small Group Instruction (GUIDED!) • Formative assessments • Additional support for any area of reading, particularly decoding and fluency in grades K – 2 • Reinforce and deepen comprehension instruction • Targeted instruction – vocabulary and syntax • Materials – Your Reading Libraries

17. What to do during GRAIR? 2. Provide Opportunities for Interests • Students choose texts for independent reading based on interests, regardless of reading level • Materials – leveled libraries, classroom libraries, etc. • Teacher conferences with students during small group time to check for understanding – students are accountable for learning • Journal activities, presentation of information • Opportunity for Speaking & Listening and creative presentation tasks for students

18. What to do during GRAIR? 3. Build Background Knowledge • Think in “sets” – Multi-media, related materials • Examples: • Video booth, with questions about content • Related Readings – scavenger hunt for vocabulary words or information • Connected to CK Listening & Learning topics

19. What to do during GRAIR? Target Vocabulary and Syntax • Unlimited number of vocabulary activities related to words from complex text • Examine and manipulate “juicy” sentences from the text • sentence strips and word games • Materials: words and phrases come from L&L Supplemental Guide, Skills Assessment & Remediation Guide

20. What to do during GRAIR? Fluency • Listening Center (pre-record complex text for students to follow along) • CK Readers • Listening and Learning; Supplemental Guide • Poems or controlled texts (recording station) • CK Readers, independent reading, fluency packet • Work with teacher during small group time

21. What to do during GRAIR? Decoding • Flash cards – manipulate word families • Read and identify words in context of high interest controlled text (highlight/underline) • Variety of other word work/games • Materials: variety of materials from CK Skills Assessment & Remediation Guide

22. What to do during GRAIR? Small Group Instruction Provide Opportunities for Interests Build Background Knowledge Target Vocabulary and Syntax Target Fluency Target Decoding Literacy Centers and Activities that have been successful in the past

23. NEED TO “OVERWHELM” THE PROBLEM TO SOLVE IT Decoding Fluency Syntax Vocabulary Background Knowledge Engagement and Choice

24. THANK YOU! Thank you for your openness to these ideas and for your ongoing work.