Core Knowledge Language Arts Understanding the Design Principles

Two Keys to Reading R=Dx. C Skills Strand Listening & Learning Decoding and Encoding:

Overview of Skills Materials Teacher Guides Student Decodable Readers Student Workbooks Ancillary Materials Big

Skills Strand Instruction • 10 – 12 Lesson Types Per Grade ¦ ¦ Phonics

CKLA Materials Teacher Anthology Image Cards Supplemental Guide Flip Book © 2013 Core Knowledge

Listening & Learning Instruction • Stays on topic for 2 – 3 weeks •

Key Design Principles of Listening and Learning Building Knowledge and Language Systematically © 2013

DESIGN PRINCIPLE CKLA uses read-alouds to support oral language skills that underlie and parallel

Language Development Oral Written © 2013 Core Knowledge Foundation. www. coreknowledge. org

Listening versus Reading Comprehension T. G. Sticht, 1974, 1984 © 2013 Core Knowledge Foundation.

What is Text Complexity? Appendix A Page 6 1. Language Demands 2. Knowledge Demands

What Does It Mean to Build Knowledge Systematically? “Building knowledge systematically in English language

DESIGN PRINCIPLE CKLA Systematically Builds Knowledge © 2013 Core Knowledge Foundation. www. coreknowledge. org

What We Know • Knowledge builds on knowledge • All of our most desirable

Coherence © 2013 Core Knowledge Foundation. www. coreknowledge. org

Systematic Knowledge Building © 2013 Core Knowledge Foundation. www. coreknowledge. org

DESIGN PRINCIPLE CKLA Stays on Topic to Foster the Most Efficient Word Learning ©

ex cres cence © 2013 Core Knowledge Foundation. www. coreknowledge. org

What We Know • Most vocabulary is learned implicitly. • Word learning is most

What are Kings and Queens? © 2013 Core Knowledge Foundation. www. coreknowledge. org

Sections 3 & 4 © 2013 Core Knowledge Foundation. www. coreknowledge. org

Key Design Principles of the Skills Strand A Systematic Approach © 2013 Core Knowledge

What is the Significance of 270? • 26 Letters ABCDEFGHIJKLMNOPQRSTUVWXYZ • 52 Total with

What We Know • Early Systematic Instruction in phonics seems to lead to better

DESIGN PRINCIPLE CKLA teaches children the distinction between sounds and spellings using the most

Sound: /ae/ Spellings: plane baby steak paint freight hay greyhound © 2013 Core Knowledge

Basic Code: Vowels © 2013 Core Knowledge Foundation. www. coreknowledge. org

Most Frequent, Least Ambiguous Consonant Spellings K 1 2 © 2013 Core Knowledge Foundation.

The Value of Most Frequent, Least Ambiguous Sound © 2013 Core Knowledge Foundation. www.

DESIGN PRINCIPLE CKLA gives intensive practice to build reliability and automaticity. © 2013 Core

Intensive Practice through the Day’s Lesson © 2013 Core Knowledge Foundation. www. coreknowledge. org

Practice in Making Distinctions © 2013 Core Knowledge Foundation. www. coreknowledge. org 41

DESIGN PRINCIPLE CKLA directly instructs in those oral language skills (blending & segmenting) that

Blending and Segmenting mat > met > pit > hit > him > hem

A Strong Foundation Road Signs & Rules Directions Guided Practice © 2013 Core Knowledge

A Strong Foundation Spelling & Grammar Content, Listening & Speaking Phonics, Handwriting, & Reading

Implementation Traps Lessons Learned for Administrators © 2013 Core Knowledge Foundation. www. coreknowledge. org

Technical vs. Adaptive Problems • Technical There’s a concrete answer. • Adaptive There are

Expecting Lessons to Address Anchor Standards © 2013 Core Knowledge Foundation. www. coreknowledge. org

Kindergarten Reading Standards © 2013 Core Knowledge Foundation. Engage. NY. org 52

Grade 1 Reading Standards © 2013 Core Knowledge Foundation. Engage. NY. org 53

Grade 2 Reading Standards © 2013 Core Knowledge Foundation. Engage. NY. org 54

RI Standard K. 10 K Actively engage in group reading activities with purpose and

RI Standard 1. 10 K With prompting and support, read informational texts appropriately complex

RI Standard 2. 10 K By the end of the year, read and comprehend

RI Standard 3. 10 K By the end of the year, read and comprehend

RI Standard 4. 10 K By the end of the year, read and comprehend

RI Standard 5. 10 K By the end of the year, read and comprehend

RI Standard 6. 10 K By the end of the year, read and comprehend

RI Standard 7. 10 K By the end of the year, read and comprehend

RI Standard 8. 10 K By the end of the year, read and comprehend

Not Recognizing the Skills Strand as a K - 2 Continuum • The Placement

Trying to Do or Keep Too Much • Time is Most Precious Classroom Resource

Not Taking Time to Learn the Program • How does it differ from what

Thinking it's All on the Page • CKLA is Highly Structured but Not Scripted

Not Recognizing the Transition in Progress • Curriculum ¦ ¦ ¦ New Materials New

Not Getting Support ckla. amplify. com www. coreknowledge. org/ckla-resources Amplify Education CKLA K-5 Sales,

http: //www. coreknowledge. org/ckla © 2013 Core Knowledge Foundation. www. coreknowledge. org

Slides: 59

Download presentation

Two Keys to Reading R=Dx. C Skills Strand Listening & Learning Decoding and Encoding: ¦ Systematic Synthetic Phonics ¦ Handwriting ¦ Grammar ¦ Spelling ¦ Expressive Writing /The Writing Process Language Comprehension: ¦ Oral Read-aloud ¦ Text-based Discussion ¦ Word Work ¦ Extension Activities that Provide Students with the Opportunity to use New Language and Concepts Louisiana Tier 2 Louisiana Tier 1 © 2013 Core Knowledge Foundation. www. coreknowledge. org

Overview of Skills Materials Teacher Guides Student Decodable Readers Student Workbooks Ancillary Materials Big Books Assessment & Remediation Guides © 2013 Core Knowledge Foundation. www. coreknowledge. org 3

Skills Strand Instruction • 10 – 12 Lesson Types Per Grade ¦ ¦ Phonics & Reading Grammar Spelling Writing • Gradual Release Modeled Through Lessons ¦ ¦ ¦ Warm-up Explicit Instruction Model Group Practice Independent Application © 2013 Core Knowledge Foundation. www. coreknowledge. org

Listening & Learning Instruction • Stays on topic for 2 – 3 weeks • Single Lesson Type Across Grades • Each Lesson Includes ¦ Read-aloud • Introduction to the Read Aloud • Presenting the Read Aloud ¦ Discussion • Comprehension Questions • Word Work ¦ Extension Activity © 2013 Core Knowledge Foundation. www. coreknowledge. org

What Does It Mean to Build Knowledge Systematically? “Building knowledge systematically in English language arts is like giving children various pieces of a puzzle in each grade that, over time, will form one big picture. At a curricular or instructional level, texts—within and across grade levels—need to be selected around topics or themes that systematically develop the knowledge base of students. ” © 2013 Core Knowledge Foundation. www. coreknowledge. org

What We Know • Knowledge builds on knowledge • All of our most desirable goals for education are all knowledge dependent: ¦ ¦ Creativity Problem solving Reading comprehension General achievement • Knowing things allows us to expend the smallest amount of cognitive capacity on processing lowerorder aspects of a problem so that more cognitive capacity is available for higher levels © 2013 Core Knowledge Foundation. www. coreknowledge. org

What We Know • Most vocabulary is learned implicitly. • Word learning is most efficient when the reader (listener) already understands the context well. • Tiny gains on a dozen words is more efficient than large gains on just one word at a time. • What makes vocabulary valuable and important is not the words themselves so much as the understandings they afford. © 2013 Core Knowledge Foundation. www. coreknowledge. org

What is the Significance of 270? • 26 Letters ABCDEFGHIJKLMNOPQRSTUVWXYZ • 52 Total with Upper- and Lowercase abcdefghijklmnopqrstuvwxyz • 16 Distinctly Different Uppercase ABDEFGHIJKLMNQRT • 44 sounds 26 consonant, 18 vowel • 150 spellings /ie/ = ie | i_e | igh | ye | y_e • Directionality & Punctuation . ? , ! © 2013 Core Knowledge Foundation. www. coreknowledge. org 31

What We Know • Early Systematic Instruction in phonics seems to lead to better achievement in reading than later, less systematic instruction • Unless decoding is automatic, there is little cognitive capacity to think about meaning. • Reliable decoding is more efficient than context cues. • Specific objectives, rather than broad goals, should inform both practice and assessment • Practice leads to automaticity © 2013 Core Knowledge Foundation. www. coreknowledge. org

DESIGN PRINCIPLE CKLA directly instructs in those oral language skills (blending & segmenting) that underlie and parallel reading and writing skills. © 2013 Core Knowledge Foundation. www. coreknowledge. org

RI Standard 2. 10 K By the end of the year, read and comprehend informational texts, including history/social studies, 1 science, and technical texts, in the grades 2– 3 text 2 complexity band proficiently, with scaffolding as needed at the high end of the range. © 2013 Core Knowledge Foundation. www. coreknowledge. org

RI Standard 3. 10 K By the end of the year, read and comprehend 1 2 3 informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2– 3 text complexity band independently and proficiently. © 2013 Core Knowledge Foundation. www. coreknowledge. org

RI Standard 4. 10 K By the end of the year, read and comprehend 1 2 3 informational texts, including history/social studies, science, and technical texts, in the grades 4– 5 text complexity band proficiently, with scaffolding as needed at the high end of the range. 4 © 2013 Core Knowledge Foundation. www. coreknowledge. org

RI Standard 5. 10 K By the end of the year, read and comprehend 1 2 informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4– 5 text complexity band independently and proficiently. 3 4 5 © 2013 Core Knowledge Foundation. www. coreknowledge. org

RI Standard 6. 10 K By the end of the year, read and comprehend literary nonfiction in the grades 6– 8 text complexity 1 2 band proficiently, with scaffolding as needed at the high end of the range. 3 4 5 6 © 2013 Core Knowledge Foundation. www. coreknowledge. org

RI Standard 7. 10 K By the end of the year, read and comprehend 2 literary nonfiction in the grades 6– 8 text complexity band proficiently, with scaffolding as needed at the high end of the range. 3 No changes for RI. 7. 10 1 4 5 6 7 © 2013 Core Knowledge Foundation. www. coreknowledge. org

RI Standard 8. 10 K By the end of the year, read and comprehend 1 literary nonfiction at the high end of the grades 6– 8 text complexity band independently and proficiently. 2 3 4 5 6 7 8 © 2013 Core Knowledge Foundation. www. coreknowledge. org

Not Recognizing the Skills Strand as a K - 2 Continuum • The Placement Assessments are Critical • Consider School, Grade, and Classroom options • Recognize Challenges in Year 1 • Recognize What the Continuum Means for Progress Data © 2013 Core Knowledge Foundation. www. coreknowledge. org

Trying to Do or Keep Too Much • Time is Most Precious Classroom Resource • Change is Hard • Consider the Overlap ¦ Intersection of Goals of Instruction and ELA components © 2013 Core Knowledge Foundation. www. coreknowledge. org

Not Taking Time to Learn the Program • How does it differ from what you have been doing? • What you should see in the classroom? • What are the most important elements for fidelity? © 2013 Core Knowledge Foundation. www. coreknowledge. org

Thinking it's All on the Page • CKLA is Highly Structured but Not Scripted • Planning and Preparation are Important • There’s Plenty of Room for Enhancement and Differentiation © 2013 Core Knowledge Foundation. www. coreknowledge. org

Not Recognizing the Transition in Progress • Curriculum ¦ ¦ ¦ New Materials New Approaches Time to Learn before Adapting • New Assessments • New Basis for Teacher Evaluation © 2013 Core Knowledge Foundation. www. coreknowledge. org

Not Getting Support ckla. amplify. com www. coreknowledge. org/ckla-resources Amplify Education CKLA K-5 Sales, PD & Support www. amplify. com/curriculum/core-knowledgelanguage-arts (800) 823 -1969 Core Knowledge Foundation CKLA Preschool www. coreknowledge. org/ckla 800 -238 -3233 © 2013 Core Knowledge Foundation. www. coreknowledge. org