Understanding the Common Core Shifts and the K2

Understanding the Common Core Shifts and the K-2 New York Language Arts Program by Core Knowledge® Amy Bartell Staff Development Specialist E 2 CCB www. engage. NY. org 1

Agenda Overview of CKLA K-2 Curriculum Overview of CKLA K-2 Domains Investigate Lesson Design Identify starting point for planning around the curriculum © 2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-Non. Commercial-Share. Alike 3. 0 Unported License. www. creativecommons. org/licenses/by-nc-sa/3. 0/ www. engage. NY. org

I Can… 1) 2) 3) …describe the structure and organization of the NYS CCLS Curriculum. …identify the Shifts in the lesson format for the Listening and Learning Strand. …understand where to begin to prepare with my team for preparing for implementation © 2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-Non. Commercial-Share. Alike 3. 0 Unported License. www. creativecommons. org/licenses/by-nc-sa/3. 0/ www. engage. NY. org 3

Self-directed Learning Common Core is about creating self-directed learners who use inquiry to drive their learning. Asking you to do the same today… © 2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-Non. Commercial-Share. Alike 3. 0 Unported License. www. creativecommons. org/licenses/by-nc-sa/3. 0/ www. engage. NY. org

Norms & Teaching Standards © 2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-Non. Commercial-Share. Alike 3. 0 Unported License. www. creativecommons. org/licenses/by-nc-sa/3. 0/ www. engage. NY. org

Language as a Foundation for Reading and Writing What are the connections between language and reading and writing? www. engage. NY. org 6

Where do you stand? Becoming a skilled decoder makes one a good reader. © 2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-Non. Commercial-Share. Alike 3. 0 Unported License. www. creativecommons. org/licenses/by-nc-sa/3. 0/ www. engage. NY. org 7

Liben Paper Activity ALL – Page 1 (2 minutes) Green – Skills Strand – Pg. 2 -3 (Time Keepers) Yellow – Listening & Learning – Pg. 4 -5 (Recorders) White – GRAIR – Pg. 5 -6 (Share out-ers) • 3 minutes to read • 2 minutes each to share reading • 1 reaction © 2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-Non. Commercial-Share. Alike 3. 0 Unported License. www. creativecommons. org/licenses/by-nc-sa/3. 0/ www. engage. NY. org 8

Another Common Misconception Reading follows a separate growth course that is different from speaking and listening © 2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-Non. Commercial-Share. Alike 3. 0 Unported License. www. creativecommons. org/licenses/by-nc-sa/3. 0/ www. engage. NY. org 9

© 2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-Non. Commercial-Share. Alike 3. 0 Unported License. www. creativecommons. org/licenses/by-nc-sa/3. 0/ www. engage. NY. org 10

© 2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-Non. Commercial-Share. Alike 3. 0 Unported License. www. creativecommons. org/licenses/by-nc-sa/3. 0/ https: //www. kansasprojectsuccess. org/system/files/83/original/4%20 Part%20 Processor%20 Poster. pdf? 1306258404 www. engage. NY. org 11

Written Language Uses Richer Vocabulary Hey, stop by my house later! You cor are inv dially ited … © 2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-Non. Commercial-Share. Alike 3. 0 Unported License. www. creativecommons. org/licenses/by-nc-sa/3. 0/ www. engage. NY. org 12

Do You Know? At what age is a student able to independently read and understand something as well as s/he is able to understand something that s/he has heard? © 2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-Non. Commercial-Share. Alike 3. 0 Unported License. www. creativecommons. org/licenses/by-nc-sa/3. 0/ www. engage. NY. org 13

Listening versus Reading Comprehension T. G. Sticht, 1974, 1984 © 2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-Non. Commercial-Share. Alike 3. 0 Unported License. www. creativecommons. org/licenses/by-nc-sa/3. 0/ www. engage. NY. org 14

Reading Achievement The “Fourth Grade Slump” owth r G red Desi 2 3 44 55 6 6 Actual Growth 9 10 8 7 11 12 Grade Level © 2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-Non. Commercial-Share. Alike 3. 0 Unported License. www. creativecommons. org/licenses/by-nc-sa/3. 0/ www. engage. NY. org 15

Identifying the Shifts www. engage. NY. org

Reading to Learn: The 6 Shifts Balance of Informational and Literary Texts Knowledge in the Disciplines Staircase of Complexity Text-Based Answers Writing from Sources Academic Vocabulary © 2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-Non. Commercial-Share. Alike 3. 0 Unported License. www. creativecommons. org/licenses/by-nc-sa/3. 0/ www. engage. NY. org 17

I. Why Listening and Learning? Students read aloud Balance of HEAR Informational anda balance of informational and fictional texts Literary Texts Cross-curricular instruction with domain-specific Knowledge in the Disciplines texts on science, history, & the arts read aloud Read-Aloud text complexity (L&L) Staircase of &Complexity Phonemic syntactic complexity (SKILLS) Oral. Based conversations Text Answers around a common text Drawing and dictating, leading to short written Writing fromincreasing Sources details. works with Oral exposure, through Read-Alouds to academic Academic Vocabulary and domain-specific vocabulary PLUS explicit, sequential, phonics instruction that begins orally © 2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-Non. Commercial-Share. Alike 3. 0 Unported License. www. creativecommons. org/licenses/by-nc-sa/3. 0/ www. engage. NY. org 18

I. Why Listening and Learning? • Shift 1: Presents informational texts that students aren’t yet able to read. • Shift 2: Imparts content knowledge important to comprehension. • Shift 3: Allows students to hear increasingly complex vocabulary, syntax and grammar. • Shift 4: Provides a vehicle for asking rich, text-based questions. • Shift 5: Provides opportunities for oral discussions about the source. • Shift 6: Models rich, formal language and vocabulary. • Additionally: Models and improves fluent reading. © 2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-Non. Commercial-Share. Alike 3. 0 Unported License. www. creativecommons. org/licenses/by-nc-sa/3. 0/ www. engage. NY. org 19

“…the background to be better readers. ” “By reading texts in history/social studies, science, and other disciplines, students build a foundation of knowledge in these fields that will also give them the background to be better readers in all content areas. Students can only gain this foundation when the curriculum is intentionally and coherently structured to develop rich content knowledge within and across grades. ” © 2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-Non. Commercial-Share. Alike 3. 0 Unported License. www. creativecommons. org/licenses/by-nc-sa/3. 0/ www. engage. NY. org 20

Comprehensive Reading Program These standards are directed toward fostering students’ understanding and working knowledge of concepts of print, the alphabetic principle, and other basic conventions of the English writing system. These foundational skills are not an end in and of themselves; rather, they are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines. © 2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-Non. Commercial-Share. Alike 3. 0 Unported License. www. creativecommons. org/licenses/by-nc-sa/3. 0/ www. engage. NY. org 21

What is NYLA? The K - 2 New York Language Arts Program www. engage. NY. org

A New Approach to ELA Instruction: Two Keys to Reading Two CKLA Strands: Listening & Learning Strand (45 min/day) Skills Strand (60 min/day) Additional Strand: Guided Accountable Independent Reading Strand (GAIR) (30 min/day) © 2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-Non. Commercial-Share. Alike 3. 0 Unported License. www. creativecommons. org/licenses/by-nc-sa/3. 0/ www. engage. NY. org 23

Language Comprehension These are taught in the Listening and Learning Strand of Core Knowledge Language Arts: • Carefully sequenced oral read-alouds grouped into topically unified domains • Read-Alouds include fiction and informational selections • Focus on listening comprehension and text-based oral conversation • Extension activities that incorporate drawing, dictation, and writing © 2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-Non. Commercial-Share. Alike 3. 0 Unported License. www. creativecommons. org/licenses/by-nc-sa/3. 0/ www. engage. NY. org 24

“Building 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. ” © 2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-Non. Commercial-Share. Alike 3. 0 Unported License. www. creativecommons. org/licenses/by-nc-sa/3. 0/ www. engage. NY. org 25

A New Approach to ELA Instruction: Two Keys to Reading Two CKLA Strands: Listening & Learning Strand (45 min/day) © 2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-Non. Commercial-Share. Alike 3. 0 Unported License. www. creativecommons. org/licenses/by-nc-sa/3. 0/ www. engage. NY. org 26

Engage. NY © 2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-Non. Commercial-Share. Alike 3. 0 Unported License. www. creativecommons. org/licenses/by-nc-sa/3. 0/ www. engage. NY. org 27

Year-long Scope and Sequence Kindergarten Nursery Rhymes and Fables Grade 1 Different Lands, Similar Stories The Human Body: Five Senses Fables and Stories Grade 2 Fighting for a Cause Stories Plants The Human Body: Body Systems, Germs, Diseases, and Preventing Illness Early World Civilizations Cycles in Nature Farms Early American Civilizations Ancient Greek Civilizations Kings and Queens Astronomy Seasons and Weather Animals and Habitats Colonial Towns and Townspeople Taking Care of the Earth Fairy Tales History of the Earth Greek Myths Early Asian Civilizations Charlotte’s Web I & II Immigration Fairy Tales and Tall Tales Insects © 2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-Non. Commercial-Share. Alike 3. 0 Unported License. www. creativecommons. org/licenses/by-nc-sa/3. 0/ www. engage. NY. org 28

Overview of Listening and Learning Materials • Teacher Anthology • Large Flip Books • CD (coming soon) • Image Cards • Student Activities (in Anthology) © 2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-Non. Commercial-Share. Alike 3. 0 Unported License. www. creativecommons. org/licenses/by-nc-sa/3. 0/ www. engage. NY. org 29

Activity – Domain Organizer http: //www. webspirationclassroom. com/view/1281455 a 1 d 6 ac © 2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-Non. Commercial-Share. Alike 3. 0 Unported License. www. creativecommons. org/licenses/by-nc-sa/3. 0/ www. engage. NY. org 30

Components of a Domain Unit Each Domain Unit: (examine Table of Contents) • stays on topic for 2 – 3 weeks. • includes a different Read-Aloud about the domain topic each day. • builds upon the language and concepts presented in prior domains. • includes Read-Aloud texts that increase in complexity as the unit progresses. • includes Pausing Points & Assessments • DOMAIN EXAMPLE on Engage. NY © 2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-Non. Commercial-Share. Alike 3. 0 Unported License. www. creativecommons. org/licenses/by-nc-sa/3. 0/ www. engage. NY. org 31

Take the Grand Domain Tour! • Table of Contents • Domain Overview • Objectives • Standards • Vocabulary • Pausing Points © 2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-Non. Commercial-Share. Alike 3. 0 Unported License. www. creativecommons. org/licenses/by-nc-sa/3. 0/ www. engage. NY. org 32

Examine the Lesson Layout • Lesson Overview • Vocabulary • Materials • Lesson A (Teacher Lead) – (note materials needed) • Lesson B (Extensions) • Printable Worksheets • Domain Assessments © 2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-Non. Commercial-Share. Alike 3. 0 Unported License. www. creativecommons. org/licenses/by-nc-sa/3. 0/ www. engage. NY. org 33

Listening and Learning Lessons LESSON A: The Read-Aloud (35/40 minutes) Introducing the Read-Aloud (10 min) - Vocabulary cards Presenting the Read-Aloud (10/15 min) - Flip Book Discussing the Read-Aloud (15 min) - Comprehension Questions (10 min) - Word Work (5 min) LESSON B: Extension Activities (15/20 min) These can be conducted later during the same day. - Image Cards © 2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-Non. Commercial-Share. Alike 3. 0 Unported License. www. creativecommons. org/licenses/by-nc-sa/3. 0/ www. engage. NY. org 34

Overview of Assessments • Individual student performance can be assessed by observation of student responses during classroom activities and/or completion of workbook pages. • Opportunities for such assessment are noted in both the Skills and Listening and Learning Teacher Guides with a. • A score of 10 indicates excellent performance and a 0 indicates very poor performance. • Tens Scores can be recorded on a chart like the one below. • It’s easy to see which students need extra help. © 2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-Non. Commercial-Share. Alike 3. 0 Unported License. www. creativecommons. org/licenses/by-nc-sa/3. 0/ www. engage. NY. org 35

Turn to Your Partner Share with your partner: • What do you understand so far about NYLA? • What most resonates with you? © 2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-Non. Commercial-Share. Alike 3. 0 Unported License. www. creativecommons. org/licenses/by-nc-sa/3. 0/ www. engage. NY. org 36

Planning your Pathway www. engage. NY. org

What is your plan? ? ? Talk at with your team to identify next steps: 1) What Domain do you plan to attempt? 2) What do you need more information on? 3) How do you intend to use your professional planning and collaborative time to accomplish this? 4) What supports do you need? © 2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-Non. Commercial-Share. Alike 3. 0 Unported License. www. creativecommons. org/licenses/by-nc-sa/3. 0/ www. engage. NY. org 38

Core Knowledge Skills Domain www. engage. NY. org

Speaking & Listening as a Foundation for Reading & Writing Speaking and Listening Standards K– 5 • Comprehension and Collaboration • Presentation of Knowledge and Ideas Language Standards K– 5 • Conventions of Standard English • Knowledge of Language • Vocabulary Acquisition and Use © 2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-Non. Commercial-Share. Alike 3. 0 Unported License. www. creativecommons. org/licenses/by-nc-sa/3. 0/ www. engage. NY. org 40

Decoding Skills These are taught in the Skills Strand of Core Knowledge Language Arts: • Focus on systematic, explicit instruction in synthetic phonics • Sound to letter instruction • Reading and writing taught in tandem, as inverse procedures • Repeated oral reading of 100% decodable text to build fluency © 2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-Non. Commercial-Share. Alike 3. 0 Unported License. www. creativecommons. org/licenses/by-nc-sa/3. 0/ www. engage. NY. org 41

Overview of a Skills Units are built around the structure of language: • Vowel and Consonant Sounds • Vowel and Consonant Spellings • Blending and Segmenting Sounds and Spellings • Basic Code • Advanced Code • Alternative Spellings • Tricky Spellings © 2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-Non. Commercial-Share. Alike 3. 0 Unported License. www. creativecommons. org/licenses/by-nc-sa/3. 0/ www. engage. NY. org 42

Overview of Skills Materials Teacher Guides Student Workbooks © 2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-Non. Commercial-Share. Alike 3. 0 Unported License. www. creativecommons. org/licenses/by-nc-sa/3. 0/ www. engage. NY. org 43

Overview of Skills Materials Student Decodable Readers Chaining Boards © 2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-Non. Commercial-Share. Alike 3. 0 Unported License. www. creativecommons. org/licenses/by-nc-sa/3. 0/ www. engage. NY. org 44

100% Decodable © 2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-Non. Commercial-Share. Alike 3. 0 Unported License. www. creativecommons. org/licenses/by-nc-sa/3. 0/ www. engage. NY. org 45

Overview of Assessments • Individual student performance can be assessed by observation of student responses during classroom activities and/ or completion of workbook pages. • Opportunities for such assessment are noted in both the Skills and Listening and Learning Teacher Guides with a. • A score of 10 indicates excellent performance and a 0 indicates very poor performance. • Tens Scores can be recorded on a chart like the one below. • It’s easy to see which students need extra help. © 2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-Non. Commercial-Share. Alike 3. 0 Unported License. www. creativecommons. org/licenses/by-nc-sa/3. 0/ www. engage. NY. org 46

Resources www. engageny. com www. e 2 curriculumdomains. weebly. com © 2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-Non. Commercial-Share. Alike 3. 0 Unported License. www. creativecommons. org/licenses/by-nc-sa/3. 0/ www. engage. NY. org 47

THANK YOU!! Please complete your workshop reflection Amy Bartell abartell@e 2 ccb. org www. engage. NY. org 48