The CKLA Instructional Path

www.todaysmeet.com/RCSDskills

Adapted from Core Knowledge by Stephanie Bizzigotti, Ashlee Rhodes & Pamela Tellier

Lesson Review Activity• Choose a grade level (K, 1, 2)

– Read through the lesson at that grade level– Work to answer the following questions

• What types of lessons are included?• What do you need to prepare in advance?• What do the students already need to know?• What is the objective of the lesson and how will you know that

they met the objective?• How are you going to help your struggling students?• What can you do to challenge the higher students?• Record your responses on chart paper.

– Choose one person from your group to share to your table about your lesson .

• Discuss with your group how the K, 1 & 2 lessons you heard about are aligned.

The CKLA Instructional Path

• Data-based

• Explicit and Systematic

• Individualized Support through Teacher Interactions, Small Groups, Centers

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Sample Instructional Path

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Getting to Know Your Students:

Initial Assessments and Procedures

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KindergartenKindergarten (Group based on trend of data across first 5 Units)

Letter Name/Letter Sound Unit 2Optional Pretest

Writing Strokes Test End of Unit 2 Given to all students

Word Recognition/Word Reading

Unit 3, 4, 5Given to all students; Expands to Word Reading if child doesn’t pass benchmark on Recognition

Story Comprehension NA for initial test battery

Pseudo Word Reading OPTIONAL assessment from Unit 8 For probing placement of incoming K students with very strong contextual reading skills

Code Diagnostic Test NA for initial test battery

Letter Sound

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Sample Score sheet Sample Protocol (for students)

Letter Name

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Sample Score sheet Sample Protocol (for students)

Writing Strokes

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Sample Protocol (for students)Sample Protocol (for students)

Writing Strokes

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Scoring Guidelines

Score 0

Score .5

Score 1

Sample Scoring Guidelines Sample Scoring Sheet

Word Recognition Assessment (K)

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Word Recognition Assessment (K)

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Scoring/Interpretation

Word Reading Assessment (K)

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1st GradeFirst Grade(Group based on Formal Placement Assessment)

Letter Name/Letter Sound

Unit 1 Placement Assessment For those children who fall below benchmarks on all other Unit 1 Assessments

Writing Strokes Test NA

Word Recognition/Word Reading

Unit 1 Placement Assessment Word Recognition given to all students; no Word Reading

Story Comprehension Unit 1 Placement Assessment Only for those children who score AT OR ABOVE benchmark on Word Recognition

Pseudo Word Reading Unit 1 Placement Assessment Only given for those who score BELOW benchmark on Word Recognition

Code Diagnostic Test Unit 1 Placement Assessment Only for those falling below benchmark on Word Recognition and Pseudoword reading

Word Recognition Assessment

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Sample items, G1 Placement Assessment

Word Recognition Assessment

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Story ComprehensionAssessment

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First Grade Story Comprehension Assessment

Story ComprehensionAssessment

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Pseudoword Assessment

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Pseudoword Assessment

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Code Diagnostic Test

Code Diagnostic Test

2nd GradeSecond Grade(Group based on Formal Placement Assessment)

Letter Name/Letter Sound NA

Writing Strokes Test NA

Word Recognition/Word Reading

Unit 1 Placement Assessment Word Reading for students who fall below benchmarks on story reading assessments

Story Comprehension Unit 1 Placement Assessment All Students

Pseudo Word Reading Unit 1 Assessment

Only given to those who score BELOW benchmark on Word Recognition

Code Diagnostic Test NA

Story ComprehensionAssessment

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Second Grade Story Samples

Story ComprehensionAssessment

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Second Grade Sample Scoring

Word Reading Assessment

Grouping and Placement: Making Classrooms Work

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• 1 classroom teachers– Start all students Grade __, Unit 1– Teach unit as manual states– Provide individualized remediation in small groups

using pausing point activities or A & R guide• 2 classroom teachers– Teacher #1 provides instruction starting at Grade __,

Unit 1– Teacher #2 pulls small group using A & R guide

• 3 or more classroom teachers– Divide students into smaller groups based on needs

as determined from assessments

“Road Blocks”

• Discuss with your group any road blocks that may make it difficult for you/your school to implement the skills strand.

• Record your “Road Blocks” onto a post it note.

Road Blocks

• Read the road block on your index card• Brainstorm ways to solve this road block• Record your ideas on chart paper• Share your ideas with the group

“If you're trying to achieve, there will be roadblocks. I've had them; everybody has had them. But obstacles don't have to stop you. If you run into a wall, don't turn around and give up. Figure out how to climb it, go through it, or work around it.”Michael Jordan

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