how ckla relates to the three pillar model
DESCRIPTION
Session 2: Overview of Core Knowledge Language Arts (CKLA). How CKLA Relates to the Three pillar model. 2. What is Reading?. D ecoding. C omprehension. R eading. D x C = R. 3. What is the Significance of this Number?. 270. 4. Pillar 1: Explicit Instruction in the Code . 26 Letters - PowerPoint PPT PresentationTRANSCRIPT
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HOW CKLA RELATES TO THE THREE PILLAR MODEL
Session 2: Overview of Core Knowledge Language Arts (CKLA)
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What is Reading?
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D x C = R
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Decoding Comprehension Reading
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What is the Significance of this Number?
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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
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Overview of Skills Materials
Teacher GuidesStudent Workbooks
Student DecodableReaders
Chaining Boards
Assessment & Remediation Guides
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Accessing the Skills Materials on EngageNY
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Step
Step
Step
Step
• Kindergarten CKLA-NY revised Core Knowledge Curriculum - Skills Strand Step
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What Will Students Read?
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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)
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Let’s Take a Closer LookMaterials
1. G1 U1 Review Lesson2. Snap Shots Stories3. 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.
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Reflect• I used to think…• Now I think…• Now I wonder…
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What Will Students Write?
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What Will Students Write?
What evidence do you see of the following?
Early Asian Civilizations
Grammar Spelling Handwriting Content
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Summary of the Writing Process
1. Genre Introduction
2. As a Class Plan for a Shared Writing in the Genre
3. As a Class Draft a Shared Writing in the Genre
4. Students Individually Plan their Own Writing
5. Students Individually Draft their Own Writing
6. Students Edit their Writing
7. Students Publish their Writing (sometimes)
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Genre Writing• Descriptive Writing• Fictional Narrative• Personal Narrative• Friendly Letter• Opinion Piece• Persuasive Writing• “What if…” Writing• Taking Notes• Report Writing
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Activity: Personal Narrative
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Writing Content: Skills Strand
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Pillar 2: The Listening & Learning Strand
Supporting Language and Knowledge Development through Shared Interactive Reading
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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 LEFT side of the room, write one word or phrase that comes to mind when you consider what the Common Core reading standards call for.
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Anchor Reading Standards
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Kindergarten Reading Standards
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Grade 1 Reading Standards
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Grade 2 Reading Standards
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Anchor Writing Standards
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Kindergarten Writing Standards
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Grade 1 Writing Standards
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Grade 2 Writing Standards
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Liben & Liben, 2013Expanding 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.
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SupplementalGuide
CKLA Materials
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Teacher AnthologyImage Cards
Flip Book
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Accessing the Skills Materials on EngageNY
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Step
Step
Step
Step
• Kindergarten CKLA-NY revised Core Knowledge Curriculum – Listening and Learning Strand Step
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Listening and Learning Lessons
Prediction
Review of Prior Knowledge
Purpose for Listening
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Listening and Learning Lessons
Story Text
Image to display
Guided Listening Support
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Listening and Learning Lessons
Comprehension Questions
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Listening and Learning Lessons
Word Work
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Listening and Learning Lessons
Extension Activities
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Learning to Read: The 6 Shifts for K - 2
Balance of Informational and Literary Texts
Knowledge in the Disciplines
Staircase of Complexity
Text Based Answers
Writing from Sources
Academic Vocabulary
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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 detailsDrawing 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
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Activity: Annotated Lesson 6
ShiftsIn 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
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