Transcript Core Knowledge Language Arts - Supporting a Comprehensive

Core Knowledge
Listening and Learning in Action
Adapted by Colleen Ferrone & Anne Pallischeck
www.engageNY.org
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The Core Knowledge Foundation
•Since 1986, Core Knowledge has been the
leading national voice for content-rich literacy.
•Core Knowledge Founder E.D. Hirsch, Jr.
provided the “intellectual DNA” of CCSS.
•Core Knowledge Foundation served as a
consultant to the authors of CCSS ELA standards.
•Successful Pilot of K-2 Literacy Program in NYC
Schools.
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Core Knowledge: Kindergarten – 2nd Grade
For reading success, we must address:
• Foundational Skills
• Development of Academic Language:
Vocabulary
• Background Knowledge
• Engaged Reading
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Two Essential Keys to Literacy
Students must be able to read or decode
the written symbols (letters) and they must
understand and make sense of what they
decode. One without the other is
ineffective.
The Core Knowledge Language Arts
program addresses both keys in two
separate instructional strands, each of
which represent 1‐hour of instruction daily.
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Core Knowledge
Originally: Two Strands
Skills Strand: Addresses Foundational Skills
(60 minutes per day)
Listening and Learning Strand: Read Alouds to
build knowledge and vocabulary within and
across disciplines
(60 minutes per day)
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5
Core Knowledge on Engage NY
http://engageny.org/resource/grades-k-2-coreknowledge-language-arts-listening-and-learningfiles
All materials are free to download. Costs include
printing and paper. NYSED is allowing Districts to
use textbook funds for this expense.
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Concerns from the field
after August presentation
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Skills Strand: (Not rolling out until 2013-14)
Practices not always based on current reading research
Only decodable text in hands for K-2; lack of authentic literature
in the hands of all students
All inclusive program, no room for practices such as guided
reading, Reader’s and Writer’s Workshop, etc.
Need for common language (terms). What are leveled texts?
What are tricky words?
What about ESL, ELL students?
What about RtI?
The Writing Component
Trade books out of print
Order of the Domains/Alignment to Content required at each
grade level
The components of the program being a bit disconnected
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Adapt,
Adopt,
Ignore
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Liben White Paper- (Response to some concerns)
Components of Comprehensive Literacy Program
Core Knowledge Language Arts New York Edition Program
for CCSS Grades P-2
Foundational Skills and Small
Group Instruction =
CKLA NY Skill Sequence with
student readers
Read Aloud and Shared
Interactive Reading =
Listening and Learning Strand
Additional Book Time,
Independent Reading =
Guided Reading and
Accountable Independent
Reading (GRAIR)
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Addresses needs of all
students by providing:
Systematic exposure and
reinforcement of reading
skills differentially
Engages through: studentfriendly, largely
contemporary literature at
various reading levels
Builds community of
readers
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Provides lively, content
rich read-aloud with
opportunity to question,
discuss, and share ideas:
Focuses on academic
language
Develops background
knowledge in science,
social studies and the Arts
Provides diverse
Builds community of
readers and learners
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Occurs outside and in
addition to CKLA NY block
Allows for student and
teacher choice from
existing leveled libraries
based on interest,
availability and readability
Builds reading volume
Develops reading stamina
and persistence
Strengthens community of
readers and learners
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Listening and
Learning
Strand
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Listening and Learning Lessons
The Read-Aloud (35–40 minutes)
• Introducing the Read-Aloud (10 min)
• Presenting the Read-Aloud (10–15 min)
• Discussing the Read-Aloud (15 min)
• Comprehension Questions (10 min)
• Word Work (5 min)
Extension Activities (15–20 min)
These can be conducted later during the same day
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Listening and Learning Lessons
Content Objectives
ELA Objectives
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Listening and Learning Lessons
Core Vocabulary
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Listening and Learning Lessons
Lesson Component
Pacing
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Listening and Learning Lessons
Review of Prior Knowledge
Making Predictions
Purpose for Listening
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Introducing a Read-Aloud
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Know-Wonder-Learn Chart
What Do We Know?
What Have We Already Learned?
Where are We?
Essential Background Information or Terms
Brainstorming Links
Making Predictions About the Read-Aloud
Personal Connections
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Listening and Learning Lessons
Story Text
Image to Display
Guided Listening Support
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Presenting the Read Aloud
• Read with animation; use character voices.
• Show illustrations when indicated.
• Use the margin guided listening supports (GLS)
to provide clarification about core vocabulary
words and/or key parts of the read-aloud.
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Listening and Learning Lessons
Comprehension Questions
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Comprehension Questions
• Explicit Questions:
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Who?
What?
Where?
When?
• Implicit Questions:
• Why?
• What would happen if?
• How?
• Evaluative Questions
• Compare and Contrast
Questions
• Narrative/Descriptive
Questions
• Think-Pair-Share:
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Who? Pair-Share
What? Pair-Share
When? Pair-Share
Why? Pair-Share
When? Pair-Share
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Listening and Learning Lessons
Word Work
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Steps for Word Work
1. Provide the context in which the word was
used in the story.
2. Ask the children to repeat the word.
3. Provide an explanation of the word.
4. Provide examples of the word in contexts
other than the one used in the story.
5. Ask children to provide their own examples of
the new word.
6. Ask the children to say the word again.
(Beck, McKeown, & Kucan, 2002)
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Listening and Learning Lessons
Extension Activity
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23
Extension Activities
• On Stage (Act Out)
• Drawing / Retelling a
Read-Aloud or
Sequence of Events
• Image Review
• Which Happened
First?
• Interactive Illustrations
• Characters, Setting,
and Plot Using a
Three Circle Map
• Making Comparisons
and Connections
• Personification
• Brainstorming Links
• Personal Stories
• Know-Wonder-Learn
Chart
• Timelines / Lifelines
• Student Choice (ReRead) / Related
Trade Book
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Planning Considerations
Core Knowledge worked through Reviewing and
Planning for a Domain
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Still To Come
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Supplemental Guide
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Modified Read-Alouds
• Same core content as the Tell It Again! ReadAloud Anthologies
• More accessible vocabulary
• Shorter in length
• Less dense in peripheral information
• Spread over 2 days
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Day 1: Scaffolded Presentation of Core Content
Day 2: Dialogic and Interactive Presentation
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Pre-Kindergarten
Curriculum
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Concerns from the field
after August presentation
•
•
•
•
•
•
•
•
•
•
Skills Strand: (Not rolling out until 2013-14)
Practices not always based on current reading research
Only decodable text in hands for K-2; lack of authentic literature
in the hands of all students
All inclusive program, no room for practices such as guided
reading, Reader’s and Writer’s Workshop, etc.
Need for common language (terms). What are leveled texts?
What are tricky words?
What about ESL, ELL students?
What about RtI?
The Writing Component
Trade books out of print
Order of the Domains/Alignment to Content required at each
grade level
© 2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
30
Proceed with
Caution
Don’t throw the baby out with the bath water,
no perfect vendor product!
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www.engageNY.org
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Questions,
Comments,
Concerns
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www.engageNY.org
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