Document

Download Report

Transcript Document

Understanding the Common Core Shifts and the K-2 New York Language Arts Program

by Core Knowledge ®

Revised by: Colleen Ferrone

Staff Development Specialist/Network Team ONC BOCES www.engageNY.org

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.

©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

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.

Skills Strand

Teaches the mechanics of reading – students are taught systematic and explicit phonics instruction as their primary tool for decoding written English. By the end of grade 2, students have learned all of the sound writing during the Skills Strand.

‐ spelling correspondences in the English language and are able to decode just about any written material they encounter. In addition to phonics, students also are taught spelling, grammar, and ©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

Listening and Learning Strand

Consists of a series of read ‐ alouds organized by topics (called domains), many of which are informational in nature. The goal in the Listening and Learning strand is for students to acquire language competence through listening, specifically building a rich vocabulary, and broad knowledge in history and science by being exposed to carefully selected, sequenced and coherent read ‐ alouds.

SKILLS STRAND

•

Key Aspects of the Skills Strand Reading and writing are taught in tandem.

•

Focuses on sounds, or phonemes.

•

Teaches the most common, or least ambiguous spellings first.

•

Students read and write only what they have been taught.

•

Lowercase letters are taught first.

Overview of a Skills Unit

Units are built around the structure of language:

• Vowel and Consonant

Sounds

• Vowel and Consonant

Spellings

•

Blending

Spellings and

Segmenting

Sounds and •

Basic

Code •

Advanced

Code •

Alternative

Spellings •

Tricky

Spellings ©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

Overview of Skills Materials

Teacher Guides Student Workbooks ©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

Overview of Skills Materials

Student Decodable Readers Chaining Boards ©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

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.

Listening and Learning Strand

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.

Components of a Domain Unit

Each Domain Unit: • 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.

Overview of Listening and Learning Materials Teacher Anthology Large Image Flip Books & CD Student Workbooks ©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

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.

How do we know this works?

K – 2 Pilot with New York City Teachers and Students

• 2008-2009 - Compared to peers, Kindergarteners taught with the CKLA program made more statistically significant progress in all areas of reading tested: spelling, phonemic awareness, decoding, and comprehension.

• 2009-2010 - Compared to peers, 1 st graders taught with the CKLA program made more statistically significant progress in reading, science and social studies.

• Both students with only one year of CKLA instruction and those with two years of CKLA instruction made greater gains than their peers at comparison schools.

• 2010 – 2011- Compared to peers, 2 nd graders taught with CKLA made more progress in all areas of reading and social studies.

Rollout Schedule

•

Starting August 2012

9 CKLA Listening and Learning Domains (per grade K–2) • • • • •

Summer 2013

12 NYLA Listening and Learning Domains (per grade K-2) Supplementary Listening and Learning Teacher Resource 6 - 10 NYLA Skills Units (per grade K – 2) Supplementary Skills Assessment & Remediation Guide Comprehensive ELA Program for Preschool ©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

Resources

www.coreknowledge.org

http://engageny.org/resource/core-knowledge-language-arts-listening and-learning-files/ http://engageny.org/resource/network-team-institute-materials-grades-k 2-ela-curriculum-professional-development-materials-august-13-17 2012/ ©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

• • • • • • • Core Knowledge is a complete two hour Language Arts Program- How can we support this roll out with: Districts that have research based programs in place (Adopt, Adapt, Ignore) Phonics/Skills Instruction Guided Reading Readers and Writers Workshop Books in hand beginning in Kindergarten Leveled Readers (Common Language/Vocabulary) Interventions ©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

Thank You!

www.creativecommons.org/licenses/by-nc-sa/3.0/ www.engageNY.org

Document

Transcript Document

Understanding the Common Core Shifts and the K-2 New York Language Arts Program

The Core Knowledge Foundation

Two Essential Keys to Literacy

Skills Strand

Listening and Learning Strand

SKILLS STRAND

Key Aspects of the Skills Strand Reading and writing are taught in tandem.

Focuses on sounds, or phonemes.

Teaches the most common, or least ambiguous spellings first.

Students read and write only what they have been taught.

Lowercase letters are taught first.

Overview of a Skills Unit

Overview of Skills Materials

Overview of Skills Materials

Overview of Assessments

Listening and Learning Strand

Listening and Learning Lessons

Components of a Domain Unit

Overview of Assessments

How do we know this works?

Rollout Schedule

Resources

Thank You!

Directory