©2013 core knowledge foundation. core knowledge language arts understanding the design principles

©2013 Core Knowledge Foundation.

Core Knowledge Language Arts

Understanding the Design Principles


Two Keys to Reading

Skills StrandDecoding and Encoding: Systematic Synthetic Phonics Handwriting Grammar Spelling Expressive Writing /The

Writing Process

Listening & LearningLanguage Comprehension: Oral Read-aloud Text-based Discussion Word Work Extension Activities that

Provide Students with the Opportunity to use New Language and Concepts

www.coreknowledge.org

R = D x CR = D x C

Louisiana Tier 1Louisiana Tier 1 Louisiana Tier 2Louisiana Tier 2


Overview of Skills Materials

Teacher Guides Student Workbooks

Student DecodableReaders

Ancillary Materials

Assessment & Remediation Guides

3www.coreknowledge.org

Big Books


Skills Strand Instruction• 10 – 12 Lesson Types Per Grade

Phonics & Reading Grammar Spelling Writing

• Gradual Release Modeled Through Lessons Warm-up Explicit Instruction Model Group Practice Independent Practice Independent Application



SupplementalGuide

CKLA Materials

Teacher Anthology Image Cards

Flip Book



Listening & Learning Instruction

• Stays on topic for 2 – 3 weeks

• Single Lesson Type Across Grades

• Each Lesson Includes Read-aloud

• Introduction to the Read Aloud• Presenting the Read Aloud

Discussion• Comprehension Questions• Word Work

Extension Activity



Key Design Principles of Listening and Learning

Building Knowledge and Language Systematically



DESIGN PRINCIPLE

CKLA uses read-alouds to support oral language skills that underlie and parallel reading and writing skills.



Language Development

Oral Written



Listening versus Reading Comprehension


T. G. Sticht, 1974, 1984


Appendix APage 6

What is Text Complexity?


1. Language Demands2. Knowledge Demands


What Does It Mean to Build 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.”

“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.”



DESIGN PRINCIPLE

CKLA Systematically

Builds Knowledge



What We Know

• Knowledge builds on knowledge

• All of our most desirable goals for education are all knowledge dependent:

Creativity Problem solving Reading comprehension General achievement

• Knowing things allows us to expend the smallest amount of cognitive capacity on processing lower-order aspects of a problem so that more cognitive capacity is available for higher levels



Coherence



Systematic Knowledge Building



DESIGN PRINCIPLE

CKLA Stays on Topic to Foster the Most Efficient Word Learning



ex cencecres



What We Know

• Most vocabulary is learned implicitly.

• Word learning is most efficient when the reader (listener) already understands the context well.

• Tiny gains on a dozen words is more efficient than large gains on just one word at a time.

• What makes vocabulary valuable and important is not the words themselves so much as the understandings they afford.



What are Kings and Queens?



Sections 3 & 4



Key Design Principles of the Skills Strand

A Systematic Approach



What is the Significance of 270?

• 26 LettersA B C D E F G H I J K L M N O P Q R S T U V W X Y Z

• 52 Total with Upper- and Lowercasea b c d e f g h i j k l m n o p q r s t u v w x y z

• 16 Distinctly Different UppercaseA 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 & Punctuation . ? , !



What We Know

• Early Systematic Instruction in phonics seems to lead to better achievement in reading than later, less systematic instruction

• Unless decoding is automatic, there is little cognitive capacity to think about meaning.

• Reliable decoding is more efficient than context cues.

• Specific objectives, rather than broad goals, should inform both practice and assessment

• Practice leads to automaticity



DESIGN PRINCIPLE

CKLA teaches children the distinction between sounds and spellings using the most frequent or least ambiguous sounds first.



/ae/Sound:


Spellings:

plane

baby

paint

hay

freight

steak

greyhound


Basic Code: Vowels



Most Frequent, Least AmbiguousConsonant Spellings


KK

11

22


The Value of Most Frequent, Least

Ambiguous Sound



DESIGN PRINCIPLE

CKLA gives intensive practice to build reliability and automaticity.




Intensive Practice through the Day’s Lesson


Practice in Making Distinctions



DESIGN PRINCIPLE

CKLA directly instructs in those oral language skills (blending & segmenting) that underlie and parallel reading and writing skills.



Blending and Segmenting


mat > met > pet > pit > it > hit > him > hem > them


A Strong Foundation


Care and Use

DirectionsRoad Signs & Rules

Guided Practice


A Strong Foundation

Genre Writing & Response to Textwww.coreknowledge.org

Phonics, Handwriting, & Reading

Content, Listening & Speaking

Spelling & Grammar


Implementation Traps

Lessons Learned for Administrators



Technical vs. Adaptive Problems

• TechnicalThere’s a concrete answer.

• AdaptiveThere are multi-faceted situational answers.



Expecting Lessons to Address Anchor

Standards



Kindergarten Reading Standards

52EngageNY.org 52


Grade 1 Reading Standards

53EngageNY.org 53


Grade 2 Reading Standards

54EngageNY.org 54


RI Standard K.10KK Actively engage in group reading activities with

purpose and understanding.



RI Standard 1.10KK

11

With prompting and support, read informational texts appropriately complex for grade 1.



RI Standard 2.10KK

11

22

By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.



RI Standard 3.10KK

11

22

33

By the end of the year, read and comprehendinformational texts, including history/socialstudies, science, and technical texts, at the highend of the grades 2–3 text complexity bandindependently and proficiently.



RI Standard 4.10KK

11

22

33

44

By the end of the year, read and comprehendinformational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.



RI Standard 5.10KK

11

22

33

44

55

By the end of the year, read and comprehendinformational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.



RI Standard 6.10KK

11

22

33

44

55

66

By the end of the year, read and comprehendliterary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.



RI Standard 7.10KK

11

22

33

44

55

66

77

By the end of the year, read and comprehendliterary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

No changes for RI.7.10



RI Standard 8.10

KK

11

22

33

44

55

66

77

88

By the end of the year, read and comprehendliterary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently.



RI Standard 3.10KK

11

22

33

By the end of the year, read and comprehendinformational texts, including history/socialstudies, science, and technical texts, at the highend of the grades 2–3 text complexity bandindependently and proficiently.



Not Recognizing the Skills Strand as a K - 2 Continuum

• The Placement Assessments are Critical

• Consider School, Grade, and Classroom options

• Recognize Challenges in Year 1• Recognize What the

Continuum Means for

Progress Data



Trying to Do or Keep Too Much

• Time is Most Precious Classroom Resource

• Change is Hard• Consider the Overlap

Intersection of Goals of Instruction and ELA components



Not Taking Time to Learn the Program

• How does it differ from what you have been doing?

• What you should see in the classroom?

• What are the most important elements for fidelity?



Thinking it's All on the Page


• CKLA is Highly Structured but Not Scripted

• Planning and Preparation are Important

• There’s Plenty of Room for Enhancement and Differentiation


Not Recognizing the Transition in

Progress• Curriculum

New Materials New Approaches Time to Learn before

Adapting

• New Assessments • New Basis for Teacher

Evaluation



Not Getting Supportckla.amplify.com

www.coreknowledge.org/ckla-resources

Amplify EducationCKLA K-5 Sales, PD & Support

www.amplify.com/curriculum/core-knowledge-language-arts

(800) 823-1969

Core Knowledge FoundationCKLA Preschool www.coreknowledge.org/ckla

800-238-3233



http://www.coreknowledge.org/ckla


©2013 core knowledge foundation. core knowledge language arts understanding the design principles

Documents

core knowledge foundation

knowledge demands slide

core knowledge language

domain knowledge

learning building knowledge

oral language skills

language demands

written language