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Session 2: The First 60 Days of Instruction: Examining Critical Lesson Types that Build Across

Grades

Sequence of SessionsOverarching Objectives of this July 2013 Network Team Institute1. Participants will be able to accurately identify the instructional and support materials (e.g., cards, posters) required for Skills strand

implementation and will demonstrate use of support materials in ways that coincide with instructional lessons/pacing.2. Participants will be able to articulate the assessment procedures and tools available in the CKLA Skills strand and will apply this knowledge to

case studies, demonstrating initial placements consistent with the guidance given in CKLA and use of CKLA ongoing assessments to support a flexible grouping approach.

3. Participants will be able to demonstrate how CKLA Skills strand materials can be used to support a differentiated approach to Tier 1 instruction and will be able to describe how CKLA Skills materials could be incorporated into a multi-tiered approach to K–2 ELA instruction.

4. Participants will be able to identify the student learning goals that will be covered grade-by-grade (K–2) in the first 60 days of instruction and the lesson types that will support this learning.

High-Level Purpose of this SessionParticipants will consider the general pacing and scope and sequence of lesson types for the Skills strand across the year. Participants will focus deeply on two to three key lesson types and will gain experience in dissecting the lesson for planning purposes, practicing key instructional strategies used within varied lesson types, and will consider how adjustments may be made within lessons to support various learners. Principals will take a similarly ‘deep dive’ into the lessons with a grade level team, with the purpose of gaining a strong working knowledge of the program, which is necessary for their support as instructional leaders.

Related Learning Experiences1. This training is the second in a series of trainings on the use of CKLA–NY. It provides background knowledge that will be relevant to upcoming

trainings on implementing additional lessons from the Skills strand to occur at a future date.

Session OutcomesWhat do we want participants to be able to do as a result of this session? How will we know that they are able to do this?

In this session participants will:1. Gain familiarity with the scope and sequence of the skills strand and lesson types that are critical across all grades.2. Gain knowledge of how to dissect the lessons within the Teachers’ Guide for planning and implementation purposes and will gain skill in implementing key lesson types.

Session OverviewSection Time Overview Prepared Resources Facilitator

PreparationSection 1: Examining a Basic Code Lesson and Creating a Checklist

25 minutes

Instructors will model dissection of a Basic Code lesson identifying critical behaviors for implementation.

PPT:1. NTI_July2013_Session2_TheFirst60daysofInstruction_KeylessonT

ypes.pptx

Handouts:1. CondensedLessonTypes2. BlankChecklist_BasicCodeLesson3. Checklist_BasicCodeLesson4. GradeK_BasicCode5. Grade1_BasicCode6. Grade1_BasicCodeReader7. Grade1_BasicCodeWkbkpages8. Grade2_BasicCode&CloseReadLesson

Section 2: Examining a Tricky Word Lesson and Creating a Checklist

45 minutes

Instructors will guide dissection of a Tricky Word lesson identifying critical behaviors for implementation.


ypes.pptx

Handouts:1. BlankChecklist_TrickyWordLesson2. Checklist_TrickyWordLesson3. GradeK_TrickyWord

4. Grade1_TrickyWord5. Grade2_TrickyWord

Section 3: Examining Advanced Code: Alternative Spelling and Tricky Spelling Lessons and Creating Checklists

90 minutes

Participants will dissect an Advanced Code lesson identifying critical behaviors for implementation.


ypes.pptx

Handouts:1. BlankChecklistTricky.SpellAlt2. Checklist_TrickySpellAlt3. GradeK_TrickySpelling4. GradeK_TrickySpellingReader5. GradeK_TrickySpellingWkbk6. GradeK_SpellingAlternatives7. Grade1_TrickySpelling8. Grade2_TrickySpelling9. Grade2_SpellingAlternative10. Grade1_VowelDigraphs_Lesson11. BlankChecklist_VowelDigraphs12. Checklist_VowelDigraphs13. Basic&AdvancedDescriptions14. VowelDigraphDescription

Section 4: Your Turn: Grade Specific Lesson

30 minutes

Participants will dissect a grade specific lesson identifying critical behaviors for implementation.

Materials used include:1. NTI_July2013_Session2_TheFirst60daysofInstruction_KeyLessonT

ypes.pptx

Handouts:1. BlankChecklist_DemoStory2. Checklist_DemoStory3. GradeK_DemonstrationStory4. GradeK_FastFredDemoStory5. BlankChecklist_ReadingTime6. Checklist_ReadingTime7. Grade1_ReadingTime_Lesson8. Grade1_ReadingTime_TwoDogs

9. Grade1_TwoDogs_Wkbkpages10. Grade1_ReadingLessonAnecdotal11. BlankChecklist_CloseRead12. Checklist_CloseRead13. Grade2_BasicCode&CloseReadLesson14. Grade2_TheMilk_CloseReadLesson

Session Roadmap Section 1: Examining a Basic Code Lesson and Creating a Checklist

Time: 25 minutes

[30 minutes] In this section, you will…1. Gain knowledge in how to dissect a Basic Code

lesson for planning and implementation purposes

Materials used include:1. NTI_July2013_Session2_ TheFirst60daysofInstruction_KeylessonTypes.pptx

Handouts:1. CondensedLessonTypes2. BlankChecklist_BasicCodeLesson3. Checklist_BasicCodeLesson4. GradeK_BasicCode5. Grade1_BasicCode6. Grade1_BasicCodeReader7. Grade1_BasicCodeWkbkpages8. Grade2_Basic Code&CloseReadLesson

Time Slide #/ Pic of Slide Script/ Activity directions: (Please Note: Here we provide key ideas per slide. A full script is provided within the power point slides in the “Notes” view).

GROUP

Key Points:1. Some lesson types repeat across grades and are critical.2. A cornerstone of all lesson types is the basic code.3. Will be taught approximately 40 times in K, less in 1st. Only in

review in 2nd, but it has many critical parts that become the basis for alter lesson types.

Handout: CondensedLessonTypes

Slide 4 Key Point:1. The purpose of this lesson type is to teach students to hear a

particular sound, and to write a “picture” of that sound using the most common (or least ambiguous) spelling for the sound.

Slide 5 Key Points:1. A basic code lesson is dedicated to a single sound and will

usually contain the following elements:a. (Warm-up/review).b. Introduction of Sound (orally).c. Oral Language Exercises.d. Teacher Modeling.e. Worksheet.f. (Additional reading and writing activities).

Key Points:1. The Basic Code Lesson is not meant to be done in bits and

pieces, or selectively.2. It has a sequence, with one part leaning on the previous part.3. It will be less effective if subdivided.4. Same is true of other lessons.5. Please try to do all the exercises, but with fewer examples if

necessary.

Slide 7 Key Points:1. We will build a process of examining lessons to create a

checklist to focus planning and practice.2. Administrators can use this to guide their observations3. This “thin slice” examination will help teachers focus attention

on most important instructional behaviors as they learn this new program.

Handouts: BlankChecklist_BasicCodeLesson

Slide 8 Key Points:1. Our sample checklist includes key ideas, but you may expand on

this list.2. The list should include critical instructional features3. The list should include key quality behaviors4. We will analyze and “chart” the lesson to see what is critical

Handout: Checklist_BasicCodeLesson

Key Points:1. This is an oral task, no letters2. There are very specific gestures used for blending 3, 4, 5 syllable

words. These should be taught explicitly3. Very specific examples are used.4. Saying the sounds as if you were the student will help you

internalize the lesson as you plan and chart

Slide 10 Key Points:1. The critical aspects of the lesson guided the questions we ask

here.2. The questions are designed to probe the most important

instructional features?3. The lessons make obvious the most important instructional

features by:a. the precision with which they discuss them,b. the depth of detail provided, andc. the extent to which these features repeat across lessons.

Slide 11 Key Points:1. This is an oral task, no letters2. A focus on articulation is explicitly taught as a technique to

support learning of the sound

Key Points:1. Note here that we pulled from the lesson language, but we also

brought in knowledge we know is important.2. You may also bring in expertise to these checklists.3. Some of this may evolve as you work with the program and

some will be there as you dig deeply into the lesson content.

Slide 13 Key Points:1. What are the key ways the teacher interacts with the materials

(organization, techniques, nonverbal modeling)?2. What are the key ways the teacher interacts with the students to

support learning?3. Notice what is important about the way the teacher interacts

with the material, with the students.4. Consider how precise the directions and language used are.

Key Points:1. Participants will use the basic code checklist created to watch a

demonstration “basic code” lesson.2. Participants will note evidence (or lack of) on their checklists3. Participants consider as a table additional behaviors or

instructional features they should see in a high-quality lesson.

Handouts: Basic&AdvancedDescription BlankChecklist_BasicCodeLesson GradeK_BasicCode Grade1_BasicCode Grade1_BasicCodeReader Grade1_BasicCodeWkbkpages Grade2_BasicCode&CloseReadLesson

Slide 15 Key Points:1. Select someone from the table to be a spokesperson2. Note one additional behavior, not on our checklist, that you may

want to add as a critical instructional feature3. Keep it to a single sentence4. The spokesperson points to the next table

Section 2: Examining a Tricky Word Lesson and Creating a Checklist

Time: 30 minutes

[30 minutes] In this section, you will…2. Gain knowledge in how to dissect a Tricky Word

lesson for planning and implementation purposes

Materials used include:PPT:NTI_July2013_Session2_ TheFirst60daysofInstruction_KeylessonTypes

Handouts:BlankChecklist_TrickyWordLessonChecklist_TrickyWordLessonGradeK_TrickyWordGrade1_TrickyWordGrade2_TrickyWord


GROUP

Slide 17 Key Points:1. The purpose of this lesson type is to introduce a word that is

needed for instruction but contains spellings that have not yet been taught.

Slide 18 Key Points:1. Sight word is an ambiguous term; it can mean two things:2. A high-frequency word students need to see a lot and learn to

recognize speedily.3. A word that does not “play by the rules” — that is not spelled or

pronounced as you would expect.

Key Points:1. Some site words are high-frequency words that CAN be decoded

(right side of Venn diagram)2. Some site words are high frequency words that CANNOT be

decoded (Center/Overlap of Venn Diagram)3. Tricky words are words that cannot be decoded based on what

has been taught regardless of whether they are high-frequency or not (Left side of Venn diagram)

Slide 20 Key Points:1. Regular high-frequency words like in, on, this, & at do not require

special treatment; students can read these words via blending2. High-frequency words that also qualify as tricky words (I, a, of,

one, was, two) do need special attention.

Slide 21 Key Points:1. The trickiness of a word is relative to which spellings have been

taught.2. The more spelling patterns the students know, the fewer words

need to be described as tricky.

Key Points:1. Some words are taught initially as tricky words but, later on,

students learn they are part of a spelling pattern. Examples: he, she, we, be, me; no & so; my & by.

2. Other tricky words are never absorbed into the spelling patterns: Examples: one, of, two, could.

Slide 23 Key Points:1. Most words are not 100% tricky; they have tricky parts.2. Strategy: Instead of teaching the whole word as something tricky

that needs to be memorized as a whole, draw attention to regular parts and tricky parts within the word. (Break it down!)

Slide 24 Key Points:1. Participants will examine a lesson at their grade level to create a

checklist that included questions to probe critical instructional features

2. They should ask, “What are the key ways the teacher should interact with the materials (e.g., teaching techniques, specific language)?” and

3. “What are the key ways the teacher should interact with the students to support learning?”

Handouts: BlankChecklist_TrickyWordLesson GradeK_TrickyWord Grade1_TrickyWord Grade2_TrickyWord

Key Points1. Participants will review a completed Tricky Word Lesson

Checklist and compare it to their own.2. Participants should consider ways your list may differ/be similar.3. Tell participants to use this to expand/add to/refine your list.4. Have participants change at least one thing.

Handout: Checklist_TrickyWordLesson

Slide 26 Key Points:1. [Trainer should conduct a demonstration Tricky Word Lesson]2. Participants should use their checklist to evaluate the

demonstration.3. Participants should take special care to determine if the items on

their list are “observable.”

Slide 27 Key Point:1. Tricky word lessons will be encountered approximately:

a. 15 times in Kb. 10 times in G1c. 11 Times in G2

Section 3: Examining Advanced Code: Alternative Spelling and Tricky Spelling Lessons and Creating Checklists

Time: 30 minutes

[30 minutes] In this section, you will…3. Gain knowledge in how to dissect an Advanced

Code lesson for planning and implementation purposes

Materials used include:1. PPT: NTI_July2013_Session2_ TheFirst60daysofInstruction_KeylessonTypes.pptx

Handouts:1. BlankChecklistTricky.SpellAlt2. Checklist_TrickySpellAlt3. GradeK_TrickySpelling4. GradeK_TrickySpellingReader5. GradeK_TrickySpellingWkbk6. GradeK_SpellingAlternatives7. Grade1_TrickySpelling8. Grade2_TrickySpelling9. Grade2_SpellingAlternative10. Grade1_VowelDigraphs_Lesson11. BlankChecklist_VowelDigraphs12. Checklist_VowelDigraphs13. Basic&AdvancedDescriptions14. VowelDigraphDescription


GROUP

Slide 29 Key Point:1. The purpose of this lesson type is to introduce one or more

additional spellings for a sound, beyond the basic code spelling students have already learned.

Key Points:1. The basic code spelling for the /ae/ sound is a__e2. This spelling is taught at the end of Kindergarten and again in

Grade 1.3. This spelling is reviewed in Grade 2

Slide 31 Key Points:1. There are other “alternatives” for spelling /ae/.2. It can be spelled “a” as in “baby.”3. It can be spelled “ai” as in “paint.”4. It can be spelled “ay” as in “hay.”5. These spelling alternatives are taught in Grades 1 and 2.

Slide 32 Key Point:1. In Grade 2 we also teach some additional alternative spellings:

a. “eigh” as in “freight.”b. “ey” as in “greyhounds.”c. “ea” as in “steak.”

Key Points:1. Alternative Spellings are part of the Advanced Code2. In introducing: Just as we can draw a picture of a flower two

ways, so we can draw a picture of a sound two ways.

Slide 34 Key Points:1. Spelling alternatives are taught using the following process:

a. Introduce the sound orally.b. Remind the students they’ve already learned one way to

spell this sound (the basic code spelling).c. Remind them of other spellings they may have learned (if

applicable).d. Introduce new spellings with example words.e. Have students complete a word sort.

Slide 35 Key Points:1. Word sorts are a key aspect of the program, especially for

teaching spelling alternatives.2. When teaching spelling alternatives, the words in the sort will all

contain the target sound (e.g., /ae/), but they have it written with different spellings (e.g. wait, say, cake).

3. Students sort the words by spelling.

Key Points:1. When there are only 2 or 3 spelling alternatives for a sound, we

usually use the short treatment.2. When there are 4 or more spelling alternatives, we usually use

the long treatment.

Slide 37 Key Points:1. Short treatment of spelling alternatives typically lasts one day

and follows the following process:a. Introduce the sound.b. Introduce the new spellings.c. Do a word sort where words containing the sound are

sorted by spelling.d. New spelling or spellings begin to appear in readers and

on worksheets.e. Wall display optional.

Slide 38 Key Points:1. Long treatment of spelling alternatives, used when there are 4+

spelling alternatives for a sound.2. Typically stretches over several lessons and follows the following

process:a. Begins with an oral language activity and set up of a

“Spelling Tree.”b. Ends with a Spelling Chart or other culminating activity.c. Has a wall display.

Key Points:1. Step 1: Spelling Tree displays are used so students can see the

relationships between the spellings (i.e., that they all address the same sound) and sample words that use each spelling

2. To create the tree:a. Add selected words from board sort to a “spelling tree”

for the sound (e.g., /ae/) on classroom wall or board.b. Continue to add words to the spelling tree during next

several days of work on the sound (and possibly beyond).c. Spelling Tree is a focal point of successive lessons.

Slide 40 Key Point:1. Here is a sample spelling tree.

Slide 41 Key Points:1. Step 2 in the long treatment for the spelling is a series of word

sorts.2. Students sort words with a subset of taught spellings of the

sound and add words to the spelling tree.

Key Point:1. Step 3 in the long treatment for the spelling is a culminating

activity that includes all of the spellings introduced for the sound.

Slide 43 Key Points:1. On creative way to sort is a “brick” sort, with words posted on

tissue boxes.2. Another way to sort is with cards in a pocket chart.3. It is helpful for the sorts if students can write the words on the

cards for additional practice writing and spelling the sound.

Slide 44 Key Point:1. Here is an example of a word wall with alternative spellings for

/ie/.

Key Point:1. The purpose of a Tricky Spelling Lesson is to explicitly call

students’ attention to a spelling that can be pronounced and read more than one way.

Slide 46 Key Point:1. Tricky spellings present a challenge for students when reading

unfamiliar words because they can be pronounced in multiple ways.

Slide 47 Key Points:1. The analogy of a tug-o-war can help children understand the idea

of tricky spellings.2. Consider the sound made by “ow” in the words “snow” and

“how.”Both are spelled the same, but they sound different.

Key Points:1. Within each Tricky Spelling Lesson the teacher will follow the

same procedure to call students’ attention to the different pronunciations of spellings using many word examples.

2. Children are taught to try different pronunciations until they can recognize a pronunciation in a word that sounds familiar and within context.

Key Points:1. Using the same process that we have been using throughout the

day, participants will create a checklist for either a spelling alternative lesson or a tricky spelling lesson

2. Participants will compare and contrast their checklists.

Handouts: BlankChecklistTricky.SpellAlt GradeK_TrickySpelling GradeK_TrickySpellingReader GradeK_TrickySpellingWkbk GradeK_SpellingAlternatives Grade1_TrickySpelling Grade2_TrickySpelling Grade2_SpellingAlternative Basic&AdvancedDescriptions Grade1_VowelDigraphs_Lesson BlankChecklist_VowelDigraphs VowelDigraphsDescription

Slide 50 Key Points:1. Participants will compare their checklists to one provided by the

instructor.2. Participants will make changes to enhance their checklist based

on the one provided.

Handouts: Checklist_TrickySpellAlt Checklist_VowelDigraphs

Key Points:1. The instructor will present a demonstration Spelling Alternatives

lesson.2. Participants will use their checklists to look for critical elements

and behaviors during the lesson.

Section 4: Your Turn: Grade Specific Lesson

Time: 30 minutes

[30 minutes] In this section, you will…4. Gain knowledge in how to dissect a grade specific

lesson of a type that has not yet been covered:a. Kindergarten – Demonstration Reading

Lessonb. Grade 1 – Reading(Time)Lessonc. Grade 2 – Close Reading Lesson

Materials used include:1. NTI_July2013_Session2_TheFirst60daysofInstruction_KeyLessonTypes

Handouts:1. BlankChecklist_DemoStory2. Checklist_DemoStory3. GradeK_DemonstrationStory4. GradeK_FastFredDemoStory5. BlankChecklist_ReadingTime6. Checklist_ReadingTime7. Grade1_ReadingTime_Lesson8. Grade1_ReadingLessonAnecdotal9. Grade1_ReadingTime_TwoDogs10. Grade1_TwoDogs_Wkbkpages11. BlankChecklist_CloseRead12. Checklist_CloseRead13. Grade2CloseRead_BasicCodeLesson14. Grade2_TheMilk_CloseReadLesson


GROUP

Key Point:1. Using the same process that we have been using

throughout the day, participants will create a checklist for a new lesson type at their grade level:

a. Kindergarten – Demonstration Reading Lesson

b. First Grade – Reading (Time) Lessonc. Second Grade – Close Read Lesson

Handouts: BlankChecklist_DemoStory Checklist_DemoStory GradeK_DemonstrationStory GradeK_FastFredDemoStory BlankChecklist_ReadingTime Checklist_ReadingTime Grade1_ReadingTime_Lesson Grade1_ReadingLessonAnecdotal Grade1_ReadingTime_TwoDogs Grade1_TwoDogs_Wkbkpages BlankChecklist_CloseRead Checklist_CloseRead Grade2CloseRead_BasicCodeLesson Grade2_TheMilk_CloseReadLesson

Use the following icons in the script to indicate different learning modes.Video Reflect on a

promptActive learning Turn and talk

Turnkey Materials Provided: See handouts for lesson type checklists (blank for use during activity; completed to be reflected on after the activity).

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