core knowledge

www.engageNY.orgwww.engageNY.org

Core KnowledgeListening and Learning in Action

Adapted by Colleen Ferrone & Anne Pallischeck

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© 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/

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 GradeFor 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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Core Knowledge on Engage NY

http://engageny.org/resource/grades-k-2-core-knowledge-language-arts-listening-and-learning-files

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

• 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)

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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)

• Addresses needs of all students by providing:

• Systematic exposure and reinforcement of reading skills differentially

• Engages through: student-friendly, largely contemporary literature at various reading levels

• Builds community of readers

• 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

• 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



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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ELA ObjectivesELA Objectives

Content ObjectivesContent Objectives



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Core VocabularyCore Vocabulary



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PacingPacing

Lesson ComponentLesson Component



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Making PredictionsMaking Predictions

Purpose for ListeningPurpose for Listening

Review of Prior KnowledgeReview of Prior Knowledge



Introducing a Read-Aloud

• 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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Story TextStory Text


Image to DisplayImage to Display

Guided Listening SupportGuided Listening Support



• 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.

Presenting the Read Aloud

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Emma Earnst

The notes section needs cleaned up. I can't understand your shorthand, sorry!



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Comprehension QuestionsComprehension Questions



Comprehension Questions

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Word WorkWord Work



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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Extension ActivityExtension Activity



Extension Activities

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Planning ConsiderationsCore 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! Read-Aloud Anthologies

• More accessible vocabulary• Shorter in length• Less dense in peripheral information• Spread over 2 days

• 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

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Proceed with Caution

Don’t throw the baby out with the bath water, no perfect vendor product!

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Questions,

Comments,

Concerns32

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