day 1 presentation skills strand
DESCRIPTION
TRANSCRIPT
Core Knowledge Language ArtsSkills Strand
Adapted from Core Knowledge
Introductions
• Name, school, grade level
Long Term Learning Targets
• Overview of critical materials and routines that need to be in place prior to the school year to support implementation of CKLA
• What key adjustments can be made to the use of existing materials, routines, and classroom setup to support high-quality implementation of the Skills strand
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Overview of Skills Materials
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Teacher Guides Student Workbooks
Student DecodableReaders
Chaining Boards
Assessment & Remediation Guides
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Teacher Guide
The purpose of the Teacher Guide is to provide lesson plans for Skills strand lessons.
• How– Outlines lessons for each unit– To guide your lesson presentation
• When– Beginning in Unit 1
• Where– Rug area – Small group instruction area
• Tips– Become familiar with unit objectives.– Preview each unit for materials needed to
prepare for lessons.– Read Unit Introduction and Unit
Appendices.– Use “At a Glance” chart to plan.
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Big Books
The purpose of the Big Books is for the teacher to model reading for students.
• How– Teacher will model best reading practices
for students.• When
– During Demonstration Story lessons– 5 titles in kindergarten– 3 titles in grade 1
• Where– Rug area (on an easel)
• Tipso Students have matching student readers
for most units.
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K 1
Blending Picture Cards
The purpose of the Blending Picture Cards is to support blending activities by using images to serve as a visual cue for blending a word.
• How – One set per teacher– Supports blending on one side and
matching segmented word on other side• When
– Used for various activities in kindergarten• Where
– Rug area– Small group instruction area
• Tips– The names consist of 2–3 sounds and are
suitable for early blending practice.
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K
Sound Posters & Cards
The purpose of the Sound Posters & Sound Cards is to provide a visual reminder of the code knowledge students have been taught.
• How– Posters are mounted when a sound is
taught for the first time; sound cards are added as each spelling and alternative spelling is taught.
• When– Begins in Kindergarten Unit 3, Lesson 5– 10 vowel posters, 25 consonant posters
• Whereo Around the room
• Tips– Create a sound wall.– Display vowel sound cards separately from
consonant sound cards.
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K
The Large Card Letters are used for teaching and reviewing sounds and spellings and chaining activities.
• How– Teacher leads student through sounds and
spellings review.– Students use cards to engage in
spelling/chaining activities.• When
– Warm-up activities– Large card chaining activities
• Where– Rug area
• Tips– Prepare for chaining activities in advance.– Note that vowel cards are shaded.– Line drawn at bottom at of card indicates
directionality.
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Large Card Letters K 1
Student Workbooks
The purpose of the Student Workbook is provide practice and reinforcement for students after a lesson.
• How– One copy per student, per unit
• When– After each lesson, during “Pausing Points,”
centers• Where
o Keep in individual student desk or in workbook bins for each table.
• Tips– Workbook copies and answer key are
located in the Teacher Guide.– Enlarge or project a copy of the worksheet
to model for students.– Keep laminated copies of worksheets for
“Pausing Point Activities” and centers.
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2
Student Readers
The purpose of the Student Readers is to provide practice on recently taught spellings through 100% decodable text.
• How– One per student, per unit beginning with
Kindergarten Unit 6.• When
– Demonstration story lessons– Partner reading, close reading, read-aloud
lessons• Where
– Rug area: whole group– At desks: partner read– Keep previous readers in the classroom
library or in student book baggies.• Tips
– New spellings in each unit are printed in bold throughout reader.
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2
The purpose of the Student Chaining Folder & Small Letter Cards is to allow students to practice sound spellings taught.
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Chaining Folders & Small Letter Cards
• How– One per student– Teacher calls out chains; students control
cards to make words• When
– Introduced in Kindergarten Unit 5– Used for chaining activities
• Where– At desks– Small group instruction area
• Tips– Set up letter cards in advance.– To scaffold student chaining, chain along
in a pocket chart.– Store cards in folder. Exchange cards as
needed per lesson.
K
The purpose of the Code Flip Book and Cards is to provide students with a visual guide of sounds and spellings taught.
• How– Set of two Flip Books (one for vowels, one
for consonants)– Contains both basic and alternative
spellings• When
– As new sounds are introduced during instruction
• Where– Rug area (on an easel)– Small group instruction area
• Tips– Keep letter cards with Flip Books.– Use Velcro tabs or putty to affix cards to
their sound page.
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Code Flip Books & Large Letter Cards
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The purpose of the Individual Code Charts is to provide aid to students to use when writing and spelling.
• How– One per student– Lists all of the sounds and spellings
students will learn that year• When
– Reviewing– Writing
• Where– Student desks– Small group instruction area
• Tips– Keep one in class, send one home for
review.
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Individual Code Charts 1
2
Classroom Set-Up Tips
• Have a rug area• Set up a “Tricky Word Wall”• Set up a “Sound Wall”—sounds will be posted as they are taught• Prepare for chaining activities in advance—vowels are shaded; line on
bottom shows directionality• Set up individual reading bags (GRAIR time)• Laminate worksheets from workbooks for center activities• Chaining folder (K)—needs to be prepared in advance• Code Flip Books and Cards (1st/2nd)—velcro tabs/putty needed to affix
cards • Index cards—Green –Decodable, Yellow—Tricky• Key rings or baggies for student tricky words
Zone Areas
• Zone 1: Around The Room—artifacts posted, word walls, etc.
• Zone 2: Whole Group/Rug Area• Zone 3: Small Group Instruction• Zone 4: Skills Center—word work, centers• Zone 5: Student Communities/Independent
Work—desks/tables, etc.
Zone Notes
Zone 1—Around the Room*Sound Wall—Kindergarten (consonant/vowel)—close to whole group instruction 8-10 sounds per unit. Transfer if space is needed.Spelling Trees—1st/2nd –one tree for each vowel/vowel pair*Tricky Word Walls—non-decodable words—can be set up by sound, or word family*Listening and Learning artifacts*Shared Writing*Student Work
Zone 2—Whole Group*Rug Area—near smartboard*Assign seats so that partners can be available for partner reading and think/pair /share*Display materials for flip books or big books to easily manipulate*Pocket charts and easel for handwriting*Material bin to keep sound cards, teachers guides, texts—off limits for students*Student library—previously read readers
Zone Notes
Zone 3—Small Group *Small Group/Assessment area*Kidney table*View of whole room –children at table are facing teacher; backs to rest of class*Bookcase behind table for easy access*Data binder *Assessment/Remediation Guides—online only to be used as needed to “boost”
Zone 4— Skills Center*Center work*Center bins –differentiated activities—pa/phonics*Fine motor—K*Pocket charts/easel to practice handwriting*Writing center—chain and copy or practice of writing genres being taught*Listening Center
Zone 5—Student communities—tables/desks , separate location for core knowledge materials , seat sacks, bins for each table-table captain gets materials, teacher may keep workbooks because assessments are in workbooks
Sound Wall
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Tricky Word Wall
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Check In Activity
• Think about what you have heard so far about the Skills Strand materials
• Use the Zone Notes page to begin an outline of your classroom environment– You may use the blank diagram to begin your
design
• Sample Classroom Design
Tools for Working with Parents in the
Core Knowledge Language Arts Program
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What is Reading?
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D x C = R
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Decoding Comprehension Reading
CKLA = Two Keys to Reading Success
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• Phonics• Grammar• Spelling• Handwriting• Writing Process• Reading
What Will My Child Learn from the Skills Strand?
What Will My Child Learn in the Listening & Learning Strand?
• Fiction and nonfiction, informational read-aloud selections
• Focus on listening comprehension• Text-based discussions• Vocabulary• Extension activities that incorporate
drawing, dictation, and writing
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THE SKILLS STRANDSystematic Instruction in the Sound Structure of Language
Learning to Read is a Complex Endeavor• 26 Letters
A B C D E F G H I J K L M N O P Q R S T …
• 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 …
• 16 Distinctly Different UppercaseA B D E F G H I J K L M N Q R T
• 44 Sounds26 consonant, 18 vowel
• 150 Spellings/ie/ = ie | i_e | igh | y | ye | y_e
• Directionality
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Key Aspects of the Skills Strand
• Focus on sounds, or phonemes• Teaches the most common or least
ambiguous spellings first• Reading and writing are taught in tandem• Students read and write only what they have
been taught• 100% decodable readersLeave Nothing Out So We Leave No One
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Consonants
Spellings Sounds
Spellings Sounds
Vowels
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Basic Code
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CKLA Links Sounds and Spellings Explicitly
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KINDERGARTENFIRST GRADE
SECOND GRADE
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The Value of Most Frequent, Least Ambiguous Sound
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What Will Students Read?
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100% Decodable Readers• Summarizes previously
taught spellings used in the Student Reader
• Lists new spellings added during unit
• Shows previously taught tricky words used in the reader
• Shows code load
Reading at Home
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Also in the Skills Strand
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Grammar
Handwriting
LISTENING & LEARNINGContent-Rich Read-Alouds
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Questions?