how ckla relates to the three pillar model

©2013 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/

HOW CKLA RELATES TO THE THREE PILLAR MODEL

Session 2: Overview of Core Knowledge Language Arts (CKLA)

2EngageNY.org 2

http://www.creativecommons.org/licenses/by-nc-sa/3.0/


What is Reading?

3

D x C = R

EngageNY.org 3

Decoding Comprehension Reading



What is the Significance of this Number?

2704EngageNY.org 4



Pillar 1: Explicit Instruction in the Code • 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 sounds

26 consonant, 18 vowel• 150 spellings

/ie/ = ie | i_e | igh | y | ye | y_e• Directionality

5EngageNY.org 5



Overview of Skills Materials

Teacher GuidesStudent Workbooks

Student DecodableReaders

Chaining Boards

Assessment & Remediation Guides

6EngageNY.org 6



Accessing the Skills Materials on EngageNY

EngageNY.org 7

Step

Step

Step

Step

• Kindergarten CKLA-NY revised Core Knowledge Curriculum - Skills Strand

Step



What Will Students Read?

8EngageNY.org 8



What Will Students Read?

A Carousel Walk• On 4 sides of the room

are posted a “Trajectory of Reading” gallery

• Line up and peruse the gallery closest to where you are sitting.

• Be sure to review from K – 2 (left to right)

EngageNY.org 99



Let’s Take a Closer LookMaterials

1. G1 U1 Review Lesson

2. Snap Shots Stories

3. Snap Shots Code Load Pages

Use the Stories to Look for:• Evidence of lesson content in the reader text

Tricky words “where” and “who” Quotation marks Vocabulary “posh”

• Evidence of Previously Taught Spellings in the reader text

/i/ as in skim; /e/ as in bed; /a/ as in tap; /u/ as in up; /o/ as in flop

/m/ as in swim; /n/ as in run; /t/ as in bat; etc.

EngageNY.org 1010



Reflect• I used to think…• Now I think…• Now I wonder…

EngageNY.org 1111



What Will Students Write?

12EngageNY.org 12



What Will Students Write?

What evidence do you see of the following?

Early Asian Civilizations

Grammar Spelling Handwriting Content

13EngageNY.org 13



Summary of the Writing Process

1. Genre Introduction

2. As a Class Plan for a Shared Writing in the Genre

3. As a Class Draft a Shared Writing in the Genre

4. Students Individually Plan their Own Writing

5. Students Individually Draft their Own Writing

6. Students Edit their Writing

7. Students Publish their Writing (sometimes)

14EngageNY.org 14



EngageNY.org

Genre Writing• Descriptive Writing• Fictional Narrative• Personal Narrative• Friendly Letter• Opinion Piece• Persuasive Writing• “What if…” Writing• Taking Notes• Report Writing

1515



Activity: Personal Narrative

16EngageNY.org 16



Writing Content: Skills Strand

17EngageNY.org 17



Pillar 2: The Listening & Learning Strand

Supporting Language and Knowledge Development through Shared Interactive Reading

18EngageNY.org 18



Anchor Standards for Reading and Writing

• If you are sitting on the RIGHT side of the room, write one word or phrase that comes to mind when you consider what the Common Core writing standards call for.

• If you are sitting on the LEFT side of the room, write one word or phrase that comes to mind when you consider what the Common Core reading standards call for.

EngageNY.org 1919



Anchor Reading Standards

20EngageNY.org 20



Kindergarten Reading Standards

21EngageNY.org 21



Grade 1 Reading Standards

22EngageNY.org 22



Grade 2 Reading Standards

23EngageNY.org 23



Anchor Writing Standards

24EngageNY.org 24



Kindergarten Writing Standards

25EngageNY.org 25



Grade 1 Writing Standards

26EngageNY.org 26



Grade 2 Writing Standards

27EngageNY.org 27



Liben & Liben, 2013Expanding students’vocabulary and developing the vocabulary of all students cannot be done from texts early readers are able to read themselves in these younger grades. It must come from rich texts read aloud. Exposure to varied and sophisticated syntax – the other ingredient of academic language – must also come from excellent works heard read aloud. Though both syntax and word work can and should also be addressed in other ways, high quality and diverse texts read aloud, enjoyed, discussed and analyzed, are the richest pathway to develop robust language capacity in all students.

28EngageNY.org 28



SupplementalGuide

CKLA Materials

29

Teacher AnthologyImage Cards

Flip Book

EngageNY.org 29



Accessing the Skills Materials on EngageNY

EngageNY.org 30

Step

Step

Step

Step

• Kindergarten CKLA-NY revised Core Knowledge Curriculum – Listening and Learning Strand

Step



Listening and Learning Lessons

PredictionPrediction

Review of Prior Knowledge

Review of Prior Knowledge

Purpose for ListeningPurpose for Listening

31EngageNY.org 31




Story TextStory Text

Image to displayImage to display

Guided Listening Support

Guided Listening Support

32EngageNY.org 32




Comprehension Questions

Comprehension Questions

33EngageNY.org 33




Word WorkWord Work

34EngageNY.org 34




Extension Activities

Extension Activities

35EngageNY.org 35



Learning to Read: The 6 Shifts for K - 2

Balance of Informational and Literary Texts

Knowledge in the Disciplines

Staircase of Complexity

Text Based Answers

Writing from Sources

Academic Vocabulary

36

Students HEAR read aloud a balance of informational and fictional textsStudents HEAR read aloud a balance of informational and fictional texts

Read-alouds address cross-curricular domain-specific texts on science, history, & the artsRead-alouds address cross-curricular domain-specific texts on science, history, & the arts

Phonemic & syntactic complexity (SKILLS)Read-aloud text complexity (L&L)Phonemic & syntactic complexity (SKILLS)Read-aloud text complexity (L&L)

Oral conversations around a common text draw students attention to key detailsOral conversations around a common text draw students attention to key details

Drawing and dictating, leading to short written works with increasing details.Drawing and dictating, leading to short written works with increasing details.

Oral exposure, through read-alouds to academic and domain-specific vocabularyOral exposure, through read-alouds to academic and domain-specific vocabulary

PLUS explicit, sequential, phonics instruction that begins orallyPLUS explicit, sequential, phonics instruction that begins orally

EngageNY.org 36EngageNY.org 36



Activity: Annotated Lesson 6

ShiftsIn your handouts, fill in each call out box to indicate the Common Core Shift demonstrated by the text referenced by the call out box.

e.g., Core Content Objectives demonstrate Shift 2

EngageNY.org 3737


how ckla relates to the three pillar model

Documents

original work

resulting work

unported license

ckla program

strands of ckla

license terms

similar license

pillar modelsession