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Core Knowledge Language Arts

Core Knowledge Language Arts. Getting Ready for Skills. 2. Online Parking Lot. Please go to engageny.org/ maynti and select “Online Parking Lot” for any NYSED-related questions. Thank You!. 3. Agenda.

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Core Knowledge Language Arts

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  1. Core Knowledge Language Arts Getting Ready for Skills EngageNY.org 2

  2. Online Parking Lot Please go to engageny.org/maynti and select “Online Parking Lot” for any NYSED-related questions. Thank You! EngageNY.org 3

  3. Agenda 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 EngageNY.org

  4. Overview of Skills Materials Student Decodable Readers Teacher Guides Assessment & Remediation Guides Chaining Boards Student Workbooks EngageNY.org 5

  5. Teacher Materials Teacher Anthology Big Books Blending Picture Cards Sound Posters and Sound Cards Large Letter Cards Timeline Posters and Cards EngageNY.org

  6. K 1 Teacher Guide 2 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. EngageNY.org

  7. K 1 Big Books The purpose of theBig 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) • Tips • Students have matching student readers for most units. EngageNY.org

  8. K Blending Picture Cards The purpose of theBlending 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. EngageNY.org

  9. K Sound Posters & Cards The purpose of theSound 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 • Where • Around the room • Tips • Create a sound wall. • Display vowel sound cards separately from consonant sound cards. EngageNY.org

  10. K 1 Large Card Letters The Large Card Lettersare 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. EngageNY.org

  11. 2 Timeline Posters and Cards The purpose of the Timeline Posters and Cards is to help students understand the content of context of CKLA stories in Grade 2. • How • The cards feature an image and a sentence depicting an event from the Student Reader. • When • Reading time • Where • Rug area • Around the room • Tips • Use the Timeline Posters during unit EngageNY.org

  12. How Will You Manage Student Materials? Workbooks Readers Student chaining folders Individual reading baggies (GRAIR) EngageNY.org

  13. K 1 Student Workbooks 2 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 • 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. EngageNY.org

  14. K 1 Student Readers 2 The purpose of theStudent 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. EngageNY.org

  15. K Chaining Folders & Small Letter Cards The purpose of theStudent Chaining Folder & Small Letter Cards is to allow students to practice sound spellings taught. • 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. EngageNY.org

  16. 1 Code Flip Books & Large Letter Cards 2 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. EngageNY.org

  17. 1 Individual Code Charts 2 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. EngageNY.org

  18. Room Setup Using the Building Your Room handout, draw your classroom as it was setup last year, noting: • how wall space was used. • various zones of the room such as centers, rug area, desks, etc. EngageNY.org

  19. Getting Ready for the Skills Strand: Building Your Room Zone 1: Around The Room Zone 2: Whole Group/Rug Area Zone 3: Small Group Instruction Zone 4: Skills Centers Zone 5: Student Communities/Independent Work EngageNY.org

  20. Taking Notes Use the Zone Notes handout to take notes as we review each zone. EngageNY.org

  21. 1 3 5 4 2 EngageNY.org

  22. Around the Room • Looking at the wall space in your classroom, what will you need to make room for? • Sound Wall (using phoneme cards, K) • Consonant Sounds • Vowel Sounds • Word Walls (consider arranging by sound) • Tricky Word Wall • Decodable Word Wall • Spelling Trees (1,2) • Student Work • Listening & Learning Concept Wall/Vocabulary EngageNY.org

  23. 1 EngageNY.org

  24. Sound Wall EngageNY.org

  25. 1 EngageNY.org

  26. Tricky Word Wall EngageNY.org

  27. 1 EngageNY.org

  28. 1 EngageNY.org

  29. Zone 2: Whole Group/Rug Area Area to conduct whole group instruction Anchored by a rug large enough to accommodate whole class Projection system in view Headed by teacher modeling area Stands for flip charts, books, and chart paper Teacher materials organized and accessible EngageNY.org

  30. 2 EngageNY.org

  31. SMART Board Rug Flip Book Stand Listening & Learning Flip Books Big Books Materials Bin Teacher Materials Bin Pocket Chart/Easel Sound Wall/Spelling Trees Library Word Wall EngageNY.org

  32. SMART Board Rug Flip Book Stand Materials Bin Teacher Materials Bin Pocket Chart/Easel Sound Wall/Spelling Trees Library Word Wall EngageNY.org

  33. SMART Board Rug Flip Book Stand Materials Bin Sound Blending Cards Large Letter Cards Timeline Cards & Posters Teacher Materials Bin Pocket Chart/Easel Sound Wall/Spelling Trees Library Word Wall EngageNY.org

  34. SMART Board Rug Flip Book Stand Materials Bin Teacher Student Readers Materials Bin Pocket Chart/Easel Sound Wall/Spelling Trees Library Word Wall EngageNY.org

  35. Zone 3:Small Group Instruction Reinforcing the learning Assessment & Remediation Guided Reading EngageNY.org

  36. 3 EngageNY.org

  37. a Teacher’s Bookcase A&R Guide and Activities Class Data Binder GRAIR Materials Student Portfolios Teacher Pausing Point Activities Students EngageNY.org

  38. Zone 4: Skills Centers • Dependent upon classroom space, separate centers can be set up using separate desks or bins with activities in baggies or folders. • Centers- • Writing Strokes/handwriting • Tracing-tray tracing, tracing and copying, tracing lines • Coloring- color strips, Pausing point activities • Listening (with CD player, headphones and CD’s) • Blending and Segmenting- (Pocket chart chaining) EngageNY.org

  39. 4 EngageNY.org

  40. Listening Center Listening & Learning Bulletin Board Pausing Point Activities Writing Center Activities to Support Learning Pocket Chart Fine Motor Center Anchor Charts Easel Centers Bins Pocket Chart Word Wall Anchor Charts EngageNY.org

  41. Listening Center Listening & Learning Bulletin Board Writing Center Pocket Chart Fine Motor Center Anchor Charts Easel Centers Bins Pocket Chart Word Wall Anchor Charts EngageNY.org

  42. Listening Center Listening & Learning Bulletin Board Writing Center Pocket Chart Chaining Writing Strokes Practice Pocket Chart Fine Motor Center Anchor Charts Easel Centers Bins Pocket Chart Word Wall Anchor Charts EngageNY.org

  43. Listening Center Listening & Learning Bulletin Board Writing Center Pocket Chart Fine Motor Center Anchor Charts Easel Centers Bins Pocket Chart Word Wall Anchor Charts EngageNY.org

  44. 5 EngageNY.org

  45. Student Chaining Folders Student Readers Student Workbooks Student Code Sheets SMART Board EngageNY.org

  46. Part 1: Revisit & Reorganize Using the second Building Your Room handout and your Zone Notes, revisit your classroom drawing and reorganize for CKLA implementation. EngageNY.org

  47. Part 2: Planning for Success Using your new room drawing and Zone Notes, create a list of action items for each zone of your classroom on the Zone Notes Classroom Reflection form. EngageNY.org

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