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Day 2: Writing in the Core Knowledge Language Arts Program

Day 2: Writing in the Core Knowledge Language Arts Program. Learning from Student W ork. Session 7: How Is W riting Explicitly T aught within CKLA–NY. Grammar, Spelling, Handwriting, and Content Knowledge within the Skills Strand. Grammar. Each new grammar skill is explicitly taught.

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Day 2: Writing in the Core Knowledge Language Arts Program

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  1. Day 2: Writing in the Core Knowledge Language Arts Program Learning from Student Work

  2. Session 7: How Is Writing Explicitly Taught within CKLA–NY Grammar, Spelling, Handwriting, and Content Knowledge within the Skills Strand

  3. Grammar • Each new grammar skill is explicitly taught. • Teacher defines the grammar skill. • Use of the skill is modeled. • Oral and written class practice takes place.

  4. Grammar • Worksheets are used for independent practice. • Students can practice skills: Independently; With a partner; With the teacher.

  5. Grammar • Students apply the knowledge gained. • Students do a communicative task on the topic.

  6. Grammar • Students practice the skill in context using skills readers. • There is no disconnect between what students have learned and how they use that knowledge.

  7. Spelling • Students learn to spell in an systematic way. • Students are introduced to spelling alternatives. • Students learn to decode the spellings while reading. • Then children work to choose the correct spelling in writing.

  8. Spelling • Spelling begins with segmenting/sound spelling review. • Chaining reinforces spelling. • Students independently spell from dictation: words, phrases, sentences.

  9. Spelling • Spelling words are introduced in a warm up activity. • Spelling practice occurs through word sorts and other activities. • “Take Home” sheets list words for parental support.

  10. Spelling • Results are recorded on the spelling class template provided in TG. • Data are used to analyze where students need help. • Teachers provide targeted remediation in small, flexible groups.

  11. Creative and Inventive Spellings • Students use spellings they have learned. • Teachers accept spellings that are plausible: • “Wate” for wait, “ade” for aid • “Kat” for cat • “Axp” is not an acceptable spelling for “dog”

  12. Handwriting • Prewriting skills • Tripod grip • Proper writing position • Handwriting worksheets for letters and words in student workbooks

  13. Handwriting

  14. Handwriting

  15. Content: Skills Strand

  16. Thank You!

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