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2. Welcome Teachers! • Please sign in and make a name tag (BIG first name) with a MARKER. • Find a seat and a workbook. • Please complete dot charts on your side of the room as we wait for everyone to arrive! Mary Smith Mary Smith

3. Understanding the Common Core Shifts and the K-2 New York Language Arts Program by Core Knowledge® Alice Wiggins, Executive Vice President Core Knowledge Foundation 8

4. Pre-Assessment

5. Workshop Goals • Understand the Common Core Shifts • Understand the New York Language Arts (NYLA) Program • Move in a positive direction toward implementation of the Common Core Learning Standards • Understand how to use the NYLA approach with existing trade books and classroom materials

6. Day 1 & Day 2 Objectives • For each of the 6 Shifts, participants will be able to: • Explain the Shift. • Explain what the Shift looks like for K – 2. • Describe how NYLA supports the Shift.

7. Objectives continued • Participants will also be able to: • 1. Conduct a Listening and Learning Read-Aloud. • Describe the differences between fiction and informational texts and how those differences are related to remaining texts. • Explain several ways that knowledge helps. • Identify areas of increasing complexity in NYLA texts. • Compose grade appropriate text-based questions. • Explain the progression of early expressive writing . • Define and describe the difference between “academic vocabulary” and “domain-specific vocabulary”. • Describe how vocabulary develops.

8. Itinerary • Introductions, Survey, Pre-Assessment • Overview of Core Knowledge Language Arts • Language as a Foundation for Reading and Writing • Shift 1: Balance of Fiction and Informational Texts • Shift 2: Knowledge in the Disciplines • Shift 3: Staircase of Complexity • Shift 4: Text-Based Answers • Shift 5: Writing • Shift 6: Academic Vocabulary

9. Ground Rules • Engage actively. • Honor time frames. • Put cell phones on vibrate. • Take care of your own needs. • Be prepared. • Accept we will not always reach closure. • Make use of materials & the holding BIN.

10. Introductions and Community Builder • Conduct introductions at your table. • NAME • ROLE • WHERE you live • As a group, on your flip chart, identify three guidelines, ideas, tips or tricks that you’d like to share for success in dealing with change. • Take 8 minutes and then we will share.

11. 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.

12. Our Work

13. Why is K-2 ELA so Important? • Children learn to read during grades K - 2. • Preparation for assessment that takes place during grade 3 is primarily conducted during grades K - 2.

14. What is NYLA? The K - 2 New York Language Arts Program

15. A New Approach to ELA Instruction: Two Keys to Reading • Two instructional strands: • “Skills” Strand • “Listening and Learning” Strand • Decoding (Skills) + Language Comprehension (Listening and Learning through Read-Alouds) provides students with the two keys needed to translate letters into words AND make sense of what they decode.

16. Decoding Skills • These are taught in the Skills Strand of Core Knowledge Language Arts: • Focus on systematic, explicit instruction in synthetic phonics • Sound to letter instruction • Reading and writing taught in tandem, as inverse procedures • Repeated oral reading of 100% decodable text to build fluency

17. Language Comprehension • These are taught in the Listening and Learning Strand of Core Knowledge Language Arts: • Carefully sequenced oral read-alouds grouped into topically unified domains • Read-Alouds include fiction and informational selections • Focus on listening comprehension and text-based oral conversation • Extension activities that incorporate drawing, dictation, and writing

18. Comprehensive Reading Program These standards are directed toward fostering students’ understanding and working knowledge of concepts of print, the alphabetic principle, and other basic conventions of the English writing system. These foundational skills are not an end in and of themselves; rather, they are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines.

19. Key Aspects of the Skills Strand • Reading and writing are taught in tandem. • Focuses on sounds, or phonemes. • Teaches the most common, or least ambiguous spellings first. • Students read and write only what they have been taught. • Lowercase letters are taught first.

20. Overview of a Skills Unit • Units are built around the structure of language: • Vowel and Consonant Sounds • Vowel and Consonant Spellings • Blending and Segmenting Sounds and Spellings • BasicCode • Advanced Code • Alternative Spellings • Tricky Spellings

21. Overview of a Skills Lesson • Each Skills Lesson includes: • An Objectives header that specifies the sounds, spellings, tricky words, and/ or concepts that the students are expected to learn during the lesson. • An At-a-Glance Chart that gives an overview of the lesson. This chart lists the name of each exercise in the lesson along with the materials needed to teach that exercise and the suggested time allotted to each exercise. • Detailed descriptions of the procedures for each of the exercises listed in the At-a-Glance Chart. • A tens icon ( ) marking those exercises that represent good opportunities for assessment.

22. Overview of Skills Materials Teacher Guides Student Workbooks

23. Overview of Skills Materials Student Decodable Readers Chaining Boards

24. 100% Decodable

25. Overview of Assessments • Individual student performance can be assessed by observation of student responses during classroom activities and/ or completion of workbook pages. • Opportunities for such assessment are noted in both the Skills and Listening and Learning Teacher Guides with a . • A score of 10 indicates excellent performance and a 0 indicates very poor performance. • Tens Scores can be recorded on a chart like the one below. • It’s easy to see which students need extra help.

26. Use the Skills Overview Video Here

27. A Common Misconception • Becoming a skilled decoder • makes one a good reader.

28. The “Fourth Grade Slump” Reading Achievement Desired Growth 10 9 8 7 Actual Growth 6 5 12 11 4 10 9 8 7 6 5 4 3 2 Grade Level

29. “…the background to be better readers.” “By reading texts in history/social studies, science, and other disciplines, students build a foundation of knowledge in these fields that will also give them the background to be better readers in all content areas. Students can only gain this foundation when the curriculum is intentionally and coherently structured to develop rich content knowledge within and across grades.”

30. Do You Know? At what age is a student able to independently read and understand something as well as s/he is able to understand something that s/he has heard?

31. Listening versus Reading Comprehension T. G. Sticht, 1974, 1984

32. Year-long Scope and Sequence

33. “Building knowledge systematically…” “Building knowledge systematically in English language arts is like giving children various pieces of a puzzle in each grade that, over time, will form one big picture. At a curricular or instructional level, texts—within and across grade levels—need to be selected around topics or themes that systematically develop the knowledge base of students.”

34. Year-long Scope and Sequence

35. Components of a Domain Unit • Each Domain Unit: • stays on topic for 2 – 3 weeks. • includes a different Read-Aloud about the domain topic each day. • builds upon the language and concepts presented in prior domains. • includes Read-Aloud texts that increase in complexity as the unit progresses.

36. 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.

37. Leverage What We Know aboutVocabulary Development • Most vocabulary is learned implicitly. • Tiny gains on a dozen words is more efficient than large gains on just one word at a time. • Word learning is most efficient when the reader (listener) already understands the context well. • Using domains that stay on topic over time and throughout the day can provide context and repetition that foster implicit learning of vocabulary.

38. Overview ofListening and Learning Materials Teacher Anthology Large Image Flip Books & CD Student Workbooks

39. Overview of Assessments • Individual student performance can be assessed by observation of student responses during classroom activities and/or completion of workbook pages. • Opportunities for such assessment are noted in both the Skills and Listening and Learning Teacher Guides with a . • A score of 10 indicates excellent performance and a 0 indicates very poor performance. • Tens Scores can be recorded on a chart like the one below. • It’s easy to see which students need extra help.

40. Use the Listening & Learning Overview Video Here

41. Turn to Your Partner • Share with your partner: • What do you understand so far about NYLA? • What most resonates with you?

42. Use the What Teachers Think Video Here

43. Use the What Students Think Video Here

44. How do we know this works? • K – 2 Pilot with New York City Teachers and Students • 2008-2009 - Compared to peers, Kindergarteners taught with the CKLA program made more statistically significant progress in all areas of reading tested: spelling, phonemic awareness, decoding, and comprehension. • 2009-2010 - Compared to peers, 1st graders taught with the CKLA program made more statistically significant progress in reading, science and social studies. • Both students with only one year of CKLA instruction and those with two years of CKLA instruction made greater gains than their peers at comparison schools. • 2010 – 2011- Compared to peers, 2nd graders taught with CKLA made more progress in all areas of reading and social studies.

45. Reading to Learn: The 6 Shifts

46. I. Why Listening and Learning? Students HEAR read aloud a balance of informational and fictional texts Cross-curricular instruction with domain-specific texts on science, history, & the arts read aloud Read-Aloud text complexity (L&L) Phonemic & syntactic complexity (SKILLS) Oral conversations around a common text Drawing and dictating, leading to short written works with increasing details. Oral exposure, through Read-Alouds to academic and domain-specific vocabulary PLUS explicit, sequential, phonics instruction that begins orally

47. I. Why Listening and Learning? • Shift 1: Presents informational texts that students aren’t yet able to read. • Shift 2: Imparts content knowledge important to comprehension. • Shift 3: Allows students to hear increasingly complex vocabulary, syntax and grammar. • Shift 4: Provides a vehicle for asking rich, text-based questions. • Shift 5: Provides opportunities for oral discussions about the source. • Shift 6: Models rich, formal language and vocabulary. • Additionally: Models and improves fluent reading.

48. Relay Summary • Based on what you now know about New York Language Arts: • What practices do you think teachers will have to change with regard to how they teach reading? • How will these practices be added or refined with guidance from the Common Core Learning Standards and by elements of the New York Language Arts Program?

49. Rollout Schedule • Starting August 2012 • 9 CKLA Listening and Learning Domains(per grade K–2) • Summer 2013 • 12 NYLA Listening and Learning Domains (per grade K-2) • Supplementary Listening and Learning Teacher Resource • 6 - 10 NYLA Skills Units (per grade K – 2) • Supplementary Skills Assessment & Remediation Guide • Comprehensive ELA Program for Preschool

50. J The Implementation Dip institutionalization implement support and follow-up initiate implementation dip Source: Fullan, M. (2001). Leading in Culture of Change. San Francisco: Jossey-Bass.